Reflections from Transitioning Carpentries Workshops Online

Objectives: As certified Carpentries instructors, the authors organized and co-taught the University of Montana’s first in-person Carpentries workshop focused on the R programming language during early 2020. Due to the COVID-19 pandemic, a repeated workshop was postponed to the fall of 2020 and was...

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Autores principales:	Ben B. Chiewphasa, Anna K. Moeller
Formato:	article
Lenguaje:	EN
Publicado:	University of Massachusetts Medical School, Lamar Soutter Library 2021
Materias:	the carpentries online learning covid-19 online workshops r programming language novice learners Bibliography. Library science. Information resources Z
Acceso en línea:	https://doaj.org/article/955fa3577cd142aeb027431eb3ec469d
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spelling	oai:doaj.org-article:955fa3577cd142aeb027431eb3ec469d2021-11-18T17:31:28ZReflections from Transitioning Carpentries Workshops Online10.7191/jeslib.2021.12172161-3974https://doaj.org/article/955fa3577cd142aeb027431eb3ec469d2021-11-01T00:00:00Zhttps://escholarship.umassmed.edu/jeslib/vol10/iss4/2/https://doaj.org/toc/2161-3974Objectives: As certified Carpentries instructors, the authors organized and co-taught the University of Montana’s first in-person Carpentries workshop focused on the R programming language during early 2020. Due to the COVID-19 pandemic, a repeated workshop was postponed to the fall of 2020 and was adapted for a fully online setting. The authors share their Carpentries journey from in-person to online instruction, hoping to inspire those interested in organizing Carpentries at their institution for the first time and those interested in improving their existing Carpentries presence. Methods: The authors reflected on their experience facilitating the same Carpentries workshop in-person and online. They used this unique opportunity to compare the effectiveness of a face-to-face environment versus a virtual modality for delivering an interactive workshop. Results: When teaching in the online setting, the authors learned to emphasize the basics, create many opportunities for feedback using formative assessments, reduce the amount of material presented, and include helpers who are familiar with technology and troubleshooting. Conclusions: Although the online environment came with challenges (i.e., Zoom logistics and challenges, the need to further condense curricula, etc.), the instructors were surprised at the many advantages of hosting an online workshop. With some adaptations, Carpentries workshops work well in online delivery.Ben B. ChiewphasaAnna K. MoellerUniversity of Massachusetts Medical School, Lamar Soutter Libraryarticlethe carpentriesonline learningcovid-19online workshopsr programming languagenovice learnersBibliography. Library science. Information resourcesZENJournal of eScience Librarianship, Vol 10, Iss 4, p 1217 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	the carpentries online learning covid-19 online workshops r programming language novice learners Bibliography. Library science. Information resources Z
spellingShingle	the carpentries online learning covid-19 online workshops r programming language novice learners Bibliography. Library science. Information resources Z Ben B. Chiewphasa Anna K. Moeller Reflections from Transitioning Carpentries Workshops Online
description	Objectives: As certified Carpentries instructors, the authors organized and co-taught the University of Montana’s first in-person Carpentries workshop focused on the R programming language during early 2020. Due to the COVID-19 pandemic, a repeated workshop was postponed to the fall of 2020 and was adapted for a fully online setting. The authors share their Carpentries journey from in-person to online instruction, hoping to inspire those interested in organizing Carpentries at their institution for the first time and those interested in improving their existing Carpentries presence. Methods: The authors reflected on their experience facilitating the same Carpentries workshop in-person and online. They used this unique opportunity to compare the effectiveness of a face-to-face environment versus a virtual modality for delivering an interactive workshop. Results: When teaching in the online setting, the authors learned to emphasize the basics, create many opportunities for feedback using formative assessments, reduce the amount of material presented, and include helpers who are familiar with technology and troubleshooting. Conclusions: Although the online environment came with challenges (i.e., Zoom logistics and challenges, the need to further condense curricula, etc.), the instructors were surprised at the many advantages of hosting an online workshop. With some adaptations, Carpentries workshops work well in online delivery.
format	article
author	Ben B. Chiewphasa Anna K. Moeller
author_facet	Ben B. Chiewphasa Anna K. Moeller
author_sort	Ben B. Chiewphasa
title	Reflections from Transitioning Carpentries Workshops Online
title_short	Reflections from Transitioning Carpentries Workshops Online
title_full	Reflections from Transitioning Carpentries Workshops Online
title_fullStr	Reflections from Transitioning Carpentries Workshops Online
title_full_unstemmed	Reflections from Transitioning Carpentries Workshops Online
title_sort	reflections from transitioning carpentries workshops online
publisher	University of Massachusetts Medical School, Lamar Soutter Library
publishDate	2021
url	https://doaj.org/article/955fa3577cd142aeb027431eb3ec469d
work_keys_str_mv	AT benbchiewphasa reflectionsfromtransitioningcarpentriesworkshopsonline AT annakmoeller reflectionsfromtransitioningcarpentriesworkshopsonline
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Reflections from Transitioning Carpentries Workshops Online

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