Runestone Interactive http://www.runestoneinteractive.com/ Democratizing textbooks for the 21st century en-us Fri, 25 Oct 2019 00:00:00 +0000 http://www.runestoneinteractive.com/2019/10/25/privaterunestone.html http://www.runestoneinteractive.com/2019/10/25/privaterunestone.html <![CDATA[Privacy and Runestone]]> Privacy and Runestone

In this week’s update I want to tell you about some new account management features I added to Runestone, and give you some idea about how you could set up your class if you don’t want Runestone to capture any Personally Identifiable Information (PII) about your students.

Runestone collects a lot of data. I think it is all justified, and if you are an instructor you can gain some real insight into how your students are doing based on the data we collect and the reports we create for you. None of that requires any PII about your students. Yet we do collect some… what do we collect? and why?

Here is what we we ask for when a student registers:

  1. username - this can be anything and it is easy for this to NOT contain PII
  2. email - This is the only reliable way to do password recovery.
  3. First Name and Last Name - this has always been just for the instructors so that when they are grading assignments or looking at analytic reports, they know who they are looking at.
  4. Password - encrypted and stored securely.
  5. Name of the course. The instructor has full control over this call it whatever you want.

Setting up a class with no PII

We will walk through two strategies for managing a Runestone Course that doesn’t store any PII about a student. The first strategy has the students register themselves following the instructions I’ll tell you about. The second strategy puts you in complete control and allows you to create all of the usernames for your students!

The way to use Runestone without PII is to ensure that your students choose a username that they remember but has nothing to do with their real identity. They can also put in fake first names and last names.

The real trick is how to manage password recovery Thats where this cool email alias trick comes in. Most email systems (including gmail) support the username+alias convention. That is you can add a + and an additional alias to your email address. For example runestone+support@gmail.com or runestone+info@gmail.com both of those emails will end up in the runestone mailbox, but I can also see the alias. We can use this feature so that students don’t have to enter their real email address, they enter yours plus their username as the alias. This means that you will end up fielding the password reset emails. If you are an email whiz you can set up some rules to forward these to the right student.

Experience has shown that having students register themselves and get all of those pieces correct is a losing battle. So why not put you in charge of registering them? Get out your favorite spreadsheet app and prepare a file with your students information.

You can upload a CSV file with the following format: One row for each student

username, email, first_name, last_name, password, course

In order to protect your students privacy you can create a spreadsheet like the following:

hogwarts-1,dumbledore+hogwarts1@gmail.com,F1,L1,owls4all,potions_fall19
hogwarts-2,dumbledore+hogwarts1@gmail.com,F2,L2,owls4all,potions_fall19
hogwarts-3,dumbledore+hogwarts1@gmail.com,F2,L2,owls4all,potions_fall19

From the Manage Students tab on the Instructor’s Page, you can now upload this CSV file using the interface.

../../../_images/student_management.png

Once you have uploaded the CSV, you can add some columns to the spreadsheet that contain the real student information to help you remember. You will probably learn quickly who your made up names correspond to, and can probably think of something anonymous that will help you remember who F1 L1 really is. On the first day of class you may want to hand out paper for the students with their username, and walk them through changing the password, or maybe you want to assign each student a unique password when you are making up the spreadsheet. I just would not recommend a scenario where all the students have the same password.

Of course all of this is optional. You can also create a csv file with usernames of your choice and include the real email addresses and real first / last names of your students, or you can have them register themselves as students have been doing on Runestone since 2012.

Password and Account Management

There is no doubt about it, password management is a headache for everyone. Runestone handles hundreds of password reset requests each week. But that does not always work. Some schools (inexplicably) block email from Runestone. Other schools run software that simply mangles the URL’s found in emails that look like they are password reset emails. This is understandable to some degree as Phishing scams are so common, and its important to protect the students. I’ve done everything I can do from my side to validate the runestone.academy email domain. But, other times students simply type in their email incorrectly.

When the email system for password resets do not work, I have now given instructors the ability to change the passwords for the students in their class. Hopefully, this will eliminate the emails asking me to manually reset passwords when the reset emails are now flowing. Runestone has gotten too big for me to deal with these requests, and I don’t have any minions for that 😀.

Instructors cannot change their own passwords through this mechanism. who among us hasn’t walked away from the computer and left ourselves logged into Runestone? As an instructor, you will still have to use the normal email password reset mechanism. If your school blocks emails then I suggest you just get a free gmail address to use for this purpose.

One final note on account management. When you use the Remove Student button, you are not actually deleting the student. What I do is move the student out of your course so they do not clutter your gradebook or Student Progress page. They are moved into the public version of the course you based your own course on. This allows them to keep their username, as well as retrieve any of their work they did. If a student wants to truly delete themselve they do have that capability! From the 👤 menu select edit profile and from there the student can really delete themselves and all of their work.

What other Data Does Runestone Collect

Here is a graph of all of the events that runestone has collected in the last 4 weeks.

../../../_images/rsevents.png

As you can see that is a lot of activecode and a lot of pages loaded. Also over 1 million multiple choice questions answered! I would love to see more clickable area questions and more fill in the blanks. Some of our preliminary research shows that those kinds of questions are much more effective at getting students to review the content in order to get a correct answer, rather than simply clicking on different answers until they guess correctly for multiple choice. All of these events are captured and tied to a username. So the more anonymous your username the better as far as I’m concerned.

What I’m really interested in is figuring out how to apply machine learning algorithms to help identify students that may struggle, to help weed out bad questions, to help us write better questions, to help us order the textbook in different ways, to adapt to each student to help them achieve their maximum potential.

Runestone also collects the source code each time your student changes and runs the code in an activecode activity. This is to provide a timeline for the student as well as for yourself.

  • Make sure you explain the timeline to your students. Sometimes there is great fear in them about changing code that is working. Having this timeline present encourages them to experiment, knowing that they can always get back to a good working version.
  • For you the timeline can be an invaluable tool for talking through an assignment with a student. You can see their progress and if they make a wrong turn you can usually see that in the timeline and talk to them about why they decided to a particular direction.
  • The timeline is also available in the scratch activecode which some students like to use as a notebook for the course.
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Fri, 25 Oct 2019 00:00:00 +0000
http://www.runestoneinteractive.com/2019/10/12/grading_updates.html http://www.runestoneinteractive.com/2019/10/12/grading_updates.html <![CDATA[Grading Updates]]> Grading Updates

Lots of updates to the Grading interface this week, as well as some important bug fixes. They are now live. The main things to look for include:

1. I have plugged a couple of holes in session handling, where students could mistakenly end up in the open fopp book instead of in the correct course.

2. In addition, if the student is not logged in, the progress bar at the bottom of the page will be gray instead of green. Another visual indicator that they are not logged in.

3. The grading interface has been redesigned into a new layout, and streamlined significantly. Important note – these changes are to make manual grading workflow less tedious. The autograder workflow is unchanged.

  1. Now you only have one choice to make. Start with either a Chapter or an Assignment.
  2. Questions for chapters are sorted alphabetically
  3. Its easy to select all question or all students or both.
  4. Chapters, Assignments, Questions, and students are all searchable. So if you have a class of 125 and need to regrade that one student it is easier to find them.
  5. If an assignment has not had its grades released there is a bright red message to that effect that will remind you to press the button.
  6. If you select multiple students you can navigate from score to score with the tab key and when you update the score it autosaves when you move to the next input field. You’ll know it has saved because it will turn light green.
  7. If you like grading things one at a time, the old save and save/next buttons are still there.

Here is quick video tour of the new features:

../../../_images/GradingUpdates.png

Please don’t hesitate to leave a comment on other things I could tweak to make the workflow more clear or efficient.

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Sat, 12 Oct 2019 00:00:00 +0000
http://www.runestoneinteractive.com/2019/08/15/fall_homework.html http://www.runestoneinteractive.com/2019/08/15/fall_homework.html <![CDATA[Help Wanted - Make Autograding Awesome]]> Help Wanted - Make Autograding Awesome

What if I told you that just 10 minutes a day for one week between now and September 30th could improve your life dramatically for the entire semester?

../../../_images/unit_tests.png

Did I get your attention? How much time would you save if every programming problem in Runestone had unit tests so it could be auto graded? I know I would save me many hours! In addition my research has shown that students work harder, and end up with much better solutions when an exercise has a good set of unit tests. It seems like a win for everyone! When there is that positive affirmation that you are correct, students build confidence and feel better about doing the work. In addition, all the emails I get asking for solutions will go away because if all the unit tests pass people will be happy that they have succeeded.

Most of the programming exercises for Foundations of Python Programming, as well as those in How to Think Like a Computer Scientist lack good unit tests for the autograder. This is actually an easy problem to solve if we crowd source the solution. If all of us using Runestone in our classrooms write a unit test every day we could have 100% coverage.

Adding unit tests to nearly every activecode is an achievable goal, if we work together to write them. All the cool kids are doing crowdsourcing today, so why can’t we? Here is the best thing, I’ll take a set of tests for any activecode in (nearly) any format. Just send me the title of the book, the activecode ID (shown below the activecode) and a set of assertions, and I (or another volunteer) will get that information in the book. With the new architecture, as soon as I do a rebuild all of us will immediately benefit from the new tests. You can send me an email. You can post it in the comment section of this blog. You can create an issue on github Or you can post the message on our Slack Channel. (See the Support tab for the link to join).

The test you send me could be as simple as.

Dear Brad,

For activecode ac_2_5_blah we should test the following conditions

    for starting input of 44 and 15
    variable foo should have the value of 29
    variable bar should have the value of "hello world"
    The output should contain the word awesome
    the source code should not include the word append

Sincerely,

<insert your name here>

Thats it, we’ll take it from there. You could also make Pull Request on github if you know how to do that. 😀😀😀

You do not need to be an expert to do this. You could even make this an assignment for your more advanced students. I promise I won’t yell at you if you leave some corner case uncovered. Someone else will probably think of it. I, and a couple of other folks will act as the editors to make sure we have good tests that cover a reasonable set of cases for each problem.

What does a unit test look like?

Here is the ideal submission. (Again, I’ll take much less than this)

from unittest.gui import TestCaseGui

class MyTest(TestCaseGui):

    def test_XXX(self):
        assertEqual(variable, correct_value, feedback)
        assertEqual(function_call(), correct_return_value, feedback)
        ...

myTest.main()

What about problems without functions?

No problem, you can make an assertion that a variable should be equal to a value just as easily as a function. Now, many problems are not stated precisely in the sense that we have not stated clearly. Store the result in “variableX”. That is easily changed as well,and you get the satisfaction of knowing that your variable name will be used by thousands of students.

You can also make assertions about the output as well as the assertions words that appear in the source code.

For example lets say you want to write a unit test to check that the ever popular “hello world” program works. We will use the getOuput() method to grab the output of the program. Its just a string so we can manipulate it and assert that substrings be in the output!

print("Hello World")

====
from unittest.gui import TestCaseGui

class myTests(TestCaseGui):

    def testOne(self):
        self.assertIn("Hello World", self.getOutput(), )

myTests().main()

Note that the ==== tells Runestone to hide the test code following the ==== from the student.

Looking for multiple answers in the output is easy to do with a number of assertions. So, this would be a good strategy for having them try several test cases. Even when using the input function!

Or, lets say you want the students to calculate the total of a list of numbers but you don’t want them to use the sum function, and you want the result to be stored in the variable total. We also have access to the source through the getEditorText method.

numbers = [1, 3, 5, 11, 25]

total = sum(numbers)

====
from unittest.gui import TestCaseGui

class myTests(TestCaseGui):

    def testOne(self):
        self.assertEqual(total, sum(numbers) )
        self.assertNotIn("sum", self.getEditorText(), "Do not use the sum function")

myTests().main()

This would result in:

../../../_images/more_units.png

What if I have already written a unit test for problem xxx?

Even better! Just send me the unique id for the problem you created, and (if you know it) the id for the problem you started with.

I know we are all super busy, but with just a few minutes from each of us we can really make a huge dent in reducing our grading workload. Think about it this way: when you make the assignment, jot down a few ideas about what you are going to look for when the students hand in their work, or even write up the unit tests in an editor. If you get them to me, and we get them into the book before the deadline, all you have to do is make sure your students run them one time with the tests in place and your grading for that problem is done! I think this can pay for itself with a single assignment!

Thanks in advance for your participation!

Brad

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Thu, 15 Aug 2019 00:00:00 +0000
http://www.runestoneinteractive.com/2019/07/27/ui_polish.html http://www.runestoneinteractive.com/2019/07/27/ui_polish.html <![CDATA[User Interface Polish]]> User Interface Polish

In my last update I detailed some improvements to Runestone that had been a long time in the making. Today, I want to share some improvements to the UI that have come directly from new contributors that are also actively using Runestone in the classroom. These are designed to help make your experience using Runestone more pleasant. I’m sure that there is much more we can be doing, but its really great when the changes and requests from from people who are using Runestone every day.

Grading

Self Grading Have your students ever complained that they don’t know what they have left to do to complete either a Reading Assignment or a Problem Set? Probably, have you resorted to running the autograder a few days early and releasing grades so that your students can see what they have left to do? Now students can “grade” their own assignments. At least that parts of it that can be automatically graded.

../../../_images/self_score.png

After the student presses the button they will see their scores and progress for every part of the assignment. If they are not getting full credit for a section of the reading, they can click on the link and finish the activities on that page. If they are not getting credit for a programming problem they can continue to work on it until all the unit tests pass. If a problem requires manual grading it will just show a message “Not Yet Graded”.

Multiple Selections: Have you ever wanted to streamline your manual grading by selecting a bunch of students at once and having all of their code visible rather than selecting them one at a time? You can now do that!

Assignments

Not all of us have a good naming convention in mind for our assignments at the beginning of a semester. So, one simple but popular request is to be able to rename assignments. You can do that now.

../../../_images/rename.png

What can be autograded? When making an assignment, I know this was a bit frustrating. Now the Tree View of the avaialable exercises tells you what kind of thing each question is, AND if there is a checkmark next to it then you know that it will be autograded. Better yet, the system now does a much better job of setting the correct default grading option for you when you add something to an assignment.

../../../_images/problem_type.png

Help Wanted

We know there are lots of coding exercises that could be autograded but are not. This is due to a lack of hours in the day. Almost anyone can help solve this problem. Writing tests is not that hard to do, and I’ll take the tests any way you are willing to give them to me. I’d love it if they were a Pull Request on github, but I’ll take them in the form of emails, or posts on the Google Group, or tweets, or Slack messages or whatever way you want to get them to me. Here is an example of how easy it is to add a unit test to the code in any exercise. Unit Tests for Code . This problem is so solvable if we can get a community effort behind it. If everyone teaching using runestone sent me one unit test a week, think of how much better your lives would be to have more programming exercises that could be automatically graded. – Not to mention how much better your students learn when exercises are automatically graded.

How about offering a little extra credit to your advanced students for writing unit tests to exercises they have already done??

Student Progress

Speaking of student progress a little polish has been applied there too. The “donut charts” are now organized by subsection. And the dropdown menu has Chapter Numbers! This makes it a lot easier to guage what is going on in your class at a glance when you can see the donut charts grouped by sub chapter.

../../../_images/analytics.png

Squashing Bugs

We have also squashed a fair number of bugs this summer. Just two days ago I corrected a really annoying grading problem thats been around for 3 years! I’ve also found ways to eliminate (or ignore) the cruft in our database that sometimes throws off the count of exercises for reading assignments! Little by little we are making things better and more reliable. Please do report any problems that you run into. Again preferably on Github That makes it so much easier for us to track.

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Sat, 27 Jul 2019 00:00:00 +0000
http://www.runestoneinteractive.com/2019/07/01/midsummer.html http://www.runestoneinteractive.com/2019/07/01/midsummer.html <![CDATA[Mid-Summer Update]]> Mid-Summer Update

The July 4th holiday is just three days away, which for many of us in the academy marks the midpoint of the summer. To say that we have made some big strides in Runestone so far this summer is an understatement, and they are all coming to https://runestone.academy before the holiday. So, put on your seatbelts and get ready for the ride.

New Stuff for Instructors and Students

There are several big changes to Runestone that should make life better for instructors this summer.

  1. Dynamic Pages – wait, what? I thought Runestone pages were already far from static. You’re right, but you know that course building and rebuilding process you had to go through to create a course? Its gone! We now have a single copy of the most up-to-date version of each textbook that we can serve dynamically for you and your own bespoke course. You won’t really notice anything except that creating a course is now instantaneous, and the URL to your book is now going to be /runestone/books/published/yourbook instead of the old /runestone/static URL.
  2. In page progress indicators Reading assignments are awesome, but they do have some potential pitfalls. Such as students doing work in the wrong course, or not understanding what they need to do on each page. So at the bottom of each page we have added a progress bar to show how many of the interactive activities on each page the student has tried.
../../../_images/progress.png
  1. One scratch activecode per book – One thing I learned last year in working more closely with instructors and having more time to listen to students is that most students were confused by the scratch activecode. In the past we had a different scratch activecode for each page for each student. This was confusing as students use these scratch activecode’s a lot, but were often confused about how to find something they were trying on a page somewhere that they could not recall. Now their entire history of all interactions will be available and scrollable through the history slider. Making history searchable is on the todo list somewhere…
  2. Navigation menu within the chapter – another request that I’ve heard from many of you is to improve the navigation in the book. There are many different opinions on what is “best” in this area, but the one I like the best, and the one that keeps the book pages the most uncluttered, is to have a “This Chapter” menu in the navbar. This lets you quickly move to any page in your current chapter. If you want to change to a different chapter then you can click on the course name and that will bring you to the table of contents for the whole book. So, closer is one click away, and anything outside the current chapter is two clicks away. That makes sense to me. But I would love to hear feedback on this. Nothing is set in stone.
../../../_images/chapter_nav.png

New Stuff for Authors

  1. New activecode language for writing about and working with SQL! Oh yeah, I love SQL! I love writing queries and I love teaching about how to “squeeze information out of a database,” a phrase my masters advisor John Carlis, repeated every day in our databases class. SQL queries are also “autogradeable” with a simle set of asserts. The database engine runs in-browser and is a fully operational version of SQLLite!
../../../_images/SQL_browser.png
  1. New Spreadsheets directive When trying to write a data science book last year, it was clear that both SQL and a Spreadsheet in the browser would really help. Now, thanks to the jExcel Project We also have a very functional spreadshet running in the browser. Many many Excel/Sheets functions are supported, and it is also autogradeable through a series of assert statements. In addition, cells that students should be adding formulas to are colored in light blue to start with, and after grading are colored green or red to indicate whether they got it right. In addition there is text that also shows whether each test passed or not, and what the expected value was.
../../../_images/sheets.png
  1. New Instructor Only Reveals So many people have asked for instructor materials for all of our books. One of the things the last year of working with Google has helped with is in actually getting some materials written. Its at least as much work as writing the book itself! So how to deliver these new materials? This is one of the first great features of the new dynamic pages model of serving. Buttons that are only included on the page if you are an instructor.
../../../_images/instructor_hidden.png

When you click on it the answer or any other helpful material is displayed.

../../../_images/instructor_reveal.png

Students will not even see the buttons. In some books these instructor materials will be “paid for” features. You will also need to do an extra level of proof that you are an instructor in order to gain access to these.

Inside Baseball

  1. Unit testing means better reliability and more agile development. We have invested a lot of time this summer in getting a good unit testing framework set up for the Runestone server. I’ve spent some portion of each day writing one or more unit tests. For the functionality required to serve books and collect data reliably we now have excellent test coverage. Not as good for some of the instructor supporting pages, but we are working on it, and they get a lot less traffic than the book pages. I’ve also done a lot of load testing on this new architecture and it seems that it should hold up quite well.
  2. New dynamic architecture for more dynamic features in the future. In addition, the new dynamic architecture changes how we check that login/logout is handled. This should help with making sure that students are always in the course they should be in, rather than some random course they found with a Google search.
  3. http://interactivepython.org is gone. Well its not really gone, it has a permanent redirect to https://runestone.academy. None of the old classes on interactivepython.org made the move. Registrations have been disabled for a year. This move has been coming for two years, so hopefully it doesn’t surprise anyone.
  4. Both RunestoneComponents and RunestoneServer are running Python3. We had to keep Python2.7 a lot longer than I would have liked due to the web2py framework, but happily web2py now fully supports Python 3.7. I look forward to simplifying and dropping support for 2.7 once all this new stuff is live on academy.

Caveats

That is a LOT of change! And, I plan to deploy all of these new features over the next week. Even with all of the testing we have done there is bound to be something we have missed that will break something. Please be patient, and please report it on our GitHub page!

  1. If you have an existing course, in progress, on Runestone Academy that course should continue to work just fine. You will not be able to rebuild it as that functionality is gone.
  2. Newly created courses will use the new dynamic pages feature. This means you don’t need to rebuild, you will automatically get updates that fix typos or squash bugs.
  3. I’m introducing these changes during our summer “downtime” although I fully realize that our summer downtime is now busier than our peak traffic the first couple of years! This means that by the time classes start for people in the Northern Hemisphere in late august – the majority of our users – things should be in good shape.
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Mon, 01 Jul 2019 00:00:00 +0000
http://www.runestoneinteractive.com/2019/06/17/sql.html http://www.runestoneinteractive.com/2019/06/17/sql.html <![CDATA[SQL]]> SQL

Today, I built something I’ve been wanting to add to Runestone for several years. I added support for the SQL language. I’ve been holding off on adding support for it, because I thought I was going to have to support SQL as a server side language rather than in the browser. This means a lot of thinking about security, and making sure that one student can’t wipe out the data in a test database for all students, and setting up accounts, etc. Every time I’ve taught introduction to SQL we get to that point in the semester where I know I have to keep a close eye on the server as students begin to write bad cartesian products and create result sets with millions of rows! This effectively slows down or stops the database engine for the entire class.

However, last week, as I was thinking about it again I stumbled across the SQL.js project This project takes the SQLite C code, and compiles it to Webassembly. Thus making it possible to run an authentic version of SQLite in the browser! SQLite is a good tool for teaching as it is lightweight, comes with Python, and runs small databases directly in memory.

From a teaching perspective this really simplifies things a lot! Now each student has their own copy of a database that I can distribute to them over the Internet. Students can’t mess upanyone else’s results or hang the server. If they really do mess up a query they just need to reload the page. In addition, this also means that I can add autograding of SQL queries. As I begin to work on my Web Development course for next fall, and we begin to revise our intro to data science course, having SQL in the browser is going to be a game changer!

Its available today in the github version of Runestone.

Stay tuned.

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Mon, 17 Jun 2019 00:00:00 +0000
http://www.runestoneinteractive.com/2019/05/13/runestone_intro.html http://www.runestoneinteractive.com/2019/05/13/runestone_intro.html <![CDATA[On Runestone for Intro Courses]]> On Runestone for Intro Courses

By Jackie Cohen

I began using Runestone as a computer programming course instructor in 2014. In the ensuing five years, I’ve taught a variety of programming courses, with a variety of levels and audiences, which used a variety of Runestone books and features – more and more, as more have been developed – and I have worked on some Runestone features myself.

This means that I’ve explored Runestone in a variety of ways, and for a variety of reasons. Many Runestone Interactive materials, and features available in the platform, have proven particularly valuable to me in one type of use case: using a Runestone textbook as the source material for an true introductory programming course, where the course is primarily made up of students who have never done any computer programming before.

This is the kind of use case I’ll share some things about here: an example of which material(s) I’ve selected for intro courses, why I think Runestone is a useful choice for intro programming courses, and particular ways that I’ve relied on a couple of Runestone features to help me achieve pedagogical goals in my class.

Of course, “an introductory programming course” can look like many different things, for many different reasons, and have many different audiences and structures, but here I am speaking generically from my experience being an instructor of college-level students who have never programmed before, enrolled in a class of between 50 - 250, as our course sizes vary from semester to semester!

(Note also that while I refer to a bunch of ideas about pedagogy and what students struggle with, below, what I’m talking about here are all anecdotal experiences of my own as an instructor – there is a lot of great research about related things as well if you’re looking for more detail on computer science, engineering, and programming education.)

So - Which Runestone Book(s)?

The introductory courses I have usually taught over the past several years in my department are taught in the Python programming language. I’ve used a couple different versions of course materials over the years, but for the purposes of this explanation, I’ll examine a case where I choose Foundations of Python Programming as the course textbook.

I’ve also used selections at times from other Runestone materials, which is a nice backup for a time that one book has, say, 98% of what I want.

Why Runestone?

A primary highlight of selecting a Runestone-based textbook as my course textbook is the stability it offers my class, on a few different axes, and this is why I’ve chosen to use it repeatedly.

First, and primary to my choice of Runestone for introductory classes, is the fact that using Runestone to learn computer programming material does not involve any installation or dealing with the varieties of operating systems and software, but it does require learning new vocabulary and practices for saving and running code.

I find that installation is a huge barrier for many introductory programming students. It can be difficult, time-consuming, and annoying. The difficulty or annoyance of installation of a programming language interpreter, a text editor, a command prompt software, or anything else, can feel like proof that a student new to these ideas “doesn’t belong here [in this class]”.

Students who have never done any computer programming before, especially students who do not have a lot of experience with software tools or other types of computing, often struggle (as many computer-types do for a long time into our careers, really!) with the difference between a problem that requires struggle and creative problem-solving, and a problem that is not truly creative or “computationally challenging” and is rather caused by an error you can’t control, or by forgetting to click a single button at the start of the installation process. And for large courses without a large staff of a TAs/et cetera, helping students complete installations with a ton of different systems and versions thereof can also be a huge pain, and not a great note on which to start a class – plus it’s difficult to balance this fact with the desire to start writing code and seeing things happen on your screen rigt away. Using a Runestone textbook solves these problems, and allows students to focus both on concepts AND upon the joy of seeing code “work” and even pass tests – on the in the very first week of class.

Secondly, everything is in one place, rather than having a plethora of blog posts, links, a textbook, code files… all from Day 1. While I do integrate non-Runestone resources into many such courses, the Runestone textbook is always “home” for students, who often express (in my experience) that they feel overwhelmed by having a lot of new material in programming as well as a lot of new resources to use.

Using a Runestone textbook also allows me to integrate graded work of various types with un-graded work, helping me to emphasize during class that learning to program usually requires a lot of practice. If such and such thing is required/graded, but there’s also A, B, and C helpful conceptual activities we will discuss in lecture next week… isn’t it useful that they’re just right there, too? A simplification, of course, but something I’ve valued especially when students in class don’t have a lot of experience learning a programming language and are still adapting their own learning and practice expectations for the course. What they need at first is all there on one website.

(In some courses I’ve moved “off” Runestone in a second half of the course, e.g. to using files and command prompts, but the Runestone experience they have is something they can continue to rely on and can use for practice, and remains a way of gaining new information about syntax and concepts since it is still our course textbook.)

What’s in Runestone?

With these ideas in mind, there are a few Runestone features that I’ve relied on heavily during introductory classes like those I describe.

One is, of course, the ActiveCode feature – we can write a program on the first day of class, and begin to understand the process of writing, thinking about, and running code, and how to see and check the results of code that’s been run. The CodeLens tool is a huge help with this, because explanations that I previously needed to include in additional resources or slides are built right into readings, so class time can focus on in-depth exploration that supports understanding even more.

Another is the ShowEval Trace and ShowEval Replace modes – as we begin writing code, I like to ensure I have a focus on understanding complex expressions and debugging, and this feature is a nice interactive way to focus specifically on evaluation of complex expressions without generating them correctly prior to evaluating them.

The availability of the Parsons Problems for a variety of reasons has proven valuable in my introductory courses – one way I like to use these features in class is that after I’ve, for example, assigned these as part of readings before class, I can return to them during a lecture so we can analyze together what ways of solving them are productive (rather than simple trial-and-error, for example), and we can really dig into useful ways of practicing and learning programming so students can experience them with me. I’ve used Parsons Problems both with code, like in the code based example at the bottom of this page, and with non-code words, like in the non-code example at the bottom of this page, and find a mix of the two helpful.

And finally, because I can assign reading assignments as part of the course, and I can choose a book with a structure I want (e.g. the way FOPP has chapters followed by exercises and sets of “chapter assessment” exercises) I can take advantage of the above to include all of those features (and others) in assignments/course work/student lab time/office hours. Students know that they will need to interact with these interactive features during the out of class time they spend reading, and we come back to the online course “home” to review and explore new concepts during class time.

When it comes time to introduce native programming on one’s own computer in the introductory courses that I teach, there’s a place to return to for conceptual things (the online Runestone textbook!), so it allows me in-class time to focus on identifying, and then solving, those problems that do come from ‘simply’ forgetting to click one button or remembering the type of your operating system – since identifying that kind of struggle/problem is also a very useful skill to identify and develop while students begin learning programming.

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Mon, 13 May 2019 00:00:00 +0000
http://www.runestoneinteractive.com/2019/05/05/docker.html http://www.runestoneinteractive.com/2019/05/05/docker.html <![CDATA[Docker: an Open Source Story]]> Docker: an Open Source Story

I love the open source world! You never know what amazing new project you will find, or who you will meet that is willing to contribute some amazing new skills to your project. This last week provided a great example of the kinds of synergies that can happen here. It started with a very short conversation on another project I’m involved in called Skulpt – it is the Javascript implementation of Python that we use in the textbooks.

../../../_images/happy_meeting.png

Just a couple of days later @vsoch and another contributor to the RunestoneServer who turned out to be already know each other found each other on another line of conversation! A couple days later Runestone got 100 times easier to install! Runestone Server has been containerized!! Why am I so excited??

As a small-ish open source project, with a limited number of contributors, it is really hard to provide a server like the Runestone Server that runs under all possible configurations of Windows, macOS, and Linux. Those three variations alone are a lot to keep track of, but when you add in all of the individual customizations that developers tend to do on their systems, the number of possible permutations is HUGE. Docker helps solve that by allowing US to control the environment in which the server runs. Yay! That is a giant sized win for us.

Even if you don’t know any of the details, you’ve probably heard of Docker. Docker is a tool designed to make it easier to create, deploy, and run applications like the Runestone Server by using containers. Containers allow a developer to package up an application with all of the parts it needs, such as database servers, libraries, Python packages, and other dependencies, and ship it all out as one easy to install package.

So, YOU get a virtual environment that runs on your machine that we can specify, that makes it easy for you to install; and WE get a system that lets us control all of the libraries and dependencies so that you can get a running version of our server with a minimum of fuss! If that is not a win-win scenario I don’t know what is.

Wow, that sounds Awesome, how do I get started?

Well, you will still need a little familiarity with the command line. You will need to be able to run some docker and git commands.

For potential developers and contributors to the project, or for instructors who may need to run their own server due to university privacy policies or whatever the process of getting Runestone Server up and running is pretty straight forward. You can see the details here But lets walk through a conceptual overview of the process here.

  1. Install Docker Yes, its a pretty big thing you have to install, but its been done millions of times and it really just works.
  2. Clone the Runestone Server project from github (git clone https://github.com/RunestoneInteractive/RunestoneServer.git)
  3. Choose one or more books you want to use in your course, or use in development, and clone them into the books folder of Runestone.
  4. If you want to pre-populate users and or instructors you can make a csv file called instructors.csv and another called students.csv
  5. Build the docker container
  6. Run the docker container

The above steps will build the books you want to use in the course, populate a database with all the necessary tables and data to run Runestone as well as any instructors or students you want set up, and then start the RunestoneServer.

Again, detailed instructions are linked above, but it really is a lot easier than it was before. In addition, If you are a developer, you can simply make changes to the code right where you have cloned it and the Docker container will pick up those changes on your next request.

I think this could be a real breakthrough for getting more developers up and running quickly, and reduce support time for people who want to run their own server at their school. In any case I encourage you to give it a try, and please, please do report any problems you run into with getting a server up and running.

Runestone and Open Source

Much of Runestone is built with the help of other open source projects. I like to think of it as the “family tree” of the project. The root system goes very deep as every one of the projects that I mention is built on top of many other other open source projects. We are truly standing on the shoulders of thousands of giants who make make this open source eco system work.

Here is a list of our first level ancestors. I’m sure I’m leaving something or someone out and I apologize if that is you. Please let me know and I’ll update the post.

  • Skulpt - Javascript Implementation of Python
  • Sphinx A tool for making beautiful documentation that is highly extensible.
  • Python Tutor Awesome tool for visualizing code
  • web2py Our web development framework
  • Docker
  • Python
  • ShowEval
  • How to Think Like a Computer Scientist - The original text before we made our interactive edition.
  • The number of Python packages approximately 75 are too many to mention individually.
  • All of the books published on Runestone are open source projects.
]]>
Sun, 05 May 2019 00:00:00 +0000
http://www.runestoneinteractive.com/2019/04/29/patreon.html http://www.runestoneinteractive.com/2019/04/29/patreon.html <![CDATA[Patreon: Become a Runestone Patron]]> Patreon: Become a Runestone Patron

As you have seen from the data in previous post Runestone is growing and helping to introduce many students at many institutions to computer science, data science, web programming, you name it. I think we are helping to make the world a better place.

When I left my full time teaching job at Luther College a year ago, it was with the goal of making Runestone my full time work. That is still my goal. Originally I had given myself a year to figure out a business model. Then Google presented one to me. Come and consult with us, they said. Help us with our project. That has been, and continues to be, a great opportunity for me, but it won’t last forever. And, its not really a business model, And I need to strike a better balance between writing books and developing the Runestone platform!

Make Textbooks Free

I could follow a model of charging every student a modest sum of money to access books on Runestone Academy But did you know that about half of the schools that use Runestone are public high schools? That model does not work for public school students, and I don’t want to leave them behind. Runestone has saved students millions of dollars in textbook costs, and I’d like to keep it that way.

I could create a freemium business model, where the basic books are free, but more advanced features and teaching materials would cost the school money. That may still be a path to follow, but that makes the code more complex to check whether I should expose a feature to someone based on some flag that tells me if you’ve paid or not.

So instead, I’m doubling down on the supporter model by starting a Patreon campaign. Patreon is for people like us, for content creators that need support to keep on creating! You can use a trusted website to make a regular monthly payment that will come to Runestone.

We have so much work that we could do to make Runestone better than it is today. In my ideal world I would like to be able to hire students that have been through one or more Runestone courses. How cool is that? You got your introduction to CS through Runestone and now you can help develop the very platform that helped you get a start. At the same time they would get valuable resume building experience!

So, today I’m asking you to please support Runestone. Become a patron. It doesn’t have to be a lifetime commitment, but if Runestone has helped you this year why not help us in return?? Go to our page on Patreon and become a patron today.

Then, make sure you tell in the comments what you would like to see most in the next generation of Runestone tools and books.

Thanks!

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Mon, 29 Apr 2019 00:00:00 +0000
http://www.runestoneinteractive.com/2019/04/22/new_feature_friday.html http://www.runestoneinteractive.com/2019/04/22/new_feature_friday.html <![CDATA[New Feature Friday]]> New Feature Friday

Yes I’m posting this on Monday, but Friday sounded like a better title. Many instructors have asked for the ability to download student data to import into a spreadsheet. This was a feature we removed a couple years back because downloading the raw stream of click information really wasn’t that useful, and we take data security of student information very seriously.

So, this weekend I pushed a new release of the Runestone server that gives you four new reports that you can either view online or download as a CSV file to import into your favorite spreadsheet program.

../../../_images/screen_1.png

Click on the Overview Reports link to access

The four new reports are:

  • Count of Subchapter Activities
  • First Interaction with all Activities
  • Last Interaction with all Activities
  • Number of interactions with each Activity

The count of subchapter activities is a good cross check on reading assignments. If a student wants to know why they are not getting full credit, this report will show you how many distinct activities in each subchapter a student has attempted.

../../../_images/subchap_count.png

Count of unique components a student has interacted with.

As you can see, this report is organized by Chapter and then Subchapter. And then one column for each student. So you can see that btest has been looking at the Classes and ClassesBasics chapters, but hasn’t done any of the work in the AdvancedFunctions chapter. Meanwhile, bmiller has been busy with Conditionals and Dictionaries. Yes, sorting by chapter number would be nice, and will be coming soon, it requires a couple of other pieces to be in place first.

The Number of interactions with each activity takes you one level deeper and shows the list of known activities in each Subchapter and the number of interactions each student has taken with each activity. Compare this next figure with the last. In the previous figure you see that bmiller had 6 interactions in the graphing_with_altair subchapter. Now you see exactly which six components they were, and how many times bmiller interacted with each of them.

../../../_images/divid_count.png

Count of interactions with each component.

The First Interaction and Last Interaction reports are just variations on this one, that show you the first time a student interacted with some component. “How come I didn’t get credit for doing this?” Because this report shows that you didn’t do it until 2 hours after the deadline.

All four of these are downloadable by clicking the “Download CSV” button.

These reports came about because I was writing about making pivot tables with Pandas, and I realized how easy it would be to apply my lesson to real life to make some useful reports for you. I know there may be more reports like this that you would find useful, so please feel free to make requests in the comments section, or make an issue on our Github page

Wandering Students

One problem with grading on Runestone is that I have noticed that students don’t always end up doing their work in the right class. Sometimes students don’t remember where they should be and end up Googling their way into Runestone. But often times this googling lands them in the “open to anyone” version of the textbook the instructor has chosen for the course. This means their activities are recorded under that course and not your own.

To combat this behavior I have added two features that require you to rebuild your course to activate.

  • The Navbar for your course should now contain your course name, and not the name of the textbook. Teach them to pay attention to that. We are going to develop more visual cues to clearly differentiate between the open version of a course and a bespoke course this summer.
  • When students are logged we now check to make sure that if they are in a course for which they have not registered we will alert them, and then take them to the course selector to make sure they are in the proper course.

We love to hear from yo, so let us know what you think of these updates!

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Mon, 22 Apr 2019 00:00:00 +0000
http://www.runestoneinteractive.com/2019/04/14/a_lab_in_three_easy_steps.html http://www.runestoneinteractive.com/2019/04/14/a_lab_in_three_easy_steps.html <![CDATA[A Lab in Three Easy Steps]]> A Lab in Three Easy Steps

This weeks post is an update of a post that has been continually one of the most popular on my Personal Blog So I thought it would be good to update it a bit and publish it here. These instructions can be used to create a lab or any kind of in-class activity that you want to use with your students. Its a good “Getting Started with Runestone” tutorial.

Getting Started

The major steps in getting started are

  • Installing Python
  • Installing the Runestone Components
  • Building your first lab

Install Python

  1. If you are on a Mac you are already done with this step.
  2. If you are on Windows you will need to go to Python.org

If you are an advanced Python user you may want to may want to create a virtualenvironment for this project but it is not a requirement.

If you are on Windows you may want to edit your PATH environment variable following the instructions here. Again, Mac users can ignore this.

Installing the Runestone Components

You are going to need to use the command line for the rest of this tutorial, so start up a terminal (/Applications/Utilities/Terminal) on macOS or run Powershell or cmd.exe on Windows) I will repeat myself here. These commands need to be run from the command line, not from the Python shell.

Run the pip command

$ pip install runestone

Or on Windows if you have not modified your PATH try:

C:\Python34Scriptspip.exe install runestone

From now on I’m only going to give the Mac way of running the commands. If you are on windows you will need to add C:\Python34Scripts to the beginning of the command and add .exe to the end.

You can watch as a lot of text goes scrolling by. But as long as you don’t get any errors you should be good to go. You only need to do these first two steps once. Once you have installed Python and Runestone you will not have to do it again.

Starting your first Runestone Project

Here is a session of me on my computer creating a simple project.

$ mkdir mynewproject
$ cd mynewproject
$ runestone init

This will create a new Runestone project in your current directory.
Do you want to proceed?  [Y/n]: y
Next we need to gather a few pieces of information to create your configuration files
Project name: (one word, no spaces): MyLab
Path to build dir  [./build]:
Path to deploy built site  [../../static]:
Use Runestone Web Services  (true, false) [false]:
Your Name  [bradleymiller]:
Title for this project  [Runestone Default]: My First Lab
Use Simple Python3 Semantics  [false]: true
Default ActiveCode language [python]:
Enable inline Activecode downloads by default (single activecode downloads may be enabled with the :enabledownload: flag) [false]:
Done. Type runestone build to build your project

You should answer no to using the Runestone services as at this point you are just making a static page with no ability to capture and store data about your students. You can write Runestone labs for lots of languages, including C++ and Java but Python, Javascript, and HTML are the only languages supported directly in the browser.

At this point you will have the following files and folders:

mynewproject/
        _static/
        _sources
        _templates
        build
        conf.py
        pavement.py
  • The _static folder is for things like images or Javascript files.
  • The _sources folder is where you will put your own writing. To start with there are a couple of example files for you.
  • The _templates folder is for styling. There is a default set of templates that match the Runestone interactive look and feel. That is a good thing to start with. Once you become more familiar with the system you may want to customize the templates or even make your own.
  • The conf.py file is used by Sphinx, and contains information from some of the questions you answered when you initialized your project.
  • The pavement.py file is used for building and setting build parameters.

All of these files are important, and you should not delete any of them.

Next run runestone build This command will create a build/mynewproject folder with an index.html file in it. If you want you can now run runestone serve and then go to your browser and open up the following URL http://localhost:8000/index.html Yay! You have a webpage. Feel free to explore a bit to get an idea about some of the components you can use in your lab.

Writing your Own Lab

OK, lets edit _sources/index.rst Initially it looks like this:

=====================
This Is A New Project
=====================


SECTION 1: Introduction
:::::::::::::::::::::::

Congratulations!   If you can see this file you have probably successfully run the ``runestone init`` command.  If you are looking at this as a source file you should now run ``runestone build``  to generate html files.   Once you have run the build command you can run ``runestone serve`` and then view this in your browser at ``http://localhost:8000``

This is just a sample of what you can do.  The index.rst file is the table of contents for your entire project.  You can put all of your writing in the index, or as you will see in the following section you can include additional rst files.  those files may even be in subdirectories that you can reference using a relative path.

The overview section, which follows is an ideal section to look at both online and at the source.  It is pretty easy to see how to write using any of the interactive features just by looking at the examples in ``overview.rst``


SECTION 2: An Overview of the extensions
::::::::::::::::::::::::::::::::::::::::

.. toctree::
   :maxdepth: 2

   overview.rst


SECTION 2: Add more stuff here
::::::::::::::::::::::::::::::

You can add more stuff here.

If you are not familiar with markup languages, this file should still be quite readable to you, and you can probably easily guess what most things do. Runestone uses a markup language called restructuredText. There is a very nice, short tutorial here. But maybe the most important reminder is that restructuredText is like Python, indentation matters. 😀

To give you an idea of what you see in the example above, the section that starts with .. toctree:: is called a directive and it creates a table of contents for you. the maxdepth part sets the table of contents to show sections and subsections. And the line with overview.rst indicates that it is a file that should be included in the overall web page. More on all of this later. Our first task is simply going to be to wipe everything out, and start over. Using a plain text editor change index.rst to look like this:

=============
My Sample Lab
=============

Part 1: Turtle Graphics
=======================

In this section we will do the following:

* Create a turtle
* Make the turtle draw a box

.. activecode:: turtle1

   import turtle

   timmy = turtle.Turtle()
   for i in range(4):
       timmy.forward(100)
       timmy.right(90)


Now it is your turn.  Can you modify the program to make timmy draw an octagon instead of a square?

Now save the file and rerun the runestone build command. Everything should build without a problem and you can now run runestone serve and open up http://localhost:8000 from your browser. Notice that you can change the program and rerun it right from your browser.

It is probably obvious that you can create headings and subheadings. Unordered lists are created using * and the runnable code examples are created by the .. activecode:: directive. The name turtle1 must be unique on the webpage, other than that it is not used for too much at this point. The rest of the activecode directive contains plain old python code, but it must be indented to line up with the a in activecode. All indented lines are included as the body of the activecode directive, regular text processing starts at the first unindented line.

There you have it. You have created a very nice little lesson without a lot of hassle. The Runestone and Sphinx tools take care of all of the formatting for you!

Documentation

There are lots of resources to help you with writing resources with Runestone.

  • Runestone Overview
  • The Authors Guide
  • Using the runestone doc command. Runestone has some basic documentation built right into the command. runestone doc --list gives you a list of all of the various components. You can guess what they do from the name pretty well.
$ runestone doc --list
Runestone Directives List
    activecode
    clickablearea
    codelens
    datafile
    disqus
    dragndrop
    fillintheblank
    mchoice
    parsonsprob
    poll
    qnum
    reveal
    shortanswer
    showeval
    tab
    tabbed
    timed
    usageassignment
    video
    vimeo
    youtube

To get the detailed Syntax and options for any of the components you can run runestone doc <componentname>

runestone doc fillintheblank

    .. fillintheblank:: some_unique_id_here

        Complete the sentence: |blank| had a |blank| lamb. One plus one is: (note that if there aren't enough blanks for the feedback given, they're added to the end of the problem. So, we don't **need** to specify a blank here.)

        -   :Mary: Is the correct answer.
            :Sue: Is wrong.
            :x: Try again. (Note: the last item of feedback matches anything, regardless of the string it's given.)
        -   :little: That's right.
            :.*: Nope.
        -   :2: Right on! Numbers can be given in decimal, hex (0x10 == 16), octal (0o10 == 8), binary (0b10 == 2), or using scientific notation (1e1 == 10), both here and by the user when answering the question.
            :2 1: Close.... (The second number is a tolerance, so this matches 1 or 3.)
            :x: Nope. (As earlier, this matches anything.)

    config values (conf.py):

    - fitb_div_class - custom CSS class of the component's outermost div

Giving Students Browser Access to the Lab

At this point the build folder has a static webpage that you can upload to any web server. If you have your own webpage hosted on a school server that you normally use for class you can make your Lab available to the students by simply taking the folder mynewproject inside the build folder and putting that on your website. The folder is self contained and can be hosted on any web server.

If you know the IP Address of your own computer and you simply want to give let students bring up the webpage from your computer you can do that too. For example, lets suppose you know that your IP address is 10.0.0.23 Your students can get everything they need from http://10.0.0.23:8000/index.html

In another post, I’ll cover how to host your lab using Github pages.

If you have questions or comments on getting going, please leave them below, or join our community on Slack or our Google Group. You’ll find links to these resources on our Support Page

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Sun, 14 Apr 2019 00:00:00 +0000
http://www.runestoneinteractive.com/2019/04/05/dashboard.html http://www.runestoneinteractive.com/2019/04/05/dashboard.html <![CDATA[Runestone Dashboard]]> Runestone Dashboard

I’ve recently started working on a Runestone Dashboard to monitor our progress in terms of the number of students, and traffic, bandwidth, new courses that are created etc. I thought that it would be interesting to share a few of the graphs with you.

We launched Runestone.academy in September of 2017 so we are closing in on the end of our second academic year. After 5 years on our old hosting service it was time for a fresh start. This first graph shows you the number of students that have registered each week since we started.

../../../_images/registrations.png

You can clearly see the beginning of semester registration peaks, and of course its exciting to see the year over year growth. Its interesting to note that fall registrations tend to be larger than spring registrations, but that may be because many students register for a course that continues in the spring so there is no need to re-register.

With the number of new courses in our library growing, I was really interested to see what courses people are using the most. This is not necessarily a fair comparison as thinkcspy has been around the longest and is a very popular book in its own right. But its really fun to see how quickly the Foundations of Python Programming book has taken off, since that was just launched in the fall of 2018. The APCS A Review book continues to be a very valuable resource for many schools. This graph is showing only the courses built in the last 14 weeks so it should be a pretty good indicator of what is happening Spring semester of 2019.

../../../_images/newbuilds.png

Not surprisingly, the number of students registering by base course has the same shape as the previous graph. But this does count students that are studying the material as part of a formal course, as well as independent learners that just sign up for one of the open textbooks that anyone can learn from.

../../../_images/newregsbycourse.png

Finally, many people ask about the daily traffic. There are many ways of thinking about this, from the number of unique students each day to the number of pages served each day to the number of student activities per day. this graph shows just the count of student activities each day for the last 14 months.

../../../_images/dailyactivity.png

Its pretty interesting to note our “summer lull” which definitely shows that we are getting most of our use during the school year. No surprise there. Its also amazing to see how much our traffic has grown from Spring semester 2018 to Spring semester 2019. Finally, you can see the orange colored days are the weekends. Is this definitive proof that our students don’t study as much as we would like on the weekends!?

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Fri, 05 Apr 2019 00:00:00 +0000
http://www.runestoneinteractive.com/2019/03/29/httlads.html http://www.runestoneinteractive.com/2019/03/29/httlads.html <![CDATA[Book Spotlight: How to Think like a Data Scientist]]> Book Spotlight: How to Think like a Data Scientist

It is said that the most important characteristic of a data scientist is curiosity. So how do you structure a class that encourages students to be curious and ask questions of the data? When I first taught DS-320 at Luther in 2017 I had to make it up as I went. Luckily I had some great, and very patient students that were willing to go with it. My main goal was to “let the data drive the learning!” My vision for the course was to pick some data sets, do exploratory data analysis on them, generate a bunch of questions as a class, and then figure out what we needed to know in order to answer our questions. As a course, I thought this was an amazing and really fun way to structure the learning. It doesn’t lend itself to a structured day by day syllabus since you can’t necessarily predict everything you are going to learn when you start! But we learned a LOT in that class, and we had a lot of fun doing it.

Finding textbooks for undergraduate data science courses is really hard. There is little agreement on curriculum at the undergrad level and definitely not much with a more liberal arts emphasis. So, I was thrilled when the Applied Computing Series team at Google asked me to take the lead on creating a book for their AC201 course.

This book is an attempt to build some structure around the approach described above, without totally killing the spontaneity of encouraging students to ask good questions of the data. You are never going to find a data set to make everyone happy, but if you pick several data sets hopefully enough of them will interest enough students to keep everyone engaged. In this text (so far) we look at World Happiness data, Movie Reviews, the CIA world factbook, United Nations speeches, Bike Rental data from Washington DC and shopping cart data from Instacart.

The learning objectives of the course are as follows:

  • Articulate the data science processing pipeline
  • Extract data using SQL
  • Gather data from the Internet using web API’s and screen scraping
  • combine data from different sources
  • Clean the data
  • Handle missing data/finding outliers/fixing data
  • Normalizing and rescaling data
  • Visualize the data
  • Translate questions to analysis and analysis to interesting stories
  • Analyze data
    • Single variable regression, logistic regression
    • Market basket analysis
    • Cohort analysis
    • Sentiment analysis, exposure to Bayes Theorem
    • Time series
    • Geographic analysis
    • Simulations, Monte Carlo
  • Understand statistical significance and how to test for it using practical simulation techniques.

You can see how the individual skills learned map onto different data sets and chapters by taking a look at the preface

One of the big challenges of this was how to make the book interactive even while wanting students to install and run their own copy of a Jupyter notebook server. The approach is to have the book lead the students through some analysis while asking them to do work in the notebook and bring answers back into the textbook. For example use the notebook to find the busiest bike rental pickup point, and then paste the id of that station into a multiple choice question in the text.

Maybe at some point we’ll have a way to embed Jupyter notebook cells into a Runestone text, but that will require a LOT more computing power.

In the meantime please take a look. The book, as is, has been classroom tested in four schools this spring, but I think there is a lot more content that could be added, and the existing content still needs work to clean up. So feel free to let us know about any issues on github.

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Fri, 29 Mar 2019 00:00:00 +0000
http://www.runestoneinteractive.com/2019/03/17/first.html http://www.runestoneinteractive.com/2019/03/17/first.html <![CDATA[Runestone History and a Roadmap]]> Runestone History and a Roadmap

Runestone Interactive was created in 2011 during Brad’s sabbatical. I should have been working on a new edition for two paper textbooks, but I had the worst kind of writers block. I just couldn’t stand the idea of a paper textbook for computer science in 2011. Textbooks should let you run the examples! Even better textbooks should encourage you to edit the examples and play around with them. When a google search for python in the browser turned up the skulpt project I knew I was onto something.

After spending a couple of months building a turtle graphics module, I realized that nobody would write a book if they had to do a ton of javascript programming for every example. So I started to look around and found Sphinx and docutils. Although markdown is probably more popular, Sphinx/docutils is so much more extensible. So I set out about writing some extensions to Sphinx, and the rest is history. Now adding an example to the textbook is just as easy as copy/pasting the code into the plain text document!

We first used Runestone in the classroom in 2012 for 60 students at Luther College. From 2012 to now Runestone has grown to serving 25,000 students a day around the world at something like 800 institutions. The real surprise came when I discovered that many of them were high schools. This made me very happy !

Our library now lists 18 books! But there are probably at least another 18 that I don’t know about. The number of translations of Runestone books that I have randomly discovered is amazing. That makes me very happy also.

The tagline “democratizing textbooks for the 21st century”, is really inspired by a class visit with Guy Kawasaki in a class I taught during January Term when I would take 12 students to Silicon Valley to visit with entrepreneurs, at all kinds of companies. It is, in Guy’s terms, a mantra. It means that textbooks should be free! You should not be excluded from learning about CS because you cannot afford $200 for a textbook! If Runestone can play a role in disrupting textbook publishing that would be awesome. I’m hoping that Runestone can serve 2 million students a day in my lifetime! It also means that textbooks should be interactive, intelligent, living documents.

In 2018, I decided to leave my dream job at Luther College to focus all of my energy on a new dream job, Runestone Interactive. I was growing increasingly frustrated that there were not enough hours in the day to teach classes, attend committee meetings, grade homework, prep lectures, and work on Runestone. This turned out to be a great leap of faith, as not long after I made the decision I was contacted by a some team members in Google’s EngEDU organization that wanted to use Runestone as part of their Applied Computing Series of courses. The goals of Runestone and the goals of the AC team could not be more aligned. Runestone is also used as a platform for teaching courses by LaunchCode. I get to work with a bunch of really smart Googlers, and have time to continue to develop Runestone.

A Roadmap for the Future

The sign of a good project is that the todo list never gets shorter. Every time I cross something off the list three new things replace it. There is no doubt that with focus, time and energy that Runestone can be way more awesome than it is today. The details and current development priorities are outlined here .

What I am most interested in is creating a sustainable community around Runestone so that it will continue after I am not caring for it every day. This means a concerted effort on funding, on growing the number of students, and building the number of authors and developers.

All of the above has been happening organically, but we need to accelerate on all fronts. This new home page, is one part of that. YOu will begin to see articles detailing development, as well as posts about how people are using Runestone in the classroom in real life. Please share this site with your friends, and colleagues, introduce influencers to Runestone and help us spread the word.

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Sun, 17 Mar 2019 00:00:00 +0000