Merge pull request #116 from dbosk/adds-top-list-example

Adds top list example

.gitmodules

@@ -1,3 +1,6 @@
 [submodule "makefiles"]
 	path = makefiles
 	url = https://github.com/dbosk/makefiles.git
+[submodule "modules/terminal/toplist/skye-datintro"]
+	path = modules/toplist/skye-datintro
+	url = [email protected]:dd1337-ht24-intro/skye-datintro.git

_data/navigation.yml

@@ -47,3 +47,8 @@ modules:
     title: Writing with LaTeX
     path: modules/latex/latex
     prev: commits
+    next: conclusion
+  conclusion:
+    title: Conclusion
+    path: modules/toplist/README
+    prev: latex

modules/toplist/.gitignore

@@ -0,0 +1,15 @@
+submissions-datintro24-LAB1.csv
+submissions-progd24-LAB1.csv
+submissions.csv
+times-full.txt
+times.txt
+py_*.stdout
+pythontex_data.pkl
+skye.sh
+top.pdf
+top.pytxmcr
+top.pytxpyg
+top.sh
+top.tex
+top.unq
+

modules/toplist/Makefile

@@ -0,0 +1,33 @@
+LATEXFLAGS=-shell-escape
+TEX_PYTHONTEX=yes
+TEX_OUTDIR=.
+
+.PHONY: all
+all: top.sh top.pdf
+
+top.pdf: top.tex top.sh skye.sh submissions.csv
+top.tex: top.nw
+
+skye.sh: top.nw
+	${NOTANGLE.sh}
+
+submissions.csv:
+	canvaslms submissions -c "(datintro|progd)24" > submissions.csv
+
+.PHONY: clean
+clean:
+	rm -f top.sh top.pdf skye.sh
+	rm -Rf _minted-top py_default_default_0.stdout pythontex_data.pkl
+	rm -f top.pytxmcr top.pytxpyg top.tex
+	rm -f py_*.stdout top.bbl top.unq
+
+.PHONY: distclean
+distclean:
+	rm -f submissions.csv
+
+
+INCLUDE_MAKEFILES=../../makefiles
+include ${INCLUDE_MAKEFILES}/tex.mk
+include ${INCLUDE_MAKEFILES}/noweb.mk
+#INCLUDE_DIDACTIC=../../didactic
+#include ${INCLUDE_DIDACTIC}/didactic.mk

modules/toplist/README.md

@@ -0,0 +1,15 @@
+---
+id: conclusion
+title: Conclusion
+author:
+  - Daniel Bosk <[email protected]>
+---
+
+# Conclusion
+
+We'll conclude with an example that connects the different topics of the course 
+together. It focuses primarily on the terminal, but also introduces another 
+example of LaTeX. We do this by trying to solve a problem:
+[Who finished datintro first?][fbf] (on FeedbackFruits).
+
+[fbf]: https://eu.feedbackfruits.com/courses/activity-course/4b549f7c-ac0a-4431-9617-e485ad9ae92b

modules/toplist/bibliography.bib

@@ -0,0 +1,151 @@
+@book{NecessaryConditionsOfLearning,
+  author={Marton, Ference},
+  title={Necessary conditions of learning},
+  publisher={Routledge},
+  address={London},
+  year={2015},
+  ISBN={9780415739139},
+  keywords={Fenomenologisk psykologi Inl{\"a}rning -- 
+            psykologiska aspekter},
+}
+
+@article{Szekely1950,
+  title={Productive processes in learning and thinking.},
+  author={Sz{\'e}kely, Lajos},
+  journal={Acta psychologica},
+  year={1950},
+  publisher={Elsevier Science}
+}
+
+@article{BransfordSchwartz1999,
+  title={Chapter 3: Rethinking transfer: A simple proposal with multiple 
+         implications},
+  author={Bransford, John D and Schwartz, Daniel L},
+  journal={Review of research in education},
+  volume={24},
+  number={1},
+  pages={61--100},
+  year={1999},
+  publisher={Sage Publications Sage CA: Thousand Oaks, CA}
+}
+
+@article {ActualVSFeelingOfLearning,
+  author = {Deslauriers, Louis and McCarty, Logan S. and Miller, Kelly and 
+            Callaghan, Kristina and Kestin, Greg},
+  title = {Measuring actual learning versus feeling of learning in response 
+           to being actively engaged in the classroom},
+  volume = {116},
+  number = {39},
+  pages = {19251--19257},
+  year = {2019},
+  doi = {10.1073/pnas.1821936116},
+  publisher = {National Academy of Sciences},
+  abstract = {Despite active learning being recognized as a 
+              superior method of instruction in the classroom, a 
+              major recent survey found that most college STEM 
+              instructors still choose traditional teaching 
+              methods. This article addresses the long-standing 
+              question of why students and faculty remain 
+              resistant to active learning. Comparing passive 
+              lectures with active learning using a randomized 
+              experimental approach and identical course 
+              materials, we find that students in the active 
+              classroom learn more, but they feel like they learn 
+              less. We show that this negative correlation is 
+              caused in part by the increased cognitive effort 
+              required during active learning. Faculty who adopt 
+              active learning are encouraged to intervene and 
+              address this misperception, and we describe a 
+              successful example of such an intervention.We 
+              compared students{\textquoteright} self-reported 
+              perception of learning with their actual learning 
+              under controlled conditions in large-enrollment 
+              introductory college physics courses taught using 
+              1) active instruction (following best practices in 
+              the discipline) and 2) passive instruction 
+              (lectures by experienced and highly rated 
+              instructors). Both groups received identical class 
+              content and handouts, students were randomly 
+              assigned, and the instructor made no effort to 
+              persuade students of the benefit of either method. 
+              Students in active classrooms learned more (as 
+              would be expected based on prior research), but 
+              their perception of learning, while positive, was 
+              lower than that of their peers in passive 
+              environments. This suggests that attempts to 
+              evaluate instruction based on 
+              students{\textquoteright} perceptions of learning 
+              could inadvertently promote inferior (passive) 
+              pedagogical methods. For instance, a superstar 
+              lecturer could create such a positive feeling of 
+              learning that students would choose those lectures 
+              over active learning. Most importantly, these 
+              results suggest that when students experience the 
+              increased cognitive effort associated with active 
+              learning, they initially take that effort to 
+              signify poorer learning. That disconnect may have a 
+              detrimental effect on students{\textquoteright} 
+              motivation, engagement, and ability to 
+              self-regulate their own learning. Although students 
+              can, on their own, discover the increased value of 
+              being actively engaged during a semester-long 
+              course, their learning may be impaired during the 
+              initial part of the course. We discuss strategies 
+              that instructors can use, early in the semester, to 
+              improve students{\textquoteright} response to being 
+              actively engaged in the classroom.},
+  issn = {0027-8424},
+  URL = {https://www.pnas.org/content/116/39/19251},
+  eprint = {https://www.pnas.org/content/116/39/19251.full.pdf},
+  journal = {Proceedings of the National Academy of Sciences}
+}
+@article{ClosingTeachingGap,
+  title={Closing the teaching gap},
+  author={Stigler, James W and Hiebert, James},
+  journal={Phi Delta Kappan},
+  volume={91},
+  number={3},
+  pages={32--37},
+  year={2009},
+  publisher={SAGE Publications Sage CA: Los Angeles, CA}
+}
+@article{kapur2008productive,
+  title={Productive failure},
+  author={Kapur, Manu},
+  journal={Cognition and instruction},
+  volume={26},
+  number={3},
+  pages={379--424},
+  year={2008},
+  publisher={Taylor \& Francis}
+}
+@article{kapur2010productive,
+  title={Productive failure in mathematical problem solving},
+  author={Kapur, Manu},
+  journal={Instructional science},
+  volume={38},
+  number={6},
+  pages={523--550},
+  year={2010},
+  publisher={Springer}
+}
+@article{kapur2012productive,
+  title={Productive failure in learning the concept of variance},
+  author={Kapur, Manu},
+  journal={Instructional Science},
+  volume={40},
+  number={4},
+  pages={651--672},
+  year={2012},
+  publisher={Springer}
+}
+@article{johansson1985approach,
+  title={An approach to describing learning as change qualitatively different 
+         conceptions},
+  author={Johansson, Bengt},
+  journal={Cognitive structure and conceptual change},
+  pages={233--257},
+  year={1985},
+  publisher={Academic Press}
+}
+