Blended Learning mit Jupyter Notebooks

Jens Brose

doi:10.25369/ll.v2i2.52

Authors

Jens Brose TU Dresden

DOI:

https://doi.org/10.25369/ll.v2i2.52

Keywords:

python, jupyter notebooks

Abstract

Since 2021, the optional block course "Python in Physics" has been held during the spring semester break as a blended learning programming course with knowledge transfer via inverted Classroom based on Jupyter notebooks with interactive elements and to the same extent work on concrete physical tasks in small groups in the PC pool in presence and under guidance by tutors. The article presents the organizational and technical implementation as well as the insights gained from this type of event.

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References

https://dbs-lin.ruhr-uni-bochum.de/lehreladen/e-learning-technik-in-der-lehre/inverted-classroom/was-ist-inverted-classroom/

Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 3 (1), 30 - 43,

https://doi.org/10.2307/1183338

J. Handke, A. Sperl (Hrsg.): Das Inverted Classroom Model. Oldenbourg, München 2012, ISBN 978-3-486-71652-8.

A. Sauter, W. Sauter: Blended Learning. Effiziente Integration von E-Learning und Präsenztraining. Luchterhand, Neuwied 2004, ISBN 3-472-05592-8.

https://www.ecademy-learning.com/ausbildung-digital/blended-learning/

Python: https://www.python.org/

Jupyter Notebook: https://jupyter.org/

Jupyterhub: https://jupyter.org/hub

OPAL LTI: https://www.bps-system.de/help/display/LMS/LTI-Tool

Gitlab: https://gitlab.mn.tu-dresden.de/

nbmerge: https://github.com/jbn/nbmerge

nbgitpuller: https://github.com/jupyterhub/nbgitpuller