Skip to content
New issue

Have a question about this project? Sign up for a free GitHub account to open an issue and contact its maintainers and the community.

Sign up for GitHub

By clicking “Sign up for GitHub”, you agree to our terms of service and privacy statement. We’ll occasionally send you account related emails.

Already on GitHub? Sign in to your account

[358] Fix broken links in instructors pages #359

Merged
merged 1 commit into from
May 17, 2022
Merged

[358] Fix broken links in instructors pages #359

Show file tree
Hide file tree
Changes from all commits
Commits
Show all changes
1 commit
Select commit
File filter

Filter by extension

Filter by extension
Conversations
Failed to load comments.
Loading
Jump to
Jump to file
Failed to load files.
Loading
Diff view
Diff view
4 changes: 2 additions & 2 deletions docs/_docs/Instructors/01-Teaching-process.md
View file
Open in desktop
Original file line number Diff line number Diff line change
Expand Up @@ -28,7 +28,7 @@ This provides an interactive way of learning, as students can run code while rea
through the explanations.
* Nbgrader: In the context of jupyter notebooks, we also perform evaluation through
graded notebooks. For this purpose we use `nbgrader` (an overview of how to use it
can be found in [Using nbgrader](./03-Using-nbgrader-for-Exercise-Notebooks.md).)
can be found in [Using nbgrader](../03-Using-nbgrader-for-Exercise-Notebooks.md).)
Copy link
Member

Choose a reason for hiding this comment

The reason will be displayed to describe this comment to others. Learn more.

page not found :/


All materials are planned, built and reviewed through github. In particular all repositories
are found under the [Academy GitHub](https://github.com/LDSSA/). These are the main
Expand Down Expand Up @@ -170,4 +170,4 @@ Any relevant teaching questions or discussions should be posted as issues on our
repo or the slack teaching channel `#teaching`.

If you are interested in becoming a teacher, follow up with a deep dive on
[How to Build a Learning unit](./02-Teachers-How-to-build-Learning-Units).
[How to Build a Learning unit](../02-Teachers-How-to-build-Learning-Units).
4 changes: 2 additions & 2 deletions docs/_docs/Instructors/02-Teachers-How-to-build-Learning-Units.md
View file
Open in desktop
Original file line number Diff line number Diff line change
Expand Up @@ -24,7 +24,7 @@ The Learning Notebook will explain the materials in high detail. This notebook s
This will be extremely short, and look a bit like a cheatsheet of "common usage patterns". This notebook should be written by the reviewer.

#### 3. Exercise Notebook
The exercise notebook is a sequence of exercises with auto-grading (see **[how to use nbgrader](../Using-nbgrader-for-Exercise-Notebooks)** for details). This is where the students will try to apply the new concepts. Your exercises should be focused on making sure students
The exercise notebook is a sequence of exercises with auto-grading (see **[how to use nbgrader](../03-Using-nbgrader-for-Exercise-Notebooks.md)** for details). This is where the students will try to apply the new concepts. Your exercises should be focused on making sure students
> (1) interact with the concepts (often by simply copy-pasting some code from the Learning Notebook)
> (2) understand how to use the common code patterns (which they will should have in the Examples Notebook).

Expand Down Expand Up @@ -101,7 +101,7 @@ At the end of your Learning Notebook, make a section entitled _"To learn more (O
## Hide peripheral support code
When making notebooks, it is inevitable that you will need to do a bit of extra code. This might be a few lines of pre-processing to get or make data to show the new concept (e.g. making a new DataFrame, or using `get_dummies`), or some matplotlib code to produce a good intuitive plot.

It is essential however that students be isolated from concepts that aren't the ones being taught. In other words, that they don't spend time looking at matplotlib code, because they can't tell what's core from what is peripheral. For this reason, it is best practice to use a small `utils.py` file at the top level where you hide all your code. Don't worry about making this clean or understandable, the student's shouldn't be peaking here. Here is an [example utils file](https://github.com/PedroGFonseca/preping_template_learning_unit/blob/master/SLU6_Intermediate_Statistics/utils.py), in this case for intermediate statistics.
It is essential however that students be isolated from concepts that aren't the ones being taught. In other words, that they don't spend time looking at matplotlib code, because they can't tell what's core from what is peripheral. For this reason, it is best practice to use a small `utils.py` file at the top level where you hide all your code. Don't worry about making this clean or understandable, the student's shouldn't be peaking here. Here is an [example utils file](https://github.com/LDSSA/batch5-instructors/blob/main/S01%20-%20Bootcamp%20and%20Binary%20Classification/SLU05%20-%20Covariance%20and%20Correlation/utils.py), in this case for intermediate statistics.

## Data, images, and other supporting material

Expand Down
2 changes: 1 addition & 1 deletion docs/_docs/Instructors/04-BLU-Office-Hours.md
View file
Open in desktop
Original file line number Diff line number Diff line change
Expand Up @@ -27,4 +27,4 @@ The structure of an office hours session will be
- Hour 2 and 3 - Answer questions and talk with students

## How to answer questions
Remember to read the [how to give help](../../Students/How-to-ask-for-and-give-help#how-to-give-help) section of the wiki :)
Remember to read the [how to give help](../../Starters Academy (LDSSA)/How-to-ask-for-and-give-help#how-to-give-help) section of the wiki :)