edtech | Thought splinters

Using GitHub as a Mentoring Tool

Sun, 01 Aug 2021 00:00:00 +0000

Beginner, Intermediate, and Expert Level

For several years I am interested to learn R, the free software environment for statistical computing and graphics. After

reading several books,
finished some (paid) introductory (MOOC) courses successfully with Coursera
and especially some smaller (paid) projects

I would say that I am now (stuck?) on an intermediate skill level. I believe that this is the most challenging step in progressing to an expert for a self-determined learner. There are always so many different avenues to follow up. This is especially true with R and its

ever increasing amount of new R packages (To date: 20010 (MRAN) resp. 17954 (CRAN), 3452 (Bioconductor).
hundreds of books (see: the searchable list on r-project.org, a curated list on GitHub by Roman Tselgelskyi, but also my Wakelet on free R Books
an unknown number of (free) online tutorials (see the general list and university listed free R tutorials by Pairach Piboonrungroj and my Wakelet on learn R programming)

Comparing my skill level with the three learner paths suggested by RStudio Education, I could affirm my personal assessment. From the six tasks proposals on the intermediate path

grab some R cheat sheets
learn to get help (see, for instance, my activities on StackOverflow)
improve your visualizations
develop interactive applications with htmlwidgets and Shiny
simplify your model explorations with tidymodels
explore other specialized packages

I have some skills with the first three, and I also experimented already with Shiny. I even had worked on some steps at the expert levels by writing an R package: (bib2academic got 16 stars, but I did not manage to submit it to CRAN. It is now obsolete as a similar function was integrated into the Academic Hugo website (now Wowchemy website builder).

Project for Motivation Necessary

But to continue this path, I would need some strong motivation. I tried, for instance, to read the (not yet finished) book Mastering Shiny. As with all books and papers by Hadley Wickham, it is well written and exciting. But to learn continuously, I would need a practical project where I get not only real-world challenges but also a strong personal motivation to complete the product. In finishing the project/product, I would have to learn to overcome several real-world challenges where I would need to look for help and consult/experiment with several new functions or packages.

But this strategy has two advantages:

It is very laborious as the specific questions are not (yet) clear enough. Fora like StackOverflow are not suitable as the problem space is not delimited, a concrete coding question with a REPREX (REPRoducible EXamples) is not available.
It is error-prone and not efficient. Am I posing the right question? Do I look at the right places? It is not guaranteed that one finds the optimal solution. This is particularly awkward if the answer in the R community is very well known.

Looking for a Human Mentor

I believe with a mentor, one could overcome these insecurities fast. The mentor — an experienced user — could ask questions to narrow the search space and point out helpful hints about what and where to look. Wikipedia, for instance, has established a similar program for their user community called Adopt-a-user.

The Adopt-a-user program is designed to help new and inexperienced users by pairing them with more experienced Wikipedians. These editors (referred to as adopters or mentors) will “adopt” newer users, guiding them along the way as they learn about Wikipedia and its various aspects. (Wikipedia)

In Wikipedia, the intention is to help novice contributors get orientation and some guided practice with the very complex rule set for writing or changing Wikipedia entries. My thought is to find a mentor to advance at the intermediate level. I think there is plenty of material for the R beginners freely available. But more important: You will learn R from scratch as an individual and do not need to worry at the beginning stage about an already developed complex rule which you have to observe and follow.

As far as I know, there is no mentor program for R users. The next best alternative is a more open and friendly community. An excellent example, in my opinion, would be the RStudio Community. But even there, you should have a concrete question to ask.

GitHub as a Mentoring Tool

An instructive example

I recently found out that GitHub could be used as an educational tool. I will you give an example which was very exciting for me:

Often I was confronted with the problem of how to calculate and format nicely a contingency table in R. The free web material on the web on this question is abound (e.g., Datacamp, Data Science Central, R-Bloggers, TechVidvan, Statology, …). But many examples still teach the Base R commands. They do not mention new procedures with the tidydata approach and related packages like tidyr. And they do not worry about outputting the table in a publishing-ready format.

There are many contingency tables published in the recently finished books Introduction to Modern Statistics.

Table 1: Descriptive statistics for the stent study.
	30 days	365 days
Group	Stroke	No event	Stroke	No event
Control	13	214	28	199
Treatment	33	191	45	179
Total	46	405	73	378

I could look up the source code from lines 85-101 via GitHub and learn how to produce the above table. (In the following code chunk, I have focussed on the table appearance and left out different previous data transformations to prepare the two data sets stent30 and stent365. Furthermore, the code differs somewhat from the original due to some CSS styles of this website.).

```{r stent-study}
suppressMessages(library(janitor))
suppressMessages(library(kableExtra))
suppressMessages(library(openintro))
suppressMessages(library(tidyverse))

stent %>%
  mutate(group = str_to_title(group)) %>%
  pivot_longer(cols = c(`30 days`, `365 days`), 
               names_to = "stage", 
               values_to = "outcome") %>%
  count(group, stage, outcome) %>%
  pivot_wider(names_from = c(stage, outcome), values_from = n) %>%
  adorn_totals(where = "row") %>%
  kbl(linesep = "", booktabs = TRUE, caption = "Descriptive statistics for the stent study.",
      col.names = c("Group", "Stroke", "No event", "Stroke", "No event"),
      table.attr = "style='width: 75%;'") %>%
  add_header_above(c(" " = 1, "30 days" = 2, "365 days" = 2), extra_css = "border-bottom: 2px solid") %>%
  row_spec(1, extra_css = "border-top: 2px solid") %>%
  row_spec(3, extra_css = "border-top: 2px solid") %>%
  kable_styling(bootstrap_options = c("striped", "condensed"), 
                latex_options = c("striped", "hold_position"),
                full_width = T, position = 'center')
```

Lesson learned

Looking into the source code at GitHub, I learned several issues:

I experimented already with the janitor package, and I am happy to get the confirmation that it is a widely used package to “provide quick counts of variable combinations (i.e., frequency tables and crosstabs)” and to “format [nicely] the tabulation results.” (From the Janitor package description.)
I also did know about the kableExtra package and had the kable_styling function already used several times.
The other kableExtra functions (add_header_above(), row_spec(), kbl()) I had not used before. Especially add_header_above() has an important role for special headings in contingency tables.
The parameter extra_css was entirely new for me. I have never heard about it and didn’t even know that it exists.

For me, this learning experience was very instructive! I admit that this example could have been asked via a friendly forum: For instance: “How could I produce a contingency table formatted professionally for print by using the tidyverse approach?” Additionally, one would have to provide some code to show where one stands and what approach one is using.

Looking Experts over their Shoulders

But this was just one example where I knew about the problem and had already tried several approaches to find a solution. But what about code patterns I didn’t even know and could therefore not ask the right question?

Finding a GitHub project with code snippets one needs urgently is just the beginning. There is a big chance that the same repository (aka ‘repo’) hides more code snippets to learn from. And maybe the person behind this one GitHub repos maintains other repositories that are also very interesting?

In my case, it turned out that Mine Çetakaya-Rundel, one of the authors and the person responsible for the repository management, has educational approaches that are similar to mine. But she is way off more skilled in R and statistics. I am especially interested in her usage of the learnr package for interactive tutorials and have watched a series of three videos on Teaching Statistics and Data Science Online.

In a certain sense, she functions as a mentor for me — even if she doesn’t know about it 🥸. Meanwhile, we had some exchanges on GitHub issues as I am interested in learning how to use the learnr package for introductions into statistics via R-Tutorials. Regularly if I find a problem as a user reading and following the tutorial exercises, I try to fix the code in my fork and send the solutions as pull requests (PR) to Mine. Besides learning to use GitHub in a collaborative setting, I have already profited in many ways. I learned about packages I have never heard of (see, for example, the list of packages used for the book) and saw code snippets that transformed data in a much more elegant way as I used to do.

Summary

To inspect code on GitHub is a suitable strategy for intermediate (programming) learners. I illustrated it with an R example, but I think you could generalize it as a learning strategy. I recommend the following steps:

Note names and/or repositories you learned from successful internet recherche. By searching answers or asking questions via StackOverflow, you will encounter the same names, blog addresses, Twitter messages, repos again and again.
Look around if these person/websites generally work on problems you are interested in. Look into the profile and follow the activities of these persons on their blog, Twitter, YouTube, GitHub … accounts.
Decide on a person and select a specific project. I recommend focusing not only on a particular person but also on picking one project to concentrate on. Ideally, it is a current project the person is still interested in and produces code you want to learn and use for your own work later on.
Think about a possibility to get involved in the project. The idea is to give the person and the community something back for its/their mentoring function and commit yourself to relevant real-world problems. The possibilities depend on your skills and interests. It may be advertising the project, writing a favorable review, fixing typos, commenting via the issue part of the repo, recommending code changes via PRs, or financially supporting the author(s) and/or the ongoing project.

Finally, I would like to add also a warning: “Following” a person should not develop to stalking. It is essential not to be intrusive or pushy. You will see already after a short time if the person values your contribution(s), e.g., by answering friendly or thoughtfully, accepting your PRs, etc. If you get the impression that your engagement is disruptive, then stop it immediately. Either look at the code silently without interaction or try to find another “mentor” or project to get involved.

Educational Tools and Learning Theory

Sun, 12 Jan 2020 00:00:00 +0000

This article suggests a procedure to categorize the enormous amount of educational tools in the market. My approach uses a framework of three well-grounded learning theories: Instruction, Cognition, and Construction based on presentation modes (one-way teaching), dialog settings (two-way education), and collaborative scenarios (learning by mastering complex situations). As a proof of concept, I will use the Top Tools for Learning (TT4L), compiled by Jane Hart as a result of the 13th Annual Learning Tools Survey (published 18 September 2019).

Inspired by the yearly ranking of Top Tools for Learning (TT4L) compiled by Jane Hart, I wanted to know if there are global changes or trends in e-learning over the years. The ranked list of tools goes back 13 years and is available for all past years via the Wayback Machine. As a plan for analysis and for presenting results, I imagine a similar procedure as I have used in comparing static website generators over the years.

Inconsistencies in Jane’s categories

To compare the different rankings of the educational tools, I will need a classification of all apps/web services based on pedagogical reasons. For my purposes, the categorizations used by Jane Hart (see right column) is not useful:

It is the functionality of the tool itself, which motivates her division in different classes primarily. Therefore all categories contain the word ‘tool’ in their name. She distinguishes four main types:
1. Instructional tools
2. Content development tools
3. Social tools
4. Personal (and professional) tools
Her sub-categorization under the four main headings is not consistent and has changed over the years. Sometimes she uses ‘Content’ as a fifth type, or she includes ‘professional’ under the heading of ‘personal tool.’
Some tools are platform-dependent (e.g., Sharepoint, Keynote).
Even proprietary name for hardware is ranked in her list (e.g., iPhone, iPad, SMART board instead of smartphone, tablet, whiteboard).

Another much better division can be drawn from her beautiful infographics (see below) on top tools for higher education 2019. Here Hart distinguishes by pedagogical reasons between

Didactics (Formal Learning)
Discovery (Informal Learning)
Discourse (Social Learning) and
Doing (Studying).

Aside from the fact that ‘formal’ and ‘informal learning’ has another meaning (see the definition by the Council of Europe on formal, non-formal, and informal learning). I do not understand why ‘studying’ is different from structured learning in an academic setting. And why should ‘studying’ be linked just with the doing-bubble?

Usage of top tools for higher edudation in 2019. Infographics by C4LPT (2019): https://www.toptools4learning.com/edu100/.

Developing educational motivated categories

Three different learning/teaching modes. Infographics by Peter Baumgartner (2018)

Without going here into detail, I will use my categorization of learning theories published among others in The Zen Art of Teaching (PDF, 545 kB). This article outlines three different kinds of teaching modes:

Instruction or Learning I: Using static learning materials for reading, listening, and watching.
Cognition or Learning II: Using dynamic and elaborated didactical educational interactions for guided practice.
Construction or Learning III: Using collaborative scenarios for mastering unstructured situations.

This categorization results in different educational aspects for each of the three teaching/learning modes:

Kind of knowledge acquisition: static –dynamic/procedural – social.
Teaching modes: transfer – dialog/discussion – collaboration.
Learning strategies: study – practice – mastering.
Assessment methods: correct answers – applying adequate techniques, processes, and procedures – success criteria.
Teaching strategies: explaining – observing and helping – collaborating.

Even though my suggestion is coarse-grained as it distinguishes only three types, it has to overcome several problems of operationalizations:

One tool – several functionalities

Sometimes it is not easy to classify tools unambiguously into one of the three categories. Modern tools incorporate many features that may address different types of learning modes. Take, for example, the use of a learning management system (LMS). You can use it for various activities (reading PDFs, work through quizzes, or writing collaboratively into a wiki). In those inconclusive situations, I will utilize the highest predominant functionality of the tools. ‘Highest’ means that Learning II is more elevated than Learning I. This is not a quality rating of the different learning modes as all three modes have their value under certain conditions. ‘Higher’ or ‘lower’ address here the complexity of student activities.

But what is the ‘predominant functionality’ of a tool? I assume that every educational technology, every technology-supported learning environment, or internet application, implement a theoretical learning model – irrespective of opinions and beliefs of developers and teachers. In the case of LMS dominates guided learning interactivity (Learning II). Although teachers may use tools ingeniously for purposes not foreseen from the developers, I think that these inventing teaching strategies are not the mainstream.

Following other users on the web with the same subject interests, getting in contact with them, commenting their blogs, etc. entitles for Learning II but does not qualify for Learning III. I will rate only rate an educational setting as Learning III if learners produce (individually or collaboratively) an artifact for learning purposes.

General tools not intended primarily for education

In Jane Hart’s list of top tools are many products and web services not primarily developed for education, like word processors, email clients, file-sharing platforms, note-taking applications, browsers, search engines, etc. The reason for this broad mixture is the content of the questionnaire and their target group. Not learners or teachers, but mainly IT professionals and learning designers, addresses the survey. This orientation leads to two biases, as mentioned by Jane Hart:

only 22% of voters came from colleges and universities, hence the Top 200 list is therefore skewed towards workplace learning.
since only 6% of respondents came from schools, the EDU100 list this year focuses on tools for Higher Education.

Snippet of survey form for compiling the top tool list for 2020

Another issue favoring general tools are the questions themselves. See, for instance, the voting form for 2020 on the right ahnd side of this article:

A valid entry needs to include 10 different DIGITAL tools (resources, services, etc) – listed in any order (emphasis not mine).

So the questions ask for digital tools, not for digital educational tools. The consequence is that the top list with a few exceptions does not include subject-oriented software (e.g., apps for learning math, science, languages). This bias is an essential drawback as many e-learning scenarios use these kinds of content-related software.

The other side of the same coin is that there is a bias towards personal knowledge management applications. Software like email clients, browsers, search engines, etc., are unquestionably also essential parts of a learning ecology. Using these tools always goes together with (informal) learning experiences. But an educational taxonomy of tools for education should focus on apps or web services developed for e-learning. To distinguish those personal productivity instruments from tools explicitly dedicated to learning, I have designated them with Learning 0. Under this category, I also have classified support tools like converters or ‘neutral’ web resources like portals for icons, images, or other material.

Summarizing this subsection is the following types of tools designated with Learning 0:

General productivity: Word processors, email clients, browsers, search engines, converters, translators, grammar checkers, image/icon/theme libraries, and other supporting tools.
Personal knowledge management: Note-taking software, calendars, project management, skill validation.
Hardware: Smartphones, tablets, interactive whiteboards.

Developing learning material or using it?

Another complication arises from the fact that the educational judgment of developer tools can be seen two-fold:

from the authoring perspective, e.g., the resource development view
from the angle of using the developed product

There are content development tools which can be used by learner and teacher alike. Those apps or web services with various perspectives (e.g., blog services, screen-casting, curation tools) I will classify from their ownership. If it is easily possible that students get their personal instance, then I will designate it as Learning III.

With ‘easy’ I mean

that it is free available at least in a freemium variant for personal usage. This definition of ‘free available’ does not apply if learners are entitled to free usage only via an institutional account.
that it is easy to install either through the download of packaged software without any special additional technical requirements, such as using the terminal or running a server, changing functionality programmatically, or only through a simple online registration).
that it can be used easily in educational settings (no specialized knowledge necessary, learn time only 1-2hrs, no specialized hardware, platform-independent).

Note that every case has to be judged individually. For a correct classification with the mentioned rules, one has to look into pricing models, installation procedures, user interface, and typical application patterns.

Conclusion

To summarize my suggestion for an educational categorization of digital tools, I will define four types of apps, respectively web services:

Learning 0: Tools supporting personal knowledge management, productivity, and portals for web resources.
Learning I: Transfer of knowledge. The focus of learner engagement is primarily oriented to content to acquire factual knowledge.
Learning II: Applying knowledge, practicing procedures. The emphasis here is learner interactivity with dynamic content and dialog with teacher and co-learner.
Learning III: Collaboratively solving challenges. Essential is producing a useful output, doing something creatively and cooperatively.
Learning IV: Multi-purpose tool with features for Learning III and either Learning 0 or Learning I.

… to be continued

Update 2021-05-20: Originally, I have planned to reorganize Jane Hart’s data according to my set of categories. But unfortunately, because of other priorities, I didn’t have time so far. But the follow-up of this post is still on my schedule.

DORA and Wakelet: Two Badges!

Wed, 25 Dec 2019 00:00:00 +0000

Wakelet Community Badge

Last week – just before Christmas – I received two badges: DORA (San Francisco Declaration on Research Assessment) sent me a newsletter about their advances for fostering Open Science in 2019. On this occasion, DORA also issued badges for individuals and organizations that have signed the declaration.

The other badge came from Wakelet. As I had applied to be part of the Wakelet community, they welcomed me with an email with some tips and hints and issued the Community Badge to me.

DORA Signatory Badge

So just in time for Christmas Eve, I am honored with these two gratifications. I thought about a little thank-you gift. What I came up with was a Wakelet collection of DORA’s newsletter, which essentially is a commented list link. I turned these links into a ‘Wake’ with some added value: Besides the DORA list, there is additional information in every linked section generated automatically by Wakelet. Additionally, the link list is now more visually appealing. So I killed two birds with one stone: A Wakelet about DORA’s advances of the year 2019! Enjoy! (There is more on my Wakelet Homepage.)

Wakelet - Share Visually-Engaging Stories

Mon, 16 Dec 2019 00:00:00 +0000

What is a Wakelet?

Several months ago, I came across Wakelet. My first impression was that it is another social bookmarker because you can “bookmark anything you find online in two clicks.” But after some days working with it, I noticed it is more than that.

The reason for my changed awareness of Wakelet is its feature to create stories. Arranging bookmarks into “collections,” you can organize your bookmarks, adding text, and include images to get your narrative across. With Wakelet, you curate and share content not only in a meaningful but also in a visually-engaging way.

How do People use Wakelet?

I think the best way is to illustrate the possibilities and benefits of Wakelet is by showcasing some excellent examples. I have grouped my collected Wakelets, and to demonstrate the range of different options, I have always provided two instances for each category.

This is the first and prominent use of content curation, especially for education. @realUcyJoy is as an educational entrepreneur and advocate passionate about the use of education technology in Africa to improve learning. She shares a collection of 20 Digital skills for educators with us. Another very sophisticated design of a Wakelet resource page has @drbexl (Dr. Bex Lewis) created.

Portfolio

My name twin @FelixBaumgartner (I am not related to him) famous for his spectacular skydive uses Wakelet to promote himself and his adventurous projects. All collections on his homepage serve as material for media publications. Another showcasing page maintains Beth Tweddle @bethtweddlenews), a gymnastics Olympic medallist.

Raising awareness

The Rohingya Crisis @Rohingya uses Wakelet for political reasons to draw support to stop the genocide, ethnic cleansing and numerous crimes against the Rohingya. The Glasgow Centre for Population Health @theGCPH documents its conferences on providing leadership for action to tackle inequality and improve health via a series of tweeds, as can be seen by the example of its Glasgow’s Healthier Future Forum 20.

Philippe Schuler @Phil demonstrates his love for sports, drums, photography, nature, and travel with some astonishing photographs. Another example of this kind of usages gives Teijas ky @teijasky, one of the developers of Wakelet. He binds his amazing marine biology photos from the Galapagos Islands into a story of the history of the geological and biological processes of this archipelago.

Education

There are many examples of educational applications of Wakelet. Educational scenarios with Wakelet are so crucial for the developers that they dedicated a particular homepage for learning communities. There is a specialized guide for educators, translated into several languages providing tips and tricks. (Surprisingly, a guide in German is still missing.) Some example Wakes are Ancient Greek Philosophy for learning and The EdTech Toolbox - 2019 for teaching. See the blog of Kathleen Morris and Online Tools for teaching and learning for more learning activities and educational scenarios with Wakelets.

Figure 1: Six Use Cases for Wakelets

Wakelet and the SAMR model

Ruben Puentedura’s SAMR model exemplifies the meaningful integration of technology into teaching. Instead of using “tech for tech’s sake,” the SAMR model features a view inspired by social constructivism.¹

Figure 2: Getting started with Wakelet: Graphic by Kathleen Morris

Substitution: Students read an article on Wakelet instead of in class.
Augmentation: Wakelet allows for multimodality by enabling users to embed images, videos, articles, and more.
Modification: Students curate information and resources about a specific topic on Wakelet and can share it widely via social media for feedback. Students critically analyze content and research to create an archive for discussion.
Redefinition: Students have access to real-time collaboration on multimodal content curation.

Wakelet works seamlessly with various apps

Figure 3: Ten different options to include content into a Wake.(Screenshot)

You can embed “Wakes” (= collection of items) into your web pages as I have done with the three referenced Wakelets above. (You can’t produce Wakes from Wakelet homepages.) There are three different formats to choose from and some design options how to present the Wakes.

The example above is an embedded Wake referring to other Wakes. Click on the different sections to get the referenced Wakes. You can also produce PDFs from your Wakes, but the PDFs are not interactive anymore. Look at this PDF example.

Storing content is just a two click action with its browser extensions, available for Firefox, Chrome, and Safari. Wakelet comes with mobile apps for Android (Google Play) and iOS (App Store) and it works also seamlessly with various tools like

Microsoft Teams
Microsoft OneNote — See: Better together: OneNote and Wakelet.
Google Drive — See: Google Drive Integration
Google Classroom
Remind
Fliprid — See: Flipgrid Integration

Wakelet is free and always will be

Wakelet also has a refined help system featuring many short but informative videos explaining the different highlights. Wakelet also comes with a specialized guide for educators in several languages. (Surprisingly, a guide in German is still missing.)

Furthermore, Wakelet is confidence-inspiring as it has sensible rules of usage and stringent privacy policy as well. And the best of it:

Wakelet is free and always will be. All of the features available now will remain free forever, even if we introduce premium plans in the future.

Feature requests

There are a two features I wish Wakelet would include. Both have to do with collaboration and sharing. I am not sure if my desires are in line with the developer’s strategy and plans. But anyway, here they are:

Genuine collaboration: At the moment, I can only invite contributors to add links but not to change or to delete the work I have done. So there is no real interworking in the sense of cross-functional cooperation possible. All the participants work in parallel but not as coordinated team players.
Community evaluation: Sharing links is okay but lacks quality control. I would like to have feedback from the community either as comments or as attached discussion fora. Tools like stars to appraise Wakes, as well as links, would also foster the community discussion and showcase the best collections. Make this a feature to turn on/turn off, so that people could decide if they want to draw critiques and spend time for discussions.

Update 2021-05-19: Both my feature requests are in the meanwhile realized.

Collaboration: The creator of a collection can offer a QR code, an alphanumeric code, or an URL. You can join a collection by one of these three options. You do not even have to log in! Watch this video. — Another (even newer) feature is “spaces”: With just several clicks, users can create a “space” to house content to be shared.

Community evaluation: Several icons (like 👍, 👏, 💯) are added so that visitors can give their “likes” to the collection in general or to individual links. Admittedly this is only a rudimentary evaluation, but you always can open up your wakelet for free collaboration so that other people can add additional links or comments.

Conclusion

Wakelet is not only a free sophisticated tool for content curation but also well-suited for visually-engaging presentations and story-telling. It has a steadily growing user base. Already some of the world’s most prominent organizations are using Wakelet.

Figure 4: Prominent organizations using Wakelet.

Wakelet encourages both the sharing of resources and their joint creation and curation of material. Still, in this area, some more features for cooperation would be desirable. A strict privacy policy combined with a well-engineered support page offering many short videos and helpful articles and a responsible team creates confidence for a long future of this product. And even if there comes a time where other similar products gain prominence, you can save your work via Wakelet’s export feature (JSON and PDF format) and change the web service presumably without too many troubles.

Figure 5: The Wakelet team.

I follow with these text passages the above-quoted “Online Tools for teaching and learning” ↩︎

edtech | Thought splinters

Using GitHub as a Mentoring Tool

Beginner, Intermediate, and Expert Level

Project for Motivation Necessary

Looking for a Human Mentor

GitHub as a Mentoring Tool

An instructive example

Lesson learned

Looking Experts over their Shoulders

Summary

Educational Tools and Learning Theory

Inconsistencies in Jane’s categories

Developing educational motivated categories

One tool – several functionalities

General tools not intended primarily for education

Developing learning material or using it?

Conclusion

DORA and Wakelet: Two Badges!

Wakelet - Share Visually-Engaging Stories

What is a Wakelet?

How do People use Wakelet?

Sharing resources

Portfolio

Raising awareness

Sharing your passion

Education

Wakelet and the SAMR model

Wakelet works seamlessly with various apps

Wakelet is free and always will be

Feature requests

Conclusion