User Experience insight: pedagogical benefits attributed by course stakeholders to the use of Jupyter notebook

Powerful, versatile, and more accessible tool for teaching

Reades, from the Department of Geography at King's College London (KCL), has written a paper "Teaching on Jupyter - Using notebooks to accelerate learning and curriculum development" \cite{Reades_2020}, which reports learnings from methodological and pedagogical research the department undertook over a five-year period; the 3 courses in the sample (Index 3, 4, and 5), a suite of geocomputation modules, are a product of this research. Regarding their choice of Jupyter notebook technology for this suite, Reades states that it "removes significant barriers to teaching by providing a flexible and familiar interface that hides...some of the complexity of managing local programming language installations whilst also allowing instructors to provide rich media and contextual information next to the code where it is needed the most." This conclusion is especially credible given the department evaluated a variety of educational technologies in their quest for the best pedagogical tool for their geocomputation suite ambitions (see section "4 How we Reached Jupyter" \cite{Reades_2020}).
Jenkins, instructor of the Computational Macroeconomics course (Index 0) has also written a paper about his course, sharing valuable details about its development, delivery, and outcomes \cite{jenkins}. In the context of the course confirmed to have been a success, Jenkins stresses that "From a pedagogical perspective, the Jupyter Notebook is a fantastic tool that makes it easy to teach...The Notebook is a wonderful instructional tool because it allows me to write notes and instructions in HTML that students can read in advance and then we complete the Notebook together in class." \cite{jenkins}. So convincing has this experience been that Jenkin's in fact writes that his paper is intended to be a contribution to support better teaching by sharing how to take advantage of Jupyter notebook's versatility. 
Nelson, whose course instruction includes both Digital Methods for Social Sciences and Humanities and Text Analysis for Digital Humanists and Social Scientists (Index 8 and 9), expresses similar sentiment on her website \cite{nelsona}. In the context of her overall passion for teaching programming to social scientists and humanities scholars, of which her courses in the sample can be assumed as examples of this activity, Nelson remarks that "I have found Jupyter Notebooks are, by far, the most powerful pedagogical tool to teach programming to students to any level, but particularly those with no programming background." Like Jenkins, she similarly recommends using this technology to teach applied programming.
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