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D2.17: Introduce OpenDreamKit to Researchers and Teachers as laid out in Task 2.6 #252
Notebooks -- interactive documents mixing prose, code, outputs, and visualisation -- have existed for decades; we may cite the Maple, Mathematica, or SageMath notebook. There is a long time experience in the community of using such notebooks for a variety of purposes in teaching and research, ranging from scratchpad for interactive computation to narratives such as interactive teaching documents or logbooks of computational research.
At the time of writing the OpenDreamKit Proposal in 2014, the Jupyter notebook was an emerging technology which had recently evolved from a generalisation of the IPython notebook to support a variety of programming languages or interactive systems. Based on modern web technologies, with a modular design informed by many former implementations, and a growing ecosystem of related tools, it showed strong potential as core user interface component for building Virtual Research Environments. Of particular interest are the Jupyter widgets that bridge the gap between interactive computation and interactive visualisation and applications, in effect making for a smooth continuous learning curve from user to power user to developer, and enlarging the range of use-cases.
In Task 2.6 (#29), we have disseminated Jupyter based Virtual Research Environment to students, researchers, and teachers to act as multipliers of knowledge and dissemination. This covered the technology but also best practices. The notebook, despite all its benefits, also has pitfalls, with which the participants have extensive experience.
As reported on in our periodic deliverables on Community building: Impact of development workshops, dissemination and training activities D2.6 (#46) , D2.11 (#36) , D2.15 (#40), OpenDreamKit participants actively organised or participated in 40 events where they advertised and delivered training on OpenDreamKit technology. In this report we start by reviewing other evaluation and dissemination activities that were carried out during the project. In a second section, we briefly reflect on the lessons learned. Indeed, that was also first and foremost the occasion to gather first hand testimony of the technology on the battle field, this to continuously inform and motivate the project activities.
The link to the poll: https://framadate.org/tfuHjZgcSU8pHI45
@kohlhase and I ran an ESSLLI course in 2019-08 on MMT- and WP6-related topics.
This may or may not be worth mentioning in this deliverable.
The event description is at https://github.com/OpenDreamKit/OpenDreamKit/blob/master/WP2/D2.15/events/2019-08-04-ESSLLI-Zoo.tex