Merge branch 'main' into community-role-links

Author: ndporter

README.md

@@ -15,18 +15,16 @@ If you want to preview this lesson locally, you will need the [{sandpaper} R pac
 
 - [Sarah Brown][brown_sarah]: @brownsarahm
 - [Nathaniel Porter][porter-nathaniel]: @ndporter
+- [Karen Cranston][cranston-karen]: @kcranston
 - [Jon Wheeler][wheeler_jon]: @jonathanwheeler01
-- [Karen Word][word_karen]: @karenword
 
 [swc-site]: https://software-carpentry.org
 [dc-site]: https://datacarpentry.org
 [lc-site]: https://librarycarpentry.org
 [lesson-doc]: https://carpentries.github.io/sandpaper-docs
-[brown_sarah]: https://carpentries.org/instructors/#brownsarahm
-[perez-suarez_david]: https://carpentries.org/instructors/#dpshelio
-[porter-nathaniel]: https://carpentries.org/instructors/#ndporter
-[wheeler_jon]: https://carpentries.org/instructors/#jonathanwheeler01
-[word_karen]: https://carpentries.org/team/
-
+[brown_sarah]: https://github.com/brownsarahm
+[porter-nathaniel]: https://github.com/ndporter
+[wheeler_jon]: https://github.com/jonathanwheeler01
+[cranston-karen]: https://github.com/kcranston
 
 

episodes/01-welcome.md

@@ -139,7 +139,7 @@ in the Etherpad below to write a short response to the last question.
 
 1. Yes, I have taken a workshop.
 2. Yes, I have been a workshop helper.
-3. Yes, I organized a workshop.
+3. Yes, I organised a workshop.
 4. No, but I am familiar with what is taught at a workshop.
 5. No, and I am not familiar with what is taught at a workshop.
 
@@ -162,7 +162,7 @@ This exercise should take about 5 minutes for responses, with an optional 10 for
 
 To make sure everyone has the
 same context, we will give a brief overview of The Carpentries
-organization before starting the training.
+organisation before starting the training.
 
 ## A Brief Overview of The Carpentries
 

episodes/02-practice-learning.md

@@ -27,7 +27,7 @@ these principles are put into practice in Carpentries workshops.
 ## The Carpentries Pedagogical Model
 
 The Carpentries aims to teach computational competence to learners. We
-take an applied approach, avoiding the theoretical and general in favor
+take an applied approach, avoiding the theoretical and general in favour
 of the practical and specific. By showing learners how to solve specific
 problems with specific tools and providing hands-on practice, we develop
 learners' confidence and lay the foundation for future learning.
@@ -127,7 +127,7 @@ seize up or break down entirely as new concepts are added.
 
 ### The power (and limitations) of analogies
 
-Some mental models can be succinctly summarized by comparison to
+Some mental models can be succinctly summarised by comparison to
 something else that is more universally understood. Good analogies can
 be extraordinarily useful when teaching, because they draw upon an
 existing mental model to fill in another, speeding learning and making a
@@ -138,7 +138,7 @@ to generate misconceptions that may interfere with learning.
 ::: challenge
 ## Analogy Brainstorm
 
-1.  Think of an analogy to explore. Perhaps you have a favorite that
+1.  Think of an analogy to explore. Perhaps you have a favourite that
     relates to your area of professional interest, or a hobby. If you
     prefer to work with an example, consider this analogy from
     education: "teaching is like gardening."
@@ -162,7 +162,7 @@ drywall."
 
 The word "carpentry" acts as a metaphor -- a type of analogy --
 inspiring a comparison with something concrete, hands on, practical, and
-useful. This clearly conveys the purpose of our organization: to support
+useful. This clearly conveys the purpose of our organisation: to support
 computational skill development among working practitioners who need the
 right tools and practices to be effective day to day.
 :::
@@ -192,7 +192,7 @@ Returning to our example levels of skill development:
     difficulty explaining how they are thinking in ways that do not rely
     on other features unique to their own mental model.
 
-![](fig/mental_models.svg){alt="Three collections of six circles. The first collection is labelled \"Novice\" and has only two arrows connecting some of the circles. The second collection, labelled \"Competent Practitioner\" has six connecting arrows. The third collection, labelled \"Expert\", is densly connected, with eight connecting arrows."}
+![](fig/mental_models.svg){alt="Three collections of six circles. The first collection is labelled \"Novice\" and has only two arrows connecting some of the circles. The second collection, labelled \"Competent Practitioner\" has six connecting arrows. The third collection, labelled \"Expert\", is densely connected, with eight connecting arrows."}
 
 ### Mapping a Mental Model
 
@@ -213,18 +213,18 @@ activity. It can be helpful to make a larger map and then narrow down to
 a smaller one.
 :::
 
-Most people do not naturally visualize a mental model as a diagram of
+Most people do not naturally visualise a mental model as a diagram of
 concepts and relationships. Mental models are complicated! Yet, visual
 representation of concepts and relationships can be a useful way to
 explore and understand hidden features of a mental model.
 
-There are certain ways in which you may routinely use visual organizers,
+There are certain ways in which you may routinely use visual organisers,
 such as flow charts or biochemical pathway diagrams. A more general tool
 that is useful for exploring any network of concepts and relationships
 is a **concept map**. Pioneered for classroom use by John Novak in the
 1970s, a concept map asks you to identify which concepts are most
 relevant to a topic at hand and -- critically -- to identify how they
-are connected. It can be quite difficult to identify and organize these
+are connected. It can be quite difficult to identify and organise these
 connections! However, the process of forcing abstract knowledge into a
 visual format can force you to name connections that you might otherwise
 have quietly assumed, or illuminate gaps that you may not have been

episodes/04-expertise.md

@@ -56,13 +56,13 @@ This discussion should take about 5 minutes.
 
 In reviewing the answers to the question above you will find that the expert
 experience amounts to much more than just knowing more facts.
-Competent practitioners can memorize a lot of information
+Competent practitioners can memorise a lot of information
 without any noticeable improvement to their performance.
 So, what makes an expert? The answer is that
 experts have **more connections among pieces of knowledge** that help them think and problem-solve quickly;
 more "short-cuts", if you will.
 
-![](fig/mental_models.svg){alt='Three collections of six circles. The first collection is labelled "Novice" and has only two arrows connecting some of the circles. The second collection, labelled "Competent Practitioner" has six connecting arrows. The third collection, labelled "Expert", is densly connected, with eight connecting arrows.'}
+![](fig/mental_models.svg){alt='Three collections of six circles. The first collection is labelled "Novice" and has only two arrows connecting some of the circles. The second collection, labelled "Competent Practitioner" has six connecting arrows. The third collection, labelled "Expert", is densely connected, with eight connecting arrows.'}
 
 This brings us back to our mental model diagrams,
 where facts are nodes and relationships are arcs.
@@ -200,7 +200,7 @@ This discussion should take about 5 minutes. (Optionally, this may be discussed
 ## "Just" and Other Dismissive Language
 
 Instructors want to motivate learners! We will talk more about motivation in a later episode. But here,
-we will take a moment to recognize one *ineffective* strategy often deployed by experts who
+we will take a moment to recognise one *ineffective* strategy often deployed by experts who
 want learners to *believe that a task is as easy as they think it is.* This often manifests
 in using the word "just" in explanations,
 as in, "Look, it is easy, you just... (*wave magic wand with undecipherable incantations*)"
@@ -252,7 +252,7 @@ people will, indeed, have questions, and should challenge themselves to formulat
 
 As you seek to re-acquaint yourself with the novice experience, it can be tempting to think back to your own
 experiences getting started in programming. Trips down memory lane can be productive! However, it is important that
-you take care not to generalize from your experience to that of your novice learners.
+you take care not to generalise from your experience to that of your novice learners.
 
 We will talk more about knowing your audience in a later episode. For now, here are
 two points to keep in mind when contemplating the learner experience:

episodes/05-memory.md

@@ -72,7 +72,7 @@ This exercise should take about 5 minutes.
 
 ## Test Your Working Memory - Analog version (5 min)
 
-Read the following list and try to memorize the items in it:
+Read the following list and try to memorise the items in it:
 
 cat, apple, ball, tree, square, head, house, door, box, car, king,
 hammer, milk, fish, book, tape, arrow, flower, key, shoe
@@ -128,7 +128,7 @@ This exercise should take about 5 minutes.
 
 ::::::::::::::::::::::::::::::::::::::::::::::::::
 
-![](fig/chunking2.png){alt='A list of words: cat, apple, ball, tree, square, head, house, door, box, car, king, hammer, milk, fish, book, tape, arrow, flower, key, shoe.Underneath, the same words are organized into boxes with related terms e.g. cat fish milk ball and apple flower tree"'}
+![](fig/chunking2.png){alt='A list of words: cat, apple, ball, tree, square, head, house, door, box, car, king, hammer, milk, fish, book, tape, arrow, flower, key, shoe.Underneath, the same words are organised into boxes with related terms e.g. cat fish milk ball and apple flower tree"'}
 
 Associating concepts
 reduces the number of effective
@@ -265,7 +265,7 @@ which are intended to be completed together, through participatory live coding (
 later in this training).
 
 The choices you make as an Instructor may add to or subtract from your learners' cognitive load. Supporting memory consolidation
-can reduce load later on in the workshop, as it reduces the effort of recalling forgotten material. You can also minimize
+can reduce load later on in the workshop, as it reduces the effort of recalling forgotten material. You can also minimise
 cognitive load by choosing formative assessments that are
 narrowly focused and by considering potential distractions in what you display during instruction.
 
@@ -278,11 +278,11 @@ A few more that you may wish to consider are:
 
 - [Faded examples][wikipedia-faded]: worked examples with targeted details "faded" out -- essentially fill-in-the-blank programming blocks
 - [Parson's Problems][wikipedia-parsons]: out-of-order code selection \& sorting challenges
-- Labelling diagrams or flow charts (may also be organized as a fill-in-the-blank)
+- Labelling diagrams or flow charts (may also be organised as a fill-in-the-blank)
 
-Beware assessments that are too open-ended, as these are very likely to induce cognitive overload in novice learners! You may have experienced
+Beware of assessments that are too open-ended, as these are very likely to induce cognitive overload in novice learners! You may have experienced
 some overload already when you were asked to create a concept map; this is why we do not recommend these as an activity for novice learners. Questions
-that ask learners to both remember and synthesize or reason with new information are also risky. If you try out
+that ask learners to both remember and synthesise or reason with new information are also risky. If you try out
 a question and get a room filled with silence, you may need an icebreaker, you may need to re-teach... or you may only need a more narrowly focused question.
 
 ### What to Display
@@ -318,10 +318,10 @@ increasing connectivity (chunking) among new concepts can improve
 outcomes for subsequent memory-intensive exercises. Formative assessments, when performed
 frequently, help learners by prompting them to apply new content before it has been
 overwritten. Faded examples or other types of guided practice
-both minimize demands on short-term memory and offer context that
+both minimise demands on short-term memory and offer context that
 helps improve connectivity for future work, in which the "scaffolding" of contextual support
 can be gradually removed.
-Anything you can do to a) recognize and b) support learners in working with the
+Anything you can do to a) recognise and b) support learners in working with the
 limitations of short-term memory will improve the effectiveness of your teaching.
 
 [wikipedia-7]: https://en.wikipedia.org/wiki/The_Magical_Number_Seven,_Plus_or_Minus_Two

episodes/06-feedback.md

@@ -48,7 +48,7 @@ all the questions, you can preview them in a text-format below:
 When The Carpentries Workshops and Instruction Team sets up the surveys for your workshop, they will also send you a link to
 a dashboard with the results! Take care not to share this link with your learners.
 
-- The carpentries maintains a [dashboard](https://workshop-reports.carpentries.org/?aggregate-workshops) displaying data from past workshop surveys, so you can have an idea of what to expect for your workshop.
+- The Carpentries maintains a [dashboard](https://workshop-reports.carpentries.org/?aggregate-workshops) displaying data from past workshop surveys, so you can have an idea of what to expect for your workshop.
 
 :::::::::::::::::::::::::::::::::::::::  checklist
 
@@ -62,7 +62,7 @@ you will receive all the survey results from your workshop participants.
 
 ::::::::::::::::::::::::::::::::::::::::::::::::::
 
-![](fig/surveyscreenshot3.svg){alt='Screenshot of a workshop website showing location of customized survey links'}
+![](fig/surveyscreenshot3.svg){alt='Screenshot of a workshop website showing location of customised survey links'}
 
 ### Timing Matters
 
@@ -78,12 +78,12 @@ opportunity to reflect), yourself (you will get more useful feedback), and The C
 
 Before each long break, for example lunch or between days, we
 have learners complete **minute cards** to share anonymous feedback. At an in-person workshop,
-paper sticky notes double as minute cards, with the two different colors used for positive and
+paper sticky notes double as minute cards, with the two different colours used for positive and
 constructive feedback. At an online workshop, this may be done by making a copy of our [Virtual Minute Card Template](https://docs.google.com/forms/d/1p7iOV5HNvy4POS4g6eottY8RSfKq4kaoKz1-jIFYTMI/template/preview)
 on Google Forms. Other tools can work as well, but we do recommend making sure that feedback is private and
 anonymous. A public-facing sticky note board will receive different (and less useful) feedback.
 
-Whatever method you use, you may wish to customize the prompt to elicit different types of feedback at each break.
+Whatever method you use, you may wish to customise the prompt to elicit different types of feedback at each break.
 
 **Example positive prompts:**
 
@@ -132,7 +132,7 @@ about how you are responding to learner feedback.
 
 ## Give Us Feedback
 
-Write one thing you learned this so far in this training that you found useful on
+Write one thing you learned so far in this training that you found useful on
 your blue sticky note, and one question you have about the material
 on the yellow.  Do *not* put your name on the notes: this is meant to
 be anonymous feedback.  Add your notes to the pile by the door as

episodes/08-motivation.md

@@ -61,7 +61,7 @@ things in the opposite corner
 that are time-consuming to learn and have little near-term application
 should be avoided in our workshops.
 
-![](fig/what-to-teach.png){alt='A stylized graph with y-axis labeled "usefulness once mastered" and and x-axis labeled "mean time to master". The upper left quadrant says "teach this first" and the lower right quadrant says "do not bother".'}
+![](fig/what-to-teach.png){alt='A stylised graph with y-axis labeled "usefulness once mastered" and and x-axis labeled "mean time to master". The upper left quadrant says "teach this first" and the lower right quadrant says "do not bother".'}
 
 Another way to think about the graph shown above is **authentic tasks** -- real tasks performed
 by someone doing their work. If you can identify authentic tasks from your
@@ -105,7 +105,7 @@ If you are new to teaching, try to ask an experienced instructor for feedback be
 While we aim to begin workshops with motivating content, in practice this does not always occur. Workflow-based content like that taught in Data Carpentry
 workshops may start at the beginning of the workflow, for example. Even when a 'motivating example' is built in to the start of a workshop, technical
 problems like software installation can turn those precious first minutes into an experience of frustration and impatience. That is ok! What is important is to
-**be mindful of times when your content is not motivating**, and to strategize ways to re-engage learners (and yourself) using some of the other techniques in this section.
+**be mindful of times when your content is not motivating**, and to strategise ways to re-engage learners (and yourself) using some of the other techniques in this section.
 
 ## How Can You Affect Motivation?
 
@@ -139,7 +139,7 @@ A few ways to invite participation are:
 - **Encouraging learners to learn from each other**. Working in pairs, or *[pair programming](https://en.wikipedia.org/wiki/Pair_programming)*, encourages
   learners to talk through their learning process, reinforcing memory and making it more likely that confusion will be expressed and
   resolved. This can also address challenges of varying background experience: asking more advanced learners to help beginners can
-  maximize learning for both. In these cases, make sure the beginner is doing the typing!
+  maximise learning for both. In these cases, make sure the beginner is doing the typing!
 - **Acknowledging when learners are confused**. Acknowledging and exploring confusion with kindness rewards learners for sharing vulnerable information. It also
   helps you examine your expert awareness gaps! Formative assessments can pinpoint misunderstandings. When learners see  that others are confused, they are more likely to share their own uncertainties.
 
@@ -229,12 +229,12 @@ This exercise should take about 5 minutes.
 ::::::::::::::::::::::::::::::::::::::::::::::::::
 
 - **Leveraging the power of "yet"**. A request for help might start with "I can't \_\_\_ " or "I don't understand \_\_\_ ". Depending on the attitude of the learner,
-  these can sound like statements of fact rather than requests for help! Adding the word "yet" to the end of these sentences helps emphasize that being a novice is
+  these can sound like statements of fact rather than requests for help! Adding the word "yet" to the end of these sentences helps emphasise that being a novice is
   a temporary state, and encourages a growth mindset towards progress.
 
 ### First, Do No Harm!
 
-When learning a skill, we develop more than expert awareness gaps -- we also develop Opinions about tools and methods, and sometimes base a professional identity
+When learning a skill, we develop more than expert awareness gaps -- we also develop opinions about tools and methods, and sometimes base a professional identity
 around displaying technical expertise. Technical boasts, insults, and other showy moves can score points in conversation with fellow experts, but these present
 serious hazards in the classroom! Here are a few **things you should not do in your workshop:**
 
@@ -265,7 +265,7 @@ serious hazards in the classroom! Here are a few **things you should not do in y
 
 It can be difficult to avoid these demotivators entirely. Some people are so used to
 complaining about certain tools
-that they initially fail to realize they're doing it while teaching. If you catch yourself doing this, you might find a way to walk it back, or consider how you might repair or improve your motivational efforts on your next interaction. Teaching yourself -- and your helpers! --
+that they initially fail to realise they're doing it while teaching. If you catch yourself doing this, you might find a way to walk it back, or consider how you might repair or improve your motivational efforts on your next interaction. Teaching yourself -- and your helpers! --
 to avoid these types of comments takes practice, but is well worth the effort.
 
 ## Not Just Learners