I hold a BSc + MSc in Physics from Salamanca University (Spain) and a MSc + PhD in Physics from Complutense University of Madrid (Spain), the latter obtained under the supervision of Dr. José Herrero Rueda and Dr. Cecilia Guillén Arqueros (CIEMAT). After several years doing research in energy-related institutes -- CIEMAT (Spain) and IFE (Norway) -- now I work as a Researcher at the Ångström Laboratory, Uppsala University (Sweden). My research efforts can be framed within a green-nanotechnology perspective, i.e., I am interested in the use of nanotechnology for minimizing the impact of human activity on the environment. In addition, I am involved in developing teaching and learning activities with a focus on Education for Sustainable Development (often using Jupyter).
Contact José: https://www.katalog.uu.se/profile/?id=N13-1041
Jupyter notebooks allow the presentation of programming code, text, figures and other multimedia content in an interactive way which, in principle, makes them an ideal tool for education. Not surprisingly, the number of publications dealing with Jupyter notebooks in teaching have increased rapidly during recent years. Inspired by the Open Software philosophy, most of these notebooks are intended as open educational resources. However, few of these notebooks take into consideration basic teaching and learning principles, a problem that potentially results in poorly designed content and/or little reuse. This talk is a wake-up call on the need for implementing well-established educational principles into Jupyter notebooks for creating content of superior educational value. We will address this subject putting a special emphasis on the development of Jupyter notebooks in an inquiry-based learning (IBL) context. In the talk, we will address the different steps of creating an IBL activity using Jupyter: (i) formulating the initial question, (ii) the resources for solving this question (the Jupyter notebook itself), (iii) guidance of the students through the notebook and (iv) assessment.