Idea for more detailed list comprehension explanation

[macro1]

I mentioned in #17 that I might make an image, but this seems to look okay...

http://nbviewer.ipython.org/github/pythonsd/intro-to-python/blob/part-4-list-comprehension/part-4.ipynb

[alaindomissy]

The colors make things pretty and clear... but...
I thought the ipython notebook was only an help for the facilitators and helpers but that we would never actually show the ipython to the audience ? Are we showing the notebook ? If students ask for it shall we then show them how to work in ipython as well?
Actually I thought a key idea was to keep it as simple as possible for them while having them experience with their fingers - not only their eyes - most of the presented material: we were only showing a basic python terminal on the screen and typing in there as a slowly as the slowest of our students, and making sure everybody is actually going through it "the hard way"...?
Audrey is also making beautiful slides for some - or all - of part 3...
I am of course fine with whatever you guys think is the best way to present... I'd just thought we might want to clarify the mode of presentation for ourselves and as part of the "Giving the talk instructions". Right now we have it documented as follows:

At the workshop we gave the talk like this:

• We opened a Python shell on the projector monitor and an IPython notebook on the laptop monitor
• One person read the notebook and typed into the Python shell
• Another person stood in front of the audience and explained each step

Do we still do that for some parts of the workshop ?
And for other parts with new style of presentation how do we facilitate the "You can give this talk too!" ?

[macro1]

Ah... I did not realize we weren't showing the notebook. If that's the case just close this.

[alaindomissy]

We can always change things... up to a certain time before the show starts ;-)
May be another way to have students physically realize the connection between the loop and the list comprehension would be to ask them to copy/paste each part from the loop statement to build the list comprehension instead of typing it from scratch. That way they have a direct experience of where each part goes...

[macro1]

Is that a suggestion to replace the highlighting with instructions to copy paste different parts of the loop? I can update this PR if that's the case.

[macro1]

(Or someone else can, heading to work in a few minutes.)

[treyhunner]

Cool. I didn't know you could color notebooks.

I think if this section was presented as slides then color coding would work (see slides discussion in #7).

I like the idea, but I'm not sure yet whether I want to try rewriting this section to be slides right now. I think we should go with @macro1's colored version so the students can at least see it afterward.

[audreyfeldroy]

To address @alaindomissy's comment: only Part 3 is slide-based, and I'll make sure it's as repeat-teachable as the rest.

Once I'm done with my slides:

• I'll put the slides and accompanying files here, all in easily viewable formats
• I'll put instructions into the part-3.ipynb explaining to the facilitator/students how to use the slides and accompanying files
• I'll remove any duplication from part-3.ipynb if already covered in slides

The only reason Part 3 is slides is because it is .py file-based, because:

• Functions don't demo well at the REPL (see Explain printing/returning and REPL better #7)
• Explanations about running .py files in an ipynb are unclear to both facilitators and students who are trying to follow along. See attempt 1 and attempt 2. The ipynb magics are confusing to students, and it's near impossible to tell the students "Ignore the fact that the filename changes in the instructions, just keep adding lines to the same file."

This should not affect the live demo nature of Parts 1, 2, and 4.

[alaindomissy]

@audreyr Great! Thank you!
(on behalf of all the shy presenters out there)
:-)

[willingc]

Manually merges and closes