---
# System prepended metadata

title: CT Code Camps
tags: [eduit, ' education']

---

---
tags: eduit, education
---
# CT Code Camps #


### Goal ###

The purpose of CT Code Camps is to enable students to enrich their subject-matter knowledge with digital tools and computational technologies.

### Form ###

Each code camp consists of five modules (a module is two hours lesson/classroom instruction and one hour for excercises/project development). Code camps use two methods 1) project-based learning/the project as a basic unit (i.e., students learn by developing small professionally relevant projects); and 2) Paper with Code (i.e., students learn by reproducing aspects of professionally relevant research papers).

### Content ###

Students are taught four generic skills (1-4) with the goal of developing a workflow (5):

1) Navigate a hierarchical file system and database file system
2) Access web data and using databases
3) Interact with an application programmatically
4) Construct a domain-relevant program from a series of simple instructions
5) Workflow: Retrieving, processing, and visualizing data

CT Code Camps use popular scripting languages (Python, R, Julia) to teach all skills in order to provide students with a flexible and accessible technology. The teaching environment is hosted in UCloud/DeiC Interacting Computing Facility to ensure a high standard of information security and give students experience with cloud-based computing.



### Degree programme and line ###


### Course title in Danish ###


### Course title in English ###

CT Code Camp _OR_ 'Embedding Python for Everyone in a Domain Relevant Context' _OR_'teaching Computational Thinking and Programming skills to people with a background in the Humanities'

### Semester: Profile semester ECTS ###


### Assessment form ###


### Form of co-examination ###


### Language of exam and teaching ###

English

### Purpose ###


<!--- Describe the student’s outcome --->


The purpose of code camps is to enable students to enrich their subject-matter knowledge with digital tools and computational technologies 


1) navigate a hierarchical file system and database file system 
2) interact with an application programatically
3) construct a domain-relevant program from a series of simple instructions in Python, R or Julia

4) access web data
5) using databases
6) retrieving, processing, and visualizing data


* Project as Basic Unit
* Paper with Code format (paper is a condensed project)


Schnapp, Jeffrey. "Digital Humanities Fundamentals" and "The Project as Basic Unit." In A Short Guide to the Digital_Humanities. SG2–SG5.

https://comp-think.github.io/

---





The purpose of the course is to enable students to a) reflect on the impact of digital technologies on industries that use or can benefit from the academic labor force; b) apply concepts and relevant software from an iterative approach to project management in order to facilitate ethical and; c) communicate humanities training (core skill competencies) of self and other using a problem-oriented articulation of subject-matter expertise; and d) evaluate, design and apply industry relevant technologies.

<!--- Describe the course content --->
The course provides an actionable understanding of contemporary digital technologies and Agile project management that are relevant to become a _facilitative mediator_ with a background in Humanities. Furthermore, it includes practical introductions to ex. Agile, FAIR data lifecycle management, explainable AI (XAI), Human-In-The-Loop, World Wide Web, file systems and databases. 

<!---
actionable understanding: the state of uniform understanding of and agreement about the purpose, goal, strategy, and operational intent developed among all actors about to participate in some operation.
--->



<!--- Optionally describe the relevance of the course in relation to the labour market --->
The course provides students with digital competencies that a) enable them to help emerging and established companies gain a competitive edge in the rapidly changing _digital landscape_, and b) reduce onboarding requirements for companies (public and private sector) that are going through an accelerated _digital transformation_. The course is relevant for student that want to use their humanities training in the context of digital technology (e.g., SoMe consultant, web content creator, IT project management, data and ethics officer). 

### Academic objectives ###

__Knowledge__

* Reflect on the impact of digital technologies on industries that use or can benefit from the academic labor force.
* Account for an (domain-agnostic) iterative approach to project management in order to facilitate digital change. 
* Critically reflect on the own oral/written products in relation to the technologies used in the course. 


__Skills__

* Apply domain-agnostic iterative approach to project management with relevant software.
* Apply problem-oriented articulation of subject-matter expertise (self and other).

__Competencies__

* Identify and present individual subject-matter expertise.
* Evaluate, design and apply industry relevant digital technologies.
* Collectively solve problems in multidisciplinary groups.


### Description of the form of instruction ###

Lecture, Classroom instruction

## ORDINARY EXAM ##

Lecture participation: The exam is in the form of lecture participation

### Specify whether it is possible for students to take exams in groups ###

Take-home assignments (set and on a topic of the student’s choice): No

Oral exam with/without preparation: No

Oral exam with a synopsis: No

### Prerequisites for exam participation (if any) ###

None

## RE-EXAMINATION ##

### Form of re-examination ###

<!--- upate to portefølje --->

Take-home assignment on a topic of the student’s choice

### Description of the form of examination ###

Portfolio: The exam consists of a portfolio that contains the same type and number of assignments as the ordinary exam. The total length of the portfolio is: 12-15 standard pages.

The number of assignments as well as their form and length will be announced on Brightspace by the teacher no later than at the end of the teaching. The portfolio may include products. Depending on their length, and subject to the teacher’s approval, these products can replace some of the standard pages in the portfolio. It must be possible to carry out an individual assessment. So if some parts of the portfolio have been produced by a group, it must be stated clearly which parts each student is responsible for, and which parts the group as a whole is responsible for.

The complete portfolio must be submitted for assessment in the Digital Exam system before the deadline set in the examination plan. Each student submits a portfolio. 

### Specify whether it is possible for students to take exams in groups ###

Take-home assignments (set and on a topic of the student’s choice): No

Oral exam with/without preparation: No

Oral exam with a synopsis: No

### Prerequisites for exam participation (if any) ###

None



