CC8: Collaborative development and delivery of teaching materials### Agenda

| Agenda | Speaker | Time |
| --------------------------------------------------------- | ------------ | ------------- |
| Intro and overview | Ayesha | 10:30 - 10:40 |
| Embedding data science across disciplines: a case study | Serge Sharoff| 10:40 - 11:00 |
| Working together to embed data science across disciplines (including breakout sessions) | Eilis Hannon | 11:00 - 11:55 |
| Wrap-up | Ayesha | |

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## Feedback and Q&A

### Questions from participants :question:

Place your questions here and we will pick these up in the session :smile_cat:

- What kinds of practical sessions do you run with the language students? Do you teach them coding and developing solutions or just teach theory?
- _Answered by speaker in the session_
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### Useful Links/references :bookmark_tabs:

- [Insert title of link in square brackets](insert URL in round brackets)
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## Breakout activity :speaking_head_in_silhouette:

### Group 1

:::success
_Part 1_
- What does 'non-cognate' discipline mean?

"The term "non-cognate student" typically refers to a student who is pursuing a degree or studying in a field that is unrelated or different from their previous academic background or qualifications. In this context, "cognate" refers to a subject or field that is closely related or similar to the student's prior academic experience.

For example, if a student with a background in engineering decides to pursue a graduate degree in psychology, they would be considered a non-cognate student because engineering and psychology are unrelated fields. The term is commonly used in academic settings, particularly when discussing admissions or program requirements.

Being a non-cognate student may have implications for the student's course selection, prerequisites, and potential challenges in adapting to the new field of study. In some cases, non-cognate students may need to complete additional coursework or prerequisites to gain the necessary knowledge and skills to succeed in their chosen field." (ChatGPT!)

- What is the typical learner profile of a learner from a non-cognate discipline?
- Is there a typical profile?
- Maybe people wanting to change careers
- The need to expand people's skillset
- People can come with professional and work experience
- What are the effects of that on the learning environment?
- People bringing specific viewpoints and perspectives
- Often come with questions related to their previous experiences
- Need to review glossary and terms so people are all on the same page
- Varying backgrounds and skills can make teaching challenging
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:::info
_Part 2_

- Look at the possible shared delivery models, below.
- What are the opportunities and weaknesses of these delivery models?
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- What barriers do you foresee with any of these?
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- How do they influence the learning environment/learning conditions?
- ...
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### Group 2

:::success
_Part 1_
- What does 'non-cognate' discipline mean?
- Studying a different (not-similar) field and dicipline
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- What is the typical learner profile of a learner from a non-cognate discipline?
- Fear towards the new dicipline
- Sometime we meet enthusiastic learners - they want to address their domain problems in their dicipline however they do not want to get into the nitty-gritty technical details
- Require basic foundational skills to apply data science techniques
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- What are the effects of that on the learning environment?
- Positively, novel/new interdiciplinary subject areas appears
- Richer conversations as data science knowledge/skills are embedded into other domains of knowledge
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:::info
_Part 2_

- Look at the possible shared delivery models, below.
- What are the opportunities and weaknesses of these delivery models?
- ...
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- What barriers do you foresee with any of these?
- ...
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- How do they influence the learning environment/learning conditions?
- ...
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 </br>
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### Group 3

:::success
_Part 1_
- What does 'non-cognate' discipline mean?
- very confusing term, hard to draw the line as to what is 'non-cognate'. Maybe try other defintions like 'non-STEM'
- Not obtaining an accredited degree, but taking a course to learn a new skill
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- What is the typical learner profile of a learner from a non-cognate discipline?
- self-disciplined
- limited STEM understanding
- come in different profiles
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- What are the effects of that on the learning environment?
- with no evaluation, self-motivated and less stressful environment
- Curious
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:::info
_Part 2_

- Look at the possible shared delivery models, below.
- What are the opportunities and weaknesses of these delivery models?
- ...
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- What barriers do you foresee with any of these?
- ...
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- How do they influence the learning environment/learning conditions?
- ...
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 </br>
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:::
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### Group 4

:::success
_Part 1_
- What does 'non-cognate' discipline mean?
- a discipline outside of the context/traditional boundaries of the main field of study
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- What is the typical learner profile of a learner from a non-cognate discipline?
- is there a typical learner profile in this case? 'non-cognate' seems to imply 'non-typical'
- but there does seem to be a relationship between certain 'non-cognate' disciplines (e.g. linguistics/language studies and data science-->think LLMs)
- at the same time, most professions and fields deal with data, so is this still non-cognate?
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- What are the effects of that on the learning environment?
- ...
- What can be tricky for non-cognate learners is the distinction between the fields that we are teaching (e.g. text mining vs data science, are they the same)
- It can be difficult to design materials to keep things interesting for students with varying experience and prior knowledge.
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:::info
_Part 2_

- Look at the possible shared delivery models, below.
- What are the opportunities and weaknesses of these delivery models?
- ...
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- What barriers do you foresee with any of these?
- ...
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- How do they influence the learning environment/learning conditions?
- ...
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 </br>
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### Group 5

:::success
_Part 1_
- What does 'non-cognate' discipline mean?
- Wordcels instead of shape-rotators
- Not a traditional quantitative subject (maths, statistics, computing)
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- What is the typical learner profile of a learner from a non-cognate discipline?
- Scared of maths- bad psychological associations with failure in school, angry that 'nerds' are doing so well in the modern tech world, holds maths and statistic in contempt to protect ego
- Very varied backgrounds (some very comfortable and confident with maths and coding, others have none)
- Some very resistant and don't want to learn
- In some countries, there is a very negative attitude towards these quantitative subjects, people are happy to publicly admit 'I can't do
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- What are the effects of that on the learning environment?
- Remedial lessions on terminology and concepts- no assumed knowledge
- Use relevant applications and examples for the students' discipline
- Allow students to progress at own pace, and provide extension material for those progressing fastest
- Have to persuade students of the subject's worth before you can start teaching. Need to convince them they are worthwhile skills.
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:::info
_Part 2_

- Look at the possible shared delivery models, below.
- What are the opportunities and weaknesses of these delivery models?
- ...
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- What barriers do you foresee with any of these?
- ...
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- How do they influence the learning environment/learning conditions?
- ...
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 </br>
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### Group 6

:::success
_Part 1_
- What does 'non-cognate' discipline mean?
- a non-related discipline
- e.g. lab scientists or humanists
- Not all of STEM
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- What is the typical learner profile of a learner from a non-cognate discipline?
- required part of a programme of study
- may not be something they've engaged with something themselves
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- What are the effects of that on the learning environment?
- can potentially be frustrating for students, learning that learning is non-linear
- need to get over initial hump of difficulties
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:::info
_Part 2_

- Look at the possible shared delivery models, below.
- What are the opportunities and weaknesses of these delivery models?
- ...
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- What barriers do you foresee with any of these?
- ...
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- How do they influence the learning environment/learning conditions?
- ...
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 </br>
 </br>
 </br>

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