 Good afternoon everyone. Thank you for showing up and the first talk of this afternoon will be Fernando with talking about massive open online courses. So please welcome Fernando. Just sorry, another very quick note first is I think Fernando is planning to use the full 25 minutes so any questions you probably would like to catch Fernando outside. Hi, thanks for coming. There are a lot of codes that will be in this URL. What's the context of my talk? In PyCon US, Jessica Makiller made a challenge for each one of us to promote the next generation of Pythonis and our challenge is one action to the next PyCon US and my contribution is Python for Zombies MOOC. I am a computer science professor at FATEC, it's a public university at São Paulo State. I'm also K-12 volunteer at weekends to teach programs for kids. The goal is spread the Python community by teaching for everybody for free in Portuguese and with a low-cost platform hours equipment. Python for Zombies is the first Portuguese programming MOOC in Brazil. It's very similar to Coursera MOOCs. There are a lot of options. Mainly the students watch the videos. There are Q&A forums. Each answer can be up-voted or down-voted by its students and I maybe put a right answer star in some answers. But what's the difference from the other MOOCs besides the language? First is a community initiative, not of my university. Two years ago Marcel Caracciolo, actually the president of Python Brazil Association, told me that we need a MOOC to teach Python. My answer is cool, it will be ready in two years. Last year in Campus Party Brazil, the biggest conference for nerds, Marcel made an announcement. Fernando will launch next month the first MOOC to teach in Python in Portuguese and with a landing page for pre-resistation. My first reaction, I have nothing very, six months, but with the help of the entire Python community, we did it. In one month we designed the entire course and get the first week videos recorded. We took advantage of a platform that already existed of training. The course has eight weeks. The next week I record the lessons anywhere. At Starbucks, even at a flight with a headset, noisy cancel headset, very useful. We use the Python 3, it's other difference. In foreign languages there are some accents. There are more natural division in Python 3 than Python 2. The videos are very small, without quizzes. There are some MOOCs that the videos are 20 minutes, and between the videos there are many quizzes. I don't like the quizzes. I prefer to put the videos to create a personal bond between the teacher and the students. Because when the students are watching the video, boom, suddenly a quiz appears. I don't like this. There are a huge compilation of exercise, coding batch, Google Python class, cracking the code interview is a book of interview problems, selective problems of Hackathon Facebook. I put some 12 years old code in the middle of the lessons to promote diversity. It's very important. Actually, we are 50,000. And some months ago we need to move from Amazon to Digital Ocean to code costs. And before the migration, we made this draft to warning the students. The Python community are promoting this MOOC in so many different ways. This is a fan page of The Walking Dead in Portugal. Some guy puts a nice draft, The Walking Python. Some data. We are just only three people. Me to record the videos, Django Dev, undergraduate student, and Marcel Caraciolo, actually the president of Python Brazil Association. We have no money, no grants, no investments, no crowdfunding. My only personal code cost in equipments is the noise-conciliate headset. And for hours a week to answer to the students and the interactions. We have a platform cost, actually $80 per month at Digital Ocean. 1,300 receive the certificate. The level of the course, the MOOC, is very high. It's the same level at my university as a public university. There are a lot of visualizations. We have also an independent playlist at YouTube. There are some students who don't care about certifications and exercise who are only watching the videos. And a lot of cities we had zombies. Some former students became the co-founders of the PyLadies Brazil quarter. Actually, the ladies are using the Python for zombies MOOC to teach to the other ladies Python. And they have Q&A sections at shopping centers at Starbucks. These girls four months ago organized the first PyLadies Conf in Brazil with more than 100 persons. Eight ladies and 20 gentlemen. Other interesting use case, University of São Paulo, São Paulo have four public state universities. The biggest one, University of São Paulo have 1,000 engineers that actually are using Python for zombies videos for teaching introduction to a program. It's awesome. The zombies operating systems is Windows. I have to move my operating system from Linux to Windows in order to teach and record the videos. The Python community are promoting mainly at social networks the MOOC. The students like very much the course, the language of video, the exercises. Where are the zombies? It's different of the other MOOCs. The Python for zombies are very popular in poor cities of Brazil. Northwest cities are the most poor states. The southwest is the more rich. An interesting experiment in the middle of MOOC was a massive coding dojo. With Google Hangout on air, we streaming coding dojo section using nitros.io in collab mode. Hangout have a live Q&A feature and hundreds of students made some answers and the other students are upvote and devote the questions. At some times, I answered the top level questions. 400 students participate in the living massive coding dojo. But talk is cheap. The best way to show the MOOC is with some code. These are simple guests, the number. Very useful to teach some basic program. And what the guest? 42. I win in one shot. One thing I teach is the importance of the free software. Actually, I hack the main model, the method to return 42. The students like this kind of thing. Python is a language for hackers. Hackers like the very much the MOOC. When I had classes with K-12, one girl told me that she don't like numbers. And she modified this code to this code. She thinks it's better to guess the name of one girl. And this is not my code. It's a code of 12 years, girl. It's very interesting to teach, to show some code. But to tell you all the codes is very interesting to teach. I will show you the photo of this lady. The left side actually is working on typing. Not the front, ladies. Anna Carolina is the left side before typing some code. Other interesting code is the Cypher of Caesar. Chinese Python 3 use unicode. With unicode, we can do everything about letters and strange idioms. This is the code of the other 12 years, girl. Not my code. It's very interesting. A plus B, 42. Wow. It's a great print A, print B. I create a class and I overwrite the add to return 42. This type of code made the students crazy. Students like the code that puts 42 as a result. Factorial of 666 is a very large number, but 42 is best. Fibonacci also 42. The students became crazy because it's an advanced programming, metaprogramming, but still they like to see this kind of things. It's more interesting to have funny samples to teach. I made a request to Facebook API, and I'm searching for the ultimate answer. In my profile of Facebook don't have the key ultimate answer, but actually we overrided under missing to return 42 also. Some students actually prefer to receive challenges. I put some codes that are Facebook hackathon, selective tests. The students not only resolve the challenges, but we are able at the end of the course to resolve the challenge in one line. This crazy is amazing. The beauty will save the code. Quick sort in C language is boring. In Python, we put the beauty of the algorithm of the quick sort. It's a good way to teach to show the beauty of the classic algorithms. Of course, the students like to make some windows. We in the course, we made this with some few lines. It's possible to make with Python the one interesting. All my classes, my codes, with very few lines. It's very simple. With this line of codes, we access API of World Cup, and these are the results of the matches. Of course, it's worse in Brazil, but we are in Germany. Germany is the champion. It's a simple code. The students like it. The useful codes. We need to teach the program in context of the students. And the last code is hacking Facebook photos. The process of alteration is boring, very boring. These are Facebook playgrounds to test apps. And I will steal the token to my code without any library. And if the internet permits, I'm assessing the Facebook to download all my friends' photos. I will show online. This is the photos. That is my code. And this is very interesting because the students like to hack Facebook. I made an Android wallpaper with these photos. When I forgot the name of one student, I took the app, showed the name of my students. Benefits for my university, visibility. I also made the flippant classrooms because the presential students watched the videos. And we have more time to code in those and exercises. For the Python community, the MOOC, Python for Zombie, became a kind of Trojan horse to enter in many universities. All materials are common, creative commons share alike. We made a great impact. Three folks are impacting 50,000. I'm working in Spanish version with a chemical platform. And Python, the next generation, our challenge. Don't think too much. Just do it. Thank you. Yeah, so there is no time left to questions anymore, unfortunately. We have five minutes to change the room. If you can catch Fernando outside, if you have any questions, that would be good. Thank you.