 Hello folks, hope you enjoyed the last talk and we have some unanswered questions for the next talk. So if I am going to be doing a resession in their booths, you can check out their sponsor booths in the expert area. And also make sure if you want to introduce the audience to any project you've been working on, you can submit it and I think that will be helpful for the second keynote. And now our next keynote we have Fernando Bensuri Ashikana here. He is a PSF fellow member and a professor at and he's sorry if I butcher this through. FATGC, Sao Jose Dos Campos University. And he also created the first Brazilian course for teaching Python programming, which is called Python for Zombies. And today he'll be telling us about the difficulties in teaching programming courses remotely during this time of year. So my name is Fernando Massanori from Brazil. As a bit earlier here, I am a computer science professor at FATGC in Portuguese FATGC, one of the public universities in São Paulo State. You see at the first slide my website with all my contacts and the URL of slides here. COVID-19 changed many things in the world. Two months ago, a UNICEF report says that at this moment more than one billion students are still out of school without face to face classes worldwide. Many universities in Brazil are now without any type of classes. My university decided to go online to keep education alive, to keep contact with the students, to keep in touch with the students during the isolation. More than 75% of my students are low income. So education is an opportunity they have. And the isolation maybe is an invitation to give it up for their students. A lot of people teach programming with Python. Maybe our first contact with the community is a class with Python as main language. So education is part of Python community. I will share my experiences in this talk. My experience is not my university experiences but Brazilian Python community experience. Work at home is very hard with kids, cats, dogs, whatever, in the same place all the time. Neighbors also make more noise than we expected. I have two dogs and five cats. And they are very social. Whenever they heard me talking with the computer in my classes, they wanted to participate. Teachers are very communicate in their nature. In the face-to-face meetings, I catch in the air difficulties of my students. So improve interactions is a key process in remote teaching, emergency remote teaching. My colleagues became very frustrated in virtual classrooms. A survey in Brazil shows that 8% of teachers feel unable to teach online in isolation. But it's okay to be human. For all students, see a teacher struggling with technical issues proves that education is special. It's important. Behind the screen, there are someone that thinks the education worth all these efforts. I have a static YouTube channel for flipped classrooms. There are synchronous interactions in the time of old face-to-face classes. So I'm a bridge between the content and the learning process of each of the students. Of course, there are so many materials on the web. So teachers send glimpses of what needs a special attention at each time. Teacher breaks new grounds, shares his experiences, inspires the students. So teacher is not only a kind of knowledge delivery content. It's much more. Some years ago, I made with the help of the Brazilian Python community, an online course. Now, in pandemic isolation, I recorded a new version of all videos. 200 new videos with new playlists, data structures, public data analysis. In the picture, we see a vegan zombie, Guido. And the caption says, kynights to say ni in Portuguese. Python for zombies, zombies equal beginners. Python for zombies is a Brazilian community initiative, not of my university. At this moment, we have 120,000 students with a 10% course complexion rate. That is very high. Python is the first Portuguese MOOC to teach programming. Because only 5% of Brazilian people are able to read in English. The website is a Python jungle open source project. There are a menu. Some students prefer a simple YouTube playlist. But many others choose a regular website with more order in the content. All videos are very short, four minutes long. A lot of students use cell phones to see the videos. My experience is important to use big phones. And I have a blue yet to record the audio. The most important thing in online classes is the audio. There are places to kill an A, like many other MOOCs. And a lot of exercises. So the students have a way to practice the programming skills. Because learning programming is... You need a lot of exercises to learn well. My way of teaching is using flipid classrooms. With Microsoft things is my university choice. And discord for interactions. Sometimes I use other ways, like a phonical to a student without computer. Or WhatsApp audios to answer some particular questions. In my classes, I use... I decide to use other students' codes to teaching. That motivates more to learn. This is a 12 years old girl code. I also teach to kids in my city. Besides university lessons as a volunteer. This is a Chinese Cesar Cipher code. Another 12 years old girl code. This time using unicode in Python 3. It's cool to use unicode in Python to translate some messages to Chinese. And the answer is 42. The guide is a very popular book in Brazil. Or a student's fun is the best way to learn and play attention. For example, you see, I use rendering and sample from a random library. It's a library included library. But my sample always show 42. And rendering in the range of 1 to 100 always show 42. What's the trick? Python is a free software. You have access to all libraries' codes. It's possible to change these codes. It's a funny way to teach what is free software. Changing the code of random.py. It's very fun. Object-oriented complex is very hard to teach. Like inheritance or overloading. But with 42 is fun. You see an inch 42 class. And A is 13 and B is 7. But A plus B is 42. And print A is 42 and print B is 42. Because I changed the inch 42 class. It's a very fun to teach object-oriented concepts. And metaprogramming also. Factorial and Fibonacci produces very among those numbers. Not in my course. In my classes 42 is greater than apocalipsist 666. Abstract syntax 3 is a cool library. It's possible in the future to produce automatic testing with this library. Abstract syntax 3 is the soul of a language. I changed hello world response for 42, of course. So it's a kind of glimpses of interesting things to students' story in the future. Metaprogramming, overloading, inheritance. Metaprogramming also abstract syntax 3. Conclusion. These students have a lot of distraction at home. Like a message from a crush in a dating app. So short videos works very well. I record the synchronous interactions to late review. My exams have completely changed. I know a new way to fix concepts to learn more. Introduction to programming. 9% of my students concludes the course. It makes me very happy. The Python community are also using my MOOC with 70,000 new inscriptions. And 2 million views. The website has independent videos. And we have in the website 4,000 new inscriptions in the last 3 months. And this news makes me very happy. And thank you. Thank you for that great talk. Let me see if anyone has any questions. Any folks can put your questions in the chat. There's like a 30 second chance. Let's wait for the questions. Maybe offline the questions. Yes, we can offline the questions. So you can go to the 2020 slash stage slash address. The audience can also go there. Put their questions there. Thank you for your talk. Thanks for having me. Bye-bye from Brazil.