 So we are gonna have a talk now from Fernando Masanori Ashikada, Ashikaga, I hope I pronounced that correctly. Sorry. He is professor at the FATEC San Jose de Campos. Where is that? Brazil. In Brazil. So you're talking from Brazil now, yeah? Yes. Oh yeah, it's nice. What's the weather like? It's probably very warm, right? Yes, very hot, actually. Okay, excellent. And he loves teaching, which is great, of course. And he loves Python, of course. So he's gonna talk about Python emergency remote teaching. So in the response to the COVID-19 pandemic. And yeah, I'm looking forward to your talk. So let's start. First of all, I need to say thank you to all the volunteers that made online version of the Python. I appreciate very much the lot of efforts that made the interactions possible. My talk, it's about sharing some experiences at my university. As you know, COVID-19 changed many things in the world. Last month, a UNICEF report says that at this moment, more than 1 billion students are still out of school worldwide. In Brazil, many universities are now without any type of classes. It's difficult to decide to go online because there are so many students without a computer or internet connection. But it's important to keep education alive, to keep in touch with our students during the isolation. In my university, more than 75% of my students are low income. So education is an opportunity to change their lives. And isolation for four months now is very dangerous. An invitation to give it up of their studies. A lot of people teach programming with Python. Education is part of Python community at Python UK, Python Japan, Python Australia, Python US. There is also an education track. I will share my experiences in this talk and this emergency times. Work at home is very hard. There are kids, cats, dogs, whatever in the same place all the time. Every day for now four months. I had two dogs and five cats and they are very, very social. Whenever they heard me talking with the students, they wanted to participate. This is my cat, Gido. He's always curious about my equipments. Teachers are very communicative in their nature. In the face-to-face meetings, it's possible to catch in the air some difficulty of one's students. So improving interactions is a key process in remote teaching. A lot of my colleagues are becoming very frustrated in virtual classrooms. Survey in Brazil shows that 8% of teachers feel uncomfortable to teach online. But it's better than nothing. It's okay to be human. For our students, see a teacher struggling with technical issues proves that education matters. Behind the screen, there are someone that thinks that education worth all these efforts. I have a static YouTube channel for flipped classrooms. And there are a lot of content at the internet. And there are synchronous interactions in the time of all the face-to-face classes. So I became a bridge between the all the technology and the learning process. Teachers send glimpses of what is really important at each time. It's very important to focus. Teacher breaks new grounds, shares his experiences, inspires the students. Now it's not only to technology delivery. Some years ago, I made an online course named Python for Zombies. Zombies equal beginners. Now I recorded 150 new videos. And in this picture, we see a vegan zombie. And the caption is tonight's to say me in Portuguese. Python for Zombies is a free course. A Brazilian Python community initiative, not of my university, is the first MOOC, Massive Open Online course to teach programming in Brazil, in Portuguese. Python Jungle website is very important because only 5% of Brazilian people are able to read in English. Some students prefer to choose a regular website with more order in the content. Our videos are very short. Four minutes long. A lot of students use cell phones to see the videos. So it's important to use big phones. Stay at home. Maybe there are one computer in the house. And the parents need to use and brothers and sisters. And the cell phone is the preferred app to see my videos. I have a blue yet to record the audio. The most important thing in online classes is the audio. There are places to ask questions like many other MOOCs. And a lot of exercise. So the students have a way to practice the program skills. There is a code resolution and the videos to explain these exercises. My way of teaching is using flipped classrooms with static videos at the Python for Zombies website. And with Microsoft Teams or Discord, I made my interactions with the students. Sometimes I need to use other ways like a phone call to a student without computer. Or even WhatsApp audios to answer some particular questions. I decided to use students' codes to teaching that motivates more to learn. This is a 12 years old girl code. I also teach kids in my city besides university lessons. There is another 12 years old girl code. She is using Python 3 to translate to Chinese some messages. Hitchhiker's guide is a very popular book among my students. For students, fun is the best way to learn something and play a patient. 42 is always the answer. Even using Python libraries. What is the trick behind this? Python is a free software. It's a funny way to teach what is free software changing the code of random.py, for example. It's very fun. Having object-oriented concepts like inheritance or overloading is also fun with 42 examples. Or even metaprogramming. Factorial or Fibonacci produces very Mongol numbers. Not in my course. Because 42 is greater than apocalyptic. The definition of a language is in his abstract syntax tree. I changed Hello World for a function using AST library. Some glimpses of interesting things to students in the future. Conclusion. I have a lot of distraction at home. Because everybody is in the same place. And there are a lot of noise of online. Like a message from a crush in a dating app, for example. And at home, short videos works well. Record the synchronous interactions are fine also to late review. My exam is completely changed. Now a new way to fix concepts, to learn more. In introduction to programming discipline, 9% of my students concludes the course. The Python community in Brazil are also using my new videos. There are 7000 inscriptions in YouTube channel and 2 million views at this moment. The website that have independent videos have 3,000 new inscriptions in the last two months. All this news makes me very happy. Let's finish. Thank you. Thank you very much for this very nice talk. How long have you been teaching remotely now? Four months. Four months? Yes. Continuously, did you have any ... I remember when it started here in Germany, that the teachers were completely unprepared for these things. And didn't really know what to do. So it took weeks for them to struggle and tend to come to some kind of way of doing online things. Initially they just send PDFs by email. And then maybe did a few phone calls and that was it. So how did that develop in Brazil? At my university is an order from the direction. Someone says that it's better than nothing. I have colleagues on the Lao teacher saying PDFs. But computer science, normal disciplines are okay online. So the students basically they take the instructions and go away, do programming, maybe upload to GitHub. And then you can correct things. Is that how it works? Yes. Yeah. All my projects are ... My students send in GitHub e-apples. Right. Okay, that's good. Very good. I see one question here in the Q&A. Do you think this new mode of education is sustainable? And how do you think this would change the way that education would be delivered in the future? It's a hard question. I prefer to teach face-to-face because we, as a teacher, see the ... Catching the air, the problems. The interactions are a worst thing in teaching online. At this moment, it's not the best solution, but the only solution. It's the only one right here. The only solution because we stay online maybe for one year. All my classes are in labs, closed rooms. It's unsafe with the pandemic COVID-19. That's interesting. The schools in Germany are scheduled to open again after the summer vacation, which is mid-August or so. They actually want to restart the normal kind of education. I have my doubts whether this is actually going to work, but we'll see. It's very unsafe. It's going to be interesting. I don't know. It's kind of strange. They put so much effort in the first few months to basically keep the numbers down and now they're starting to go crazy about going back to normal again. Let's see. There are no more questions here on the Q&A. Let me check the room chat. Nothing on the room chat. I would suggest that maybe additional questions then get asked in the Discord channel, the Talk Remote Teaching one. Then we do a short pause now. Maybe play a few sponsor videos. Of course, you need to get your applause just a second. Thank you. This is the part I think is what's missing the most in these online conferences. It feels very strange when you talk to your webcam and you don't get any feedback and so we thought that maybe... I will leave the meeting. I will go to the Discord channel. Okay, perfect. Thank you very much again.