-
-
-```
-
-If you need more of an explanation on how to use `reveal-md`'s features, see below (click to toggle)
- -When writing slides, separate each one using `---`. - -Optionally, you can separate slides vertically using `---v` between slides. - -For distinct parts of the lecture, with some core topic being presented as the, it may be a good idea to stack those slides vertically for easier navigation. - #### Using speaker notes It's sometimes useful to have speaker notes for your slides. @@ -146,67 +119,6 @@ This is a note just for you. All these lines are just seen in speaker view only. ``` -#### Transitions - -To add transitions in a slide: - -```md -_This will render only once the right or down arrow is pressed by presenter._ - - -``` - -TODO: update this once we're more familiar with the css stuff. - -#### Code highlighting - -You can add code snippets to your slides with line highlighting. -You can also animate to step through each highlight with `|` delimited sections of lines as a _fragment_: - -````md - - - - -```rust [0|1,13|4-8] -fn largest_i32(list: &[i32]) -> i32 { - let mut largest = list[0]; - - for &item in list { - if item > largest { - largest = item; - } - } - - largest -} - -fn largest_char(list: &[char]) -> char { - let mut largest = list[0]; - - for &item in list { - if item > largest { - largest = item; - } - } - - largest -} -``` -```` - -#### Custom theme and CSS - -The templates can be used just copy and change slide by slide the content, and not worry with styling. - -If you do need custom style, please just comment in the slides with a code comment that says as much: - -```md -
-
-
-```
-
#### Presenting
Once you've followed the set-up instructions and have the repository running locally, here are the basic ways to navigate through presenting your slides:
diff --git a/faculty_resources/0-how_to_use_reveal_slides.md b/faculty_resources/0-how_to_use_reveal_slides.md
deleted file mode 100644
index 64f801cc5..000000000
--- a/faculty_resources/0-how_to_use_reveal_slides.md
+++ /dev/null
@@ -1,126 +0,0 @@
----
-title: How-to use Reveal.js
-description: How to use reveal.js
-duration: 5 minuets
----
-
-# How-to use Reveal.js
-
-These slides are built with [reveal.js](https://revealjs.com/).
-
-Please first view the [CONTRIBUTING.md](../CONTRIBUTING.md) guide on how to use these slides.
-
-These slides serve as a feature demo of reveal for you! 🎉
-
----
-
-## What are we going to see:
-
-- How to use Reveal.js Features
-
- - Useful `reveal.js` tips
- - Speaker Notes
-
-- [Template Slides](#template-slides)
-
----
-
-## How to use Reveal.js Features
-
-_Press the `down/up` keys to navigate \_vertical_ slides\_
-
-Try doing down a slide.
-
-
-
----v
-
-### Use the keybindings!
-
-- **Overview mode**: “O” to see a birds-eye view of your presentation, “ESC” to return to the highlighted slide (you can quickly navigate with arrows)
-
-- **Full-screen**: “F”, “ESC” to exit full-screen mode
-
-- **Speaker mode**: “S” it synchronizes 2 windows: one with the presentation, and another with a timer and all speaker notes!
-
-- **Zoom-in**: ALT+click make the view zoom at the position of your mouse’s pointer; very useful to look closely at a picture or chart surrounded by too much bullet points.
-
----v
-
-## Speaker Notes & Viewer
-
-_Press the `s` key to bring up a popup window with speaker view_
-
-**You need to unblock popups to have the window open**
-
-Notes:
-
-This is a note just for you. Set under a line in your slide starting with "`Note`:" all
-subsequent lines are just seen in speaker view.
-
----
-
-# Template slides
-
-😎 Copy&paste development with the [lesson template slides](./1-TEMPLATE_lecture_slides.md)
-
----
-
-# How to use Polkadot icons
-
-All Polkadot icons exist under the directory `/assets/icons/polkadot/{type}/{icon_name}.svg`, where:
-
-- `type` can be one of: `line`, `solid`, `2color`;
-- `icon_name` is the name of the icon (e.g. `Alice`, `Oracles` etc);
-
-> You can find the icons' relative names by browsing to [Polkadot icons set - https://icons.polkadot.network](https://icons.polkadot.network)
-
----v
-
-In order to effectively use those icons in their default form (meaning `line` in white, `solid` in Polkadot pink and `2color` in a combination of white and Polkadot pink) you can simply do:
-
-```html
-
-
-
-```
-
-and the outcomes, accordingly, will be: - -
-
-
-
----v
-
-For using custom colors and/or css attributes, you will need to add the `style` attribute on the `img` tag with the needed changes:
-
-```html
-
-```
-
-and the outcome, will be: - -
-
-> For altering color the `filter` arg should be used[ a filter generator](https://angel-rs.github.io/css-color-filter-generator/) can be used for extracting code from hex color)
-
----
-
-# More help needed?
-
-👋 Please reach out to the academy content & docs team on element for support!
diff --git a/faculty_resources/1-TEMPLATE_lecture_slides.md b/faculty_resources/1-TEMPLATE_lecture_slides.md
deleted file mode 100644
index a32deac31..000000000
--- a/faculty_resources/1-TEMPLATE_lecture_slides.md
+++ /dev/null
@@ -1,163 +0,0 @@
----
-title: Lecture Template Slides # Also update the h1 header on the first slide to the same name
-description: Describe your slides here
-duration: 1 hour
----
-
-# Lecture Title
-
----
-
-### Outline
-
-
-
-
-
-#### _Leave a note on why this one matters_
-
----
-
-## Code Highlight & Transitions
-
-Syntax for many langs is possible, and very easy to style.
-You can _and should_ use highlighting of lines in a large snippets of code.
-
-You an also add comments to make "fragments" for specific components
-
-
-
-_They can ordered how you see fit!_
-
-
-
-See the source for syntax
-
-
-
----
-
-## Rust Example
-
-```rust [0|1,6|15-25|30-31]
-#![cfg_attr(not(feature = "std"), no_std)]
-// `construct_runtime!` does a lot of recursion and requires us to increase the limit to 256.
-#![recursion_limit = "256"]
-
-// Make the Wasm binary available.
-#[cfg(feature = "std")]
-include!(concat!(env!("OUT_DIR"), "/wasm_binary.rs"));
-
-mod weights;
-pub mod xcm_config;
-
-/// BlockId type as expected by this runtime.
-pub type BlockId = generic::BlockId-as slide templates in your slides! - -
`
`
`
`
`
`
`
`
`
`
-
----v
-
-
-```html
-
-```
-
----
-
-
-
-More info on reveal/reveal-md backgrounds:
-
-- https://revealjs.com/backgrounds/
-- https://www.npmjs.com/package/reveal-md custom styles attributes
-
----v
-
-
-```html
-
-
-More info on reveal/reveal-md backgrounds:
-
-- https://revealjs.com/backgrounds/
-- https://www.npmjs.com/package/reveal-md custom styles attributes
-```
-
----v
-
-
-
-
-```html
-
-
--A plugin for Reveal.js allowing to easily add charts using Chart.js. -
- -There is a known bug:
Chart (meaning the < canvas > tag) needs to be in a full HTML slide (no md allowed); this means that the whole slide that contains a chart MUST be written in plain HTML.
-
----v
-
-
----v
-
-### The code
-
-```html
-
-```
-
-Bar chart with CSV data
- Bar chart with CSV data
- Stacked bar chart from CSV file with JSON configuration
- Stacked bar chart from CSV file with JSON configuration
- 
-
----v
-
-
-
----v
-
-
-
----v
-
-
-
----v
-
-
-
----v
-
-
-
----v
-
-
-
----
-
-
-
-## Commitment Time
-
-
-
-
----
-
-## Pedagogy
-
-
-
-Notes:
-
-Teachers imagine eery student is like this one guy. But look at most of them.
-
----v
-
-### But Really
-
-
-
----v
-
-### But Really
-
-
-
----v
-
-### What to do Instead
-
-- Consider assigning pre-reading or _short_ pre-recorded lectures: explore the [flipped classroom](https://en.wikipedia.org/wiki/Flipped_classroom) and [active learning](https://bokcenter.harvard.edu/active-learning)
-- Treat them as **apprentices**
-
-
-
-Notes:
-
-In the old day, the long long ago, it was expensive to duplicate books and impossible to distribute video. In that setting a teacher explaining a concept live really added value. Today we have the internet and it is trivial to distribute text or video resources. In this setting the teacher's biggest value is interacting with students, answering questions, guiding their work, giving feedback.
-It's okay to treat students as apprentices. Let them learn through their work. It's okay to assign them a task that they don't yet know how to do. This will get them to ask you how and they will be motivated to hear and understand the answer.
-
----v
-
-### Flipped Classroom
-
-1. **Decide how you will use your class time and design those activities.**
-1. **Find or create resources for students to use outside class time.** You do not need to create all sources, but you must make sure that all students have a way to access these materials.
-1. **Teach students how to use the material at home.** Unlike when they are in a lecture, students cannot ask question as they arise, making note taking especially important to bring to class. _Be mindful of other demands on their time at the academy._
-
-Notes:
-
-If you create the materials for students to use at home, solicit for and use their feedback to revise it.
-
----v
-
-## Active Learning
-
-- Real-time feedback about what students are learning.
-- By grappling with ideas, students connect new concepts to prior knowledge in meaningful ways and construct their own understanding.
-- Collaborating with classmates promotes community and connection between students, which can enhance a sense of belonging as well as motivation.
-- It creates a low bar to participation for quiet or passive students by encouraging every student to think and do.
-
----v
-
-## Active Learning
-
-- **Think-pair-share**: In this exercise, students are given a minute to think about—and perhaps respond in writing—to a question on their own. Students next exchange ideas with a partner. Finally, some students share with the entire class.
-
-- **Statement correction, or intentional mistakes**: The instructor provides a prompt containing errors. The students are charged with finding and correcting the errors. Concepts that students commonly misunderstand are well suited for this activity.
-
-Notes:
-
-A think-pair-share engages every student, and also encourages more participation than simply asking for volunteers to respond to a question.
-
-Errors -> Concepts that students commonly misunderstand are well suited for this activity.
-
----v
-
-## Active Learning
-
-- **Code-along**: student write the same code as you real time. Consider pauses to allow students to try some parts themselves or in small groups, or simply ask what they think should be next. Write in a few bugs for them to spot.
-
-- **Concept map**: Students are provided with a list of terms.They arrange the terms on paper and draw arrows between related concepts, labeling each arrow to explain the relationship.
-
----v
-
-### When you must lecture for > 30min
-
-
-...after-class assignments
-...active learning ideas
-
-
-Keep 'em coming...
-**📝 write them down! 📝**
-
-Notes:
-
-Everyone is welcome to contribute ideas for any module
-We can also brainstorm along the lines of what content to teach, but I'm trying to focus on non-lecture stuff so people start thinking in that direction.
-Flip through the repository instead of showing this slide
-
----
-
-## Guest Lessons
-
-> Guest lessons are 60-90 min one-off lessons (could be Q and A, live coding, hands-on activity, or even just a lecture) where the guest covers any topic that they find interesting and relevant. They are not expected to advance our curriculum directly.
-
-- Suggest topics
-- Suggest Speakers
-- Volunteer
-- We especially need these early in the course
-
----
-
-## Instructor Action Items
-
-1. Inventory & review of your content.
-
-- Note **in an issue** the outstanding items to be updated/added/removed
-- More code content needed throughout all modules!
-
-2. **Get an outline of what work needs to be done for content ASAP to Dan&Joshy and your TAs**
-
-- Kickoff meeting with your TAs to outline work
-- Put your TAs to some tasks _now_ so we can get moving!
-
----
-
-
-
-Notes:
-
-Education team is counting on you and we are here in full force to help you succeed!
-Please reach out anytime and don't wait for us to get started or ask you how things are going.
-
----
-
-### Moooor Slides
-
----
-
-## Beta Testing 🧪
-
-Eager internal contributors and wannabe students...
-
-**_What do \*you\* need they could assist with?_**
-
-Notes:
-
-We don't explicitly require working with those interested, but it's an option we should consider as a team!
-
----v
-
-## Beta Testing 🧪
-
-Maybe...?
-
-
- > These can be run as [GitHub Actions](https://docs.github.com/en/actions) on student's pushing commit's to their work, like a `cargo test ...` or script for example.
- > See [docs on autograding](https://docs.github.com/en/education/manage-coursework-with-github-classroom/teach-with-github-classroom/use-autograding)
- 1. Ensure `main` of the repository is the assignment as it should be delivered to students.
- 1. In the github repo's general settings, switch the repository to a [template](https://docs.github.com/en/repositories/creating-and-managing-repositories/creating-a-template-repository).
-
-1. Create a new assignment on [GitHub Classroom](https://classroom.github.com/) under the right one, there is one per cohort.
- 1. Unless otherwise needed, best to keep default settings as the student repo will be private and not give them admin to it.
- Don't add a "supported editor".
- 1. Select your template repository for this assignment.
- 1. Enable a Feedback PR
- 1. Enable the invite link, and give it a test yourself!
-
-## Sending, working on, and finishing assignments
-
-With the new invitation link, anyone can generate a fork of the repo with zero history (fresh git history).
-Their repository will default to private to let them work on it without other student's able to view their work.
-Each push to `main` on their copy of the assignment will, if configured, trigger CI (autograding) to be run, along with any workflows that exist already in the assignment.
-
-All student repo's should have a `PR #1` opened when they accept the classroom assignment as a feedback from instructor -> student of their work based on the generated 0th commit on the assignment & the head of `main`.
-Feel free to use this as you like, and remind everyone to `@` you for attention if they need it there, as its otherwise likely to be missed.
-
-If configured, at the deadline students can still push to their fork, but there is a collection of a grade from the CI.
-The classroom assignment page _does_ show the `Submitted` or `Not Submitted` and if they had work in, links to the last commit before the deadline.
-Changing the deadline also re-evaluates, but it's not clear if that is at the right commit or the highest one.
-It will be up to graders to decide on deadline compliance by either removing write access to each student's repo, and/or to inspect and grade the highest commit before the deadline.
-
-### Manual grading
-
-As the CI autograding is likely not sufficient, grading each repo is required.
-In order to download all assignments it's likely we want to use https://classroom.github.com/assistant .
-It's an electron app that lets to select an assignment and select some or all repos to clone in a batch into a single dir locally, with repos being only the github username of the student.
-
-> Note it's _old and not maintained_ but the [2.0.3 .deb release](https://github.com/education/classroom-assistant/releases/tag/v2.0.3) was working on 20.04 ubuntu (22.04 [likely broken](https://github.com/education/classroom-assistant/issues/235))
-
-A superior solution is to [installing GitHub's command line client](https://github.com/cli/cli#installation), authenticating with it, and then using a simple bash script to clone all the relevant repos using `gh`:
-
-```sh
-owner="Polkadot-Blockchain-Academy"
-prefix="pba-assignment-1"
-
-mkdir -p $prefix
-cd $prefix
-
-for repo in $(gh repo list $owner --limit 9000 --json name --jq '.[] | .name'); do
- if [[ $repo = $prefix* ]]; then
- git clone git@github.com:$owner/$repo ${repo#$prefix-}
- fi
-done
-```
-
-## Need more help?
-
-The PBA team is here for you!
-Please reach out to ask us anything!
-
-### GitHub's Docs on Classroom
-
-- [Basics of setting up GitHub Classroom](https://docs.github.com/en/education/manage-coursework-with-github-classroom/get-started-with-github-classroom/basics-of-setting-up-github-classroom)
-- [Create an individual assignment](https://docs.github.com/en/education/manage-coursework-with-github-classroom/teach-with-github-classroom/create-an-individual-assignment)
-- [Create a group assignment](https://docs.github.com/en/education/manage-coursework-with-github-classroom/teach-with-github-classroom/create-a-group-assignment)
diff --git a/faculty_resources/6a-how-to-use-evcxr-jupyter.ipynb b/faculty_resources/6a-how-to-use-evcxr-jupyter.ipynb
deleted file mode 100644
index 642ae8137..000000000
--- a/faculty_resources/6a-how-to-use-evcxr-jupyter.ipynb
+++ /dev/null
@@ -1,187 +0,0 @@
-{
- "cells": [
- {
- "attachments": {},
- "cell_type": "markdown",
- "metadata": {
- "slideshow": {
- "slide_type": "slide"
- },
- "tags": []
- },
- "source": [
- "# How to use [Evcxr](https://github.com/google/evcxr) in a Jupyter Notebook and/or REPL"
- ]
- },
- {
- "cell_type": "markdown",
- "metadata": {
- "tags": []
- },
- "source": [
- "## \\[Note on use\\] Reset, keeping build artifacts\n",
- "\n",
- "Run the below cell or commands in a shell to \"reset\" the kernel, keeping build artifacts:"
- ]
- },
- {
- "cell_type": "code",
- "execution_count": null,
- "metadata": {},
- "outputs": [],
- "source": [
- ":clear // Clear all state, **keeping compilation cache**, use this over a kernel restart when possible. You will need to re-run the :deps to have them loaded into state. \n",
- ":last_compile_dir // Show where the target is for cargo for this kernel, in case you want to recover these"
- ]
- },
- {
- "attachments": {},
- "cell_type": "markdown",
- "metadata": {},
- "source": [
- "Set the env var `EVCXR_TMPDIR= ⏰ TODOs before Berkeley ⏰
-
----v
-
-## 🗣️ Dry Runs (Lectures)
-
-- New faculty (required!)
-- New and Major refactored content (required!)
-
-Notes:
-
-Anyone still need this? We have VERY little time!
-
----v
-
-## 💻 Beta Testing (Hands-on/Code)
-
-- New Material
-- Assignments
-
-Notes:
-
-Anyone still need this? We have VERY little time!
-
----v
-
-## 📆 Founders Track Lessons required
-
-- Flag what is applicable for Founders track in module README
-
-Notes:
-
-- founders track pilot program (30% of class, branching off 1/3 of day starting in the smart contracts module)
- - working with daily play-by-play on core content, but need to identify what founders will get most value from: the non-hands-on stuff and concepts most of all past the SC mod
- - internal calendar of events getting close to final draft, will go student and faculty facing ASAP
-
----v
-
-## 🤙 1on1 checking pre-UCB
-
-- Modules to meet with Nuke to cover their key milestones (???)
-
----v
-
-## 🙌 Assignment Grading Plan
-
-- Rubrics and solutions (required!)
-- Who owns grading?
- - VERY tight turnaround (Start Sunday, ideally done Monday)
-
----v
-
-## ✅ Create Learning Outcomes
-
-1. Update your module `lesson-plan.md` with LOs
-1. Map overall LOs to define assignment specific LOs in README
-1. Map assignment LOs to Competency Checklist
-1. _Granular list of tests per checklist item that (a fraction of) must pass_
-
-- Scope mapping LOs->tests for now in an issue, impl autograding where possible soon
-
-Notes:
-
-Tests are not mission-critical, but the checklists are to generate a score.
-Defining the tests lays the foundation for autograding.
-WIP [assignment template](https://github.com/Polkadot-Blockchain-Academy/pba-autograded-assigment-template) we can work together to put in place for each assignment when it's ready
-
----
-
-
-
-# Graded Assignments Scheme
-
----v
-
-## 🤷 Motivations from Faculty
-
-- Variability in educational standards/best practices for assignments & grading, leading to large subjectivity in scores awarded.
-- Workload is high for manual grading of 50 to 100 students with _very_ tight deadlines.
-
-Notes:
-
-Based on lessons learned in the first two cohorts about assessment.
-
----v
-
-## 🤷 Motivations from Students
-
-- Rightly critical of totally opaque grading resulting only in a score with minimal written feedback
-- Certification cutoffs leading to _anger and toxicity_ around the program and our ecosystem
-- Over-focused on obtaining certification via assignments vs. excellence in their work
-
----v
-
-## 🎯 Goals
-
-**Objective, easy to concretely define achievement, and concrete measures on assessment - qualitative and quantitative**
-
-- Grading to be uniform and transparent for _everyone_
- - Test suites for code to _test_ functionality
-- Maps _exactly_ with learning outcomes
-- _Confine_ and make explicit where subjectivity of graders impacts scores
-- Rubrics and complete _solutions_ for all graded material
-
-Notes:
-
-SME graders' subjectivity is still very important, topics like code quality, great use of patters/syntax, and "code beauty".
-BTU we need to be confine that outside of hard skills & competencies in any assessments/scores/pass or fail
-A "Perfect" example for the solution, and ideally various levels of score categories as example for each
-
----v
-
-## 🎯 Goals
-
-**Minimize faculty's time spent on grading _on-site_**
-
-- Time on site is quite limited, interacting face-to-face is far more valuable than async reviewing and grading
-- Minimize grading turn-around time to enable actionable feedback, iterations, and seeking support from SMEs
-- (For now) the end of the in-person cohort defines absolute deadline for all grades
-
-Notes:
-
-We must balance between:
-
-
-
-A "report card" of an assignment,
concatenated into one for the _entire academy_.
-
-Notes:
-
-Competencies are for the course overall, not just the assignment - there will be overlap between assignments.
-
----v
-
-## 🤖 Automated Grading Framework
-
-Based on Joshy's awesome work on the [📑 qualifying exam](https://github.com/Polkadot-Blockchain-Academy/Rust-Entrance-Exam) and [📑 assignment 0](https://github.com/Polkadot-Blockchain-Academy/pba-pre-course-assignment) we strongly suggest all (Rust based) assignments follow this standard:
-
-
Objectively and Efficiently](https://www.youtube.com/watch?v=hiUXBr4sgnM)
-
-> Note that this is for typical grading systems (out of 100, A->F) that we will _not_ employ.
-
----v
-
-## [📺 Make Grading Point-less: Eliminating Points to Foster Student Motivation](https://www.youtube.com/watch?v=CnSkOXe90WI)
-
-Motivation around alternative grading schemes that are rigorous _and_ do not assign points.
-
----
-
-
-
-# Alternative Grading Frameworks
-
-_Research for reference_
-
----v
-
-## Alternative Grading Frameworks
-
-- Overview: [📰 UC Berkeley Alternative Grading Frameworks](https://teaching.berkeley.edu/resources/course-design-guide/design-effective-assessments/alternative-grading-frameworks)
-- Also [📰 University of Miami Alternative Grading Frameworks](https://academictechnologies.it.miami.edu/explore-technologies/technology-summaries/alternative-grading/index.html)
-- There are many other interesting but even less common frameworks, not discussed in this presentation.
-
----v
-
-## [📰 Grading for Equity](https://www.insidehighered.com/views/2020/01/27/advice-how-make-grading-more-equitable-opinion)
-
-- Subjective criteria to minimum or zero
-- Transparent scoring -> Are mathematically accurate to validly describe a student’s level of mastery
-- No normalization
-- Support hope and a growth mind-set
-- “Lift the veil” on how to succeed
-
-Notes:
-
-- Transparent scoring -> Are mathematically accurate to validly describe a student’s level of mastery
- - They apply a more proportionately structured 0-4 scale instead of the 0-100 scale, which is mathematically oriented toward failure
- - They also use sound mathematical principles that reflect recent performance and growth instead of averaging performance over time
-- Support hope and a growth mind-set
- - They allow test/project retakes to emphasize and reward learning rather than penalize it, and they override previous scores with current scores that build learning persistence
-- “Lift the veil” on how to succeed
- - They create explicit descriptions of what constitutes demonstration of content mastery through rubrics or proficiency scales.
- - In addition, they simplify grade books and expand the methods of assessments to generate more accurate feedback and reporting about each student’s learning relative to the expected outcomes
-
----v
-
-## [📰 Specification Grading](https://www.insidehighered.com/views/2016/01/19/new-ways-grade-more-effectively-essay)
-
-- Pass fail only, based on a concrete specification givin to start
-- Style is very similar to issues -> PRs, **great fit for our faculty's skill set**
-- Bundles of specs fulfilled to achieve various levels
-
-Notes:
-
-Here we craft what students must do to be considered passing.
-This is almost a one-to-one mapping with github based workflows, and thus is not only well suited to the style of assigning and completing work that our faculty does daily, but also a bit of on-the-job-training for students.
-
----v
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-## [📰 Contract Grading](https://en.wikipedia.org/wiki/Contract_grading)
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-- Collaboratively define grade qualifications with students (not completely pre-defined)
-- Completion of a _contracted_ number of assignments of specified quality that correspond to specific letter grades
- - Instructors and students know exactly what is expected from them to receive a certain letter grade (no normalization)
- - Any student who completes the work that corresponds to a "B" grade will receive a "B" (everyone can pass)
-- The grade the student receives is a reflection of how well they completed the pre-determined syllabus.
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-- _Variant: Labor-based contract grading = writing assessment be based on effort rather than on a subjective evaluation_
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-## [📰 Ungrading](https://www.insidehighered.com/advice/2017/11/14/significant-learning-benefits-getting-rid-grades-essay)
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-- Clear instructions, although not necessarily criteria or contracts, for students to follow
-- Flexibility with assignment deadlines and provide opportunities for revision
-- Open conversations about performance (bi-weekly conferences, feedback surveys, or asking outright what grade they deserve)
- - Self-assessment drives the grade, not nearly as much a grader.
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-Notes:
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-Reflection and Dialogue are key: Ungrading builds upon similar aspects of specifications and contract grading
-Ungrading does encourage instructors to have more open conversations with students about their performance, whether it is through bi-weekly conferences, feedback surveys, or asking students outright what grade to put in the system at the end of the term (Blum & Kohn, 2020)
-These conversations in addition to other self-reflective exercises (i.e. minute tickets, process letters, peer feedback, etc.) require students to think critically about what they’ve learned and articulate how they have developed their knowledge and skills throughout the semester
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-## [Competency Grading 📺](https://www.youtube.com/watch?v=YQInjf8UjOo)
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-Great explainer in [three](https://www.nciea.org/blog/what-do-i-need-to-know-about-competency-based-grading) - [part](https://www.nciea.org/blog/what-do-i-need-to-know-about-competency-based-grading-2) - [series](https://www.nciea.org/blog/what-do-i-need-to-know-about-competency-based-grading-3)
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-**This is the basis for assessments we will mostly embrace**
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-Notes:
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-More concrete implementation in the [Assessment Framework](#assessment-framework) section.
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-# PBA Thesis Driven Certifications
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-_For now, just and idea to discuss_
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-## Thesis Model Motivation
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-- Students can dig deep into passions, with structure and support to arrive at some tangible result from it
-- Ability _subjectively_ assess students' novel work could be PBA's SMEs _unique_ value proposition
-- Removes time constraint of cohort closing ceremonies
-- _Con: new, extra time, different work scope required from faculty_
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-Notes:
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-Especially if course content is much more open, we need things that make the PBA long term value adding over maintaining and running content.
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-## Thesis Driven Certification Integration
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-- Certifications based on scoring system remain, with option for _participation only_ if student opts-out of graded work to focus on thesis during the academy
- - Similar in concept to Founders Track (ungraded)
-- Post-cohort successful thesis defense lead to specific "proper" certifications/degrees (engineering, founder, etc.)
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-Notes:
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-The cert. exception may be the Application Engineers (parachain and solochain engineering) for completion of some level in all assignments.
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-## Thesis Driven Certification Flow
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-Successful completion of a PBA cohort is akin to a "mini-masters" program, the thesis track kickoff during, and continue _post cohort_:
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approved by Advisor (and retries as needed)
- - Modeled like W3F grant (if not actually one)
-1. Thesis work: async support from Advisor and PBA
-1. Thesis Committee: SMEs to evaluate thesis
-1. Thesis Defense
-1. Certification Awarded
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