Thanks for the feedback. In my case, most likely, the participants will
be around 16-22 years old, no particular specialisation but curious
about programming.

--
Yury Bulka
https://mamot.fr/@setthemfree
#NotOnFacebook



John Clements <[email protected]> writes:

> My opinion: it depends on lots of things, but I think the biggest one is the 
> makeup of your audience. If they’re (say) a bunch of retired accountants that 
> are passionate about understanding how programs work and have lots of time to 
> follow up after your sessions and possibly some “office hours” after the 
> fact, I think you might “click” with ten to twenty percent of them.
>
> This probably goes without saying, but in three sessions, you’re not going to 
> be building expertise; you’re (hopefully) going to be building the excitement 
> and laying the foundation for them to learn on their own.
>
> All just my opinions, of course!
>
> John
>
>> On Dec 12, 2020, at 04:15, Yury Bulka <[email protected]> 
>> wrote:
>> 
>> Dear Racket community,
>> 
>> I'm wondering whether any guidelines / methodology exist out there on
>> using Racket and/or the student languages as a learning environment in a
>> workshop context (specifically aimed at introducing non-programmers to
>> programming and problem solving in a HTDP spirit).
>> 
>> The idea of such a hypothetical workshop is to have two or three
>> sessions with a small group (5-7 participants), and to reach a point in
>> the end where they are comfortable with reasoning about the how a
>> program evaluates and how to use functions to encapsulate simple
>> problems and solutions, possibly in this 5-step process:
>> http://htdp.org/2020-8-1/Book/part_preface.html#%28counter._%28figure._fig~3athe-design-recipe%29%29
>> 
>> Is this too ambitious plan at all? Does it require _way_ more time or is
>> it doable?
>> 
>> Thank you for any thoughts,
>> --
>> Yury Bulka
>> https://mamot.fr/@setthemfree
>> #NotOnFacebook
>> 
>> 
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