geopyter, an acronym of Geographical Python Teaching Resources, provides a hub for the distribution of ‘best practice’ in computational and spatial analytic instruction, enabling instructors to quickly and flexibly remix contributed content to suit their needs and delivery framework and encouraging contributors from around the world to ‘give back’ whether in terms of how to teach individual concepts or deliver whole courses. As such, geopyter is positioned at the confluence of two powerful streams of thought in software and education: the free and open-source software movement in which contributors help to build better software, usually on an unpaid basis, in return for having access to better tools and the recognition of their peers); and the rise of Massive Open Online Courses, which seek to radically expand access to education by moving course content online and providing access to students anywhere in the world at little or no cost. This paper sets out in greater detail the origins and inspiration for geopyter, the design of the system and, through examples, the types of innovative workflows that it enables for teachers. We believe that tools like geopyter, which build on open teaching practices and promote the development of a shared understanding of what it is to be a computational geographer represent an opportunity to expand the impact of this second wave of innovation in instruction while reducing the demands placed on those actively teaching in this area.

克EO p ý吨ë [R ，地理的Python教学资源的缩写，提供了一种用于“最佳实践”的计算和空间解析指令的分布的中心，使教师可以快速灵活地混音提供的内容，以满足他们的需要和交付框架并鼓励来自世界各地的贡献者“回馈”，无论是在教授单个概念还是在提供整个课程方面。这样，克EO p ý吨Ë ř定位于软件和教育方面两个强大的思想流的汇合点：自由和开源软件运动，在此运动中，贡献者通常以无偿方式帮助构建更好的软件，以换取获得更好的工具和认可的机会他们的同龄人）；以及大规模开放在线课程的兴起，其目的是通过将课程内容在线转移并向世界上任何地方的学生免费提供几乎免费的免费服务，从而从根本上扩大受教育的机会。本文列出了更详细的起源和灵感克EO p ý吨Ë - [R ，该系统的设计，并通过实施例中，类型的工作流程的创新，它使得教师。我们相信像g这样的工具EO p Ÿ牛逼è [R ，开放的教学实践，其建设和推广的一个共享的是什么来理解发展是一个计算地理学代表一个机会，开拓创新的第二次浪潮的指令的影响而减少的需求放在那些积极在这方面教书的人。