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Reuven Lerner

Helping people become more confident with Python and Pandas

Reuven Lerner is a seasoned Python trainer based in Modi'in, Israel, with extensive experience in teaching Python and data science to professionals around the world. He has been self-employed since 1995 and has offered training services since 1996, delivering over 30 courses that cater to various skill levels, from beginners to advanced practitioners. His teaching approach emphasizes interactivity and hands-on exercises, which he believes are crucial for effective learning.134

Lerner holds a bachelor's degree in computer science and engineering from MIT and a PhD in learning sciences from Northwestern University. His research focused on creating online collaborative learning communities. He has also contributed to the field through his writings, including a long-running column in Linux Journal and the publication of books such as "Python Workout" and the upcoming "Pandas Workout" .14

In addition to corporate training, Lerner offers numerous online courses and resources, including a subscription-based membership program that provides access to over 40 courses and regular exercises aimed at improving Python fluency. He also hosts a popular newsletter read by thousands of developers globally.234

Highlights

Nov 7 · twitter

Feeling up about the US election? Or maybe down?

Either way, you'll learn from the latest Bamboo Weekly, where we analyze data about roller coasters. (Which, I should add, go both up and down...)

Level up your Pandas skills every Wednesday! More info at https://t.co/dNXUsyFoiG https://t.co/BSlaVMbtoU

Feeling up about the US election? Or maybe down?

Either way, you'll learn from the latest Bamboo We
Sep 2 · linkedin

AI post #11: AI and education

When some friends and I set up a Web site back in early 1993, we knew that it was the start of something big — but of course, we couldn't imagine how pervasive the Web (and generally speaking, the Internet) is in every part of our lives.

We can similarly see that AI will change the world. (Indeed, those changes have already started to happen.) We don't know what the future will look like, but it'll be heavily infused with AI.

One area that will change, and perhaps even change radically, is education. People already ask me if my work as a Python/Pandas trainer will change because of large-language models (LLMs). I tell people, "Yes, but I'm not quite sure how."

The thing is, these changes don't just happen by themselves. People try new things, and when those new things work, they share (or sell, or patent) their ideas, and then others adopt them, too. I've decided that the opportunities are so vast that it's worth doing some experiments over the coming months and years.

I'll admit that I'm in a privileged position here: As a freelance trainer, I have the freedom to experiment with the technologies I use, the subjects I teach, and the ways in which I convey information. I don't have to get approval from a faculty committee, supervisor, or accreditation board; I can just try something out, and see how it works.

And so, this series on AI is going to take a bit of a turn: So far, I've described how I use LLMs to run my business. As I've already demonstrated, AI has made me more productive while simultaneously improving the quality of my products.

I'm now going to look toward the future, describing how I think I can use LLMs to improve my teaching, and my students' learning, as well as the hurdles and issues that I foresee.

The biggest and most important point I want to make, though, is that I don't think teachers are going away. I expect that our roles will change. But just as accountants didn't lose their jobs when spreadsheets were invented, instructors will still be needed when LLMs are incorporated into classrooms.

Perhaps the biggest potential for AI is to give individual feedback. Just as I use LLMs to critique my writing and code, my students can similar get feedback along the way, without necessarily needing to wait for my individual help. In other words: AI won't replace the teacher, but will provide a stepping stone for when the student is confused and doesn't have a clear direction.

This could be particularly useful for students who are ashamed or embarrassed to ask questions in class; they might feel more comfortable confiding in an LLM that they don't know where to start with a programming project, rather than remaining silent and confused in class. An LLM can also provide incremental feedback, not just at the end of a project. And indeed, I can imagine moving toward more projects, rather than tests, with LLMs questioning students, rather than vice versa.

What do you think?

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Reuven Lerner
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Location

Modiin-Maccabim-Reut, Center District, Israel