[Ch 3] add 3.3 and 3.4 on impact and assessment

[elliewix]

We need to add some sections into chapter 3 that expand on the:

• student success impacts of the use of jupyter
• how assessment can be measured with jupyter

While we may not have a ton of direct research about Jupyter notebooks, they are an expression of active learning and worked examples.

[willingc]

Yay! Thank you @elliewix the notebook goddess 💐

[labarba]

One possible reference to discuss:

Jacobs, C.T., Gorman, G.J., Rees, H.E. and Craig, L.E., 2016. Experiences with efficient methodologies for teaching computer programming to geoscientists. Journal of Geoscience Education, 64(3), pp.183-198. https://doi.org/10.5408/15-101.1

[dsblank]

I think notebooks in a particular use may have enough overlap with CS POGIL (see also POGIL Facts ) to at least explore whether those benefits might also apply.

[labarba]

Related to this issue: #87

[dsblank]

An early usage publication, with additional references might be useful: https://repository.brynmawr.edu/cgi/viewcontent.cgi?&article=1030&context=compsci_pubs

K.J. O'Hara, D.S. Blank, J.B. Marshall, "Computational Notebooks for AI Education", pp. 263-268, 2015, April. 15, April. The 28th Florida Artificial Intelligence Research Society Conference, https://www.aaai.org/ocs/index.php/FLAIRS/FLAIRS15.