SOFT6007 Class 17

We looked at how tables can be used for page layout.

We examined sample page 5 and sample page 6

SOFT6008 Class 20

We looked at some more check digit algorithms: ISBN-10 and PPS Numbers.

Students worked away on the various exercises afterwards.

Re: The Revolution will not be in B219.

Hi *******
I don't know if I could come up with the answers by myself. So far I mostly just have the question. But I imagine students spending 9 to 5 is the one large open space lab for the most part. They might have 6 projects over the semester. Maybe1 every two weeks or maybe they overlap. They might be running an online clubs' hoodies business on the side. Assessment would be by portfolio where they demonstrate that they have met each learning outcome.

We would see lecturers in this lab with students, but there would be no lectures. Lecturers would leave exhausted.

This lab would be noisey.

Perhaps we could have coffee in the art college and see the studio spaces there.

In terms of subject streams maybe we could be more thematic. Instead of architecture, and programming, and databases what about vague themes like communication, memory, logic?

Students would work in small teams that last a short time. They might use blogs, and wikis, and Scrum development techniques from day one.We would see their robots, their games, and class parties on YouTube.

The security guards would regularly send snotty emails asking us to remind students that they have to be gone by 10 every night.

And least one project would require them to work in a group with students in another country.

With a big brainstorming session we might be able to come up with more
ideas.

Colin M

Colin Manning, Dept. of Computing
Cork Institute of Technology, Ireland


On 1 Mar 2010, at 12:10, "*********" wrote:
Hi Colin
What would the revolution look like in a report format - how do we this?


Subject: The Revolution will not be in B219.

Hi Guys



When we discussed the common first year plan at last Friday's meeting I expressed disappointment it wasn't radical enough. Since we were all a bit tired I don't think the issues I raised got the attention they warranted. In the time I had I did not do a very good job of articulating what I had in mind. So I'll try again now.

If the question is "What 10 modules should all computing students study in their first year?", then the 10 modules proposed make for an excellent answer. If the question is "What is the department's radical and innovative plan for revitalizing the teaching of computing at CIT and in Ireland?" then "these 10 modules" doesn't cut it.


By concentrating on issues like in which module and which semester should students learn about loops, we are missing the point. It's more important to ask what would possess a student to ever want to know or care about loops? So far the best we have come up with is that in the exam at the end of the semester there might be a problem to solve involving loops. Instead we need to figure out what problem do loops solve? We need to give that problem to the students at the very beginning and then let them the figure out that they need loops. Only after we have generated a demand for that knowledge, should we meet it. We should not give students knowledge and then give them questions. We should give them questions and then give them knowledge. Instead of trying to figure out how best to force feed students, we should be trying to make them hungry. It is not enough to consign problem based learning to implementation and delivery detail. It must be hard-wired into the design of programmes from the get go. It's not salt to be sprinkled liberally throughout, it's the meat!


I'm attaching an article on Olin College in the US. I've circulated this two or three times already over the past few years. So I promise not to do it again. It covers a lot of the things I am thinking of. And yes, of course, they have gazillions of dollars and we feck all. And yes, there are 200 reasons why it wouldn't work for us. And yes, the way we do things now is very comfortable.


Colin M

SOFT6008 Class 19

We looked at function,  loops, and arrays.

I talked about user input validation and we looked at the Luhn formula for credit cards.

Students should see the SOFT6008 podcast for more classes covering today's material.

Notes:
JS02 PPT PDF
JS03 (we didn't do cookies yet)
JS04

Paper handout:
Checksum handout

SOFT6008 Class 18

We looked at forms.

Notes: forms.html

SOFT6008 Class 17

Students worked away on exercises.

SOFT6008 Timetable Change

This week is the first week of the changed timetable. Today we have classes at 11, 13, 14

SOFT6007 Class 16

We looked at color systems. The projector in the classroom wasn't working so we had to improvise a bit. We looked at the RGB system and the CMYK system.

Students should see the online classes for a more lavish production than today's performance.

Slides: media08.pdf

SOFT6007 Class 15 A

I spoke a bit about Erasmus and then students got back to work.

SOFT6007 Class 14 A

Image map exercises.

Images needed for the pages
iberia.jpg
imagemap-exercise.jpg


Attendance was quite poor.

Online resources are a useful way for students to catch up on classes they may have missed. However it's best to catch up in advance of the lab classes. It is not an optimal use of students' time to spend 30 minutes in a lab catching up. Labs are best used for coding so that studnets can get help if they are stuck.

SOFT6007 Class 15 B

Colin spoke about Erasmus for a few minutes and then left everyone get back to work.

SOFT6007 Class 14 B

Image map exercises.

Images needed for the pages
iberia.jpg
imagemap-exercise.jpg

SOFT6008 Timetable Change

The timetable has changed for this module. The timetabling system was
not at all keen because it identified a clash that would prevent DNET2
students from attending the classes. However when the change was
proposed by students, all the students in the room said they were free
at the proposed times.
If you are in DNET2 and are taking this module you should contact me.
You should also come to class more.

SOFT6007 EV Week 04

We looked at digital color systems and how color is specified in HTML.

Students worked on exercises: Image maps mostly.

I neglected to mention that for image maps to be fully compliant with the standard they must include the alt attribute in the img tag (as usual) and alt attributes in each of the areas.

Erasmus Opportunities

The Erasmus program allows students to study abroad and have it count as time at CIT. Students study in another EU country for one or two semesters. Funding is provided to help cover the cost. Many college offer courses in English.

Computing students can find more from Cliona McGuane. She has some useful Erasmus information online.

SOFT6007 Class 13

We looked at image maps.

I gave out an exercise for students to do between now and the next class.

There will be no more online classes available until CIT pays the $70 I need for the software to capture the lectures.

SOFT6008 Class 16

Students continued working on the various exercise.

I met with each student to evaluate their progress do date. I am a bit concerned that students are not completing the exercises. Some students have no finished exercise to show for their four week's work. This is worrying. Other students are doing well.

SOFT6008 Class 15 - Helsinki talk

Outi Grotenfelt gave a talk on Erasmus study opportunities in Finland in B217. Some students preferred to stay in the lab and work on the exercises.

SOFT6008 Class 14

Students worked anyway on the various exercises. The mobile phone cost calculator is causing a lot of confusion.

We were joined for this class by Outi Grotenfelt of Metropolia, Helsinki.

SOFT6008 Class 13

Students are still working on the mobile phone bill exercise, so I changed mt plan for the day.

I showed students code to visualize money values, but I recommend that they write iterative code.

I showed students the rolling assignment 1 specification.