I was late to class. We moved to C128 and that delayed us even further. But there's PhotoShop in C128 so it was worth it.
We looed at the various tools and palletes in PhotoShop.
Thursday, March 4, 2010
SOFT6007 Class 19 B
We moved to C128 and saw photoshop in action. I demonstraded the clone stamp tool at work and made a navigation bar from a collage of postage stamps.
I talked about the cost/quality tradeoff in Save for Web
I talked about the cost/quality tradeoff in Save for Web
SOFT6007 Class 18 B
We had an express class in Photoshop. I quickly went through the main tools, and explained layers.
Wednesday, March 3, 2010
SOFT6007 EV Assessment
Assessment 1 for evening students will take place on Wednesday 24 March.
I will post more detail to this blog as soon as I have a clear picture of what form it will take.
If you cannot make that even due to work committments please contact Colin. It may be possible for you to do the assessment with the 9to5 students during the day.
I will post more detail to this blog as soon as I have a clear picture of what form it will take.
If you cannot make that even due to work committments please contact Colin. It may be possible for you to do the assessment with the 9to5 students during the day.
SOFT6007 EV WEEK 05
You can download a 30 Trial version from Adobe.com
If you are interested in PhotoShop there are hundreds on online tutorials out there. It's a genre at this stage. So much so that someone even made a comedy series. Check out You Suck at Photoshop for the laugh.
Tuesday, March 2, 2010
I Gotta Feelin' (it might work)
Tonight I sent an email to a few heads of department proposing they chip in for a prize fund for the best CIT response to this YouTube video. The video should showcase both the college AND the students' department. I figure 500 yoyos should be enough of an incentive. It'll be interesting to see if they go for it. It's a bit mad, but it would be good fun.
SOFT6008 Class 20
We looked at some more check digit algorithms: ISBN-10 and PPS Numbers.
Students worked away on the various exercises afterwards.
Students worked away on the various exercises afterwards.
Monday, March 1, 2010
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
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
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
Sunday, February 28, 2010
SOFT6008 Timetable Change
This week is the first week of the changed timetable. Today we have classes at 11, 13, 14
Friday, February 26, 2010
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
Thursday, February 25, 2010
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.
Wednesday, February 24, 2010
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.
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.
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.
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