We looked at forms.
Slides:
html-12-forms.pdf (courtesy of Gary Couse)
Examples:
form1.html
form2.html
Wednesday, March 21, 2012
Monday, March 19, 2012
SOFT6008 Class 22
No class today because it's a holiday. But I want to keep the class numbering consistent. So we'll call the next one 23.
SOFT6007 Class 22
No class today because it's a holiday. But I want to keep the class numbering consistent. So we'll call the next one 23.
Hogeschool van Amsterdam
A list of what is on offer at Hogeschool van Amsterdam is available at the link below. Depending on what course and stage you are at there might or might not be suitable options available to you.
https://www.international.hva.nl/programmes/exchange-programmes-minors/information-technology
https://www.international.hva.nl/programmes/exchange-programmes-minors/information-technology
Friday, March 16, 2012
SOFT6007 COM1 Class 21
We looked at how to do a Three Column layout in CSS.
Someone asked me if we could use a header tag for the header instead of a div. Yes we can. The header tag is new-ish.
http://www.w3schools.com/html5/tag_header.asp
Someone asked me if we could use a header tag for the header instead of a div. Yes we can. The header tag is new-ish.
http://www.w3schools.com/html5/tag_header.asp
Thursday, March 15, 2012
SOFT6007 COM1 Class 20 Lab A
I explained how the float and position properties worked and asked students to play around with them.
Most students weren't that interested because
1. It's not that interesting
2. They had an exam coming up in the next class and just wanted to chill
Most students weren't that interested because
1. It's not that interesting
2. They had an exam coming up in the next class and just wanted to chill
SOFT76007 COM1 Class 20 Lab B
We looked at float (but not clear) and position. I asked students to experiment with different properties to see how they work.
It was a fairly pointless class really. I should have brought something more interesting to show.
It was a fairly pointless class really. I should have brought something more interesting to show.
Wednesday, March 14, 2012
SOFT6007 FC Lab Group B
Only four students turned up. Students go to grips with classes, IDs, and float. Some even played with positions.
SOFT6007 FC Lab Group A
I had hoped to move on with the CSS but because we didn't get a chance to implement the classes last week, I held off.
A good few students watched videos of the classes they missed. But that's something they could have done before today.
A good few students watched videos of the classes they missed. But that's something they could have done before today.
SOFT6007 ITS1/DCOM1 Class 20 ITS Lab
We looked at the float property and the position property. I went to C128 and added some images with transparency to the set of graphics for use in Assignment 2.
I will look into moving us to C128, even if only for an hour a week.
I will look into moving us to C128, even if only for an hour a week.
Educational Triage
I was discussing a student with a colleague a few weeks ago and she made a
comment that got me thinking. She said “Oh, I’m not a bit worried about him. He’s not going to be here
next year anyway”. That reminded me of triage.
On the battlefield, or where there are mass casualties, medical treatment is rationed so that it does the most good. Incoming casualties are sorted into different categories. Systems vary, but generally there are those casualties who are likely to be fine without immediate treatment, those who would benefit from treatment, and those who are so badly injured that they are likely to die irrespective of the treatment they receive. They are usually assigned green tags, red tags, and black tags respectively.
I wonder do lecturers (myself included) engage in educational triage. Does there come a time in our dealings with students we categorize them into those who will be fine anyway, those who need our intervention, and those who are so far gone that there is no point wasting our time on them. Are students walking around with invisible triage tags attached, that only lecturers can see? Is this fair? Or is it just pragmatic? Like battlefield medical attention, lecturers’ attention is finite. And as class sizes and workloads increase, it is becoming scarcer.
Should every student get the same amount of attention? Should those who need the most get the most, or should it be allocated where it can make the biggest difference.
What if we make mistakes? On the battlefield being classified as beyond help is fatal. If a student is written off in error and not given much assistance, he is likely to fail.
It’s interesting to think what signals or vibes we might be using to categorize students, consciously or subconsciously. For me the question “what am I supposed to be doing?” is like bullet wound to the head. YouTube and Facebook during lab time are like serious infections.
And of course educational triage requires an additional category not seen on the battlefield. Those seriously injured students who refuse medical treatment by not turning up to class, put themselves beyond the reach of the help they need. What colour tags should we use for them?
On the battlefield, or where there are mass casualties, medical treatment is rationed so that it does the most good. Incoming casualties are sorted into different categories. Systems vary, but generally there are those casualties who are likely to be fine without immediate treatment, those who would benefit from treatment, and those who are so badly injured that they are likely to die irrespective of the treatment they receive. They are usually assigned green tags, red tags, and black tags respectively.
I wonder do lecturers (myself included) engage in educational triage. Does there come a time in our dealings with students we categorize them into those who will be fine anyway, those who need our intervention, and those who are so far gone that there is no point wasting our time on them. Are students walking around with invisible triage tags attached, that only lecturers can see? Is this fair? Or is it just pragmatic? Like battlefield medical attention, lecturers’ attention is finite. And as class sizes and workloads increase, it is becoming scarcer.
Should every student get the same amount of attention? Should those who need the most get the most, or should it be allocated where it can make the biggest difference.
What if we make mistakes? On the battlefield being classified as beyond help is fatal. If a student is written off in error and not given much assistance, he is likely to fail.
It’s interesting to think what signals or vibes we might be using to categorize students, consciously or subconsciously. For me the question “what am I supposed to be doing?” is like bullet wound to the head. YouTube and Facebook during lab time are like serious infections.
And of course educational triage requires an additional category not seen on the battlefield. Those seriously injured students who refuse medical treatment by not turning up to class, put themselves beyond the reach of the help they need. What colour tags should we use for them?
SOFT6008 Class 20
We discussed tomorrow's exam a little.
There will be 3 questions.
Q1. (50 marks) Will be a checksum validation and DOM manipulation, with some code missing. Fill in the blanks. Having implements all the checksums from the notes, would have been good practice. If you didn't getting a look at someone else's would be good. [If you use dropbox to swap code make sure you identify it as someone else's so that I don't feel like you are passing it off as yours]
Q2. (25 marks) Will be about cookies
Q3. (25 marks) Will be write a javascript function that does ... It's something that could be in any language, but just happens to be in javascript.
In designing the exam I have tried to give average students a good chance of passing, while giving excellent students a change to do very well. Weaker students may feel time pressure. So we will try to start on the dot at 1700 and go all the way to 1800.
There will be 3 questions.
Q1. (50 marks) Will be a checksum validation and DOM manipulation, with some code missing. Fill in the blanks. Having implements all the checksums from the notes, would have been good practice. If you didn't getting a look at someone else's would be good. [If you use dropbox to swap code make sure you identify it as someone else's so that I don't feel like you are passing it off as yours]
Q2. (25 marks) Will be about cookies
Q3. (25 marks) Will be write a javascript function that does ... It's something that could be in any language, but just happens to be in javascript.
In designing the exam I have tried to give average students a good chance of passing, while giving excellent students a change to do very well. Weaker students may feel time pressure. So we will try to start on the dot at 1700 and go all the way to 1800.
Monday, March 12, 2012
SOFT6008 Class 19
I gave out a printed version of the sample exam that was online. I talked through some parts of it, but didn't give much away.
I said "you wouldn't want to make assumptions about the length, based on the size of the box" and actually expected to get away with it.
I said "you wouldn't want to make assumptions about the length, based on the size of the box" and actually expected to get away with it.
Module Design Course
We looked at how to write learning outcomes and the different taxonomies. There's more than one!
First part of the assignment is due Friday week, so I must actually start working on it. Like most students, I have codded myself into thinking having it done in my head is enough.
First part of the assignment is due Friday week, so I must actually start working on it. Like most students, I have codded myself into thinking having it done in my head is enough.
SOFT6008 Sample Exam
Completing this exam would be good practice for the in-class exam this week.
However completing all of the exercises would be the best practice.
Students should complete all the DOM games, try to get cookies working, and implement all the checksums outlined the notes.
Students should complete all the DOM games, try to get cookies working, and implement all the checksums outlined the notes.
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