Thursday, March 18, 2010
SOFT6007 Class 26 B
We were in B219. This timetable arrangement will be permanent.
I couldn't find anyone who was doing actual work. I don't know how to force people. Perhaps once I specify the assignment things will pick up.
I couldn't find anyone who was doing actual work. I don't know how to force people. Perhaps once I specify the assignment things will pick up.
Tuesday, March 16, 2010
SOFT6007 Class 25
We started a bit late because the project would not talk to Colin's laptop.
Only 5 students were in class.
We looked at Cascading Style Sheets (CSS)
Only 5 students were in class.
We looked at Cascading Style Sheets (CSS)
SOFT6008 Class 28
We looked at how to modify the CSS properties of page elements on a form using getelementbyid. This can be used to highlight user inputs that to not comform to requirements.
formvalidation.html
formvalidation.html
Monday, March 15, 2010
SOFT6008 Class 27
More coding.
The Assignment 1 specification was locked down and the deadline set at noon on 12 April 2010.
The Assignment 1 specification was locked down and the deadline set at noon on 12 April 2010.
SOFT6008 Class 26
More coding. More debugging.
If I even have to design a debugging course, I will use JavaScript as the language. There are so many banana skins to slip on.
If I even have to design a debugging course, I will use JavaScript as the language. There are so many banana skins to slip on.
SOFT6008 Copying code
Students should be careful about sharing code. Giving your code to another student could be considered cheating. Since it can be difficult to know what is OK and what is not, it is safer if you never swap code.
Alumnos no deben compartir individual codigos. Facilitar tu codigo a otro alumno podria ser considerado una falta. Debido a la dificultad para distinguir lo que esta permitido y no permitido la norma a seguir es no compartir tu codigo.
Alumnos no deben compartir individual codigos. Facilitar tu codigo a otro alumno podria ser considerado una falta. Debido a la dificultad para distinguir lo que esta permitido y no permitido la norma a seguir es no compartir tu codigo.
SOFT6008 Class 25 Extra
Since students stayed on working in the lab, I stayed too.
I won't call this Class 26 though, because that would confuse my number system. We now have an extra class in hand in case I am missing some day.
I won't call this Class 26 though, because that would confuse my number system. We now have an extra class in hand in case I am missing some day.
Saturday, March 13, 2010
CCAD
We talked briefly about flickr and YouTube.
Students spent a lot of time fiddling with their blogs.
I explained how podcasting worked and how to find sonline resources using the iTunes Music Store. Making podcasts is a bit complicated. Audio podcasts are easy enough, but video is more work. We had a quick look at the kinds of things iMovie could do.
I gave out an article on Podcasting.
Video of some of the class.
Friday, March 12, 2010
SOFT6007 Class 24
We moved to C128. Attendance was poor so there was no danger of running out of room.
Few students seemed interested in doing any work. So my theory about a lab being more productive than a classroom was incorrect.
From what I could gather, only one student did anything even remotely related to work for this module.
Few students seemed interested in doing any work. So my theory about a lab being more productive than a classroom was incorrect.
From what I could gather, only one student did anything even remotely related to work for this module.
Thursday, March 11, 2010
Wednesday, March 10, 2010
SOFT6007 EV Week 06
We looked at how to use tables to make the layout of pages more interesting.
We moved to C128 so students who wanted to could use Photoshop. Most did in fact.
The exam will be in IT2.3 in two weeks time.
We moved to C128 so students who wanted to could use Photoshop. Most did in fact.
The exam will be in IT2.3 in two weeks time.
Tuesday, March 9, 2010
Wiki CIT
Hi Guys
The delay in the faculty programmatic review opens up the possibility of doing it in a different way. Normally the inputs into the process are very small number and not very diverse. In fact most of the inputs come from ourselves.
What if we were to open it up to the review process and make it completely public? In computing we are very good at getting input from industrial sources, but we could cast our net even further. What if very early on we invited input and discussion from any interested stake holders, be they students, industry contacts, parents, or whoever. Most of the stake holders in science and engineering are very computer literate and would be able to use any web based tools we chose to make use of.
We could attempt to start with a blank slate for how things should look and get the community of interested parties to devise out strategy and programmes for us. Of course, some publicity would be required to get people interested, but that is a good thing anyway. A lot of thought would have to go into the kind of tools we use and just how open we make ourselves, but I think it could be done. We don’t have the resources to develop new tools, but even off the shelf tools (e.g. wikis and blogs) could help us achieve something.
Perhaps there is insight out there that our current review methods cannot capture. Perhaps there are important things simply not on our radar. If we cannot hope to find them, maybe they can find us.
For starters, imagine a website where ANYONE could start the process of designing a module at CIT. Any serious proposal with enough support could be shepherded through the approval process at CIT and eventually offered. Imagine if you were to scale up that kind of thinking. Once you start to think in that way, a variety of possibilities and opportunities start to present themselves.
The delay in the faculty programmatic review opens up the possibility of doing it in a different way. Normally the inputs into the process are very small number and not very diverse. In fact most of the inputs come from ourselves.
What if we were to open it up to the review process and make it completely public? In computing we are very good at getting input from industrial sources, but we could cast our net even further. What if very early on we invited input and discussion from any interested stake holders, be they students, industry contacts, parents, or whoever. Most of the stake holders in science and engineering are very computer literate and would be able to use any web based tools we chose to make use of.
We could attempt to start with a blank slate for how things should look and get the community of interested parties to devise out strategy and programmes for us. Of course, some publicity would be required to get people interested, but that is a good thing anyway. A lot of thought would have to go into the kind of tools we use and just how open we make ourselves, but I think it could be done. We don’t have the resources to develop new tools, but even off the shelf tools (e.g. wikis and blogs) could help us achieve something.
Perhaps there is insight out there that our current review methods cannot capture. Perhaps there are important things simply not on our radar. If we cannot hope to find them, maybe they can find us.
For starters, imagine a website where ANYONE could start the process of designing a module at CIT. Any serious proposal with enough support could be shepherded through the approval process at CIT and eventually offered. Imagine if you were to scale up that kind of thinking. Once you start to think in that way, a variety of possibilities and opportunities start to present themselves.
SOFT6008 Class 24
Students continued coding and I went around helping them out. Over complexity seems to be the common theme running through students' code.
For the credit card check digit I am expecting students to only worry about 16 digit numbers, like we have in Ireland.
For the credit card check digit I am expecting students to only worry about 16 digit numbers, like we have in Ireland.
Monday, March 8, 2010
SOFT6008 Check Digit Test Cases
Here are some data to use as test cases for the check digit exercises.
5313197L
1234567T
1234567t
0000000W
0000071w
03457393-X
03457393X
03457393x
03405999-K
70240341-C
70259948-P
70259948p
If these test cases give you trouble read the small print on the ParseInt box!.
I have noticed that in real life Spaniards tend to insert separators between groups of digits to make the DNI number easier to read and it is common to put a dash before the letter (as above). To accommodate this your code should strip out all useless characters from the input before looking at it more closely.
Ensure that your code insists on the correct length
007-X is not valid. But 00000000-X is.
Be sure to check some serial numbers that have a zero immediately after the letter. If that gives you trouble ParseInt may be to blame.
IE-PPSN
These numbers are valid in theory5313197L
1234567T
1234567t
0000000W
0000071w
ES-DNI
These are valid numbers03457393-X
03457393X
03457393x
03405999-K
70240341-C
70259948-P
70259948p
If these test cases give you trouble read the small print on the ParseInt box!.
I have noticed that in real life Spaniards tend to insert separators between groups of digits to make the DNI number easier to read and it is common to put a dash before the letter (as above). To accommodate this your code should strip out all useless characters from the input before looking at it more closely.
Ensure that your code insists on the correct length
007-X is not valid. But 00000000-X is.
Euro Banknotes
Just take some from your wallet. There are fewer than 26 countries that issue Euro banknotes some some letters never appear at the start of a serial number. Accounting for this would require some very inelegant code. We can't have inelegant code!Be sure to check some serial numbers that have a zero immediately after the letter. If that gives you trouble ParseInt may be to blame.
SOFT6008 Class 23
Students continued to work on the exercises. The check digits are proving to be a real test of programming skill. There is a lot of cluttered thinking about.
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