This document summarizes the key details of the Programming Practice and Applications (PPA) module taught by Dr. Martin Chapman at King's College London. The module aims to teach programming through practical assignments and laboratory sessions rather than traditional lectures. Assignments make up 50% of the grade and require regular programming practice. The course also includes a 10% class test and 40% final exam. Students are encouraged to learn from each other and take responsibility for their own learning, with the instructor acting as a coach. Support is provided through teaching assistants, online resources, and the instructor's office hours.
This document outlines the key aspects of an introductory JavaScript course, answering the five critical questions:
1. The course will cover the JavaScript language, programming concepts, and agile software projects.
2. Instruction will be delivered in weekly lectures and focus on language learning, programming, and project development. Students will have flexibility in their learning.
3. Students must complete assigned work regularly, practice what they learn, and build a support network to succeed in the course. Participation, quizzes, essays, and projects will be graded.
4. Grades will be based on participation (33%), programming exercises and essays (33%), and projects (33%).
5. While
Slides with speaker's notes from the Presentation on "Presentation Design" given at the Occupational Hygiene Society of Ireland Conference on 20 February 2014
The document discusses effective uses of PowerPoint for presentations. It notes that PowerPoint can engage students if used carefully, but may disengage them if overused. It identifies advantages like engaging multiple learning styles and increasing focus. Challenges include presentations being too teacher-centered, lacking feedback, and not actively involving students. The document suggests approaches like using some images instead of only text, and notes specific uses like case studies, student response clickers, and as worksheets. It provides best practices for delivery, construction, and content of PowerPoint slides.
This document discusses using screencasting to better teach difficult topics. It defines screencasting as sharing materials with students inside and outside the classroom. The document considers why screencasting is useful, providing examples like creating exam answers in real time and modeling specific concepts. It also discusses metacognition and the importance of helping students learn when to apply different learning strategies. Finally, it encourages committing to creating a short screencast video to demonstrate one concept from their subject area.
The document provides tips for passing a math class, including reading textbooks, attending every class, doing homework, taking good notes, studying from notes, and using exam strategies. It suggests that to get an A, students should teach others, use practice tests before exams, make flashcards, avoid cramming, and get enough sleep before tests. The key is finding time to do all the components, as failing to "study smart" is why most students fail or withdraw from math courses.
This document outlines a Photoshop lesson on text effects and clipping masks. The objectives are to understand text effects in Photoshop, further develop knowledge of layers, and learn to use the clipping mask tool. Students will practice creating basic stroke and clipping effects on text. They will watch demonstration videos and complete tasks applying these skills to create stylized text and combine text with photos using clipping masks.
This document outlines tips for effectively conducting webinars. It discusses:
- The importance of interaction, engagement and applying principles of adult education in virtual learning.
- Strategies for creating interaction, such as using polls, asking questions, and changing presentation views frequently.
- Tips for a successful webinar such as having a moderator, preparing participants, using the chat feature, engaging multiple presenters, and keeping learners focused with visual aids.
- The document provides guidance for webinar leaders on how to effectively structure and facilitate a virtual learning session.
This document outlines the key aspects of an introductory JavaScript course, answering the five critical questions:
1. The course will cover the JavaScript language, programming concepts, and agile software projects.
2. Instruction will be delivered in weekly lectures and focus on language learning, programming, and project development. Students will have flexibility in their learning.
3. Students must complete assigned work regularly, practice what they learn, and build a support network to succeed in the course. Participation, quizzes, essays, and projects will be graded.
4. Grades will be based on participation (33%), programming exercises and essays (33%), and projects (33%).
5. While
Slides with speaker's notes from the Presentation on "Presentation Design" given at the Occupational Hygiene Society of Ireland Conference on 20 February 2014
The document discusses effective uses of PowerPoint for presentations. It notes that PowerPoint can engage students if used carefully, but may disengage them if overused. It identifies advantages like engaging multiple learning styles and increasing focus. Challenges include presentations being too teacher-centered, lacking feedback, and not actively involving students. The document suggests approaches like using some images instead of only text, and notes specific uses like case studies, student response clickers, and as worksheets. It provides best practices for delivery, construction, and content of PowerPoint slides.
This document discusses using screencasting to better teach difficult topics. It defines screencasting as sharing materials with students inside and outside the classroom. The document considers why screencasting is useful, providing examples like creating exam answers in real time and modeling specific concepts. It also discusses metacognition and the importance of helping students learn when to apply different learning strategies. Finally, it encourages committing to creating a short screencast video to demonstrate one concept from their subject area.
The document provides tips for passing a math class, including reading textbooks, attending every class, doing homework, taking good notes, studying from notes, and using exam strategies. It suggests that to get an A, students should teach others, use practice tests before exams, make flashcards, avoid cramming, and get enough sleep before tests. The key is finding time to do all the components, as failing to "study smart" is why most students fail or withdraw from math courses.
This document outlines a Photoshop lesson on text effects and clipping masks. The objectives are to understand text effects in Photoshop, further develop knowledge of layers, and learn to use the clipping mask tool. Students will practice creating basic stroke and clipping effects on text. They will watch demonstration videos and complete tasks applying these skills to create stylized text and combine text with photos using clipping masks.
This document outlines tips for effectively conducting webinars. It discusses:
- The importance of interaction, engagement and applying principles of adult education in virtual learning.
- Strategies for creating interaction, such as using polls, asking questions, and changing presentation views frequently.
- Tips for a successful webinar such as having a moderator, preparing participants, using the chat feature, engaging multiple presenters, and keeping learners focused with visual aids.
- The document provides guidance for webinar leaders on how to effectively structure and facilitate a virtual learning session.
Gabrielle took an English technical writing course to improve her communication skills. Through various assignments on resumes, proposals, instructions and presentations, she learned how to communicate more effectively for professional purposes. She particularly benefited from creating a resume, learning proper proposal guidelines, and conducting usability tests on prototypes. While public speaking is still a challenge, she has gained confidence through practice and recognizing that communication is an important job skill, especially for her desired career in occupational therapy.
The document outlines a Photoshop lesson with the following objectives:
1) To develop an understanding of selection and rubber tools in Photoshop.
2) To create a collage by merging multiple images.
3) To understand the role of layers in Photoshop.
Students will complete tasks to select images, create a collage using selection and move tools, and discuss the importance of layers. The lesson aims to teach collage-making skills and introduce layers.
This document provides guidance on developing effective lesson plans for calculus instructors. It recommends starting by defining specific learning objectives and assessments. Examples should be chosen carefully to illustrate concepts and engage students at a variety of levels. The lesson plan should include an introductory problem, definitions, theorems, examples, and group work. Timing for each section should be estimated. After teaching, the lesson can be improved by analyzing what was effective and what needs adjustment for the next time. Advanced preparation is key to looking prepared and ensuring students learn.
This presentation summarizes the student teacher's use of various technologies in their classroom placement, including YouTube clips, iPods, PowerPoint, BrainPOP videos, Neos keyboards, overhead projectors, and PhotoStory. For each technology, they provide an example of how it was used to enhance student learning and engagement. The presentation demonstrates multiple ways technology can be incorporated into lessons to support different learning styles and improve comprehension.
This is an intermediate conversion course for C++, suitable for second year computing students who may have learned Java or another language in first year.
This document provides instructions for a Photoshop lesson that teaches students how to create desaturation and Lomo effects. It outlines behaviors for learning, objectives, outcomes, starter tasks like web research, main tasks demonstrating each technique through videos, and plenaries to check understanding. The goal is for students to independently combine the effects using tools and techniques from previous lessons.
This document provides guidance on giving effective presentations. It discusses the limitations of PowerPoint and strategies for overcoming them, including using more visuals, fewer bullet points, and leveraging PowerPoint's non-linear capabilities. Presentation strategies discussed include practicing, using slide navigation keys, and having a backup plan if technology fails. Distribution strategies and examples of ineffective slides are also briefly mentioned. The document aims to help people design and deliver presentations that engage audiences and effectively convey information and ideas.
This document contains 16 questions to assess student preparation and understanding of course material for a just-in-time teaching approach. The questions ask students to identify the most interesting idea from the unit and why, what part needs more in-class explanation and why, summarize the most important ideas in 100 words, identify their muddiest point, suggest a question to answer in the first class, and evaluate the instructional materials and time spent engaging with various components of the preparatory material.
The document discusses various topics related to programming and software development including:
- Scratch programming and common features
- Different types of software development methodologies like waterfall, iterative, and agile approaches
- Tips for pragmatic programming including staying aware, relying on reliable things, documenting assumptions, prioritizing effort, and questioning requirements
- Software design patterns and the Dreyfus model of skill acquisition that describes stages from novice to expert
- Advice for software learning and development like confronting ignorance, finding mentors, and sharing knowledge
How I help others to level up technical practicesStanly Lau
Technical/Engineering practices like refactoring and TDD (Test-Driven Development) have become mainstream in software development to deal with maintainability. However, these aren't commonly practised in companies. One of the reasons is the steep learning curve and requires years of experience learning from others to be competent. The other reason is most technical mentoring happens haphazardly, being ineffective or nothing. This talk is about the series of experiments to grow technical practices competency and exploring the subject of mentoring that can help to sustain the growth of technical practices in companies.
Detailed lesson plan for ICT and Entrepreneurship VI. This lesson plan tackles about the different advanced features of PowerPoint presentation that include Text Feature (Text size, font, color)
Audio Feature (voice, music)
Design Feature (Picture, background, layout)
Animation and Transition Feature (motion) and
Slideshow Feature (motion) that can help students to improve their skills in making a creative and engaging presentation..
11 critical job skills are outlined that every college student should master regardless of their career path. These include: 1) Writing clearly and forcefully. 2) Systematizing and organizing data. 3) Doing research. 4) Presenting material orally. 5) Taking notes. 6) Meeting deadlines. 7) Working on a team. 8) Getting along with a boss. 9) Multitasking and time management. 10) Seeing a big project through to completion. 11) Creative thinking. The document encourages students to seek opportunities in their college courses to develop these skills.
Kahoot!: A Game-Based Classroom Response Systemdesraya
Kahoot! is a game-based classroom response system that allows teachers to create quizzes, surveys, and discussions accessible to students on any internet-capable device. It engages students through friendly competition and instant feedback in a colorful, shape-coded format that all students understand. Teachers can analyze results to inform instruction and flex groups. Creating an account at getkahoot.com allows teachers to search existing Kahoots or create their own.
The document discusses reasons why someone might want to learn Clojure, a functional programming language. It addresses both obvious reasons like curiosity about new technologies as well as less obvious reasons like stepping out of one's comfort zone. It acknowledges doubts about functional programming and discusses how adopting Clojure offers benefits like easier refactoring. While learning a new language takes time, functional programming techniques can be rewarding to learn. The document provides resources for learning Clojure.
The document provides an overview of the WMS Technology Toolbox, which contains tips and tricks for integrating technology into instruction. It begins with how to navigate the toolbox and then covers topics like what PowerPoint is, basics and intermediate PowerPoint skills, how animations and transitions can make presentations more engaging for students, and a closing message about the toolbox being a helpful resource to have.
This document provides guidance on effectively using PowerPoint for presentations. It discusses advantages like organization and sharing of information, as well as challenges like presentations becoming teacher-centered rather than interactive. It offers best practices for slide construction, such as limiting text and using high contrast, and for delivery, like avoiding reading slides and smoothly navigating between them. It also provides examples of using PowerPoint for case studies, student response systems, and as worksheets to engage students during a presentation.
1. The document introduces Turning Point, a personal response system (PRS) that can be used in lectures to engage students through interactive polling and real-time assessment.
2. Turning Point works by displaying multiple choice or short answer questions during a presentation, allowing students to respond using individual keypads, and immediately showing the responses.
3. The system provides benefits like active learning, feedback, participation tracking, and analytics to evaluate student understanding and learning gains. It can be used for various in-class activities like checking comprehension, debates, and assessments.
The document appears to be a survey for students in an HDip in Computer Science course, asking about their experiences and opinions on various aspects of the online delivery of the course. Some of the key topics covered in the survey include the usefulness of onsite workshops, the module structure, use of technologies like Slack, quality of tutors and videos, and preparation for jobs in ICT. Many student responses praise the course delivery and technologies used, though some provide suggestions like having all lectures at the start of modules or increasing certain content areas.
The document discusses techniques for teaching programming to novices. It describes some of the challenges of teaching programming, including that students need to develop the right mental models of how computers work and that programming involves multiple levels of abstraction. It then discusses the "teacher's toolkit", which includes techniques like pair programming, use-modify-create, PRIMM, peer instruction, worked examples, and Parson's problems. These techniques aim to reduce cognitive load, engage students collaboratively, and help students understand programs by reading code before writing it themselves. The document emphasizes that teachers play a key role and can draw on strategies from their existing toolkit to help students learn programming.
This document outlines 10 steps for designing an e-learning course as a study project. It begins with choosing a topic area and examining existing e-learning courses in that field. Next, it involves defining the context, learners, and learning objectives. The structure is then analyzed using available tools to create a draft learning path. Individual roles are divided to design specific course elements. Elements are assembled and debugged before trying it out and getting feedback. The goal is to design a small-scale e-learning course from concept to evaluation.
Gabrielle took an English technical writing course to improve her communication skills. Through various assignments on resumes, proposals, instructions and presentations, she learned how to communicate more effectively for professional purposes. She particularly benefited from creating a resume, learning proper proposal guidelines, and conducting usability tests on prototypes. While public speaking is still a challenge, she has gained confidence through practice and recognizing that communication is an important job skill, especially for her desired career in occupational therapy.
The document outlines a Photoshop lesson with the following objectives:
1) To develop an understanding of selection and rubber tools in Photoshop.
2) To create a collage by merging multiple images.
3) To understand the role of layers in Photoshop.
Students will complete tasks to select images, create a collage using selection and move tools, and discuss the importance of layers. The lesson aims to teach collage-making skills and introduce layers.
This document provides guidance on developing effective lesson plans for calculus instructors. It recommends starting by defining specific learning objectives and assessments. Examples should be chosen carefully to illustrate concepts and engage students at a variety of levels. The lesson plan should include an introductory problem, definitions, theorems, examples, and group work. Timing for each section should be estimated. After teaching, the lesson can be improved by analyzing what was effective and what needs adjustment for the next time. Advanced preparation is key to looking prepared and ensuring students learn.
This presentation summarizes the student teacher's use of various technologies in their classroom placement, including YouTube clips, iPods, PowerPoint, BrainPOP videos, Neos keyboards, overhead projectors, and PhotoStory. For each technology, they provide an example of how it was used to enhance student learning and engagement. The presentation demonstrates multiple ways technology can be incorporated into lessons to support different learning styles and improve comprehension.
This is an intermediate conversion course for C++, suitable for second year computing students who may have learned Java or another language in first year.
This document provides instructions for a Photoshop lesson that teaches students how to create desaturation and Lomo effects. It outlines behaviors for learning, objectives, outcomes, starter tasks like web research, main tasks demonstrating each technique through videos, and plenaries to check understanding. The goal is for students to independently combine the effects using tools and techniques from previous lessons.
This document provides guidance on giving effective presentations. It discusses the limitations of PowerPoint and strategies for overcoming them, including using more visuals, fewer bullet points, and leveraging PowerPoint's non-linear capabilities. Presentation strategies discussed include practicing, using slide navigation keys, and having a backup plan if technology fails. Distribution strategies and examples of ineffective slides are also briefly mentioned. The document aims to help people design and deliver presentations that engage audiences and effectively convey information and ideas.
This document contains 16 questions to assess student preparation and understanding of course material for a just-in-time teaching approach. The questions ask students to identify the most interesting idea from the unit and why, what part needs more in-class explanation and why, summarize the most important ideas in 100 words, identify their muddiest point, suggest a question to answer in the first class, and evaluate the instructional materials and time spent engaging with various components of the preparatory material.
The document discusses various topics related to programming and software development including:
- Scratch programming and common features
- Different types of software development methodologies like waterfall, iterative, and agile approaches
- Tips for pragmatic programming including staying aware, relying on reliable things, documenting assumptions, prioritizing effort, and questioning requirements
- Software design patterns and the Dreyfus model of skill acquisition that describes stages from novice to expert
- Advice for software learning and development like confronting ignorance, finding mentors, and sharing knowledge
How I help others to level up technical practicesStanly Lau
Technical/Engineering practices like refactoring and TDD (Test-Driven Development) have become mainstream in software development to deal with maintainability. However, these aren't commonly practised in companies. One of the reasons is the steep learning curve and requires years of experience learning from others to be competent. The other reason is most technical mentoring happens haphazardly, being ineffective or nothing. This talk is about the series of experiments to grow technical practices competency and exploring the subject of mentoring that can help to sustain the growth of technical practices in companies.
Detailed lesson plan for ICT and Entrepreneurship VI. This lesson plan tackles about the different advanced features of PowerPoint presentation that include Text Feature (Text size, font, color)
Audio Feature (voice, music)
Design Feature (Picture, background, layout)
Animation and Transition Feature (motion) and
Slideshow Feature (motion) that can help students to improve their skills in making a creative and engaging presentation..
11 critical job skills are outlined that every college student should master regardless of their career path. These include: 1) Writing clearly and forcefully. 2) Systematizing and organizing data. 3) Doing research. 4) Presenting material orally. 5) Taking notes. 6) Meeting deadlines. 7) Working on a team. 8) Getting along with a boss. 9) Multitasking and time management. 10) Seeing a big project through to completion. 11) Creative thinking. The document encourages students to seek opportunities in their college courses to develop these skills.
Kahoot!: A Game-Based Classroom Response Systemdesraya
Kahoot! is a game-based classroom response system that allows teachers to create quizzes, surveys, and discussions accessible to students on any internet-capable device. It engages students through friendly competition and instant feedback in a colorful, shape-coded format that all students understand. Teachers can analyze results to inform instruction and flex groups. Creating an account at getkahoot.com allows teachers to search existing Kahoots or create their own.
The document discusses reasons why someone might want to learn Clojure, a functional programming language. It addresses both obvious reasons like curiosity about new technologies as well as less obvious reasons like stepping out of one's comfort zone. It acknowledges doubts about functional programming and discusses how adopting Clojure offers benefits like easier refactoring. While learning a new language takes time, functional programming techniques can be rewarding to learn. The document provides resources for learning Clojure.
The document provides an overview of the WMS Technology Toolbox, which contains tips and tricks for integrating technology into instruction. It begins with how to navigate the toolbox and then covers topics like what PowerPoint is, basics and intermediate PowerPoint skills, how animations and transitions can make presentations more engaging for students, and a closing message about the toolbox being a helpful resource to have.
This document provides guidance on effectively using PowerPoint for presentations. It discusses advantages like organization and sharing of information, as well as challenges like presentations becoming teacher-centered rather than interactive. It offers best practices for slide construction, such as limiting text and using high contrast, and for delivery, like avoiding reading slides and smoothly navigating between them. It also provides examples of using PowerPoint for case studies, student response systems, and as worksheets to engage students during a presentation.
1. The document introduces Turning Point, a personal response system (PRS) that can be used in lectures to engage students through interactive polling and real-time assessment.
2. Turning Point works by displaying multiple choice or short answer questions during a presentation, allowing students to respond using individual keypads, and immediately showing the responses.
3. The system provides benefits like active learning, feedback, participation tracking, and analytics to evaluate student understanding and learning gains. It can be used for various in-class activities like checking comprehension, debates, and assessments.
The document appears to be a survey for students in an HDip in Computer Science course, asking about their experiences and opinions on various aspects of the online delivery of the course. Some of the key topics covered in the survey include the usefulness of onsite workshops, the module structure, use of technologies like Slack, quality of tutors and videos, and preparation for jobs in ICT. Many student responses praise the course delivery and technologies used, though some provide suggestions like having all lectures at the start of modules or increasing certain content areas.
The document discusses techniques for teaching programming to novices. It describes some of the challenges of teaching programming, including that students need to develop the right mental models of how computers work and that programming involves multiple levels of abstraction. It then discusses the "teacher's toolkit", which includes techniques like pair programming, use-modify-create, PRIMM, peer instruction, worked examples, and Parson's problems. These techniques aim to reduce cognitive load, engage students collaboratively, and help students understand programs by reading code before writing it themselves. The document emphasizes that teachers play a key role and can draw on strategies from their existing toolkit to help students learn programming.
This document outlines 10 steps for designing an e-learning course as a study project. It begins with choosing a topic area and examining existing e-learning courses in that field. Next, it involves defining the context, learners, and learning objectives. The structure is then analyzed using available tools to create a draft learning path. Individual roles are divided to design specific course elements. Elements are assembled and debugged before trying it out and getting feedback. The goal is to design a small-scale e-learning course from concept to evaluation.
This programme provides a step-by-step learning process to prepare for a compulsory regulatory exam over eight weeks. Learners are placed in groups of up to 25 and given access to modules sequentially, starting with Module 1. Each module includes guidelines, presentations, projects, online discussions, tutorials, and a mini-exam to check understanding before moving to the next module. Technical support and subject matter experts are available to assist learners.
Workplace Simulated Courses - Course Technology Computing Conference
Presenter: Angie Rudd & Kelly Hinson, Gaston College
What do our students need to learn to be productive in the workplace, to get a job, what skills do they need? The workplace has changed, leadership has changed, and the future is collaboration. This presentation will discuss the methods and tools used in two online project classes. We will show you how we take our learning outcomes and design online classes to simulate a workplace environment. These courses are designed to give students the most realistic workplace environment that we can in an academic setting. One course teaches Emerging Technologies by using teamwork and collaboration environments. The other course uses the System Development Lifecycle as a guide for students to complete an individual project with feedback and brainstorming from other students. The goals for the session are: demonstrating and discussing collaboration, showing how to include useful teamwork in an online environment, working as a collective team, sharing information and knowledge, encouraging suggestions and ideas, brainstorming, building in frustration on purpose, using peer feedback in projects, enabling team resources, and embracing roles and responsibilities. Attendees will walk away with a template of how to design a course for a workplace environment while meeting the learning objectives of the course.
Talk given at TaCoS 25, 15./16.05.2015, Munich. Aimed at computational linguists who have participated in beginners' programming classes or even given one themselves.
chapter on examination skills from the textbook, Communication Skills, developed by the Language Communication for Development Department at the Bunda College of Agriculture, University of Malawi.
A chapter on examination skills from the textbook, Communication Skills, developed by the Language Communication for Development Department at the Bunda College of Agriculture, University of Malawi.
How I survived teaching my first online course (and actually enjoyed it!)SuSherba
The majority of students enjoyed the online learning environment for this course. They appreciated the flexibility to work at their own pace and from home. A few students mentioned specific challenges with certain technical concepts but overall feedback was positive about the online format.
Give Your Course a Mini-Makeover, at Minnesota #D2LigniteD2L Barry
This document provides guidance on giving an online course a "mini-makeover" by focusing on key areas to improve the student experience and learning. It discusses getting started instructions, introducing the course purpose and structure, stating expectations for online communication ("netiquette"), and outlining relevant course and institutional policies. Specific recommendations are given for each area, such as providing a clear course map or tour, stating attendance policies, and linking to academic integrity guidelines. The overall aim is to orient students to how the course is organized and what is required of them from the beginning of the class.
The document provides an overview of a workshop for new teachers at Dublin Business School that aims to help them feel more confident and prepared as they start teaching in higher education. It outlines the workshop format, syllabus, and learning outcomes which include gaining skills in preparing lectures, tutorials, and assessments as well as providing feedback to students. The workshop materials and activities are designed to support new teachers as they take on challenges like delivering content and managing student work.
This document discusses how social surveys are used to track and monitor learners in MOOCs on the EMMA platform. It describes how registration data is collected from learners, including demographic information, expectations, and experience. This data is stored on EMMA and IPSOS servers using individual learner IDs to allow linking of data from different sources like surveys, tracking, and learning analytics. Mini questionnaires are optionally included in each MOOC by teachers. The document provides an example report analyzing data from a MOOC on e-learning, including learner ratings of course experience, translation functionality, tasks/assignments, and advice for improvement.
This document discusses how participant profiling and tracking works in MOOCs on the EMMA platform. It outlines the registration process where participants provide basic demographic information and complete an initial expectations questionnaire. This data is stored on EMMA and IPSOS servers with a unique ID assigned to each participant. During the course, optional mini-questionnaires can be administered by instructors. At the end, an exit questionnaire is automatically included. Learning analytics aim to connect data from registration, expectations surveys, tracking of online activities, and questionnaires to analyze participant demographics, expectations, experiences, areas of interest, and evaluate the EMMA platform.
The document provides an overview of the Introduction to Programming EV3 Curriculum. It is designed to teach core computer programming logic and reasoning skills using a robotics engineering context. The curriculum contains 10 projects organized around key robotics and programming concepts like loops, sensors, and switches. It aims to help students learn computational thinking practices that are critical for problem solving across STEM disciplines. The document outlines the learning objectives, standards addressed, topics covered in each unit, and how teachers can implement the curriculum in their classroom.
The document provides an overview of the Introduction to Programming EV3 Curriculum. It is designed to teach core computer programming logic and reasoning skills using a robotics engineering context. The curriculum contains 10 projects organized around key robotics and programming concepts like loops, sensors, and switches. It aims to help students learn computational thinking practices that are critical for problem solving across STEM disciplines. The document outlines the learning objectives, standards addressed, topics covered in each unit, and how teachers can implement the curriculum in their classroom.
Lecture 1: Introduction to the Course (Practical Information)Marina Santini
This document provides an introduction and overview for a course on Machine Learning for Language Technology. It outlines the course structure, which uses a flipped classroom model with both online presentations and in-person lab sessions. Key points include:
- The course will use a blended learning approach with online video lectures and in-class lab sessions.
- Students must attend at least 80% of both the online and in-class components.
- The course will be examined through 9 graded individual lab assignments completed during the lab sessions.
- Students are expected to read assigned chapters and complete quizzes associated with the online video lectures.
The document introduces basic concepts of programming and computer science. It explains how computers work through hardware, software, operating systems and users. It discusses how software is created through programming languages and algorithms. It also covers common programming structures like conditions and loops. The goal is to help beginners understand fundamental programming concepts and get started with writing code.
Pigs might fly: changing the assessment narrative through TESTATansy Jessop
This document summarizes a presentation about taking a program-wide approach to assessment called TESTA (Transforming the Experience of Students Through Assessment). The presentation discusses issues with current assessment approaches like high summative workloads and disconnected feedback. It then describes the TESTA program, which aims to address these issues through conducting program audits, using student questionnaires, and holding focus groups. Key goals of TESTA include increasing formative assessment and improving feedback cycles. The presentation provides case studies of programs that have successfully implemented TESTA and shares lessons about facilitating educational change.
The document provides information about a professional development for teachers at Albuquerque Public Schools on the 2013-14 evaluation system. It discusses a three-part evaluation system that includes student achievement, observations, and multiple measures. It outlines the teacher observation cycle and scoring process. The professional development will focus on understanding the evaluation domains and competencies, using strategies like close reading and artifact matching to analyze teaching performance levels.
Principles of Health Informatics: Artificial intelligence and machine learningMartin Chapman
Principles of Health Informatics: Artificial intelligence and machine learning. Last delivered in 2024. All educational material listed or linked to on these pages in relation to King's College London may be provided for reference only, and therefore does not necessarily reflect the current course content.
Principles of Health Informatics: Clinical decision support systemsMartin Chapman
Principles of Health Informatics: Clinical decision support systems. Last delivered in 2024. All educational material listed or linked to on these pages in relation to King's College London may be provided for reference only, and therefore does not necessarily reflect the current course content.
Mechanisms for Integrating Real Data into Search Game Simulations: An Applica...Martin Chapman
This document describes using search game models to explore complex public health issues like winter health service pressures. It discusses integrating real demographic and behavioral data into search game simulations to more accurately model these issues. An example application looks at modeling family resource acquisition challenges during winter and evaluating government intervention strategies to reduce pressures and inequalities. Integrating multiple real datasets allows configuring the search game model to replicate observed winter trends and assess intervention performance. The results suggest advising families is most effective at reducing health service utilization and disparities.
Technical Validation through Automated TestingMartin Chapman
The document discusses applying automated testing tools to the development of phenotypes to help ensure they operate correctly. It outlines how testing can be used at different stages of phenotype development: (1) during authoring by testing computable phenotype definitions, (2) during implementation by integrating testing frameworks, and (3) during validation as an additional validation technique through test cases. The document argues there is potential for more widespread use of automated testing in phenotype development similar to software development.
Scalable architectures for phenotype librariesMartin Chapman
The document discusses different architectural considerations for building phenotype libraries that are accessible at a large scale. It covers software architecture, definition structure, and distribution mechanisms. For software architecture, it advocates for a microservices approach to allow components to be built with different technologies and scaled independently. For definition structure, it presents Phenoflow's model that standardizes definitions and generates computable forms. For distribution, it notes the benefits of hosting definitions in version control systems like GitHub to improve discoverability. The overall goal is to make definitions easily located, downloaded, and interpreted by many users through careful library design.
Using AI to autonomously identify diseases within groups of patientsMartin Chapman
This FYP presentation discusses using AI to autonomously identify diseases within patient groups. The main functions are using a workflow to identify diseases, validating results with gold/silver standards, and using machine learning algorithms to generate silver standards from electronic health record data. The standard workflow requires installing tools like Cwltool and docker and providing test cases and gold references, while unsupervised learning algorithms generate silver standards from provided EHR data without supervision. Supervised learning additionally needs test cases, gold references, and unclassified data.
Using AI to understand how preventative interventions can improve the health ...Martin Chapman
Using AI and large UK datasets, the author digitally mimicked household environments of children and young people from different backgrounds to simulate preventative policy interventions and predict their effectiveness at improving health and reducing winter pressures on the NHS. The simulations found that issuing continued government advice during winter months could potentially reduce health utilization and disparities between socio-economic groups.
Principles of Health Informatics: Evaluating medical softwareMartin Chapman
Principles of Health Informatics: Evaluating medical software. Last delivered in 2023. All educational material listed or linked to on these pages in relation to King's College London may be provided for reference only, and therefore does not necessarily reflect the current course content.
Principles of Health Informatics: Usability of medical softwareMartin Chapman
Principles of Health Informatics: Usability of medical software. Last delivered in 2023. All educational material listed or linked to on these pages in relation to King's College London may be provided for reference only, and therefore does not necessarily reflect the current course content.
Principles of Health Informatics: Social networks, telehealth, and mobile healthMartin Chapman
Principles of Health Informatics: Social networks, telehealth, and mobile health. Last delivered in 2023. All educational material listed or linked to on these pages in relation to King's College London may be provided for reference only, and therefore does not necessarily reflect the current course content.
Principles of Health Informatics: Communication systems in healthcareMartin Chapman
Principles of Health Informatics: Communication systems in healthcare. Last delivered in 2023. All educational material listed or linked to on these pages in relation to King's College London may be provided for reference only, and therefore does not necessarily reflect the current course content.
Principles of Health Informatics: Terminologies and classification systemsMartin Chapman
Principles of Health Informatics: Terminologies and classification systems. Last delivered in 2023. All educational material listed or linked to on these pages in relation to King's College London may be provided for reference only, and therefore does not necessarily reflect the current course content.
Principles of Health Informatics: Informatics skills - searching and making d...Martin Chapman
This document discusses principles for searching for data and making decisions based on data from an informatics perspective. It covers search strategies for finding specific data within large datasets, using logical inference like deduction, abduction and induction to determine implications of new data, and using Bayes' theorem to update probabilities of outcomes when receiving new data while accounting for prior probabilities and sample sizes. Decision trees are presented as a way to combine multiple probabilities and include preferences through utilities to determine the highest utility decision.
Principles of Health Informatics: Informatics skills - communicating, structu...Martin Chapman
Principles of Health Informatics: Informatics skills - communicating, structuring, and questioning. Last delivered in 2023. All educational material listed or linked to on these pages in relation to King's College London may be provided for reference only, and therefore does not necessarily reflect the current course content.
Principles of Health Informatics: Models, information, and information systemsMartin Chapman
Principles of Health Informatics: Models, information, and information systems. Last delivered in 2023. All educational material listed or linked to on these pages in relation to King's College London may be provided for reference only, and therefore does not necessarily reflect the current course content.
Using AI to understand how preventative interventions can improve the health ...Martin Chapman
Living in cold, damp homes can lead to poor health in children such as chest conditions and mental health problems in adolescents. With energy costs rising and wages not keeping pace with inflation, health issues for children and young people may worsen due to families' inability to afford home heating. An AI model was used to simulate how government advice and interventions could potentially reduce health care utilization and disparities between socioeconomic groups, though further validation is needed before implementing related policies.
Using Microservices to Design Patient-facing Research SoftwareMartin Chapman
Using microservices allows patient-facing research software to address challenges in software development, modularity, and processing time. The microservices architecture separates a system into individual communicating services, each providing a single functionality. This allows different languages to be used, logic to be replaced with minimal impact, and long execution times to be isolated. The CONSULT system demonstrates these benefits through its use of microservices to integrate data from various sources and provide decision support for stroke patients.
Using CWL to support EHR-based phenotypingMartin Chapman
This document describes a new Common Workflow Language (CWL)-based model for structuring electronic health record (EHR)-based phenotype definitions. Phenotype definitions are complex and lack standardization. The proposed model addresses this by representing definitions as workflows with abstract, functional, and computational layers. Non-standard definitions can be parsed and automatically generated as CWL workflows using the Phenoflow architecture. This standardizes definitions and makes them portable and reproducible.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
3. You are expected to attend (long) lectures and listen to
theoretical content presented to you by someone speaking.
Teaching is typically done using metaphors and abstract
examples.
The lecturer is perceived to be at the top of a knowledge
hierarchy. You only learn from them.
A module follows a set path, which is pursued by everyone.
Coursework is set centrally, and completed according to a
particular set of goals.
IN TRADITIONAL HIGHER EDUCATION…
3
4. In order to learn how to program you must do some
programming. It is not sufficient to just listen to someone
talking about it.
Often, programming concepts can only be understood by
seeing them used.
Age and seniority are no guarantee of experience.
Everyone learns how to program in different ways.
You can only really learn and enjoy programming, if you are
prepared to set your own goals.
HOWEVER, WHEN PROGRAMMING…
4
6. Fortunately, we’ve known about these problems for a while.
PPA is a newly structured module where:
• 50% of your grade is now from practical tasks (previously
it was much less).
• Regular assignments keep you programming.
• More laboratory time.
• There is no January exam, to accommodate different
learning rates, but a class test (10%) to check where you
are up to.
THE SOLUTION: RECENT CHANGES
6
7. From next week, aim to minimise the time I talk, and maximise the time
you program.
• At times more like a workshop than a lecture, with the tutorial
time merged into the lecture.
• Bring a computer, a device upon which you can write code, or a
pen and paper.
• Because of this format, the utility of lecture capture is diminished.
When I do talk, I will aim to focus on practical examples.
Aim to breaker the session down and have regular breaks.
• Roughly in accordance with attention span (45 minutes).
THE SOLUTION: LECTURE FORMAT
7
8. But we will, necessarily, still retain some elements of the
traditional lecture format.
• I do not mind what you do while I am speaking (e.g.
independent work), but do not disturb those who choose to
listen.
• Push yourself to listen and engage right through to the end.
Tell me what works and what doesn’t; the structure of these
three hours is up to you.
Using our e-learning platform KEATS, you will be able to give
feedback after every lecture.
THE SOLUTION: LECTURE FORMAT (FEEDBACK)
8
9. You will be assigned to a laboratory session (from next week; details on
your timetable), which will provide a much needed additional environment
in which you can do some programming.
Even if you do not wish to attend the lectures, you must attend the
laboratory sessions (if nothing else, we check your attendance).
• Although the labs are designed to complement the lecture content as
you complete questions and implement code from the slides.
• Also an opportunity to work on coursework (more later).
Run by bright, helpful teaching assistants.
• When I was a Teaching Assistant, I was told I was more helpful than
the module lecturer. Whether this is true or not, it shows that I was
able to provide a fresh perspective on the material.
THE SOLUTION: LABORATORIES
9
10. Even with 15 years of programming experience (8 in Java) and
experience in a range of different programming languages, I
will still not be the best programmer in this room.
• Every year students come to us from a range of
impressive backgrounds.
• Many of you will be familiar with languages that employ
conventions that I am not (overly) familiar with, such as
memory management.
• These things will often not be covered in this module,
but are relevant and interesting.
THE SOLUTION: THE PEOPLE AROUND YOU (1)
10
11. We can capitalise on this.
• Learn from each other, not just from me.
• I can also learn from you.
• If I don’t know the answer to a question, I won’t
pretend, I’ll cover it in the next lecture (if relevant),
or try it out with you.
This dynamic is a good thing; a phenomenon unique to our
discipline.
THE SOLUTION: THE PEOPLE AROUND YOU (2)
11
12. THE SOLUTION: THE PEOPLE AROUND YOU (3)
12
Given this dynamic, it might be useful to view me as a coach rather
than a teacher, who:
• Nurtures existing skills.
• Prioritises you in the learning process.
• Allows you to practice in a structured environment
• Encourages you to challenge your own knowledge.
13. We have setup the course to try and help you as much as possible, but
in the end you must take responsibility for your own learning.
Learning how to approach topics yourself is a skill that is just as
important as any topic in Computer Science, going forward.
• If the order of topics we have chosen doesn’t suit your learning
style, use other resources to approach the topics in a different
way (see the KEATS support procedure).
• Unsure about something? Try it out.
There is no expectation that you will understand something the first
time it is presented to you; go over concepts again in your own time.
Seek support as needed (again, see the KEATS support procedure).
Set yourself goals: `today I want to build X’.
THE FINAL SOLUTION: YOU
13
14. Programming is a very unique discipline, and you have made a good choice to
study it. The most creative thing you can do while remaining scientific.
I am not your teacher, you are a group of adults learning together with me.
• Learn from each other.
• I can learn from you.
• Be responsible for each other.
University is very different from College or 6th Form.
• Please don’t call me `sir’.
Ultimately, I cannot teach you programming, I can only enable you to teach
yourself.
SUMMARY: WHAT THIS DIFFICULT RELATIONSHIP TELLS US
14
16. 4CCS1PPA (Programming Practice and Applications)
2 Semester, 30 credit module
• Coursework (50%)
• Class Test (10%)
• Exam (40%)
Lectures every Thursday, 3pm - 6pm, except this week, when we will
finish at 5.00pm and resume for the last hour tomorrow at 2pm in the
same place.
The KEATS page is the hub for information about this module. Search
`4CCS1PPA’ on keats.kcl.ac.uk and enrol yourself.
THE MODULE
16
17. THE CONTENT (1)
17
Semesters 1 & 2
Java (C++ in second year). General problem solving.
Semester 1 (`Practice’ and `Practise’)
Object-Oriented design (including combining objects),
program control flow, library classes, arrays, data structures
and errors.
Semester 2 (`Applications’)
Graphical User Interfaces, Human Computer Interaction,
regular expressions and software development tools.
https://www.kcl.ac.uk/nms/depts/informatics/study/current/handbook/
progs/modules/4CCS1PPA.aspx
18. Who is PPA for?
Those with no programming experience. Yes. The majority of this
course will be aimed at you.
Those with some programming experience. Towards the beginning of
the course, yes, we will explore object-oriented programming which
is typically unfamiliar to students. Other topics will be trivial.
Those who have been working for Google for 15 years. Not so much,
but we will regularly post `challenging’ problems to a forum on
KEATS. Attend APT.
Remember: Challenge your own knowledge.
• Prior experience is good, but is often just the start.
THE CONTENT (2)
18
19. Semester 1 (25%)
10 short coursework exercises, each worth 2.5% of your final
grade.
Semester 2 (25%)
4 short coursework exercises, each worth 2.5% of your final
grade. 1 major piece of coursework, to be completed in
groups, worth 15% of your final grade.
THE COURSEWORK: OVERVIEW
19
20. Semester 1
One piece of coursework will be released every week, on the Monday following
the lecture, and will be due the Monday after.
• The first piece of coursework will be released on Monday.
• However, it’s only likely that you will be able to complete it until after next
week’s lecture, so you will have just over two weeks to complete it.
• The remaining pieces of work must be completed within one week to
ensure you are practicing programming regularly.
Exact deadlines are given on KEATS.
Semester 2
Pending.
THE COURSEWORK: DEADLINES
20
21. Semester 1
Assignments are designed to test your understanding of the most
recent lecture(s), and can be completed in the labs, with the
assistance of the TAs.
Semester 2
We will continue to test your knowledge incrementally, and then
bring the learning of both semesters together in the major piece of
coursework.
• This piece of coursework will also enable you to explore a wider
range of software engineering tools including version control.
THE COURSEWORK: CONTENT
21
22. Semesters 1 and 2
We are going to ask you to submit your code using a specialist piece of
software called Nexus.
• There will be a link to the Nexus submission page for each assignment
on KEATS (via King’s Github). Guide on KEATS.
• Nexus will allow you to submit your code multiple times, and after each
submission will check that your code compiles on our system (so that if it
doesn’t you can fix it!), and may provide you with hints about formatting.
• However Nexus will not provide you with a mark.
• Don’t keep submitting your work after the deadline. This is for late
submissions only.
• Nexus is experimental. Give us feedback.
THE COURSEWORK: MARKING AND FEEDBACK (NEXUS)
22
23. Semesters 1 and 2
After the deadline, we will take the last piece of code you submitted through
Nexus, and mark it offline using another piece of software that will recommend a
mark to us.
• We will share the output of this software with you, as quantitative
feedback, before the deadline of the next assignment, but any mark given
is provisional.
• Don’t upset this software! If it cannot compile your code, you will receive a
mark of zero.
• Code that works is better than code that is finished.
• Check carefully before submitting, and using Nexus, that your code can
be compiled.
• Still, this mark is only a recommendation, so we will use our discretion,
and formalise your marks at the end of the semester.
THE COURSEWORK: MARKING AND FEEDBACK (MARKING)
23
24. Semesters 1 and 2
We will ask you to submit some documentation of your code along with your
submission, so that we know you understand what your code does.
• We will check this documentation at the end of the semester and use its
quality to turn your provision mark into a final mark, for each assignment.
• Without submitting documentation along with your code, you will receive a
mark of zero for that assignment.
• A sample piece of documentation will be posted on KEATS to guide you.
You must also comment your code, and the quality of your comments will also
be used to determine your final mark.
Any code or documentation that is found to be similar will result in a harsh
penalty (more later).
We aim to trial a more interactive version of the Nexus submission and marking
tool in Semester 2.
THE COURSEWORK: MARKING AND FEEDBACK (CODE DESCRIPTION)
24
25. Semesters 1 and 2
During the laboratory sessions, while you are working on a piece of
coursework (e.g. CW2), the TAs will chat to you about the work you
just submitted (e.g. CW1).
• This discussion does not gain you any marks but is your main
opportunity to receive qualitative (e.g. code structure, style
and efficiency) feedback on your work.
• This discussion is much more important than your mark itself.
THE COURSEWORK: MARKING AND FEEDBACK (TA FEEDBACK)
25
26. Class Test (10%) on Wednesday 14th December.
• Designed to informally check your progress.
Exam (40%) in May 2017.
• Designed to test your programming abilities after the whole
year.
Both are multiple choice, but do not underestimate this format.
You must achieve at least 40% (except in exceptional
circumstances) in both the examination and the coursework
(which includes the class test) components in order to pass the
module.
THE EXAM
26
31. As mentioned, you will find a detailed support procedure on KEATS.
Books from the reading list are a good source of practical exercises,
but for support for theoretical topics, in all honesty, Google is more
efficient.
Email queries, if necessary, should be sent to
programming@kcl.ac.uk. Our personal email addresses are for
administrative issues only.
Come and see me during my office hours (generally on Fridays;
booking link and exact times on KEATS); I want to meet every single
one of you and I want every single one of you to make a good start
at learning how to program.
• My office hours start next week (3/10), because of tomorrow’s
one-off lecture.
SUPPORT
31
32. Dr. Martin Chapman
programming@kcl.ac.uk
martinchapman.co.uk/teaching
Programming Practice and Applications (4CCS1PPA)
Introduction
These slides will be available on KEATS, but will be subject to
ongoing amendments. Therefore, please always download a new
version of these slides when approaching an assessed piece of work,
or when preparing for a written assessment. 32
Thursday 29th September