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Programming formalisms — Shared document Nov 2024

Monday

Intro

Icebreaker

  • Q: What is your scientific field
  • A: Plant systems biology PhD (Fabian)
  • A: Biophysics/Bioinformatics (Pâmella)
  • A: Bioinformatics in translational breast cancer (Emilia)
  • A: Radiation physics
  • A: Astrophysics
  • A: Atmospheric Physics (Lloyd)
  • A: Neuroscience and Ageing
  • A: Computational chemistry (drug discovery)-Bruna
  • A: Radiation physics

Questions

  • Q: What is 1+1?
  • A: 2

Get started with Git

  • Q: I cannot push

    • A: You may have cloned the https address instead of SSH
    • A: you can update the "remote" with the line below somewhere in your local git repo
      • git remote set-url origin git@github.com:programming-formalisms/programming_formalisms_project_autumn_2024.git
      • Then git pull, since you should be in phase with updates on the remote GitHub
      • git push should then work!

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Intro to software analysis and design

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Confidence Report Menti

Retrospect

What helped us learn (let us move forward)
  • A:Good discussions in breakout rooms, great support, diverse experience of audience, frequent breaks
  • A:Discussion
  • A:Discussions in breakout rooms
  • A: Really well developed documentation with instructions and examples, hints etc
  • A:Discussions
  • A:The explanations and discussions
  • A:Answering quickly on the team sessions to questions
  • A: Having clear example on what to do help us to finish and understand the exercises better
  • A:Discussions on real-life situations
  • A:Having access to examples of done documents.
  • A:Interactive discussions, input from everyone.
  • A:
What stopped us from learning (What held us back)
  • A: In some cases lack of concrete examples, the project itself wasn't that integrated into some of the exercises, sometimes not clear how to apply to research, often topics are more applicable to rly large projects, lecture closely matched course document
  • A:
  • A:Short times in the breakout rooms
  • A: Sometimes goals werent super clear (ie how to write requirements from scratch)
  • A:Clearer documentation in some points
  • A:Not getting used to the abbreviations quick enough and then not knowing what was being discussed
  • A: course content in the website changing when it was already needed
  • A:Unclear instructions on the assignments
      • A: No clear instruction on what to do. Having example will help.
  • A:Unclear directions
  • A: For some discussions there was very limited time in breakout rooms
  • A: Limited time
  • A: Not accurate information (links, instructions) in the course documents.
What could we do to improve learning (What can we invent)
  • A:Write a clearer documentation in some points and perhaps a "dictionary" for main terms
  • A:More examples
  • A:Write tasks more clearly (for example "Task 1: Do this or that")
  • A: More hidden hints with correct answers
  • A: Have a terminology section where abbreviations or more technical terms are defined in a clear and easy to find manner
  • A:Separate presentation and course document, more info on how to apply to 1-person research (esp. risk section), Prepare a gold-standard requirements file so all participants can be on same page
  • A: Since we are a small group, we could work independently and share with everyone, instead of breakout rooms
  • A: Hints with instructions and directions for technical parts and possible issues
  • A: Make a concrete example not specifically related to the exercise, especially given a limited time to do it.
  • A:Phrase the exercises concisely already in the course website
  • A:Give an example before move into the assignment

What will we do(Act) [Teachers only]

[Lars] - Go back to separate Lecture and Website documentation [Lars] - Double check Formatting of website markdown [Lars] - Add examples directly into hints. [Lars] - Clear tasks with hidden do a, then b then c. [Lars] - clearer links to example documentation gold-standard project. [Lars] add examples of how this helps if you are a solo developer.(Long term, as current examples are more team focused) [Lars] relate to more concrete resarch focused examples. [Lars] Examples don't need to read the text.

Tuseday

Confidence Report Menti

Retrospect

What helped us learn (let us move forward)
  • A: Was interesting to discuss and read more, and figure it out by ourselves.
  • A: Teamwork and discussions was good
  • A: Having practical example really help and discuss it. Video helps too.
  • A:
  • A: Examples in the form of screenshots
  • A: Examples in the documentation, the interaction activity between teacher and student, the discussion.
  • A:
  • A: Working together on problems
  • A: Having examples in the information pages, and answers
  • A: Better examples and clearer instructions
What stopped us from learning (What held us back)
  • A: A very fast pace, at times there was too much info to absord (ie unit testing)
  • Having to juggle both doing something for the project and also focusing on the exercises at the same time
  • A: Lack of time to complete the exercises.
  • A:Not knowing form the start exactly what to do during the exercises
  • A: Little time to work on exercises after understanding all the info
  • A: Laggy teaching video
  • A: From simple example to applying it to project design in a short period of time is quiet challenging.
  • A: Not knowing where to find certain things (kambam board, the correct learners folder etc)
  • A: Not knowing from where to start and to where to go
  • A: Not enough time for the exercises, not knowing the time limit for the exercises.
  • A: Teaching video not working properly, wasn't able to see the code properly because of this.
What could we do to improve learning (What can we invent)
  • A: Give more time to absorb information before having to apply it on a big project
  • A: Either focus on simpler exercises and learning or focus on project work
  • A: More clear tasks
  • A: Focusing on less topics and working on those more deeply and with more time
  • A: take into account the time that these feedback sessions need (second day that the last exercise session is cut short)
  • A: In the teaching video show both the code and where it is being copied from, for clarity
  • A: Give more time
  • A: Maybe more time or simpler(focused) exercises.
  • A:
  • A: Tell us how much time we have for completing all exercises. Helps us to not spend too much time on just one of the exercises and then the time is up without us knowing.

What will we do(Act) [Teachers only]