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Programming formalisms — Shared document Oct 2025

(RJCB: I removed the day 1 part)

Day 2

Retrospect

What helped us learn (let us move forward)

  • A: Interaction during explanations
  • A: Better instructions for exercises compared to yesterday
  • A:The practical exercises were really great !
  • A: Richel's enthusiasm :-)
  • A: Individual feedback for exercises
  • A:nice explanations and instructions for the tutorials, easy to follow, always there for questions
  • A:The exercises were helpful! Practising it and getting feedback is good!
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  • A:The live examples. It was helpful to get an explanation of the structure of the lesson before starting. Having a chance to ask questions in the individual breaking room.
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What stopped us from learning (What held us back)

  • A: Sometimes the assignements are unclear
  • A: No live examples for TDD, I would have appreciated at least one live demonstration of the methods before the exercises, and not just discussing it theoretically - it is a bit counterintuitive.
  • A: Too little knowledge in python to be able to feel confident in writing tests correctly - are you sure the initial requirements for the course are really enough?
  • A: rather similar examples, not really sure how this expand (especially TDD) to more complex settings, How easy is it to find tests then?
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  • A: I got issues with git in VS code but that probably comes down to my inexperience.
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What could we do to improve learning (What can we invent)

  • A: Better defined assignements ?
  • A: Give at least one live example of TDD before letting the students tackle the challenge by themselves. Or maybe suggest to watch one of the videos first?
  • A:Maybe a bit more hands-on exercise is good. Something a little complex.
  • A:Also, how to relate these good practices in our programming for our disciplines, for example assert and stuff won't work for simulations and other programming.
  • A: Do the first TDD example as a team and not individually - one good example would save from waisting time on pracitising the wrong method
  • A: Showcasing an exemplary more complex example
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  • A:A way to communicate with the teacher when inside breakout rooms!
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  • A:3 minutes for the retrospective questions is too long, we always end up answering the next questions during the first one :). maybe 2min? 2:30?
  • A:A bit more use case discussion on issues - like a how does it look like for a sample/real life project

What will we do(Act) [Teachers only]

  • Lars clearify excersises
  • Time management, make morning session more hands on less theory
  • Change from twice a year to only spring. to allow for more prep time for teachers.
  • Define clear roles before.

Confidence Report: (10min)

Give you confidence levels of the following statements, using this scale:

  • 0: I don't know even what this is about ...?
  • 1: I have no confidence I can do this
  • 2: I have low confidence I can do this
  • 3: I have some confidence I can do this
  • 4: I have good confidence I can do this
  • 5: I absolutely can do this!

I can create, assign and close an issue"

  • A: 5
  • A: 5
  • A: 3
  • A: 5
  • A:4
  • A:
  • A:
  • A:
  • A:

I can use TDD to develop functions

  • A: 3
  • A: 2
  • A: 4
  • A:
  • A:3
  • A:
  • A: 2
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I can use a kanban board

  • A: 5
  • A: 5
  • A: 3
  • A: 4
  • A:3
  • A:
  • A:
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I know how to make a risk for a requirment

  • A: 2 (but I missed that part unfortunately)
  • A: 3
  • A: 3
  • A: 2
  • A:
  • A:2
  • A:
  • A:
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I know the major parts of a development cycle

  • A: 4
  • A: 4
  • A: 4
  • A: 4
  • A:
  • A:4
  • A:
  • A:
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I know the major technical risks with a SW project

  • A: 2 (also missed that part)
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  • A: 3
  • A: 2
  • A:2
  • A: what does SW stand for, again?
  • A:
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I know where to find the 'latest' best practices

  • A: 2
  • A: 1
  • A: 2
  • A: 4
  • A:
  • A:2
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I understand what SDLC is

  • A: 4
  • A: 4
  • A: 3
  • A: 3
  • A:2
  • A:
  • A:
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I know what a Feature is

  • A: 4
  • A: 3
  • A: 4
  • A: 4
  • A: 4
  • A:3
  • A:
  • A:
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I understand how features relate to Requirments

  • A: 4
  • A: 4
  • A: 4
  • A: 4
  • A:
  • A:4
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I understand why TDD is important

  • A: 4
  • A: 4
  • A: 2
  • A: 5
  • A:
  • A:
  • A:
  • A:4
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I understand why assert is important

  • A: 5
  • A: 5
  • A: 5
  • A:
  • A:3
  • A:
  • A: 3
  • A:
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I understand why a kanban board is important

  • A: 5
  • A: 5
  • A: 5
  • A:3
  • A: 5
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I understand why issues are important

  • A: 5
  • A: 5
  • A: 5
  • A: 5
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  • A:4
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