| Module | CS1010XCP - Programming Methodology | ||
| Academic Year/Sem | 2017/2018 - Sem 3 | ||
| Department | COMPUTER SCIENCE | ||
| Faculty | SCHOOL OF COMPUTING | ||
| Raters | Student |
|---|---|
| Responded | 45 |
| Invited | 108 |
| Response Ratio | 42% |
| Statistics | Value |
|---|---|
| Response Count | 44 |
| Mean | 4.6 |
| Standard Deviation | 0.8 |
| Question | Module Average (1730-CS1010XCP-L) | Dept Avg (COMPUTER SCIENCE) | Fac Avg (SCHOOL OF COMPUTING) | Dept Avg by Activity & Level (COMPUTER SCIENCE-LECTURE (Level 1000)) | Fac Avg by Activity & Level (SCHOOL OF COMPUTING-LECTURE (Level 1000)) | |||||
|---|---|---|---|---|---|---|---|---|---|---|
| Mean | Standard Deviation | Mean | Standard Deviation | Mean | Standard Deviation | Mean | Standard Deviation | Mean | Standard Deviation | |
| What is your overall opinion of the module? | 4.6 | 0.8 | 4.6 | 0.7 | 4.6 | 0.7 | 4.6 | 0.7 | 4.6 | 0.7 |
| Question | Module Average (1730-CS1010XCP-L) | Dept Avg (COMPUTER SCIENCE) | Fac Avg (SCHOOL OF COMPUTING) | Dept Avg by Activity & Level (COMPUTER SCIENCE-LECTURE (Level 1000)) | Fac Avg by Activity & Level (SCHOOL OF COMPUTING-LECTURE (Level 1000)) | |||||
|---|---|---|---|---|---|---|---|---|---|---|
| Mean | Standard Deviation | Mean | Standard Deviation | Mean | Standard Deviation | Mean | Standard Deviation | Mean | Standard Deviation | |
| The grade that I am most likely to get in the module is: | 3.5 | 0.9 | 4.0 | 0.9 | 4.1 | 0.9 | 4.0 | 0.9 | 4.0 | 0.9 |
| Statistics | Value |
|---|---|
| Response Count | 44 |
| Mean | 4.1 |
| Standard Deviation | 0.6 |
| Question | Module Average (1730-CS1010XCP-L) | Dept Avg (COMPUTER SCIENCE) | Fac Avg (SCHOOL OF COMPUTING) | Dept Avg by Activity & Level (COMPUTER SCIENCE-LECTURE (Level 1000)) | Fac Avg by Activity & Level (SCHOOL OF COMPUTING-LECTURE (Level 1000)) | |||||
|---|---|---|---|---|---|---|---|---|---|---|
| Mean | Standard Deviation | Mean | Standard Deviation | Mean | Standard Deviation | Mean | Standard Deviation | Mean | Standard Deviation | |
| I rate this module as: | 4.1 | 0.6 | 4.0 | 0.6 | 4.0 | 0.6 | 4.0 | 0.6 | 4.0 | 0.6 |
| Comments |
|---|
| the support from the professor and tutors. the team has been very interactive with the students since day 1 and while the module requires a lot of hard work, it has been nothing but enjoyable |
| i lot of useful skills can be applied in my job (SWE) |
| Practice made fun through missions and leveling up. Able to learn the concepts more effectively. |
| it's conducted online, and the missions can be fun to solve |
| Able to complete online the module online. Very thorough coverage for programming methodology |
| The execution(engaging, challenging and rewarding), the support system from TAs as well as follow peers(forum and also other Alumni that i have met) |
| Has given me a very good understanding and foundation on the basics of com sci |
| Dedicated Prof and tutor. Interesting assignments. |
| Enhances your thinking processes |
| Online lectures are great for alumni, especially since it is challenging to take time off to attend lectures at specific timing. This provides the flexibility to view lectures as and when we(alumni) are free. The deadline for missions, tutorials and training bonus points are also a great way to motivate students to be on task and do work in a timely manner. As this is a programming module, it is useful that the submitted code are run by several test cases which allows us to see if we are doing it correctly when we submit, i.e. timely feedback. While I feel that this module is extremely heavy and difficult for a Level 1000 module, it strives to teach a lot, and as an alumnus taking this, I think it is very value-for-time course, i.e. a course that power packs lots of learning materials into a fixed span of time. Great module. |
| I learnt a lot from the module (from zero knowledge to moderate coding capability). It is also very well structured. |
| Gave me a clear understanding of what to expect if I wanted to do coding in the future. Provided a good a example of what a typical life of coder will look like (perhaps). If someone would like to take computing as a major, I think he/she should take this module to test whether there is an interest in the subject. I think the NSF are really lucky to take this module before they enter university. |
| Keeps me interested and engaged, lots of things (maybe too much) to do. |
| It is intellectually stimulating, with a focus on problem solving. |
| As with any formally taught module, I liked that it provided a structured approach to learning the content. Coursemology with its autograding for training exercises was also useful because it facilitated independent learning. |
| It's very interesting and applicable for students who are keen to pick up data analytics. |
| It's a useful module and everyone (the professor and TA) are nice. |
| Very interesting. Makes me think about how I can use it in my work. |
| Awesome professor and teaching assistants! |
| Challenging yet very interesting. The online portal and gamification concept is fun and very effective. |
| Challenging. Course is taught in a way to help students to apply knowledge on other coding languages. |
| Learning about coding |
| It is very interesting, and i enjoy solving the problems given as assignments |
| I was challenged constantly |
| putting learning into practice through various type of homeworks :) |
| – provides a good overview of the domain of comp science - The rigor of the materials and exercises. - Excellent teaching support from the prof and TAs |
| The manner the module is presented |
| –provide more flexibility to the student to complete task (even though there are dateline). -youtube video, embedded for easy comment. - codify your knowledge in lecture video. - coursemology is good. it alway prompt email and provide reminder. |
| Assignments build on previous concepts, prof guides us through complex problems rather than just throwing them at us and leaving us floundering |
| Python is a very useful language especially in data science. |
| Learned a lot |
| Everything thus far. |
| particularly I like the homework missions |
| Comments |
|---|
| Many homework |
| the C component is disruptive of learning process |
| too short haha~want to spend more time on all those exercises... |
| the difficulty; you have to figure a lot of things out by yourself. |
| Workload was quite heavy for alumni and could be tough for students without programming background |
| Too difficult! |
| For alumni, it is abit hard to keep up with given work commitmment, was really struggling to stay up to date. |
| Still too much weightage on the written final exam. |
| Sometimes when the submitted code do not pass private test cases, there is no message as to why the code doesn't pass. Without such feedback, we are at a loss of what to correct and have to ask our TAs which may take time. |
| The pace is quite fast, and weaker students tend to struggle quite a bit. |
| Personally I think this module is a good take for myself. |
| Really hard work needed, something alumni may find difficult to commit if having full time job. |
| It is a little lengthy. As an alumni, it is not easy to retain the same level of intensity for a full six months. The duration have been just nice if the exams were in May, as with the usual modules. |
| 1. The teaching style, which did not accommodate true beginners to programming and did not factor in varying age/background of students. (For example, during our very first online tutorial session on Zoom, an older alumni student was having trouble using the software, possibly because his computer was running on Windows 7. Prof Ben's solution: to ask him to get a computer with a newer OS.) The constant incredulity expressed by the prof that alumni would want to learn programming for the sake of lifelong learning also got very tiresome. 2. The online-only format for alumni students - although we could opt to be slotted in with the NS students' physical tutorials in the second half of the module, the timings would not have worked for usual-office-hours type of working adults. In any case such information wasn't properly available prior to the start of the module - see point #4. 3. Mismatched expectations about what this module would address. Alumni students were given to understand that this is an intro module on Programming Methodology requiring no prior experience with programming. I expected an intro-to-programming type of module to address bigger-picture concepts at some point about what programming is, why different programming languages are necessary, etc. Instead, this module jumped straight into the nuts and bolts of Python. It felt like there was no broader context to what we were doing or learning. I don't think this is the appropriate introductory programming module to offer to alumni students with no prior programming experience. 4. This is general criticism directed SCALE/the Lifelong Learning Programme, and not this module in particular: information about the module during the application/pre-acceptance phase was VERY lacking. This seemed to be the case not just for alumni but for the teaching teams running the modules as well, since as Prof Ben told us 7 weeks into the course: "I suspect that CS1010X is likely the first class you have taken under the new NUS Lifelong Learning Programme. This is certainly a first for me and I had worked on the assumption that it was to work like a regular class. As it turned out, that's not quite true and I spend the last week clarifying with SCALE how this whole thing works. I believe that many of you also signed up with without a clear idea of what this is about or how this whole thing works." SCALE should NOT be offering modules that do not have teaching teams already FULLY briefed and prepared to accommodate alumni students of varying ages and backgrounds. Additionally, if a module is listed as not requiring prior experience in its subject matter, teaching teams should be prepared to accommodate true beginners. Basically, SCALE should be making sure that teachers and students are on the same page about what modules are about and how they will be taught. This whole experience has been frustrating. |
| It's really difficult, and requires much effort. |
| The lectures can be clearer, given that sometimes I am still very blur after watching the lecture videos. |
| A lot of thinking questions which are not my forte. But I guess that's part and parcel of learning. The second half of the course was too fast for me to catch up. |
| Nothing in particular |
| Nothing |
| NIL |
| – |
| There is alot of self-learning and figuring out in this module. |
| Nothing |
| – |
| For most working alumni, week day classes are almost impossible to attend. Would have liked to have short sessions on Saturday mornings, for quick consultation and face to face learning. |
| The second half of the module is rather fast paced (which is expected) |
| –no textbook. there should be a textbook if interested student or student who dont understand can read for further reading. - online lecture. online lecture could be better present. Refer to Introduction to Computer Science and Programming in Python (Fall 2016). The slides are given highlighted in red for attention. Lecture slide are too brief and does not provide sufficient information to solve question. - everything is online. there is no human touch. - previously i like programming, but after going through this it kill the interest in computer science. - online lecture video. only part a of the lecture is recorded this year while the other part is of 2017 recording. - after going through module, it make me particularly sad and depressed because cannot even solve a 1000 series module. - forum to have a search function. - remedial class is not recorded for weaker student to go back to revise. - i dont think i learn computational thinking. what i felt i learnt is to program in a language/format that they are able to execute to solve the problem. |
| C only introduced in the last 2 weeks and then examined. Suggest introducing it earlier to build fluency in the language. |
| Heavy workload. |
| Nil |
| Nil. |
| the last part is kind of rushy |
