January 14, 2012, 2:22 pm
Audrey Watters writes in Hack [Higher] Education that maybe it’s time for programming to join critical thinking and effective writing as part of the body of required knowledge for all university students:
But I will posit that all students should learn programming, whether they plan to become programmers or not. Many universities already require students take composition in order to graduate. Perhaps it’s time for programming — “the new literacy” — to become a requirement too?
I don’t mean that every student needs to learn C++ or Python or Perl or Java or Ruby. But I do think everyone needs to know how the Web works — how search engines operate, for example, and what’s “server side” and what’s “client side” and why the difference matters. Everyone needs to know some HTML (a mark-up, not a programming, language I realize). And with the move towards the fifth revision of the HTML…
October 21, 2011, 8:51 am
As my only real contribution to the blog this week (I’m trying to amortize a stack of Calculus 2 exams before the weekend), I just wanted to announce that Mathworks News & Notes, the trade publication for Mathworks (developers of MATLAB), this quarter has an article about my flipped MATLAB class that I taught at Franklin College. You can download a PDF of the article at the website. That article has been about 9 months in the making. They did the photo shoot in April. (My students come off looking a lot better than I do, which is about right.)
The article does a nice job of explaining the context of the course, why I chose the inverted classroom format for it, and how things went on a day-to-day basis. I am very proud of the course and the work that students managed to do in it, and I’ll be thinking about — and trying to improve upon — that course for years to come. Longtime readers…
September 7, 2011, 7:30 am
From around the interwebs this past week:
- John Cook shares Python code used to slice open a Menger sponge.
- OxDE talks about antiparallelograms and asks some questions about tiling the plane with them.
- 360 asks the important questions, such as Why can’t people on Glee do math right? There’s more than one right answer to that question, I think.
- Alasdair McAndrew takes a detailed look at alternatives to MATLAB, including Octave, Scilab, and Freemat. Sadly, his preferred alternative isn’t 100% OS X friendly, but that’s not his fault.
- My GVSU colleague John Golden looks at different ways to annotate PDF’s using a Bamboo tablet.
- On Slashdot, a report that Google is shuttering 10 of its projects. Most of these are marginal at best, with the notable exception of Google Notebooks, which does seem to get used by a nontrivial number of people.
- Finally, at Mark Guzdial’s Computing…
May 25, 2011, 8:23 am
I’ve just finished up the spring semester, and with it the second iteration of the inverted classroom MATLAB course. With my upcoming move, it may be a while before I teach another course like this (although my experiments with targeted “flipping” went pretty well), so I am taking special care to unwind and document how things went both this year and last.
I asked the students in this year’s class about their impressions of the inverted classroom — how it’s worked for them, what could be improved, and so on. The responses fell into one of two camps: Students who were unsure of, or resistant to, the inverted classroom approach at first but eventually came to appreciate its use and get a lot out of the approach (that was about 3/4 of the class), and students who maybe still learned a lot in the class but never bought in to the inverted method. No matter what the group, one thing was a …
May 18, 2011, 9:53 am
We’re in final exams week right now, and last night students in the MATLAB course took their exam. It included some essay questions asking for their favorite elements of the course and things that might be improved in the course. I loved what one of my students had to say about the assignment in the course he found to be the most interesting, so I’ve gotten permission from him to share it. The lab problem he’s referring to was to write a MATLAB program to implement the bisection method for polynomials.
It is really hard to decide which project I found most interesting; there are quite a few of them. If I had to choose just one though, I would probably have to say the lab set for April 6. I was having a really hard time getting the program to work, I spent a while tweaking it this way and that way. But when you’re making a program that does not work yet, there is this sort of golden…
May 9, 2011, 7:43 am
Image via Wikipedia
A while back I wondered out loud whether it was possible to implement the inverted or “flipped” classroom in a targeted way. Can you invert the classroom for some portions of a course and keep it “normal” for others? Or does inverting the classroom have to be all-or-nothing if it is to work at all? After reading the comments on that piece, I began to think that the targeted approach could work if you handled it right. So I gave it a shot in my linear algebra class (that is coming to a close this week).
The grades in the class come primarily from in-class assessments and take-home assessments. The former are like regular tests and the latter are more like take-home tests with limited collaboration. We had online homework through WeBWorK but otherwise I assigned practice exercises from the book but …
March 29, 2011, 4:25 pm
Between the Salman Khan TED talk I posted yesterday and several talks I saw at the ICTCM a couple of weeks ago, it seems like the inverted classroom idea is picking up some steam. I’m eager myself to do more with it. But I have to admit there are at least five questions that I have about this method, the answers to which I haven’t figured out yet.
1. How do you get students on board with this idea who are convinced that if the teacher isn’t lecturing, the teacher isn’t teaching? For that matter, how do you get ANYBODY on board who are similarly convinced?
Because not all students are convinced the inverted classroom approach is a good idea or that it even makes sense. Like I said before, the single biggest point of resistance to the inverted classroom in my experience is that vocal group of students who think that no lecture = no teaching. You have to convince that group that what’s…
March 25, 2011, 7:22 pm
Image via Wikipedia
Sorry for the time in between posts lately. It’s been an odd mix of attending conferences, getting ready to attend conferences, and spending time in the hospital being treated for skin infections picked up at those conferences for the last couple of weeks. Long story. Let’s talk about something more pleasant than cellulitis, namely screencasting.
So far I’ve posted about the general idea of screencasting and what I do with screencasts, and I’ve posted about the all-important planning phase of screencasating. Now I’m ready to start getting to the nuts and bolts. Of the three kinds of screencasts I do, probably the simplest is the lecture capture. In a lecture capture I am simply recording a slide presentation or a Prezi with a voiceover. Here’s an example, which is an overview of the first…
February 28, 2011, 8:00 am
Since I started to put serious amounts of time and effort into screencasting last summer, I’ve gotten a lot of requests to blog about how I go about making these things. Starting with this post, I’m going to do a multi-part series here about making screencasts — or at least how I make screencasts, which is a long way from perfect or canonical, but it’s what people asked for! I hope it’s useful for people who are interested in this kind of thing and need some pointers; and I hope too that those with more experience and better ideas than I have can share.
First, let’s start with a few FAQ’s.
Q: What is a screencast?
A: A screencast is a video of stuff that is happening on your computer screen. There is often, but not always, some kind of voiceover happening in…
February 23, 2011, 5:19 pm
Our semester is into its third full week, and most of my time (as you know from checking my Twitter or Facebook feed) is being spent, it seems, on making screencasts for the MATLAB class. I feel like I’ve learned a great deal from a year’s worth of reflection on the first run of the class last spring, and it’s showing in the materials I’m producing and the work the students are giving back.
The whole idea of the inverted classroom has gotten a lot of attention in between the current version of the course and the inaugural run — the time period I think of as the “MATLAB offseason” — through my blogging, conference talks, and everyday conversations at my work. One of my associate deans, off of whom I’ve bounced a number of ideas about this course, related a conversation he recently had with someone about what I’m doing.
Associate Dean: So, Talbert is using this thing called the inverted…