1 / 21

Soft131 01 – Module Introduction

Soft131 01 – Module Introduction. Web site. All material (slides, handouts, etc.) available before session: mdixon.soc.plymouth.ac.uk. About Me. Contact Details Mark Dixon mark.dixon@plymouth.ac.uk 01752 586225 Portland Square Room B316

erasmus-hutchinson
Download Presentation

Soft131 01 – Module Introduction

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Soft13101 – Module Introduction

  2. Web site • All material (slides, handouts, etc.)available before session:mdixon.soc.plymouth.ac.uk

  3. About Me • Contact DetailsMark Dixonmark.dixon@plymouth.ac.uk01752 586225Portland SquareRoom B316 • AvailabilityMon, Tue, Wed, Thu – School of Computing Communications and Electronics (main campus)Fri – other work (usually off-campus)

  4. Driving, IT, and Computing Driver Mechanic Designer use car fix car invent car User IT Support Developer usetechnology install + fixtechnology create + build invent technology University Computing Degrees School ICT GCSE/A level

  5. Dynamic-Interactive Web-sites

  6. Module Aims • This module aims to teach you, how to: • learn • surface learning (memorisation of isolated facts): hacking • deep learning (interrelated concepts) • includes interacting with others (lecturers, students, …) • develop software: • fundamental programming concepts (e.g. events, procedures) • how to combine these to solve problems • use JavaScript, and PhP

  7. Module Admin • Lectures and tutorials: • start at 5 minutes past the hour, and • aim to end at 5 minutes to the hour • if no lecturer - wait until 15 minutes past the hour then you may leave • Turn mobile phones off. • Ask questions or comment at any time • Feel free to talk quietly amongst yourselves • No need to ask to leave (for toilet, doctor's, etc.) • Lectures: • Don’t come in after 15 minutes past the hour.

  8. Module Format The module is delivered as follows: • Lecture: 1 hr per week, all groups • Tutorials / Practical Session: 2 hr per week lots of these (please check timetable) • Privatestudy (as much as it takes – typically 3 hours/week) • 1 to 1 sessions (my office or labs) as needed at your request • Teaching Evaluation (timely and specific) • Student Perception Questionnaire • Continuous Informal Feedback (talk to me)

  9. Timetable

  10. Schedule (subject to change)

  11. Reading List 1 The following book is recommended reading: • Robbins J (2006) HTML & XHTML Pocket Reference (3rd edition). O'Reilly. ISBN: 978-0-596-52727-3 • Flanagan D (2001) JavaScript Pocket Reference. O'Reilly. ISBN: 0-596-00411-7 • Gennick J (2006) SQL Pocket Guide (2nd edition). O'Reilly. ISBN: 978-0-596-52688-7

  12. Reading List 2 Additional reading (the following are referred to occasionally, borrow from library): • Pressman, R (2000) Software Engineering: a practitioner's approach. 5th edition. McGraw-Hill. ISBN: 0-07-709677-0. • Sommerville, I (2001) Software Engineering. 6th edition. Addison-Wesley. ISBN: 0-201-39815-X. • Overview of Software Engineering: Chapter 1, especially page 4. • Preece, J; Rogers, Y; Sharp, H; Benyon, D; Holland, S; and Carey, T (1994) Human-Computer Interaction. Addison Wesley. ISBN: 0-201-62769-8 • Direct Manipulation: Section 13.6, pages 270-272. • Interface Design: Chapter 24, pages 487-499. • Shneiderman, Ben (1998) Designing the user interface: strategies for effective human-computer interaction. 3rd edition. Addison-Wesley. ISBN 0-201-69497-2004.019 SHN

  13. Student Background • Typically wide range of prior experience • 10 years programming (professional?) • 5 years programming (professional?) • 2 years programming (learning?) • 1 year programming (learning) • no programming • Can be difficult to cater for all number ofstudents A B C D E

  14. Attendance • Attendance is compulsoryand essential to pass • This is not a distance learning course • portal is supplement (not replacement) for attending lectures and tutorials

  15. Last Year • 36 students • offered 1 to 1 sessionsafter assignment 1 • all who did this passed • 14 failed initially (38%) • large number of non-submissions • everyone who attended - passed • everyone who submitted - passed

  16. Strategy for Success • Most failures: • tried to do it on their own • missed many lectures and tutorials • didn’t ask questions • didn't come and see me with problems • To pass module • attend lectures and tutorials(if you miss a session – see me – I will help) • ask questions

  17. Expectancy-ValueTheory of Motivation • People avoid tasks they see as: • impossible • pointless • This module is: • challenging, but not impossible • critical to your degreetechnical skills foster creativity

  18. Student Feedback • feedback form • filled in by students • handed in with assignment • this student: • failed (low attendance, low contact with me) • did referred work (over summer) • passed

  19. Student feedback (zoom)

  20. Admin – jobs • Computer weekly (jobs in 7 days) 6 Oct 2008 1 Oct 200629 Sep 2005 • java 1849 3237(2234) • VB 1185 1671(1614) • ASP 1693 1709(1355) • php 630 551(215) • flash 463 407(168) • dreamweaver 98 171(69) www.cwjobs.co.uk

  21. Admin – jobs

More Related