29. Data Sources
• Enrollment / Dropout
• Quizzes and Exams
• Video Interactions
• Discussion Forums
• Program submissions
30. Syntax Error Messages Vague
if x = 1:
^
SyntaxError: invalid syntax
SyntaxError: Use “==“ for comparison,
use “=“ for assignment.
31. Inputs to Compiler Error Routine
Source
Code
Compiler
Error
Message
Ignored:
- Past program submission histories
- Problem Description
- Comments
- Test Cases
37. Attractive Nuisance
>>> table = [[]] * 5
>>> table
[[], [], [], [], []]
>>> def add(key, table):
table[hash(key) % len(table)].append(key)
>>> add(’x', table)
>>> table
[[’x'], [’x'], [’x'], [’x'], [’x']]
>>> table = listof(5, list)
def listof(n, kind):
"Make a list of n elements, each kind()."
return [kind() for _ in range(n)]
38. Faulty Student Models
• Given:
• nums = [1, 2, -3]
• max(nums) == 2
• max(nums, key=abs) == -3
• len(‘word’) == 4
• wordlist = file(‘words’).read().split()
• What is the longest word in wordlist?
• ?
• ??
• max(wordlist, key=len)
39. DWIM Attractive Nuisance
• def qsort(A):
if len(A) <= 1: return A
LT, EQ, GT = []
p = A[len(A)/2]
for x in A:
bin = (LT if x<p else GT if x>p else EQ)
bin.append(x)
return qsort(LT) + EQ + qsort(GT)
LT = EQ = GT = []
LT, EQ, GT = [], [], []
40. DWIM Attractive Nuisance
• spam = ['cat', 'dog', 'mouse']
• for i in range(spam):
print(spam[i])
• for i in len(spam):
print(spam[i])
• for i in range(len(spam)):
print(spam[i])
for x in spam:
print(x)
• for i in range(len(spam)):
spam[i] = spam[i].upper()
for x in spam:
x = x.upper()
41. Language Too General
y = (x + 1) (x - 1)
TypeError: unsupported operand
type(s) for +: 'object' and
'int'
SyntaxError: ‘*’ operator required.
use “(x + 1) * (x – 1)”
42. Multi-Language Confusion
File ”example.py”, line 1
root = new Node()
^
SyntaxError: invalid syntax
Test.java:6: cannot find symbol
symbol : class awt
location: package java
java.awt.Color(r, g, b);
^
Error: use “Node()” in Python;
use “new Color(…)” in Java
49. Motivation, not Information
• Willpower
• Due dates
• Peer support (forums, outside groups)
• Faculty encouragement (email)
• Pride of accomplishment
• Authenticity
• Early adopter
50.
51. Timeline (successful Coursera course)
#usersonsite
Real Couse
100K
50K
ramp up + exponential decay + due dates
synchronous, evergreen,
semi-synchronous, bus route
57. Alpha, Beta (steady progress) significantly better than Gamma (thrash, then
solution) on midterm. No significant difference on score for this assignment.
59. • Learning results from
what the student does
and thinks and only
from what the student
does and thinks. The
teacher can advance
learning only by
influencing what the
student does to
learn. -
Herb Simon
60. • Problem first, then explanation (Peer)
• Make students to prediction (see it is wrong)
• (They didn’t like that.)
• Experiments with more open-ended problems
• Experiments with peer grading
61. • “Richard Hamming told me his
secret: First get together the problem
sets and exams that you want the
students to be able to solve. Then
write a book that will teach them how
to solve them.” -- Hal Varian (1993)
T D D
68. How do we make it
one to one tutoring
and
mastery learning?
69.
70. “Books will soon be obsolete in the public schools.
Scholars will be instructed through the eye.
It is possible to teach every branch of human knowledge
with the motion picture. Our school system will be
completely changed inside of ten years”- Edison, 1913
71. “Lectures were once useful,
but now, when all can read,
and books so numerous,
lectures are unnecessary.
If your attention fails,
and you miss part of a lecture,
it is lost; you cannot go back
as you do upon a book.”
- 1791
72. Many Types of Individualization
• Student control over rewind (multiplay)
• Student choice of where to go next (multipath)
• Flipped classroom (Koller, etc.)
• Peer instruction (Mazur)
• Peer feedback
• Forums and other one-to-one interactions
• Machine learning?
• Courseware Engineering?
73. Open-Ended Work
Peer Grade
Self Grade
0
10
20
30
40
50
60
70
80
90
100
0 10 20 30 40 50 60 70 80 90 100
Teacher Grade
StudentGrade
“The Impact of Self-and Peer-Grading on Student Learning”.
P. Sadler, E. Good. Educational Assessment (2006).
