A Web of Memories
The near ubiquitous web, even in it’s basic form, provides a vast interconnected mesh of facts, thoughts and ideas such that there is almost never a question where the answer is not at our finger tips, but can our education system, and the world, keep up with such a radical new way of thinking and learning?
With the ever increasing ubiquity of the internet, carried wherever you might want it on your laptop, tablet or smart phone means that you now have constant access to a stream of information about almost anything. Who’s that actor? What’s that song? What is the speed of light? When was Mozart born? Two or three taps on your device of choice and you have the answer, anywhere, any time.
If you can have the answer to anything at your fingertips, instantly, where is the value of memorising untold quantities of facts, figures, formula and processes? More and more the human condition is being stored in a digital enclave, thoughts and feelings, facts and figures, all safely stored for later retrieval away from our fragile collection of flesh and bone.
Those in accademia have long accepted that learning to do things repeatably and accurately by rote has become less and less valuable, this is highlighted no better than manufacturing. Once the great engine of the British industrial age, manufacturing has withered away as such tasks have been moved to areas with suplus labour, and hence lower wages, such as China. Even the precision or artistry of an engineer or craftsman has been largely replaced by mechanised alternatives who work tirelessly without mistakes. So what of our studies?
One might argue that even at the university level much of what is required is nothing more than creative plagiarism and rote regurgitation. Take Brunel University’s CS3010 where the students are tasked with filling a wiki with social web concepts. Here much of the work required is simply ripping off the appropriate articles from Wikipedia and not getting caught. A task that could no doubt be accomplished algorithmically with a little thought, replacing the students with nothing more than a small shell script.
And here in lies the answer. It is the creation of such an algorithm, such a script, which requires thought, understanding and presence of mind. It could be argued that universities already assess understanding of concepts and ability to apply concepts in their testing, but ever so frequently this is entirely dependant on rote learning of an underlying thought. For example, imagine a question like so: “Apply a WBS to the following case study.” Here we are undeniably testing the ability to apply concepts, but without the rote learning of how to do such a process, or even what WBS is, you have little hope of attaining any grade.
The fragile existence of human beings lends itself to offloading as much as possible into this backing store, a cloud brain, that can be accessed at will without burdening our main cognitive processing abilities, but at what point do we stop such progression and how do we determine fact from fiction and who has what abilities as we move on from the Information Age, where information is currency, to an era where information is ubiquitous and truly free?
Thoughts on Computer Science Education
While the old adage “Computer science is no more about computers than astronomy is about telescopes.” is often brought to bear, I often have to ask “But how else is one supposed to chart the heavens?”.
Throughout my time at school, college and university I have been passionate about the standard of the education provided to not only myself, but my fellow students as well. At many stages I’ve wondered, could I do a better job and teaching has always been something I would consider doing given the opportunity.
While I’m not an ‘activist’ student or even one who would voluntarily join the popularity contest which masquerades as a student parliament, or whatever the institution in question happens to call it (no, I’m not bitter, I’ve never run), I do try take an active role in shaping my learning experience.
Back in 2006 Jeff Atwood of Coding Horror wrote an interesting piece regarding the teaching of programming to computer science students. In the paper to which he refers the authors, for the most part, write off a large proportion of students and their ability to ever learn the skills required. However, the paper does have some interesting points, such as the following footnote.
Nowadays in the UK one has to say that they ought to fail, but because of misguided Quality Assurance procedures and the efforts of colleagues who doggedly believe in the normal curve, very many of them are mistakenly and cruelly ‘progressed’ into following courses. That process so far degrades the quality of their education and the reputation of computer science as an academic discipline as to be of burning commercial, professional and intellectual importance, but in this paper it must be by the by.
This somewhat struck a chord. Whenever big programming projects are due and I’ve got time to spare I make myself available to my peers and even in our second year I find students who are still unsure of the correct placement of semicolons in their Java code. Was it fair — to them — that they were progressed into the second year?
Testing What You Teach
In December 2008, the first year of my computer science course, the class was given a 1 hour, open-book programming test. The failure rate was astronomical and, if I recall the figures correctly, one of the lecturers informed us that of the first 50 projects he attempted to run from his test harness none of them compiled, let alone ran — at which point he gave up and began grading manually. The test was actually relatively simple, manipulating our numeric student ID in various ways and displaying the results on the terminal; the threshold for a pass was simpler still: anything that compiled, regardless of if you attempted to answer any questions. At this point it is probably prudent to note that IDE (if you can call it that) which we were using at the time was BlueJ and as you may imagine new projects compiled by default.
Regardless of the perceptual ease of this assignment I wrote a 2500 word essay on all the things wrong with the exam, including an alternative question set which I felt was more appropriate and focused on the objects first teaching style to which we had been exposed rather than the mathematically heavy string and integer manipulation. I felt that while students likely grasped Java to a reasonable standard, it was likely that the totally left-field questions and the untaught functional style required to answer the questions was the root of the problem, but the problems ran much deeper than that.
Syntactical Challenges
During the exam season in the following May we were given a written exam for the same class. While I don’t have a copy of the exam paper (the ethics of which are moot as first year students now take Python as part of a fully re-designed module instead) I have prepared an example question from the paper as it was presented:
5. Why does the following Java code fail to compile? (1 mark)
The astute among you may notice the error message at the bottom of the editor and the associated yellow highlight on the relevant line of code which in no uncertain terms explains why the code, does indeed, fail to compile. Yes, the answer to the exam question was in plain text in the question itself. When I asked students about this after the exam none of those I spoke to claimed to have noticed this and many professed that they did not answer the question at all. In light of this revelation my 6 page rant at the teaching staff regarding functional vs. object-oriented programming styles seemed rather redundant.
Despite this, which was said to have been an essential and doubly weighted module, it appears very few students were not progressed through to the second year.
Building a Team Environment
Our second year programming assignment was done as a group project and as such I expected there to be appropriate collaboration tools at our disposal, I was sorely disappointed. Each of my repeated request for collaboration tools to be made available were summarily turned down. Despite independent research into appropriate collaborative solutions being a requirement of the module, support from the teaching staff was noticeably lacking and no mention of the options available was made.
When I made both a Trac and Subversion (SVN) server available for my group to use they were clearly in awe and immediately saw the huge potential over passing .zip files of code back and fourth as most (if not all) of the other groups were forced to do. Of course, this configuration was neither sanctioned nor easy as I had to setup each of my group members with pre-compiled binaries of subversion and have them take up a fair percentage of the allocated storage on their mapped network drive.
In addition, despite being told we would have total control over the database schema for the project the entire class was given a single login to a single, poorly designed database on the provided database server. As you can imagine the database was quickly reduced to meaningless gibberish as around 150 students hammered away at it with different perceptions of what where appropriate values for each field with their buggy code. Here I was not alone in setting up my own database for the project for our software to use, insulating us from the chaos and allowing some subtle re-engineering to simplify development.
Solving Problems
The ability to work so closely with a group of inexperienced developers allowed me to note another interesting conundrum. Some students just don’t know how to tackle a problem programmatically. For example, I gave the following code snippet to a student in my group who was having trouble getting started.
public ArrayList<Donor> name(String name) {
ArrayList donors = new ArrayList();
// Get an iterable list of all Donors
Donors allDonors = new Donors();
// TODO: Search for [name] in each donors' name
// - Add matching donors to [donors] list
return donors;
}
Where Donors is a fully documented and conveniently packaged database access class representing all rows in the donor table (unless constructed otherwise) as simple data-bearing Donor objects, and inherits from the familiar and iterable ArrayList.
40 minutes later no progress had been made. Straight forward enough you may think, but still you have to give each student their due, this still doesn’t solve the problem — and maybe it is not obvious to everyone what to do now. Despite the clue in the return type, initially the student believed that the method should return the name of the user who was being searched for until we discussed the limited value in this response as we already knew the name of the person we were looking for. I prompted the student still further by asking
What would you do if I gave you the list on paper?
We discussed the repetitive task of going down the list, checking to see if the name matched and the proceeding to copy the donors’ details to another sheet of paper if the search term matched before drafting the following solution together.
public ArrayList<Donor> name(String name) {
ArrayList donors = new ArrayList();
// Get an iterable list of all Donors
Donors allDonors = new Donors();
for (Donor d : allDonors) {
if (d.getName().toLowerCase().contains(name.toLowerCase())) {
donors.add(d);
}
}
return donors;
}
A totally workable iterative solution. Gets a little hairy with those nested statements in the if as we do the search, but nothing ground breaking or ridiculously complex. Next I asked the student to fill out the following method body to search on the address.
public ArrayList<Donor> address(String address) {
ArrayList donors = new ArrayList();
// Get an iterable list of all Donors
Donors allDonors = new Donors();
// TODO: Search for [address] in each donors' address
// - Add matching donors to [donors] list
return donors;
}
The stark similarity should have been obvious, but they simply had no idea of where to start. After showing them some copy-’n'-paste coding we had a working solution in seconds. It wasn’t until I was explaining the most basic of algorithm designs and demonstrating the flexibility and, in many ways, the purpose of using an object oriented design methodology had I realised that problems that students were facing.
In reviewing the final and submitted code for this article, I noted the following comment had been added to the return statement of the address search method.
return donors; // returns the address of the donor
My heart sank. I thought we had this concept nailed down.
Timing, it’s of the Essence
Over the course of the class the teaching staff slowly dolled out the required materials, unnecessarily slowing the development of our projects and, as I noted before, when it came to version control and collaboration tools, none were provided. To add insult to injury the week before the project was due the class was finally given a lecture on design patterns — specifically MVC — and it was suggested that we use it in our project. It was a little late to ask for the class to re-engineer their projects.
The nature of group projects also allowed a number of students to avoid work, either by being uncooperative or simply ignoring emails and not turning up. A number of groups were half the specified size by the time the project was due. My own experience of this was one student who finally showed up the day before the project was due. It was a real shame as he understood the projects, just didn’t want to do any work. Together we rushed out some thing workable for his assigned part of the project and left it at that.
Setting the Standard
While results for the module have yet to be announce the class was informed that code that met the given criteria was not expected and projects which failed to work could still easily result in a pass for the module. While the nature of group projects does require some understanding from those who grade them to allow for students who are either well in advance or below that of their peers the idea that a group software engineering project which does not come close to working as an integrated whole garnering a pass mark shocked me somewhat.
Of course, I have myself benefitted from this arrangement. Our project is by no stretch of the imagination “complete”, however it does have some basic functionality. Had our group not had to fight the system to get collaborative tools maybe we would have been able to spend more time actually getting some work done — and maybe the other groups would have had the chance to get something working at all.
Conclusions
You might wonder why I would publicly criticise my university education? Well, for starters the university itself has already acknowledged the issues in my course by opting to re-engineer it from the ground up for the 2009-2010 intake of students. It also seems that my experience is not unique with supporting research from other institutions publicly available. I also believe in acting on issues and I made a point, maybe to the teaching staffs’ dismay, of raising my issues both with them and, as appropriate, our head of year.
I still truly believe that, despite the research mentioned in the paper, everyone can learn to program, at least to a basic level. I think for most students I have spoken to, they want to learn. It seems the issue is one of breaking down a problem into manageable chunks, finding where to look for solutions and maybe most importantly learning how to RTFM.
Slower Computer, Higher Productivity
While good enough computing maybe the future of the tech industry, the unfortunate failure of one modern machine has seriously improved productivity in an age of constant distractions.
My MacBook died. Again. The nice man at Apple Care tells me it’s a hard drive failure. Again. You might think I lob the machine around, no consideration, just chuck it in my bag – but no; for the last month it’s been happily sitting, safe and sound on a laptop stand on my desk. So I’m sitting there, listening to Leo Laporte and the machine just stops responding, pin wheel and everything. I hard-reset it an no OS X for me. Great. No machine, and to top it off as of next week it’s exam season for me.
Fortunately, being sat on the desk full time, I have a Time Machine backup of the drive so my files, in particular my class notes, are safe. With any luck the restore functionality works wonderfully and I’ll have my machine back in no time at all and restore it right over the top. In the mea- time, however, I’m on my Blue and White PowerMac G3. For comparison: Black MackBook, 2.16 GHz Core 2 Duo, 2 GB DDR RAM, OS X Leopard, vintage 2007 vs PowerMac G3, 450 MHz o/c, 512 MB SD RAM, OS X Tiger (slowly), vintage 1999. The machine is 10 years old. While its a beautiful machine and my first Mac (kept for sentimental value), obsolete is a generous way to describe it.
Yet, my productivity is up.
As I mentioned, it’s exam season for me right now and my revision has been almost non-existent; I am easily distracted by the vast amounts of interesting content to be found on the information superhighway. Not being able to open more than 4 tabs in my browser without it slowing to a state where I can no longer scroll coupled with a total inability to watch video at a frame rate higher than 4 frames per second has made me really consider the way I work with my computer.
Email drives me, for a student I get a fair amount, and as such I really appreciate a good desktop client, like Mail.app on OS X – but there is no way I’m going to set that up on this machine, it’s only temporary and I have GBs of the stuff which will have to be synchronised before the barely usable spotlight search can provide anything like accurate results. My new found tab limitation has really killed my obsession with this killer app of the 21st century.
My two favorite time killers, Digg and Slashdot, are also stemmed by my browser’s limitations. Where as before I’d browse down Digg or Slashdot and open 50 pages of trivial information, audio, photos and media. Now I have to seriously consider every page. Video of dancing hamster? No point. Photo stream of worlds cutest cats? Only if I want to reboot the machine two photos in. Want three different options on a particular current affairs issue? Not all at once. Flipping back and fourth to open links, it’s just not the way I browse the web. I like to cue my content up.
So I spent the entire day on the university website doing quizzes and practice tests, reading materials and browsing the student discussion boards for tips and reviews of exam questions. Not only do I feel like I’ve made serious progress in the last few hours I’ve unlocked reams of additional content to review which should help me tie up my studies over the next few days.
But make note: once I realised this old beast could handle one page of text at a time, notice what I had time to do… oh well, maybe I’ll pass next year.