24 Matching Annotations
  1. Apr 2019
    1. Do you have graded assignments in your classes simply to generate grades?

      This is the I of F-L-I-P. Intentional Content.

    2. minimumthat

      missing space here.

    3. to gets an A."

      Should be "get an A."?

    4. Punitive grading systems teach students to avoid mistakes at all costs,

      This reminds me of Fredele's message in a video that she recorded for me.

  2. Mar 2019
    1. Evidencia SIBQ0102A, SICI0102A, SICT0102A, SIIT0102A SIBQ0301A, SICI0301A, SICT0301A, SIIT0301A SIBQ0302A, SICI0302A, SICT0302A, SIIT0302A SIBQ0303A, SICI0303A, SICT0303A, SIIT0303A SIBQ0401A, SICI0401A, SICT0401A, SIIT0401A SEG0703 Puntos

      debe ser 702A y aqui dice 703a

    1. y métodos

      This should not list 'métodos". Ariel Ortiz also commented on this in January that we should remove this.

    1. The Phyton Language Reference (Enlaces a un sitio externo.)Enlaces a un sitio externo.

      typo here, should be Python

    1. are too brittle to be useful.

      What does Kent mean here when he uses the word brittle?

  3. Feb 2019
    1. Create your Hypothes.is account. Your submission is a link to your user.

      this is recursive.

    1. Team stability: Maintenance costs are greater if the original developers are not available.

      Ken asks: why?

    2. Reality: The book of standards may very well exist, but is it used? In

      Yes, this is key.

  4. Jan 2019
  5. web.engr.oregonstate.edu web.engr.oregonstate.edu
    1. whichuseasp ecialclassforasentinelvalue,

      the POWER of object-oriented programming and polymorphism.

    2. to communicate witheachother

      message passing.

    3. This is the key, this is why we want to push towards true object design and implementations.

    1. It has been just so in all of my inventions. The first step is an intuition, and comeswith a burst, then difficulties arise–this thing gives out and [it is] then that ‘Bugs’–as such little faults and diffic

      Was this really Edison?

  6. Mar 2018
    1. At the end of the term, every institution where I've worked has required me to issue a final grade for students. So, I ask the students to grade themselves. I wish I didn't have to do this. I wish the conversation I had with students could focus purely on authentic assessment, process, and formative feedback. But I have found that asking students to give themselves a grade also makes the why and how of grades a valuable subject of the conversations we have—valuable because they will go on to be graded in other courses and thinking critically about how and why grading happens helps that beco

      What I have been doing since January 2016. The conversations about grades has been very enlightening.

    2. I often get asked if (and how) I deal with student anxiety. Of course, being asked to do this work is a challenge.

      This is so important Jesse and I struggle with this as well.

    3. self-reflections 2 - 3 times throughout the term

      This seems like the right frequency and maps close to how I work with my students.

  7. Aug 2016
    1. like whoever or whatever is on your phone at the moment

      If your class is interesting and engaging, the students wouldn't be paying attention to what is in fact more important to them in the moment. Perhaps they are on a back-channel conversation about the class.

    2. I regret that we cannot actually be friends

      Hollow words here, you don't in fact regret this based on the entire tone of this article.

  8. Dec 2015
    1. I make this point for one reason and one reason alone. If universities are to change to meet changing external pressures, this change must come from within the organization, and in particular from the professors and instructors themselves. It is the faculty that must see the need for change, and be willing to make those changes themselves. If government or society as a whole tries to enforce changes from outside, especially in a way that challenges the core values of a university such as academic freedom, there is a grave risk that the very thing that makes universities a unique and valuable component of society will be destroyed, thus making them less rather than more valuable to society as a whole.

      Tony explains the point so much better here than I could in a keynote I gave just last month. I knew I should have read this book earlier! Innovation must be driven from below with support from above.