Stat 370 2017S Post Mortem - Revision history

Carver: /* What will be done better, next time */

2017-05-13T12:22:02Z

‎What will be done better, next time

Carver: /* What will be done better, next time */

2017-05-13T12:21:34Z

‎What will be done better, next time

Carver: /* What will be done better, next time */

2017-05-13T12:20:52Z

‎What will be done better, next time

Carver: /* The jury is still out */

2017-04-27T13:44:01Z

‎The jury is still out

Carver: /* The jury is still out */

2017-04-27T13:42:20Z

‎The jury is still out

Carver: /* The jury is still out */

2017-04-27T13:38:58Z

‎The jury is still out

Carver: /* The jury is still out */

2017-04-27T13:38:06Z

‎The jury is still out

Carver: /* The jury is still out */

2017-04-27T13:37:41Z

‎The jury is still out

Carver: /* The jury is still out */

2017-04-27T13:37:00Z

‎The jury is still out

Carver: /* The jury is still out */

2017-04-27T13:36:04Z

‎The jury is still out

@@ Line 27: / Line 27: @@
 * '''Students who want continuous data collection, should rent their own servers''':  Several students projects involved lots of data (even Terabytes) to be collected by our web-server from Twitter API or crawling the web.  After working with this for a while I realized this was not a good idea.  The Twitter API is not intended for use in a multi-user environment, and bad netiquite by one user can lead to all users (including me) being blacklisted.  This includes web crawling and scraping, as well.  Until I figure out how to do this properly (which won't happen before projects are due), students will have to settle for a Plan B.  That said, I intend to work with one student over the summer to complete her project in the way she envisioned, with a Amazon Web Services, rented server and terabytes of data.  My experience helping this student will make this kind of project possible in the future.  The student will turn in something else before the end of the semester.
-* '''More instruction on creating graphs''':  I realized when grading final projects after the class was over that many students needed more instruction on how to generate graphs.  For example, students need to be taught how to effectively label plot axes.
+* '''More instruction on creating graphs''':  I realized when grading final projects after the class was over that many students needed more instruction on how to professionally generate graphs.  For example, students need to be taught how to effectively label plot axes.
 == The jury is still out ==

@@ Line 27: / Line 27: @@
 * '''Students who want continuous data collection, should rent their own servers''':  Several students projects involved lots of data (even Terabytes) to be collected by our web-server from Twitter API or crawling the web.  After working with this for a while I realized this was not a good idea.  The Twitter API is not intended for use in a multi-user environment, and bad netiquite by one user can lead to all users (including me) being blacklisted.  This includes web crawling and scraping, as well.  Until I figure out how to do this properly (which won't happen before projects are due), students will have to settle for a Plan B.  That said, I intend to work with one student over the summer to complete her project in the way she envisioned, with a Amazon Web Services, rented server and terabytes of data.  My experience helping this student will make this kind of project possible in the future.  The student will turn in something else before the end of the semester.
-* '''More instruction on creating graphs''':  I realized when grading final projects after the class was over that many students needed more instruction on how to generate graphs.  For example how to effectively label plot axes.
+* '''More instruction on creating graphs''':  I realized when grading final projects after the class was over that many students needed more instruction on how to generate graphs.  For example, students need to be taught how to effectively label plot axes.
 == The jury is still out ==

← Older revision		Revision as of 12:20, 13 May 2017
Line 26:		Line 26:

	* '''Students who want continuous data collection, should rent their own servers''': Several students projects involved lots of data (even Terabytes) to be collected by our web-server from Twitter API or crawling the web. After working with this for a while I realized this was not a good idea. The Twitter API is not intended for use in a multi-user environment, and bad netiquite by one user can lead to all users (including me) being blacklisted. This includes web crawling and scraping, as well. Until I figure out how to do this properly (which won't happen before projects are due), students will have to settle for a Plan B. That said, I intend to work with one student over the summer to complete her project in the way she envisioned, with a Amazon Web Services, rented server and terabytes of data. My experience helping this student will make this kind of project possible in the future. The student will turn in something else before the end of the semester.		* '''Students who want continuous data collection, should rent their own servers''': Several students projects involved lots of data (even Terabytes) to be collected by our web-server from Twitter API or crawling the web. After working with this for a while I realized this was not a good idea. The Twitter API is not intended for use in a multi-user environment, and bad netiquite by one user can lead to all users (including me) being blacklisted. This includes web crawling and scraping, as well. Until I figure out how to do this properly (which won't happen before projects are due), students will have to settle for a Plan B. That said, I intend to work with one student over the summer to complete her project in the way she envisioned, with a Amazon Web Services, rented server and terabytes of data. My experience helping this student will make this kind of project possible in the future. The student will turn in something else before the end of the semester.
		+
		+	* '''More instruction on creating graphs''': I realized when grading final projects after the class was over that many students needed more instruction on how to generate graphs. For example how to effectively label plot axes.

	== The jury is still out ==		== The jury is still out ==

← Older revision		Revision as of 13:44, 27 April 2017
Line 31:		Line 31:
	* '''Data visualization, Shiny, Plotly''': Final projects, and all homework is due May 10. We have covered Plotly and Shiny in class, but students haven't done much with these packages. We'll see how they do on this last assignment.		* '''Data visualization, Shiny, Plotly''': Final projects, and all homework is due May 10. We have covered Plotly and Shiny in class, but students haven't done much with these packages. We'll see how they do on this last assignment.

−	* '''More graded homework assignments''': The handful of homework sets assigned in class covered reproducible research/dynamic documents, working with data in R, and loops and conditionals. Once I made a decision to put and grade all student homework on the web server, we spent a lot of time sorting out how. We continued to do active learning during class, which introduced students to a variety of topics, some of which were incorporated into student projects. We continued this pattern after settling on how to use the web server. This arrangement worked really well for students who kept busy consumed with their passion-inspiring projects. I am convinced that for these students, doing less passion-inspiring homework sets would have been a detrimental distraction. How effective is this strategy overall? I concede that some students may have benefited from more graded assignments. If I teach this material again, I will really think through how to best serve the needs of all students. Maybe certain homework will be required; others you select several of the most interesting assignments from a list, based on what is relevant to your project. If I do this I will require that everyone do all active learning assignments in class, to become familiar with topics, in case they need them later.	+	* '''More graded homework assignments''': The handful of homework sets assigned in class covered reproducible research/dynamic documents, working with data in R, and loops and conditionals. Once I made a decision to put and grade all student homework on the web server, we spent a lot of time sorting out how. We continued to do active learning during class, which introduced students to a variety of topics, some of which were incorporated into student projects. We continued this pattern after settling on how to use the web server. This arrangement worked really well for students who kept busy, consumed with their passion-inspiring projects. I am convinced that for these students, doing less passion-inspiring homework sets would have been a detrimental distraction. How effective is this strategy overall? I concede that some students may have benefited from more graded assignments. If I teach this material again, I will really think through how to best serve the needs of all students. Maybe certain homework will be required; others you select several of the most interesting assignments from a list, based on what is relevant to your project and interests. If I implement this idea, I will require that everyone do all active learning assignments in class, to become familiar with topics, in case they need them later.

← Older revision		Revision as of 13:42, 27 April 2017
Line 31:		Line 31:
	* '''Data visualization, Shiny, Plotly''': Final projects, and all homework is due May 10. We have covered Plotly and Shiny in class, but students haven't done much with these packages. We'll see how they do on this last assignment.		* '''Data visualization, Shiny, Plotly''': Final projects, and all homework is due May 10. We have covered Plotly and Shiny in class, but students haven't done much with these packages. We'll see how they do on this last assignment.

−	* '''More graded homework assignments''': The handful of homework sets assigned in class covered reproducible research/dynamic documents, working with data in R, and loops and conditionals. Once I made a decision to put and grade all student homework on the web server, we spent a lot of time sorting out how. We continued to do active learning during class, which introduced students to a variety of topics, some of which were incorporated into student projects. We continued this pattern after settling on how to use the web server. This arrangement worked really well for students who kept busy ~~learning through~~ their passion-inspiring projects. ~~Doing~~ less passion inspiring homework sets would be a detrimental distraction ~~for many of my best students~~. How effective is this strategy overall? ~~Some~~ students may have benefited from more graded assignments. If I teach this material again, I will really think through how to best serve the needs of all students. Maybe certain homework will be required; others you select several of the most interesting assignments from a list, based on what is relevant to your project. ~~But~~ everyone ~~does the~~ active learning, to become familiar with topics, in case they need them later.	+	* '''More graded homework assignments''': The handful of homework sets assigned in class covered reproducible research/dynamic documents, working with data in R, and loops and conditionals. Once I made a decision to put and grade all student homework on the web server, we spent a lot of time sorting out how. We continued to do active learning during class, which introduced students to a variety of topics, some of which were incorporated into student projects. We continued this pattern after settling on how to use the web server. This arrangement worked really well for students who kept busy consumed with their passion-inspiring projects. I am convinced that for these students, doing less passion-inspiring homework sets would have been a detrimental distraction. How effective is this strategy overall? I concede that some students may have benefited from more graded assignments. If I teach this material again, I will really think through how to best serve the needs of all students. Maybe certain homework will be required; others you select several of the most interesting assignments from a list, based on what is relevant to your project. If I do this I will require that everyone do all active learning assignments in class, to become familiar with topics, in case they need them later.

← Older revision		Revision as of 13:38, 27 April 2017
Line 31:		Line 31:
	* '''Data visualization, Shiny, Plotly''': Final projects, and all homework is due May 10. We have covered Plotly and Shiny in class, but students haven't done much with these packages. We'll see how they do on this last assignment.		* '''Data visualization, Shiny, Plotly''': Final projects, and all homework is due May 10. We have covered Plotly and Shiny in class, but students haven't done much with these packages. We'll see how they do on this last assignment.

−	* '''More graded homework assignments''': The handful of homework sets assigned in class covered reproducible research/dynamic documents, working with data in R, and loops and conditionals. Once I made a decision to put and grade all student homework on the web server, we spent a lot of time sorting out how. We continued to do active learning during class, which introduced students to a variety of topics, some of which ~~students~~ incorporated into ~~their~~ projects. We continued this pattern after settling on how to use the web server. This arrangement worked really well for students who kept busy learning through their passion-inspiring projects. Doing less passion inspiring homework sets would be a detrimental distraction for many of my best students. How effective is this strategy overall? Some students may have benefited from more graded assignments. If I teach this material again, I will really think through how to best serve the needs of all students. Maybe certain homework will be required; others you select several of the most interesting assignments from a list, based on what is relevant to your project. But everyone does the active learning, to become familiar with topics, in case they need them later.	+	* '''More graded homework assignments''': The handful of homework sets assigned in class covered reproducible research/dynamic documents, working with data in R, and loops and conditionals. Once I made a decision to put and grade all student homework on the web server, we spent a lot of time sorting out how. We continued to do active learning during class, which introduced students to a variety of topics, some of which were incorporated into student projects. We continued this pattern after settling on how to use the web server. This arrangement worked really well for students who kept busy learning through their passion-inspiring projects. Doing less passion inspiring homework sets would be a detrimental distraction for many of my best students. How effective is this strategy overall? Some students may have benefited from more graded assignments. If I teach this material again, I will really think through how to best serve the needs of all students. Maybe certain homework will be required; others you select several of the most interesting assignments from a list, based on what is relevant to your project. But everyone does the active learning, to become familiar with topics, in case they need them later.

← Older revision		Revision as of 13:37, 27 April 2017
Line 31:		Line 31:
	* '''Data visualization, Shiny, Plotly''': Final projects, and all homework is due May 10. We have covered Plotly and Shiny in class, but students haven't done much with these packages. We'll see how they do on this last assignment.		* '''Data visualization, Shiny, Plotly''': Final projects, and all homework is due May 10. We have covered Plotly and Shiny in class, but students haven't done much with these packages. We'll see how they do on this last assignment.

−	* '''More graded homework assignments?''': The handful of homework sets assigned in class covered reproducible research/dynamic documents, working with data in R, and loops and conditionals. Once I made a decision to put and grade all student homework on the web server, we spent a lot of time sorting out how. We continued to do active learning during class, which introduced students to a variety of topics, some of which students incorporated into their projects. We continued this pattern after settling how to use the web server. This arrangement worked really well for students who kept busy learning through their passion-inspiring projects. Doing less passion inspiring homework sets would be a detrimental distraction for many of my best students. How effective is this strategy overall? Some students may have benefited from more graded assignments. If I teach this material again, I will really think through how to best serve the needs of all students. Maybe certain homework will be required; others you select several of the most interesting assignments from a list, based on what is relevant to your project. But everyone does the active learning, to become familiar with topics, in case they need them later.	+	* '''More graded homework assignments?''': The handful of homework sets assigned in class covered reproducible research/dynamic documents, working with data in R, and loops and conditionals. Once I made a decision to put and grade all student homework on the web server, we spent a lot of time sorting out how. We continued to do active learning during class, which introduced students to a variety of topics, some of which students incorporated into their projects. We continued this pattern after settling on how to use the web server. This arrangement worked really well for students who kept busy learning through their passion-inspiring projects. Doing less passion inspiring homework sets would be a detrimental distraction for many of my best students. How effective is this strategy overall? Some students may have benefited from more graded assignments. If I teach this material again, I will really think through how to best serve the needs of all students. Maybe certain homework will be required; others you select several of the most interesting assignments from a list, based on what is relevant to your project. But everyone does the active learning, to become familiar with topics, in case they need them later.

← Older revision		Revision as of 13:36, 27 April 2017
Line 31:		Line 31:
	* '''Data visualization, Shiny, Plotly''': Final projects, and all homework is due May 10. We have covered Plotly and Shiny in class, but students haven't done much with these packages. We'll see how they do on this last assignment.		* '''Data visualization, Shiny, Plotly''': Final projects, and all homework is due May 10. We have covered Plotly and Shiny in class, but students haven't done much with these packages. We'll see how they do on this last assignment.

−	* '''More graded homework assignments?''': The handful of homework assigned in class covered reproducible research/dynamic documents, working with data in R, and loops and conditionals. Once I made a decision to put and grade all student homework on the web server, we spent a lot of time sorting out how. We continued to do active learning ~~projects in~~ class~~. These projects~~ introduced students to a variety of topics. This arrangement worked really well for students who kept busy learning through their passion-inspiring projects. Doing less passion inspiring homework sets would be a detrimental distraction for many of my best students. How effective is this strategy overall? If I teach this material again, I will really think through how to serve the needs of all students. Maybe certain homework will be required; others you select several of the most interesting assignments from a list, based on what is relevant to your project. But everyone does the active learning, to become familiar with topics, in case they need them later.	+	* '''More graded homework assignments?''': The handful of homework assigned in class covered reproducible research/dynamic documents, working with data in R, and loops and conditionals. Once I made a decision to put and grade all student homework on the web server, we spent a lot of time sorting out how. We continued to do active learning during class, which introduced students to a variety of topics, some of which students incorporated into their projects. We continued this pattern after settling how to use the web server. This arrangement worked really well for students who kept busy learning through their passion-inspiring projects. Doing less passion inspiring homework sets would be a detrimental distraction for many of my best students. How effective is this strategy overall? Some students may have benefited from more graded assignments. If I teach this material again, I will really think through how to best serve the needs of all students. Maybe certain homework will be required; others you select several of the most interesting assignments from a list, based on what is relevant to your project. But everyone does the active learning, to become familiar with topics, in case they need them later.