Dr. Benilda Santos discussed "Stuart Little's Framwork for Student-Centered Learning"


Traditional vs innovative classroom regimentation vs motivation, participation emphasizing polarities vs interaction playing a role vs getting real fragmentation vs oneness confrontation vs non-conforntation the end in mind: the wise teacher

e1: set learning challenge - getting into something more suitable: the teaching mode - making the work interesting - the syllabus for the semester: Dr. Benilda Santos finds this extremely important for gauging progress - the lesson for the day: two kinds of planning - long-term and daily - the dialogue classroom

e3: determine learning strategy - the power of conversation

First day: Why are we here? transitioning to a discussion on aha!, uh-oh!, and wow! Not only will you be able to "sell" computer science to other people, but you will also ... ?

Issues: - Computer crashes are a fact of life. - Computers shouldn't crash. - We can't share code - how would we make money? - Sharing code is the best way to learn and help others, and we can still make money. - Piracy hurts the computer industry and the consumer. - Piracy is harmless - I can't afford the software, and the big companies are rich enough, anyway.

I should use the bulletin boards for better interaction! Students can discuss things on something like UBB - one topic per day, at least... maybe? Then students can post their code their easily.

Maybe it would be nice for them to keep a portfolio of self-selected work, graded at the end of the semester, showing their best work and containing their reflections. A folder should do the trick.

Must get a green ballpen.

Dr. Liwag

Why are we here? ... To learn a new language - the language of computing.

I need to make the project a little more student-directed. Right now, I dictate the steps. I'd like to give them a choice of project, or at least a choice of features.

What do you want to learn? How do you want to learn it?

Issues in computing

Get everyone to pass by the department just so that they know where it is. ;) 1 point bonus on the quiz.

Journal-writing! Part of their portfolio. They should always have extra paper in their folio.

First assignment: Write about yourself. Describe your expectations of the course, your concerns, your interests. Can be handwritten (legibly =) ), typewritten, or printed out. Write down the date, too.

Be creative! You can decorate your portfolio any way you want.

Ask - how do I use portfolios and journals effectively? I want to review the folios, but I also want students to refer to and update the folios frequently. Should I review them over the weekend? Get them on Monday and return them on Wednesday? Review only the latest submissions and leave the folio with them until the end of the term?

Possible 15-minute demo thing:


- Show that algorithmic thinking is part of daily life. (How to tie a

shoelace. How to cook spaghetti. How to put on clothes. How to put on shoes. How to add two numbers. How to multiply two numbers. How to do long division. How to send a text message. How to make a paper airplane. How to estimate the square root of a number. How to get to Ateneo from home. How to find a page in a book. How to look up someone's number in the white pages.)

- Show that some things are not computable. (Write a nice poem. Prove

the existence of God. Discover something new. Decide whether someone is beautiful or not.)

A sample of carbon dioxide gas occupies 2.0 dm^3 at 20C and 104 kPa. What pressure is needed to compress it to 250 cm^3 at this temperature?

pv = pv

Dominique Cimafranca suggested an interesting book.

Check out "The Unseriousness of Human Affairs" by James Schaal, SJ. Extensive sections there on the philosophy of teaching, esp. the thoughts on Jacques and Raissa Maritain. Would be interesting to see how you would bring philosophy, metaphysics, and computer science together.

yatm.el restored from old version. Now recognizes disabled commands.

Ask Slashdot on correcting barrel distortion - http://ask.slashdot.org/article.pl?sid=03/06/03/1840230&mode=flat&tid=142&tid=187 - http://www.path.unimelb.edu.au/~dersch/ - http://www.path.unimelb.edu.au/~bernardk/tutorials/360/ - http://www.philohome.com/barrelpers/barrelpers.htm - http://www.path.unimelb.edu.au/~dersch/ - http://www.vips.ecs.soton.ac.uk/ - http://www.humansoftware.com/pages1200/PhotoFixlens/HSphotofixlens11.html