I wouldn't be surprised to find out that many of us here today like to see our work as a continuation of say the Tech Model Railroad Club or the Homebrew Computer Club, and certainly the terminology and the values of this conference, like open source for example, have their roots in that era. As a consequence it's easy to interpret any criticism of the hacker ethic—which is what I'm about to do—as a kind of assault.
Few things are guaranteed to increase all the time: Distance between stars, Entropy in the visible universe, and Fucking business requirements . Many articles say Dont over-engineer but don’t say why…
I'm going to share with you common pitfalls when learning to program (or mastering programming). Many of these affect both beginners and professionals.
Always write code that can be maintained by anyone who may end up working on your software. To that end, here are several programming principles to help you clean up your act.
Inugural meeting of the DUN SIG on Technology Enhanced Learning
Centre for Teaching Development and Digital Media (CUDiM), Aarhus University, Oct. 2016
The session will begin with a theoretical talk. This will propose a framework for design research in education, based on Yishay’s work in the Learning Patterns, Planet, and Layers projects. This framework combines design scenarios, narratives, principles and patterns. It will draw on examples from his experience in the recent MOOC design project and other initiatives, and lead a discussion on the applicability of these ideas to the Danish TEL research community.
S. Ambrose, M. Bridges, M. DiPietro, M. Lovett, und M. Norman. John Wiley & Sons, (2010)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. Herbert Simon.