On-Line Student Evaluation of a Course
COMP2111 - System Modelling and Design
Summary Report FORM A |
| Faculty: |
Engineering |
|
2007 Session 1
| | Course: |
Unknown - Unknown |
Enrolled: |
46 |
| Lecturer/Tutor: | Not Applicable |
Respondents: |
15 |
| School: | E25 - School of Computer Science |
Administration Date: |
28JUN07 |
| |
| | |
| |
The best features of this course were: |
| interesting way of looking at things |
| not much |
| assignments. |
| Learning to design by logic rather than straight-forward algorithms. |
| Individual feedback was given
about the assignments, and the tutorials were useful in terms of
understanding the theory of the course and applying it. |
| Honestly, I couldn't really say
what was good about this course. My tutor was excellent and Ken
Robinson was always ready to deliver a quick response to any problem I
was having through email. Other than that, I have a lot of issues with
how this course ran.
My tutor was excellent because he actually taught me how to code in the
B-Toolkit, and wrote his examples in the proper ASCII code, as opposed
to marked-up language which looks nice but means less to software
engineers and computer scientists than it does to mathematicians. |
| Varied, interesting assignments. |
| lots of examples and comprehensive descriptions
good notes, very thorough |
| |
| | |
| |
This course could be improved by: |
| useless language to learn. does not appear to be relevant in industry. |
| b should be avaliable to download
at windows, its so hard to try and work on assignments and homework on
b, when the only time the use is at uni. better instructions on how to
install it. also the lectures notes sucked |
| more assignments. |
| More demonstrations being used to clearly explain the basic aspects of the B Toolkit. |
| Maybe more lectures on discharging proofs and refinement, but the content learned was good overall. |
|
1) Scheduling. I did four COMP subjects this semester, and this one was
constantly a thorn in my side by providing two week long labs,
disguised as assignments, that were each worth 5% of my course mark.
This is a joke. As a result, what I could occasionally dismiss as a
small lab task in favour of large projects due I had to focus on
unnecessarily.
2) As above, call them labs, and make them worth less. If you want
large spanning assignments, give us a month to do them, and set it
apart from the other, less important work. Your labs are not as
important as other subjects' assignments.
3) Ditch the powerpoint presentations. This is not Philosophy or
Commerce. We have a class that can fit in a CATS room, and this course
can (and should) be taught at a much more personal level - and this
includes more than elaborating on the powerpoint lecture notes, walking
around and making eye contact with people. I lost interest in this
course by week 4 as a result of this teaching method.
4) I don't need to see mar
ked-up language. I appreciate the parallel between set theory, relation
theory and the B-Toolkit specifications but they don't help me as a
coder. For this reason I appreciated the tutorial far more than the
lectures. I'm happy to know that mark-up exists and that it helps other
people visualise the spec, but I have coded for at least a year in C,
and not afraid of seeing ugly ASCII code.
5) Just to emphasize something I mentioned above, this was a class of
20 people, and we were taught the subject as though it was to 120
people. Some lecturers would probably have memorised half of our names
by then. The lecturer was nonetheless far too traditional and
non-personal in his teaching method. |
| Weighting the course more towards the assignments. Having a 50% exam makes no sense to me. |
| a lab would help apply what we learn and helps us understand content better
|
| I dont think B is still usefull at
the moment, and next time plz dont always send us email after the
class, plz do tell all the useful information during the lecture not in
the afterward emails |
|
