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The report is based on the lecturer's feedback: Aland Mendoza The quality of lecture has been generally at a good level. This semester there have been many difficulties which prevented to give the students the quality of education they expected. However, as a learning curve, this makes me reflect on the adaptability of teaching as a resource. Currently I am improving in many areas that were irrelevant before (like video editing, script writing, content formulation, etc). These things are tools that the next generation of teachers (and the current ones) will be able to use in a masterfully manner. In our current times with social distancing due to pandemics and other disasters, I have learned to adapt in many ways that were not feasible before. I feel the feedback the students have given is very honest and will serve me as a steppingstone towards a positive improvement of me as a lecturer.

The following points have been derived with respect to feedback of the reference group and my own observation.  Good elements: - The good use of board - Higher engagement on real-world tasks - Live coding - More video lectures (due to COVID-19 situation) - The use of a Discussion board  Needs improvement: - An even slower tempo on complex topics (or more practical examples) - Based on the feedback from the students the work assignments did not match the activities that were done in the lectures. Most of the students felt that it was harder to work with the assignments and that they had little understanding of the different subjects in the course. - A major part of the work is done individually with little to no help from the instructors. - Additionally, the students were not able to meet in person because of the Corona situation. this created a few difficulties with learning environment.  Measures to be taken - Having different deadlines of the assignments instead of one for all three. This way the students can deliver the first assignment and get feedback on it. The same with the second assignment. The way this was done with all having the same deadline made is impossible to get any feedback and the students can only hope that they got most of the assignments right the first time. - The assignments should be challenging but not too far from what the students learn in the lectures. - The pace in the lectures is too fast and a lot of students struggle to keep up. - We would like for the lecturer to bring up more examples on some harder parts of the course. - Develop more virtual environments where students and lecturers can meet. For now we have Zoom and Microsoft Teams which are expected to be more used in the future.

As of Spring of 2020, there were 30 students registered to the course. Around 20 students attended the course regularly, the rest were remote students or attended sporadically. Being the second time I give this course, I felt more confident when teaching the topics. I still followed the structure of previous years, but with more adaptations like updated links and video-content generated to replace the physical lectures (due to the COVID-19 situation). I had 11 lectures in total. Due to the quarantine period we faced worldwide we had to move into virtual classes. Starting from week8 video-lectures were provided to the students. These video-lectures came in the form of YouTube videos. Video lectures proved particularly useful for the students, since the content was straightforward, and they could repeat it as many times as desirable. The remaining topics were supported with practical exercises (lab sessions), exposure of other examples of the topics, and in-class discussions. After the quarantine, students were provided with two options besides the video-lectures (when it comes to questions); one option was Zoom, which was used to have personalised meetings and discuss their inquiries, and the other option was a discussion forum created on BB. Both options proved useful, but the discussion forum resonated the most; this is because students could check the questions already posted and build solutions based on them.

There were three obligatory assignments. Students had to deliver a solution to a complete programming task. The last assignment was a group assignment, while the former two were individual assignments. Additionally, a collaboration with Web Projects II was done for assignment 3, this resulted in a second option to take inside assignment3.  Students submitted three assignments – two individual and one group assignment. All the assignments had a single deadline at the end of the semester (07 June 2020). Assignment1 was announced in due time, assignment2 and 3 were launched at the same time due to the quarantine period.  As mentioned previously, a collaboration with Web Projects II was done. This collaboration aimed to give a real-world example to the students to work on (this was done with a private company). Students felt more engaged and many decided to take this option because of the real-world task. Each assignment was given after a certain number of lectures (around 3-4) and required students to provide a solution to an elaborate task including repetitions and combinations of target programming concepts (which were shown in the lectures).  Assignments could be considered lengthy, but they were not only used for assessment. They were instrumental for the learning process both in terms of their repetitive and eclectic nature and their being part of the workshops hence the feedback loop. 19 students submitted the obligatory assignments. The average grade was C.

NTNU:TIA:REST

Institutt for datateknologi og informatikk

Department of Computer Science

Engelsk

Anbefalte forkunnskaper

IMT1441 Programmering for web I

IMT2261 Informasjonsstrukturer og databasesystemer

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Learning PHP, MySQL & JavaScript: With jQuery, CSS & HTML5, by Robin Nixon, O'Reilly Media, 4th edition

Læringsformer og aktiviteter

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Læringsutbytte

Programmering for web II

Bachelor i webutvikling

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Programmering for web II - IMT3851