0x010088F6312065A70A44B630A6848498EAD80093CFEAFE161DC94D83C7C5C9A5A748B8

26 (total of 36 attempts) out of 189 students. This means 13,75% (19,04%) representativeness.This low number of answers shows that the given suggestions cannnot be implemented as they cannot be generalized to the whole student group – not statistically representative. There is also great diversity in their background (as it can be seen from the demographics related questions) of the students answering that makes the generalization impossible. However, the comments given were answered to help future individual students that might have similar challenges. The first seven questions are for establishing demographics and as a background for understanding the answers in the open fields. This relies on the fact that the students were honest in their answers. However, there are some indication that are one or two students that have not been totally honest regarding their participation in lectures/seminars. The comments of the students with disabilities are generalized to the other students having the same condition. 1. Study program affiliation: Bachelor in Programming – 34.615%Bachelor of Engineering in Computer Science – 11.538%Bachelor of Science in Digital Infrastructure and Cyber Security – 46.153%Miscellaneous Courses - Faculty of Information Technology and Electrical Engineering – 3.846%None of the above – 3.846% 2. Earlier experience with the subject:23,07% – good23,07% – basic46,14% – none7,69 – no answer /uncountable 3. Participation in lectures:All – 11.538%Around ¾ – 23.076%Around half – 15.384%Around ¼ – 42.307%None – 3.846%Unanswered – 3.846% 4. Participation in seminars:All – 7.692%Around ¾ – 15.384%Around half – 15.384%Around ¼ – 46.153%None – 11.538%Unanswered – 3.846% 5. Time spent on independent work:More than 8 hours – 7.692%Around 8 hours – 26.923%Around 4 hours – 50.00%Zero – 15.384% 6. Students with special needs:Yes 3.846%No 92.307%Unanswered 3.846% 7. Understanding of the learning activities:Unanswered/not relevant – 26,92%No understanding – 50%Partial understanding – 3,84%Good understanding – 23,07% 8. Other comments: The comments of the students that have not participated in the lectures/seminars are not considered for the cases where they comment on how the lectures/seminars have been, for the obvious reason that they cannot give an opinion on something that they could not know about. This semester, given the limited number of TAs, five (one dropped half way because starting in a PhD programme) instead of 10, I decided to not make the mandatory assignments a requirement for entering the exam. Though the project work was mandatory material for examination, most students did not do these assignments. This was reflected in the exam results. The exam was based entirely on the project work and many students did poorly at the exam – more than in the previous years, though the exam was easier than in previous years. Given that I will have enough TAs to help with the course, it is best for the students' results and learning to make the course assignments mandatory for entering the exam in the next semester. Unfortunately, many students do not seam to be used yet to take responsibility for their own learning, but do only what is strictly required. Nevertheless, at the university level students need to be train into taking this kind of responsibility. This is why the lectures do not require mandatory participation. However, this does not mean that participating at the lecture is not needed. Given the nature of the web development, newer features are appearing at short intervals of times. I encourage the students to learn the latest features, but since the older are still in use, they need to know about the older ones as well. An overview of the newer vs. older features are given to the students on the Exam page in Blackboard and presented to the students in the first lecture; these aspects are also being given feedback on in the mandatory assignments. As in the previous years, there are conflicting meanings on the difficulty of the subject, as the students have very varied backgrounds and motivations when it comes to this course. This I solve but trying to meet them in the middle. For the more advanced students I encourage them to implement a more advanced projects/exercises and give them extra references for additional reading. One of the syllabus books is especially chosen to be more advanced for the students that need extra challenges. The students without a background need to put extra effort to make up for the missing previous knowledge. I have in general focus on offering the students opportunities for differentiated learning trajectories that students might want to follow accordingto their interests, needs, and performance. Information about the availability of the staff for comments/ discussions are given to the students in the start of the semester and published in Blackboard. The students are encouraged to come and talk directly with the teaching staff in addition to these surveys, both at lectures/seminars but also during open door hours (for private discussions). The video recordings should be used in addition to participation in the class and not as replacement, as the course is design to be taught as a full time / on campus course. Questions that are sent through e-mail I answer at the classes / an e-mail sent to all students in Blackboard, especially when they are of relevance for all students. Students are informed about this approach at the first lecture. In general, students are expected to participate both in the lectures and seminars and work individually (8 hours per week) to do good in the course. The course balances between a theoretical and practical approach. The students are expected to apply the taught theory to practical exercises, both small – through weekly exercises both at the classes and seminars – and larger through a larger project; and the students need to show that they master both. In general, I aim throughout my course to support higher level thinking, deep learning, and critical thinking. Therefore, the students are asked to reflect in their assignments on their coding practices and how the theory is applied in their projects. They are encouraged to take the practical examples given in the class and the seminars and put them together in a larger project where they are free to choose the topic and complexity, and they need to solve a real-world problem. This way the students can be creative in how they apply the knowledge they gain from the class. They can also adapt the project to their different backgrounds and previous knowledge. This is to train creative, critical and reflexive professionals. Therefore, I avoid coding for them and for them to just copy and memorize my code, which is an approach that the students might be used with from other courses. The latest option might be preferred by students as it requires lower cognitive skills (passive transmission of knowledge) and less work, however, this will be in opposition with good pedagogical practices of active learning. Active learning methods are used through project-work and practical exercises done both during the lectures and seminars. I also use pair programming for some of the exercises done in the class. Since this is education at university level, students are expected and are given opportunities for taking responsibilities for their own learning process. Students are offered opportunities and support for producing knowledge, individually or in collaboration with others, both through the theoretical and practical parts of the course. Changes based on the feedback given during the semester are made only if there is a majority of students requesting them. Otherwise, a change requested from one student has the risk of upsetting all the other 188. In general, we make changes that we evaluate to be beneficial for the entire student-group and not only for individual students – as long these changes impact all other students.

NTNU:TIA:REST

Institutt for datateknologi og informatikk

Department of Computer Science

Ingen hjelpemidler tillatt.

Engelsk

Mer om vurdering

<ul><li>Obligatoriske oppgaver må være godkjent for å kunne gå opp til avsluttende skriftlig eksamen.</li><li>Utsatt eksamen i august.</li></ul>

Anbefalte forkunnskaper

Faglig innhold

Verdensveven (WWW) brukes nå som en plattform for sofistikerte interaktive applikasjoner som spenner fra nettbutikker og blogger, til nesten alle typer moderne digitaletjenester, som strømming, nyhetkanaler eller sosiale medier. Å lage webapplikasjoner krever imidlertid andre tilnærminger enn tradisjonelle applikasjoner og involverer integrasjon av en rekke teknologier. Dette emnet vil gi deg en introduksjon til moderne webteknologier og erfaring med å lage nettapplikasjoner. Du vil lære om markeringsspråk som HTML, skriptspråk som JavaScript, nettverksprotokoller som HTTP, serversideprogrammering i NodeJS, nettbiblioteker og rammeverk, databaser, og se hvordan de alle jobber sammen for å levere full-stack applikasjoner.

Læringsutbytte

Kunnskap<ul><li>Har kjennskap til utvikling av både frontend- og backend-delen av en grunnleggende webapplikasjon</li><li>Har kjennskap til implementering av funksjonelle krav i en webapplikasjon</li><li>Har kjennskap til Model-view-controller-arkitekturen</li><li>Kjenner til ulike verktøy og teknologier som hjelpemidler ved utvikling av full-stack applikasjoner</li><li>Har kjennskap til datalagring og datahåndteringsteknologier i web</li><li>Forstå hvordan web-utvikling og -design påvirker bærekraft</li></ul>Ferdigheter<ul><li>Kan gjøre rede for hvilken funksjon en bestemt kodesnutt har i en nettapplikasjon</li><li>Utvikle sikre og vedlikeholdbare applikasjoner</li><li>Vurdere fordeler og ulemper ved bruk av ulike verktøy og teknologier</li><li>Kan gjøre rede for hva som er rollen til de ulike teknologiene som er lært og hvordan de samkjører</li></ul>Generell kompetanse<ul><li>Kunne tilegne seg ny kunnskap i et fagfelt i kontinuerlig utvikling</li><li>Reflektere over og argumentere for tilnærmingen brukt ved løsning av en webprogrammeringsoppgave</li><li>Bransjeklar syn og erfaring med komplekse webapplikasjonsutviklingsmiljøer</li></ul>

Læringsformer og aktiviteter

<ul><li>Forelesninger</li><li>Både individuelle- og samarbeidsøvinger</li><li>Laboratoriearbeid</li><li>Prosjektarbeid</li><li>Gruppearbeid</li><li>Quiz</li><li>Obligatoriske oppgaver</li><li>Hjemmelesing og -øvinger</li></ul>Undervisningsspråk: Engelsk om utvekslingstudenter er tatt opp, ellers norsk.

Obligatoriske oppgaver

Webteknologier

Informatikk

Informasjonsteknologi

Bachelor i ingeniørfag - data

Bachelor i IT-drift og informasjonssikkerhet

Bachelor i programmering

Bachelor i digital infrastruktur og cybersikkerhet

Web/Lists(guid'8b698a2d-6ad0-4f7d-b3be-219cc1979f02')/Items(26000)/FieldValuesAsText

This report regards the second half part of the course that I was responsible for

“Johanna has a good way of explaining things, and also does enrich the study process by doing different activities during the teaching sessions. I hope this course gets better with time, while not having two separate teachers at the beginning. The course overall would benefit from having teaching assistants to lighten the load on both Bruno and Johanna.”

Things to improve:

The scope and difficulty level needs to be reduced considerable as students have very little knowledge to build from before, some have none. They generally need more followup, repetition, and guidance on how to learn, and how to manage their learning. 

Learning web development full-stack implies learning several languages, libraries and tools and also how to put all of these together. This can be challenging for students used with learning only one language at the time. 

Learning libraries/frameworks also depends very much of understanding well the basic languages/technologies behind them. If the students skip parts of the lecture when the basic technologies/languages are explained, it gets very difficult to follow up later in the course. The students need to be aware of this from the start.

There needs to be made more explicit connections between the code examples and practical exercises shown/given during the lecture and how students are supposed to apply it in their projects, during the laboratory. The students have difficulty in making connections between theory and the practical exercises and this connection needs to be made more explicit as well. 

The students need to be learned how to use the knowledge from the class and combine them with additional documentation from recommended resources. 

The students need to be motivated to participate in both the lectures and laboratory classes and not relay only on reading / watching videos of doubtful quality from the Internet. 

There have been challenges regarding the form of teaching, transitioning to physical teaching from a mixed one. If the pandemic continues it is good to keep the same form of teaching throughout the semester.

There been challenges regarding changes in teaching style from one teacher to another. Next year, only one teacher will be responsible for teaching throughout the whole semester and this will solve part of the problems mentioned by the students.

The course having so many student should have around 5 TA helping with the laboratory classes. We only had one person having to deal with all the students. I hope the recruiting the TA next semester will be more successful, otherwise individual guidance during the laboratory will be impossible. 

In general, the material, structure and complexity of the course needs to be redesigned considerably.

Tiltak

Emnerapport PROG2053 -- WWW Teknologier

A significant amount of students still have too much focus on the exam part and not that much on the learning in itself, and are little active during the semester. My focus is thus to make it more clear to them that all the activities done during the semester are intended to prepare them for the exam, and explain them the constructive pedagogical approach to teaching intended for this purpose. The students that work with the learning activities in the class, are present at the lectures and seminars in general, as well as use the intended time for working individually with the suggested exercises/examples from the syllabus, as well as reading the suggested material, do well at the exam. Those that have focus on finding out what is needed to learn for exam only, do poorly in general at the final examination.Students use less time on this course than they do on the other courses during the semester, as they consider it an "easy" course. However, though the course starts soft, the material gets more and more complicated during the end and builds on the knowlege from previous lectures. If the students do not work throughout the semester, they will have a hard time to catch up. This is absolutely not a course where you can learn just before the exam. The course puts similar weight on theory, as on the practical/coding aspects. The lecture is more theorethical while at the seminar and through the mandatory assignments there is more focus on the applied aspects. This weighting is consider also in the final examination. This is a practice that is common in Universities and the students need to learn to put effort in both aspects to do well both at the exam and as professionals. This will distinguish them from students that have a degree from a "høyskole" or other similar educational institutions having more focus on the "applied" aspects.

Kunnskap<ul><li>Har kjennskap til utvikling av både frontend- og backend-delen av en grunnleggende webapplikasjon</li><li>Har kjennskap til implementering av funksjonelle krav i en webapplikasjon</li><li>Har kjennskap til Model-view-controller-arkitekturen</li><li>Kjenner til ulike verktøy og teknologier som hjelpemidler ved utvikling av full-stack applikasjoner</li><li>Har kjennskap til datalagring og datahåndteringsteknologier i web</li></ul>Ferdigheter<ul><li>Kan gjøre rede for hvilken funksjon en bestemt kodesnutt har i en nettapplikasjon</li><li>Utvikle sikre og vedlikeholdbare applikasjoner</li><li>Vurdere fordeler og ulemper ved bruk av ulike verktøy og teknologier</li><li>Kan gjøre rede for hva som er rollen til de ulike teknologiene som er lært og hvordan de samkjører</li></ul>Generell kompetanse<ul><li>Kunne tilegne seg ny kunnskap i et fagfelt i kontinuerlig utvikling</li><li>Reflektere over og argumentere for tilnærmingen brukt ved løsning av en webprogrammeringsoppgave</li><li>Bransjeklar syn og erfaring med komplekse webapplikasjonsutviklingsmiljøer</li></ul>

Bachelor i ingeniørfag, data

Web/Lists(guid'8b698a2d-6ad0-4f7d-b3be-219cc1979f02')/Items(20499)/FieldValuesAsText

This report regards the second half part of the course that I was responsible for. The participation in the surveys was around 23%. “Johanna has a good way of explaining things, and also does enrich the study process by doing different activities during the teaching sessions. I hope this course gets better with time, while not having two separate teachers at the beginning. The course overall would benefit from having teaching assistants to lighten the load on both Bruno and Johanna.” "The course got substantially better with the new teacher (Johanna). I wish we had the same teacher throughout the whole course, would have made the initial javascript-learning much easier." Things to improve: The scope and difficulty level needs to be reduced considerable as students have very little knowledge to build from before, some have none. They generally need more followup, repetition, and guidance on how to learn, and how to manage their learning. Learning web development full-stack implies learning several languages, libraries and tools and also how to put all of these together. This can be challenging for students used with learning only one language at the time. Learning libraries/frameworks also depends very much of understanding well the basic languages/technologies behind them. If the students skip parts of the lecture when the basic technologies/languages are explained, it gets very difficult to follow up later in the course. The students need to be aware of this from the start. There needs to be made more explicit connections between the code examples and practical exercises shown/given during the lecture and how students are supposed to apply these in their projects. The students have difficulty in making connections between theory and the practical exercises and this connection needs to be made more explicit as well. The students need to be learned how to use the knowledge from the class and combine them with additional documentation from recommended resources. The students need to be motivated to participate in both the lectures and laboratory classes and not relay only on reading / watching videos of doubtful quality from the Internet. There have been challenges regarding the form of teaching, transitioning to physical teaching, when all the restrictions were lifted, from a mixed one. If the pandemic continues it is good to keep the same form of teaching throughout the semester. There have been challenges regarding changes in teaching style from one teacher to another. Next year, only one teacher will be responsible for teaching throughout the whole semester and this will solve part of the problems mentioned by the students. The course having so many students should have around 5 TA helping with the laboratory classes. We only had one person having to deal with all the students. I hope the recruiting the TAs next semester will be more successful, otherwise individual guidance during the laboratory will be impossible. In general, the material, structure and complexity of the course need to be redesigned considerably.

Alle trykte og håndskrevne hjelpemidler tillatt. Alle kalkulatorer tillatt.

Generelt - HTTP protokollen Serverside - Serversideprogrammering i NodeJS - Cookies og sessjonshåndtering - Lagring av data Klientside - HTML/CSS - Klientsideprogrammering i Javascript - Kommunikasjon mot server - Web komponenter og Polymer 

Kursmateriell

Tutorials og læremidler lenket til fra BlackBoard 

-Forelesninger-Lab.øvelser-Prosjektarbeid Obligatoriske arbeidskrav: Prosjektarbeid

Kunnskap - har bred kunnskap om klient- og tjener-utvikling for web - kan gjøre rede for REST-arkitektur - kan gjøre rede for mekanismer for sikkerhetshåndtering ved utvikling av full-stack applikasjoner - kjenner til ulike verktøy og teknologier som hjelpemidler ved utvikling av full-stack applikasjoner - har kjennskap til utvikling mot ulike databehandlingsplattformer Ferdigheter: - kan utvikle sikre, stabile og vedlikeholdbare applikasjoner - kan vurdere fordeler og ulemper ved bruk av ulike verktøy og teknologier Generell kompetanse: - Er i stand til å tilegne seg ny kunnskap i et fagfelt i kontinuerlig utvikling. 

Oblig 1- Prosjekt

Oblig 2

Oblig 3

WWW-teknologier

Web/Lists(guid'8b698a2d-6ad0-4f7d-b3be-219cc1979f02')/Items(14981)/FieldValuesAsText

Webteknologier - PROG2053