Piracy of professor-authored teaching material is rampant. I’ve written about it before. Students and teaching staff have uploaded my material to Course Hero and I’m not happy about it. In spite of requesting that they don’t do it, they still do it. I write explicit footnotes in my documents saying not to do it, and […]
Last month I posted about why it’s important for my students to be careful when (not if!) they use AI chatbots like Bing / ChatGPT. Today, I turned on Bing and noticed this disclaimer: Frankly, that’s good to see. These chatbots are interesting and potentially useful tools, but one must be cautious when using them. […]
While chatbots like ChatGPT are truly ground-breaking, they have limitations. In fact, there are many cases in which chatbots simply cannot return an answer due to the limitations of the LLM structure and dataset. Experts quickly find the limitations of chatbots, but novices to a topic are very likely to get tripped up by the […]
The assessment of student learning in the formative stage of a university programming class has become very challenging for a number of reasons: the pandemic has generally disrupted learning processes at the elementary and high school levels Prior to the pandemic, reading and note-taking habits had changed, possibly making them less effective. IDE-specific tools catch […]
This is a short version of the more detailed post here. Your course’s learning outcomes are likely tied to a “graduate attribute indicator” GAI. The learning outcome is specific to your course, but the GAI is applicable across both the program and the entire Lassonde school. When looking to assess your learning outcome, examine the […]
Here I’m going to outline an exercise in Matlab that combines the following features: A text file with four variants of the question Random selection of the variant Visual component in the form of an ASCII-art equation, like this: 2 ⋅ s + 4 ⋅ t a = ───────────── s + t The objective is […]
Introduction This is the fifth in a series of twelve posts on recommended ways to assess learning outcomes in an engineering and computer science school whose programs follow the CEAB graduate attributes model of program characterization either directly or indirectly. These posts are intended to be used as a guide for instructors to design assessments […]
[Updated March 2024] EECS 1011 (and 1021) Lab Kit The EECS 1011 kit is available for purchase from the York University Bookstore. The link for all lab kits at the Bookstore is here. As soon as it is available your course instructor will let you know. While the official kit is designed to work for […]
I enabled “completion tracking” on my eClass (Moodle) class pages. It’s a great way for students to see how much work they have completed and how much work still needs to be done. Instructors can also use it to see how students are doing and to send messages as appropriate. I describe the “how-to” for […]
This is the first semester that I’ve taught 100% online. The Fall 2020 lockdown and the YorkU strike in 2018 gave me a taste of what it would be like and alerted me to the need for restructuring of my classes in order to make them more favourable to learning. During the pandemic, students are […]