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3.44

3.44. Heidi Newton. What I am here to talk about. I have had a look at some of the 3.44 submissions. I am going to share some of my observations from looking at them. The annoying fine text nobody reads. I was NOT a marker

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3.44

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  1. 3.44 Heidi Newton

  2. What I am here to talk about • I have had a look at some of the 3.44 submissions. • I am going to share some of my observations from looking at them.

  3. The annoying fine text nobody reads • I was NOT a marker • This talk is about the student work that was submitted. The marking processes are outside the scope of the talk.

  4. Agenda (To ensure we cover everything…) • Common issues overall • Artificial Intelligence (Intelligent Systems) • Complexity and Tractability • Formal Languages • Network Communication Protocols • Software Engineering • Computer Graphics and Vision • And hopefully we can have discussions on each topic.

  5. Common Issues Observed • Only covering 1 topic • Only covering 1 topic well and doing poorly on the other • Covering stuff that is not Computer Science • Covering other Computer Science topics • Writing 14 pages of achieved level material • Copying/ paraphrasing wikipedia • Lack of personalisation – need student voice • Jargon used incorrectly (or jargon defined using jargon)

  6. What does “Problem” mean in Computer Science? • There was a few misunderstandings here… • It does not mean a bad thing • Infact, computer scientists LOVE problems! • Tasks (often interesting) that have to be solved, not things that get in the way. • Achieved: “describing key problems that are addressed in selected areas of computer Science”

  7. There isn’t always a right and wrong answer • From my observations, and discussions over the last few days, some students find this difficult. • Excellence often doesn’t have right and wrong answers • Try to encourage them to have an opinion • And to not be afraid to share it in their report with explanations to explain and/or justify it • It is okay if the person next to you has a different opinon • And it is even okay if the marker has a different opinion, as long as you explained yours! • Any other ideas? • Note: This issue comes up in HCI for 1.44 and 2.44 as well!

  8. A few things about the report… • 3.44 is a report, not an essay, not a narrative • Some bullet points are fine (although use sentences; not two or three words) • A heading in the ugly format used above would NOT lose marks as the marking is on the content (but I would still avoid word art ) • You are even allowed to submit a short video instead of a report

  9. Artificial Intelligence • By FAR the most popular topic! • Some VERY long reports (7 pages…) that ticked the boxes for achieved MANY times but did not touch Merit, so got Achieved • Difficulties knowing what to say to chatbots for Turing Test • Not linking back to practical applications (essential for excellence). • Some applications discussed really weren’t AI • Not enough explanation.

  10. Suggestions for Improving Artificial Intelligence • More guidance for students on good questions and things to say in the Turing Test • Perhaps students would benefit from teachers doing a demo in class? • Class discussions about how to talk to the chatbots are recommended • We’re going to make some improvements to the field guide… (and hopefully add 2 more topics for artificial intelligence). • Reduce length of chatbots/ turing test activity. • Going to post a discussion on the NZACDITT mailing list for thoughts on this. • Final note: remind students to keep conversations they put in their reports appropriate • If Cleverbot is saying offensive things (it does sometimes…), censor it. • (Offensive material in work submitted to be externally marked is not allowed according to NZQA rules)

  11. Complexity and Tractability • Field guide followers actually seemed to do quite well in this section. • A lot of wikipedia paraphrasing that did not convey understanding • Explanations with mathematical notation and “n” without evidence the student knew what they were talking about • Some problems chosen lacked real world applications • Towers of Hanoi is an interesting puzzle (not really a “problem”), but lacks real world applications

  12. Suggestions for Complexity and Tractability • Follow the field guide or come up with your own activity, rather than using wikipedia. • Personalised examples are REALLY good • Try and ensure there are real world applications for the problem • If mathematical explanations about “n” are included in the report, putting some numbers to it to explain it is more convincing that the student actually understands the math • Suggestions for problems: • Travelling Salesman Problem • Craypot variant • Map of the school and the problem of delivering messages to classrooms), • Bin Packing (or the knapsack problem) • Timetabling • Factoring product of two primes (applications in encryption)

  13. Formal Languages • Personalization was a bit limited; students did not really come up with their own state machines • Few examples of regular expressions • An excellent idea from Chch is getting students to make a database and use regular expression queries • Some students muddled this with programming languages (which is in level 1) • Not many students did this topic, I have not seen very many examples of it

  14. Network Protocols • This is NOT an infrastructure standard! • Rather, what are the jobs higher layer network protocols need to do? • Ensure reliability, security, acknowledge when data is received… • We are starting to think about how to deliver this within the field guide… • (e.g. Tablets of Stone)

  15. Software Engineering • Second most popular topic overall • Industry talks were very popular • Learn methodologies from field guide/ other resources • Link to practical applications from what speaker says • I’ve not looked at much of the work done in this area • Tough to personalize. • Essay style ok for this topic • Use the student voice!!! • I have heard a few interesting comments/ concerns from teachers about it • Anybody have anything to share? • Explaining and discussing waterfall vs agile is a good idea • Don’t do it on their own program! • Software engineering is about BIG programs, not programs they can write in the classroom.

  16. Graphics and Computer Vision • The most mathematical topic • Understanding matrices is a big part of it • This is not about using graphics programs or using graphics • Examples and widgets within the field guide provide good examples to focus on. • Focusing on the error control coding of QR codes does not meet the standard (It’s level 2) • There were not many students that did these topics, and I have not looked at them (not my area of expertise…)

  17. Important Messages • If you are not confident and/or do not have your own resources, use the field guide or other good resources. • Stay well away from wikipedia and field guide paraphrasing. It does not demonstrate understanding. • 14 pages of text and no images might not show a good understanding • Don’t give them templates, student voice! • Starting points, questions, checklists, OK, but not if form templates of the answer

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