Some of the permissions problems related to window.showDirectoryPicker have been frustrating. I'm developing a client-side Python web framework, and during development I need to mount the library locally; I hand off the directory to Pyodide using this API. But that doesn't work in VSCode's internal browser, apparently because the API just simply isn't able to be approved.
The fact that you are talking about Dan Garcia, a huge figure in computing education research and an excellent teacher, and the Beauty and Joy of Computing curriculum makes this hilarious. You should look up some details about both.
You'd be amazed at how many students we know are obviously cheating because the logs reveal that they copy pasted a long, complete answer within seconds of opening a problem for the first time, full of sophisticated code constructs that we didn't teach them, and lot's of nicely formatted comments. Sometimes they even copy/paste the entire GPT output and then format it down.
It's an incredible curriculum. I have a lot of fond memories myself. I frequently wonder nowadays if it isn't the right approach to force students to stop and think a bit more about "Computer Science" and not just "Programming" in an introductory context.
It's crazy to me that people think of Python as dynamically typed by default. Strong static typing has been an option in Python for years now, and it should just be the default.
Also for deadlines and social accountability. There's a reason why there was a lot less learning during the pandemic. The simple fact that most online learning advocates don't want to acknowledge is that humans learn better from other humans in person. On average, of course.
Tunic is such an incredible experience. If you ever enjoyed the original Zelda and its manual, you simply must play tunic. It captures something incredible. And it has some amazing twists.
Where are you seeing CS classes with increasing enrollment? Everyone I know is saying they're seeing smaller classes. Maybe some upper division from the last swell, but we're all definitely declining this year and last year, from what I'm seeing.
I agree, I think many people who rail against exams underestimate how important memory is to more complicated skills. How can you debug a complex application if you have to keep looking up every operator and keyword in the language you're using? It'd be like trying to interpret poetry in a foreign language but you have to look up every single noun. I'm not saying people can't do it, but it's tedious, slow, and you probably wouldn't think of them as a "professional worth paying for their service". Some amount of memorization is key.
Exams happen all the time in real life. Or rather, situations where you can't just look up fundamental knowledge. Job interviews, presentations, even mundane work tasks - all these require you to know the basics quickly "The basics" are relative, of course, but I often point out to my students: "you don't care if your doctor needs to look up the specific interactions of your various meds. You do care if you see them googling 'what is an appendix'." Proctored, in-person exams are the only reliable mechanism we have for ascertaining if a specific individual has mastered key fundamentals and can answer relevant questions about them in a relatively timely fashion. Everything else is details and thresholds - how fast do you need to be able to recall, how deep, what details are fundamental. From there, I think it's fine to hate poorly made exams, and it's a given that many folks making exams have no idea what they're doing (or don't have the resources to do it right). But the premise of an exam is not completely divorced from reality.
So at 50%, someone who uses AI to get 100% of the homework grade will earn a D (sometimes passing) if they can get at least a 20% on your quizzes, and a C (always passing) if they get at least a 40%. Did you make your exam so difficult that students who truly didn't learn the material earn less than 20-40%? Because if it was, say, multiple choice questions with four possible answers, then you can expect them to earn at least 25% just by chance.
Yes, exactly. I'm having a frustrating time reminding senior teachers of this, people with authority who should really know better. There seems to be some delusion that this technology will somehow change how people learn in a fundamental way.