mstorey: This page will collect our ideas as we progress through the project... very loose collection, perhaps organized according to theme/objective as we progress. mstorey: From Li-Te Cheng (IBM/Cambridge) Any thoughts on coordinating with Hipikat to leverage the KM possibilities? e.g. students / TAs / profs creating their own searchable knowledge base that can provide inline help in Eclipse? mstorey: From Li-Te Cheng (IBM/Cambridge) Any thoughts on coordinating with Hipikat to leverage the KM possibilities? e.g. students / TAs / profs creating their own searchable knowledge base that can provide inline help in Eclipse? mstorey: From Li-Te Cheng (IBM/Cambridge) Any thoughts on coordinating with Hipikat to leverage the KM possibilities? e.g. students / TAs / profs creating their own searchable knowledge base that can provide inline help in Eclipse? mstorey: From Li-Te Cheng (IBM/Cambridge) Yes, web-boards, and CVS are fine, and annotating code could enter this realm too - but I think more can be done here. For example, the ability to replay a shared debugging session in Eclipse woud be useful for latecomers, or for people who missed the class. mstorey: From Li-Te Cheng (IBM/Cambridge) Yes, web-boards, and CVS are fine, and annotating code could enter this realm too - but I think more can be done here. For example, the ability to replay a shared debugging session in Eclipse woud be useful for latecomers, or for people who missed the class. mstorey: From Li-Te Cheng (IBM/Cambridge) Yes, web-boards, and CVS are fine, and annotating code could enter this realm too - but I think more can be done here. For example, the ability to replay a shared debugging session in Eclipse woud be useful for latecomers, or for people who missed the class. mstorey: Mary Sanseverino told us that organization skills is an important attribute of good instructors ... goal is to provide the ability to assist an instructor in creating such organization structures (such as behind a web page, curriculum support, learning objects, learning materials etc). mstorey: Mary Sanseverino told us that organization skills is an important attribute of good instructors ... goal is to provide the ability to assist an instructor in creating such organization structures (such as behind a web page, curriculum support, learning objects, learning materials etc). mstorey: Mary Sanseverino told us that organization skills is an important attribute of good instructors ... goal is to provide the ability to assist an instructor in creating such organization structures (such as behind a web page, curriculum support, learning objects, learning materials etc). mstorey: From Derek: This might be a phenomenally boring idea, but would it be worth while for us to measure the time that teachers and students spend on different modes of communication with each other? I have read articles in boring magazines like The Economist about management consultant types who do this sort of thing and then introduce new modes of communication in order to reduce the time spent in communication and make the communication more effective. For example, introducing an electronic bulletin board instead of having employees clog up eachother's email boxes with announcments. One aspect of our project is a very similar thing: email is an ineffective and inefficient mode of communication for many topics in programming, and we are attempting to develop better modes. We should be able to assess the difference both quantitatively and qualitatively. At worst this measurement would confirm our intuitions; at best it may give us new insights into where the problems really are. mstorey: From Derek: This might be a phenomenally boring idea, but would it be worth while for us to measure the time that teachers and students spend on different modes of communication with each other? I have read articles in boring magazines like The Economist about management consultant types who do this sort of thing and then introduce new modes of communication in order to reduce the time spent in communication and make the communication more effective. For example, introducing an electronic bulletin board instead of having employees clog up eachother's email boxes with announcments. One aspect of our project is a very similar thing: email is an ineffective and inefficient mode of communication for many topics in programming, and we are attempting to develop better modes. We should be able to assess the difference both quantitatively and qualitatively. At worst this measurement would confirm our intuitions; at best it may give us new insights into where the problems really are. mstorey: From Derek: This might be a phenomenally boring idea, but would it be worth while for us to measure the time that teachers and students spend on different modes of communication with each other? I have read articles in boring magazines like The Economist about management consultant types who do this sort of thing and then introduce new modes of communication in order to reduce the time spent in communication and make the communication more effective. For example, introducing an electronic bulletin board instead of having employees clog up eachother's email boxes with announcments. One aspect of our project is a very similar thing: email is an ineffective and inefficient mode of communication for many topics in programming, and we are attempting to develop better modes. We should be able to assess the difference both quantitatively and qualitatively. At worst this measurement would confirm our intuitions; at best it may give us new insights into where the problems really are.