• AI class (Stanford University)
• Online courses at stanford university
• Online courses at MIT
• CS50 Intro to Computer Science by Harvard
• Online courses (Princeton, Stanford, Michigan, Pennsylvania)
  • Cryptography class (already running at least one year)
  • Machine Learning (already running at least one year)

Just wanted to share them on occasion of the edx initiative of MIT and Harvard. Happy about any other related links

• Welche Kriterien kennen Sie für das Übertragen einer stillen Reserve?
• Was wissen Sie über das Übertragen einer stillen Reserve?
• Entscheiden Sie ob folgenden Tatbestände umsatzsteuerpflichtig sind.

Ich kann so nicht arbeiten!

> 2) Aren’t we supposed to check for SQL-injection?
No, the course has nothing to do with security.

via tugraz Newsgroup.

<IMHO>I agree, that you should not mix up course contents. But I disagree that good practice should not be taught. So: Disagree.</IMHO>

Just some short notes/comparisons about watching the CS 75 course of Harvard university (you can download it at cs75.tv):

• There is more interaction between students and professors than here. Students here prefer not to question lecture content and questions to the audience have higher response times than in Harvard. I think one of the major reasons include the missing reaction to problems (“XY at slide Z is incorrect” will be ignored even though the lecturer agreed at the lecture).
• The professor is well prepared and has a specific topic to finish in one lecture. Whereas the second is true in most cases here, the first one cannot be satisfied by slides of previous years and out-dated course websites
• Specifically about this topic: The first OOP source code of PHP you will see here is out-dated PHP 4. Even though there are more lectures, topics like scalability are not part of the course here.

Liked it

Am 02.04.11, schrieb zensierter Name:

Ist aber extrem gefährliches Halbwissen das den Studierenden als richtig suggeriert wird, jedoch grundlegend falsch ist….. und damit hier eigentlich nichts verloren hat.

Danke, aber die Entscheidungen, was “hier” etwas verloren hat oder nicht treffen wir gerne selbst. Da es sich um eine *einführende* Lehrveranstaltung handelt (die für Anfänger aufgrund des Themas ohnehin schon mehr als komplex ist) ist hier eine sehr “naive” und grundlegende Herangehensweise durchaus angebracht, wobei auch hier in keinster Weise behauptet wurde, dass dies die “richtige” sei, sondern dass sie innerhalb unseres Gesamtkonzeptes akzeptabel ist.

via tu-graz Newsgroup

Just a small rant about bad work at university.

In this course all materials we had to learn was transcribed in the slides itself. Learning got really annoying. Sometimes we did not even know what the author intended to express with some word as far as it is used in a different context in difference to eg. Wikipedia. Yes, I attended all (except one) lectures and yes, I did not recognize that this word on the slide will raise some question in future times. However, the thing I am most annoyed at: The only thing the professors have to care about are the slides and they still suck. In conclusion, there were 10 lectures with 617 slides. Following is a list of errors excluding errors with capitalization and “BE vs AE”:

• “the ability of employees to use their knoweldge for actions”
• “Fore each Knowledge Area:”
• “How much of this in Internet?”
• “Needs of the Information Scociety”
• “Effect of data errors? sensitiv / insensitiv”
• “Knowledge spaces represent common characteristis of a set…”
• “Models based on Set Theory: Boolian Retrieval”
• “Formulation of a the need for information”
• “struktur, layout, content”
• “Imput with a microphone”
• “Intuitiv & easy to understand”
• “Transitivity? Assymetrie?”
• “… better enbaling computers and people to work in cooperations”
• “Publikation of data together with underlying structures”
• “Bottom-up approch”
• “What are the differences Tags and Semantic Annotations?”
• “Semantic Web für Social Software”
• “How do organizational sturctures fit together?”
• “Properties/Capabilities of particular von learners and goals.”
• “Learning methods to achieve the goald”
• “Core of adaptiven systems”
• “implicit wiht log-data only”
• “about the design of adaptiven learning systems”
• “Work-integrated larning is part of knowledge management”
• “Web-bases learning environments”
• “administration of examiniation tools”
• “Is learning itself really in the forground?”
• “Resource that can be used”
• “Spectrum of properties (e.g. file formats, color sprectrum)”
• “requires access to a wider range of ongoing activitiey”

</rant> Sorry.

Hallo!

Ich habe noch eine Frage bezüglich der Länge der zweiten Abgabe.
Ich und meine Partnerin haben bereits zwei Seiten verfasst und sind auch mit unserem Wissen am Ende. Die 10 Seiten waren schon binär gemeint, oder?

mfg Fritz

via tu-graz.lv.ewa