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GitHub Classroom

classroom.github.com

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Re: GitHub Classroom

#141

Post by amasad »

gorgoiler wrote: post #44
amasad wrote: post #8

GitHub classroom is awesome and although it's been around for a while it has seen a lot of love recently, especially adding browser IDE integration and autograding. We at Repl.it worked closely with them to make it really easy for students to start coding in seconds instead of hours. Announcement and HN discussion: - https://github.blog/2020-05-26-code-in-the-browser-with-gith... - https://news.ycombinator.com/item?i…

Thank you for the massive leaps you’re making with repl.it. It’s game changing how low the friction is. How do I quickly convince my safeguarding team of the safety of repl.it and github integration? We’re obviously concerned about pupils having contact with strangers. A much more common problem in schools is bullying. It’s also important to not allow yet another channel for harassment. Anything where pupils can priv…

Thanks for the kind words. I don't think repl.it provides anymore social features than say GitHub does. How do you currently handle those concerns with regards to social coding on GitHub?

Re: GitHub Classroom

#142

Post by amasad »

serverQuestion wrote: post #69
amasad wrote: post #8

GitHub classroom is awesome and although it's been around for a while it has seen a lot of love recently, especially adding browser IDE integration and autograding. We at Repl.it worked closely with them to make it really easy for students to start coding in seconds instead of hours. Announcement and HN discussion: - https://github.blog/2020-05-26-code-in-the-browser-with-gith... - https://news.ycombinator.com/item?i…

How do you at Repl.it feel about VS Code integrating with Github?

We're excited about it. Cloud/browser coding being normalized is great for us.

I don't think what we're building is a direct competitor to IDEs -- you'll always need a repl in the same way you'll have a TV but still go to the movies, or you'll have a tablet but still have a desktop etc.

Re: GitHub Classroom

#143

Post by dheera »

IggleSniggle wrote: post #127
dheera wrote: post #55

Earlier quoted context omitted.

You can inject your own CSS on Firefox mobile. It's also great for getting rid of popups and paywalls.

This does not appear to be true on iOS? If it is...how?

That's because Firefox for iOS is really just a skin around Safari's WebKit-based engine, because Apple plays the evil gatekeeper on their app store and doesn't allow Firefox to use their own rendering engine. (Chrome on iOS is also effectively just a Safari wrapper.)

It's one of the many reasons I think iOS is a horrible choice for a privacy-conscious user.

Firefox for Android supports extensions.

Re: GitHub Classroom

#144

Post by andreareina »

BCM43 wrote: post #138
andreareina wrote: post #126

Earlier quoted context omitted.

Arguably the bug isn't the rendering of code blocks, but using them to delineate quotes.

Maybe the bug is not having blockquotes, something that people clearly want? We're seeing a desire path of feature use.

Maybe! I shouldn't have called user behavior a bug, and I'm sympathetic to the desire path argument, but it would hold more water if code-blocks-as-quotes didn't come with such an accessibility malus, especially given the common convention of indicating quoted content with >

I do want real blockquotes, but I can work around their lack.

Re: GitHub Classroom

#145

Post by detaro »

BCM43 wrote: post #138
andreareina wrote: post #126

Earlier quoted context omitted.

Arguably the bug isn't the rendering of code blocks, but using them to delineate quotes.

Maybe the bug is not having blockquotes, something that people clearly want? We're seeing a desire path of feature use.

> italic text with > prefix works quite well?

IMHO.

Re: GitHub Classroom

#146

Post by aledalgrande »

bo1024 wrote: post #113
maeln wrote: post #94

Just on a minor note. Having taught programming classes in the past, don't use automated testing for grading, or at least not fully. First of, there is a lot more to judge in a program than just the correctness of its output. Is the code readable ? Re-usable ? Did the student understood the core concept of the language and used them correctly ? I saw some student fail to produce a correct program but had a well organ…

That would be lovely in a world where the teacher-to-student ratio was say 20:1 rather than 200:1. Most major CS programs use automated grading for lower-level programming classes; check out Berkeley's huge infrastructure and toolset for their curriculum. There just isn't enough money (or competent TA's, often) to give good individual feedback on code style in intro courses. Perhaps it is our own fault for somehow gi…

My CS course in Italy was 120 people and tests were checked one by one by the teacher.

Re: GitHub Classroom

#147

Post by aroch »

renodubois wrote: post #136
TechBro8615 wrote: post #124

Earlier quoted context omitted.

I had one professor who used private (30%) and public (70%) tests. You could iterate on the public tests up until the submission deadline. But you never saw the private tests until the professor ran them on your program after you submitted it. I think this was a good middle ground that forced you to think beyond the rigid parameters of the public tests, and discouraged things like “switch” statements. Quality of code…

I graded for a class that took a similar approach to this - the students had a small amount of tests available to them that allowed them to iterate over the requirements for the assignment, but we had more exhaustive tests that we ran automatically. In addition to checking test completeness, we also looked at the source code itself and graded for quality of that. The automated runner handled a lot of the hard work fo…

Ha, I did something very similar also with Gitlab and runners. I was always amazed at the new and creative ways students managed to break the autograders we wrote -- particularly for our BASH scripting assignments.

I was also never brave enough to have my autograders submit grades directly to Canvas after the first time I did it. I confidently had it directly submit grades the first week during the first year I implemented autograders. Half the class forgot a shebang on their shell script, and the autograder happily gave them a 0.

For bonus fun times: Gitlab's runner timeout is pretty much nonexistent if you're using the shell runner. It just won't kill them if they take too long, so I had to write our own management system for runners. Silly university IT not support containers :(

Re: GitHub Classroom

#148

Post by mariocesar »

maeln wrote: post #94

Just on a minor note. Having taught programming classes in the past, don't use automated testing for grading, or at least not fully. First of, there is a lot more to judge in a program than just the correctness of its output. Is the code readable ? Re-usable ? Did the student understood the core concept of the language and used them correctly ? I saw some student fail to produce a correct program but had a well organ…

I have used automated when doing online courses, I will not worry about assess the correctnes, because you don't have to take that as the final result. What I did was, if it passes then I will review in depth, and check all you mention.

As in person-to-person interaction when teaching, you don't have to rely in a single way of assess if the student has understand a concept correctly, a Mediocre teachers does that

Re: GitHub Classroom

#149

Post by throwawaygh »

bo1024 wrote: post #113
maeln wrote: post #94

Just on a minor note. Having taught programming classes in the past, don't use automated testing for grading, or at least not fully. First of, there is a lot more to judge in a program than just the correctness of its output. Is the code readable ? Re-usable ? Did the student understood the core concept of the language and used them correctly ? I saw some student fail to produce a correct program but had a well organ…

That would be lovely in a world where the teacher-to-student ratio was say 20:1 rather than 200:1. Most major CS programs use automated grading for lower-level programming classes; check out Berkeley's huge infrastructure and toolset for their curriculum. There just isn't enough money (or competent TA's, often) to give good individual feedback on code style in intro courses. Perhaps it is our own fault for somehow gi…

I've taught a lot of programming courses that have 20:1 or even lower ratios.

I always use automated grading to check for correctness. That way I can give more attention to other aspects of the grading rubric (a bit of style, but most of the time just understanding the thing we're supposed to be learning -- pointers, for loops, specific data structures, etc.)

For smaller programming assignments, you need to check that the right language constructs are used in the right way. E.g., you really have to go in and read to program to be certain that students are using for loops correctly. Just because the code outputs the correct answer and uses the "for" keyword, doesn't mean that the student understands how to use a for loop. I don't think it's possible to automate this check.

Similarly, it would be insane to grade a large programming assignment based on test cases alone because a) "program design" is a major part of the assignment and b) it'd be impossible to get full coverage without an insane amount of work.

I think it's a bad idea to not use automated grading, even in 20:1 classes. But of course you should also be reading the code and commenting on it.

Re: GitHub Classroom

#150

Post by topkai22 »

bo1024 wrote: post #113
maeln wrote: post #94

Just on a minor note. Having taught programming classes in the past, don't use automated testing for grading, or at least not fully. First of, there is a lot more to judge in a program than just the correctness of its output. Is the code readable ? Re-usable ? Did the student understood the core concept of the language and used them correctly ? I saw some student fail to produce a correct program but had a well organ…

That would be lovely in a world where the teacher-to-student ratio was say 20:1 rather than 200:1. Most major CS programs use automated grading for lower-level programming classes; check out Berkeley's huge infrastructure and toolset for their curriculum. There just isn't enough money (or competent TA's, often) to give good individual feedback on code style in intro courses. Perhaps it is our own fault for somehow gi…

Back when I was college (and that was a while ago now), the 2nd or 3rd year CS students would grade the 1st year CS class (which was required curriculum for all 180 students across all of our technical majors). While we did get paid to do so, it wasn't a lot. There was a strong cultural norm that doing "grutoring" (grading and tutoring) was just what you did.

I suspect that utilizing near peer style grading would be fairly scalable.

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