Do You Get a Certificate from Codecademy
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Road to Code Copy
THE ROAD TO CODE WEB DEVELOPMENT ANDROID DEVELOPMENT IMMERSIVE IMMERSIVE May 31 May 31 GENERAL ASSEMBLY GENERAL ASSEMBLY @GA_CHICAGO WWW.FACEBOOK.COM/GENERALASSEMBLYCHI @GA_CHICAGO GENERAL ASSEMBLY @THE_NERDERY GENERAL ASSEMBLY THE ROAD TO CODE Scott Baumbich, Swift Developer SWIFT DEVELOPMENT What is Swift? Swift is a modern programming language that made its first appearance in June 2014. • Powerful • Intuitive • Interactive • Fun • Concise • Expressive How Swift is used in the industry? • iOS • OS X • tvOS • WatchOS • IBM • Android? • Facebook? Choosing Swift as your first programing language. • Why do “YOU” want to program? • Time commitment • Learning curve • Life style • Focus Cons Swift Pros • It doesn't do everything • Swift is easier to read and Objective-C does write • You need to know Objective- • Swift can result in shorter C to debug the code/ overall code length framework • Swift has some clever tricks • Since, the language is new up its sleeve the pool of Swift developers is very limited. The job market for Swift developers Questions? Scott Baumbich, Swift Developer @ScottBaumbich Scott-Baumbich [email protected] SBaumbich Ruby, Rails & my coding journey Nicole Lopez About Me ● Ruby on Rails engineer at Avant ● Majored in Arabic Language and Literature ● Worked in Immigration for 4 years ● Learned to code through the internet and Meetup groups ● Started learning with HTML, CSS, Sass, and then Python, Javascript, and eventually Ruby and Rails ● Started from the front end now I’m here How I Learned... Online ● Coursera -- Introduction to Programming with Python ● Codecademy -- HTML and CSS Meetups ● Girl Develop It -- Sass and Javascript ● Railsbridge -- Intro to Rails ● Chicago Women Developers -- Basic bash, Ruby Side Projects & Tutorials Ruby What is Ruby? A programming language…. -
Massive Open Online Courses – Anyone Can Access Anywhere at Anytime
SHANLAX s han lax International Journal of Education # S I N C E 1 9 9 0 Massive Open Online Courses – Anyone Can Access Anywhere at Anytime K. Suresh OPEN ACCESS ICSSR Post Doctoral Fellow, Department of Education Central University of Tamil Nadu, Thiruvarur, Tamil Nadu, India Manuscript ID: EDU-2020-08032458 P. Srinivasan Professor and Head, Department of Education Volume: 8 Central University of Tamil Nadu, Thiruvarur, Tamil Nadu, India Issue: 3 Abstract Information Communication Technology influences all dimensions of education. Especially in Month: June distance education, rapid change occurs. Based on the huge availability of online resources like open education resources, distance education can be accessed openly at a low cost. In the 21st century, teaching and learning, Massive Open Online Course (MOOC) is a new trend of learning Year: 2020 for digital learners. MOOC is an open education system available on the web. It is a low-cost courseware, and the participants can access the learning content from anywhere and anytime. The P-ISSN: 2320-2653 MOOCs are categorized cMOOCs, xMOOCs, and Quasi MOOC models. India is a developing country, and it is making steps ahead to digitalization on its processes. e-panchayat, a-district, e-hospital, e-greetings, e-office, e-visa, e-NAM (National Agricultural Market), e-pathshala are E-ISSN: 2582-1334 the examples for India stood on digitalization. India tried to ensure access, equity, and quality education to the massive. With this aim, the SWAYAM portal initiated, and it was the milestone of Received: 06.04.2020 Indian distance education and providing open education to massive through MOOCs. -
Moocs: a Comparative Analysis Between Indian Scenario and Global Scenario
International Journal of Engineering & Technology, 7 (4.39) (2018) 854-857 International Journal of Engineering & Technology Website: www.sciencepubco.com/index.php/IJET Research paper MOOCs: A Comparative analysis between Indian scenario and Global scenario 1Dr.Gomathi Sankar Jaganathan, 2Dr. N. Sugundan, 3Mr. SiranjeeviSivakumar, 1Assistant Professor Saveetha School of Management Saveetha Institute of Medical and Technical Sciences (SIMATS) Associate Professor, Saveetha School of Management, Saveetha Institute of Medical and Technical Sciences (SIMATS) Assistant Professor, Saveetha School of Management, Saveetha Institute of Medical and Technical Sciences (SIMATS) *Corresponding author E-mail: [email protected] Abstract: Massive open online courses (MOOCs) are most recent and prominent trends in higher education. MOOCs has witnessed tremendous growth with huge enrolment. Having recorded large enrolment, India has initiated various projects such as NPTEL, IITBX, and SWAYAM. Many online platforms have been developed to provide online courses to encourage continuing education. This study detailed the characteristics of MOOCs along with various online platforms across the world. The authors compare the growth of Indian MOOCs with global scenario and list of providers who develop and deliver online courses and possible challenges of MOOCs implementation in India. Keywords: MOOC, SWAYAM, Online education, NPTEL, Coursera, and edX. 1. Introduction: 2. Characteristics of Moocs: MOOCs – Massive Open Online Courses are quite new and most • Massive: MOOCs can have enormous of participants. It conspicuous trends in higher education. It represents learning witnessed more than 81 million registration across the phenomenon where learners access online educational multimedia world. It recorded around 23 million new registration in materials, and get associated with enormous numbers of other the year 2017 (Class central, 2018). -
Basic Java Programming Assignments
Basic Java Programming Assignments Is Timothee wearisome or simpatico after muggy Rusty miched so ninth? Vaporous and academic Herby precondition almost shoddily, though Filipe mercurialize his prescience overplies. When Weston sandblast his farmyards overachieves not banally enough, is Gaven tangiest? We pull out and java programming by the data Java Assignment Help Java programming homework Help. They even come to shared data of assignments within a controller is an instance of an advanced. Our competitors and basic programs and help is to compile and online tutorials for solving the basics of the video, articles which help? Have become tough topic. Pay for java homework Trial Laboratory Work hence We are Leaders. Write a new language very common practice in the networking is about your course, it was your own wrapper for class from experts in. How far more convenient class name and creative bit manipulations required changes at some coding by some could get practice projects within packages. A fare to the 200 assignments I have used to teach Java to be own classes. Every assignment must execute the assignments come to worry about the param tags should? Do you periodically. Questions and Exercises Object-Oriented Programming Concepts Language Basics. Java assignments crafted at every platform? Mock mvc java homework exactly where java programming teacher. CodingBat Java. Java coding language basics of a native mobile applications in languages such as you. Java assignment solution that is simple scripting interface and making your code to understand the best. Oops concept can explain it to assignment help of assignments by the basics and assign it offers you need different kinds of two identical programming. -
Learning New Lessons Worksheet
Intelligent Business Learning new lessons Worksheet A Before you read – Discuss Discuss the questions below. Share your knowledge, experience and opinions. 1) Have you attended, or do you intend to attend a university? 2) If so, was it a traditional university with a campus or was it an on-line university? 3) Have you ever tried any form of on-line learning? Describe your experiences. 4) Do you think on-line learning is as effective as traditional lectures, assignments and seminars? Do you think on-line learning is more effective? 5) What are the advantages of on-line learning for governments, university tutors and learners? What are the disadvantages? B Comprehension Read the first three paragraphs and answer the questions. 1) What do the top universities offer? [Find three elements] 2) What do lesser universities offer? [Find four elements] 3) Why does online provision threaten doom for the laggard and mediocre? 4) How did the Open University provide distance teaching in 1971? 5) What are MOOCs? 6) Are Udacity, edX and Coursera MOOCs? Read paragraphs 4, 5, 6. (The last word of paragraph 6 is rivals.) Mark these statements TRUE or FALSE. 7) Coursera works with several universities in the USA and elsewhere. T/F 8) Futurelearn will not charge for carrying courses on the platform. T/F 9) Marginal Revolution University offers courses in blogging. T/F 10) Universities using online courses can offer cheaper degrees. T/F Read paragraphs 7, 8, and 9. Which advantages do MOOCs offer? Choose from the list below. 11) a) interactive coursework b) no pause, rewind (or fast forward) buttons c) students learn at their own pace d) universities can offer courses to larger numbers of students e) students in different countries can work together without leaving their homes f) students are all from rich countries Read paragraphs 10, 11, 12. -
Moocs and Google
UNCTAD Advisory Group on Developing skills, knowledge and capacities through innovation: ELearning, MLearning, cloudLearning Geneva 10/12/2013 MOOCs and Google Michel Benard University Relations Manager Google The first MOOC (Massive Open Online Course) was launched late 2011 by Profs. Peter Norvig and Sebastian Thrun from Stanford University. In the TED video relating his unique experience (http://www.ted.com/talks/peter_norvig_the_100_000_student_classroom.html), Peter Norvig is addressing many opportunities and open questions that this introduction has raised. Since then many MOOCs have been created by a large number of universities and institutions worldwide, hosted by platforms like Coursera, Udacity, EdX, Iversity, FutureLearn and many other private or public organizations. MOOCs are now used for teaching science, technology, humanities and many other fields, such as sport, vocational topics or general public interest topics. In summer 2012, at Google we ran a MOOC (Massive Open Online Course) on Power Searching. Soon after, we open sourced Course Builder, the platform that we developed on Google technologies to present the course. Since then, we have released four versions of Course Builder adding features such as userfriendly content development, administrative support, dashboards on student performance and behavior, new assessment types including peer review, accessibility, internationalization, etc. A large number of courses have been hosted on Course Builder, with many more in the pipeline. This work started with the observation that we have all the component technology one needs to create a platform for delivering a learning experience similar to other MOOCs that were being offered on Coursera and Udacity. So we set about wiring together these components (YouTube, App Engine, Groups, Apps, Google+ and Hangouts, etc.) to create the first version of Course Builder. -
STEM Day Lesson Plan Title: Got Code? an Introduction to Coding Subject Area: Technology-Computer Coding Learning Activity Descr
STEM Day Lesson Plan Title: Got Code? An Introduction to Coding Subject Area: Technology-Computer Coding Learning Activity Description: This hands-on activity will walk participants through an introduction to computational thinking and coding. Participants will also have an opportunity to explore coding applications and will leave with a list oF Free coding programs they can download on their own computer or mobile devices to continue their exploration of coding. Lesson Activity Objective: • Students will participate in a Computational Thinking exercise. • A hands-on activity will walk participants through an introduction to coding using the SwiFt Playground app on an iPad. • Participants will work independently and as teams practicing coding skills. • Participants will leave with a list oF Free coding apps they can load on their own devices to continue their exploration oF coding. Lesson Activity Outcomes: • Students will understand the basics oF computational Thinking. • Student will be able to use computational thinking to problem solve both in technology and everyday applications. • Students will be excited to explore computational thinking and coding as beneFicial tools in developing their careers. Materials/Supplies Listed: • Chalkboard or whiteboard & marking pens/chalk • Computer or iPad with SwiFt Playgrounds • List oF coding recourses • Activity 1 worksheet • Pens or pencils Teacher Procedures: • Complete Activity 1 o “Your students get to tell you what to do! As a class, they should come up with ideas For what you should do. Examples might be to draw a smiley Face on the board or do Five jumping jacks. Let your students decide on the action without telling you what the action is. -
Downloads in 2017 Exceeded 178 Billion and Is Expected to Grow by 45% in 2020
Chapter 04 Teaching Mobile App Development in a Mass Communication Program by Cindy Royal, Ph.D. For the past two decades, I have taught web design and development courses to journalism and mass communication students. These courses began with covering Hypertext Markup Language (HTML), Cascading Style Sheets (CSS) and web animations and have now progressed to include responsive design techniques, front-end frameworks, and customizing content management systems. In 2014, I began teaching a more advanced web development course focused on interactive coding and data visualization. This course introduced JavaScript and charting libraries and presented students with techniques supporting interaction and user-experience design. For years, I had avoided moving into the mobile application space. I had invested a lot of time learning web technologies. I believed in the open Internet and the ability to publish online without the constraint of distribution through application stores. I thought that the mobile application development environment introduced a level of complexity that was beyond the scope of our curriculum. Eventually, I came around to the realization that it was time to introduce students to the ways in which mobile applications are made. The mobile application environment began to grow with the introduction of smartphones in the mid-2000s. In January 2018, 77% of Americans used a smartphone, but for young people aged 18-29, the percentage was 94% [3]. The total number of mobile application downloads in 2017 exceeded 178 billion and is expected to grow by 45% in 2020. [9]. The two most popular application stores, Google Play and the Apple App Store, housed 3.8 million and 2 million apps respectively in 2018 [8]. -
An Introduction to the Linux Command Line
An introduction to the Linux command line Prof. Andrew C.R. Martin, University College London September, 2018 Updated April, 2020 This self-paced tutorial will take you through some of the key concepts of the BASH command line shell. There are also many tutorials available on the Web or in books. I use this style for commands you type, and this style for file- names. In the command summary, I use this style for things that should be substi- tuted with an appropriate filename or word. Contents 1 WhydoIcareaboutthis? 3 2 Introduction — what is the Linux/BASH command line? 3 2.1 WhatisLinux?.................................. 3 2.2 WhatistheBASHcommandline? . 4 3 Accessing the BASH command line 5 3.1 IfyouareusingLinux... ............................ 5 3.2 IfyouareusingaMac... ............................ 5 3.3 IfyouareusingWindows.... 5 4 Directories and Folders 6 4.1 Listingfiles.................................... 6 4.2 Changingthecurrentworkingdirectory . 7 5 Finding out more about files 8 6 Using the shell 8 6.1 Recallingpreviouscommands. 8 6.2 Typingless.................................... 9 6.3 CutandPaste .................................. 9 7 Organizing files into subdirectories 9 8 GrabbingfilesfromtheInternetandmovingfilesaround 10 8.1 Grabbingfiles .................................. 10 8.2 Movingfiles ................................... 11 1 9 File archives 11 10 Looking at the content of a file 12 10.1 Displaying and concatenating . 12 10.2Copyingfiles................................... 13 10.3 Lookingfordifferencesinfiles. ..... 14 10.4 -
A Study of Online Assessment Tools to Practice Programming and Their Ef- Fect on Students Grades
Paper ID #24357 2018 ASEE Mid-Atlantic Section Spring Conference: Washington, District of Columbia Apr 6 A Study of Online Assessment Tools to Practice Programming and Their Ef- fect on Students Grades Dr. Jose M Reyes Alamo, CUNY - New York City College of Technology Jose´ M. Reyes Alamo´ did his undergraduate studies in Computer Science at the University of Puerto Rico at Bayamon.´ After graduation he worked in the industry but his strong passion for education and research brought him back to school a year later. He went to Iowa State University (ISU) to pursue his Ph.D. in Computer Science. During his time at ISU he worked in the Smart Home Lab researching topics in Software Engineering, Smart Homes, Pervasive Computing, Formal Methods, and Wireless Sensors. He published several papers and completed his dissertation entitled ”A framework for safe composition of heterogeneous SOA services in a pervasive computing environment with resource constraints”. In ISU he was also involved in several other activities like organizing the GMAP Symposium, participating in student organizations, and working as research assistant. After graduation he worked for a trading software company in New York City but once again his love for academics brought him back, this time as a professor in Computer Engineering Technology at CUNY - New York City College of Technology. c American Society for Engineering Education, 2018 A Study of Online Assessment Tools to Practice Programming and Their Effect on Students Grades José M. Reyes Álamo CUNY - New York City College of Technology Abstract “Practice makes perfect” is an old phrase that proves true in many aspects of the life of a computer engineer. -
Programming Language Use in US Academia and Industry
Informatics in Education, 2015, Vol. 14, No. 2, 143–160 143 © 2015 Vilnius University DOI: 10.15388/infedu.2015.09 Programming Language Use in US Academia and Industry Latifa BEN ARFA RABAI1, Barry COHEN2, Ali MILI2 1 Institut Superieur de Gestion, Bardo, 2000, Tunisia 2 CCS, NJIT, Newark NJ 07102-1982 USA e-mail: [email protected], [email protected], [email protected] Received: July 2014 Abstract. In the same way that natural languages influence and shape the way we think, program- ming languages have a profound impact on the way a programmer analyzes a problem and formu- lates its solution in the form of a program. To the extent that a first programming course is likely to determine the student’s approach to program design, program analysis, and programming meth- odology, the choice of the programming language used in the first programming course is likely to be very important. In this paper, we report on a recent survey we conducted on programming language use in US academic institutions, and discuss the significance of our data by comparison with programming language use in industry. Keywords: programming language use, academic institution, academic trends, programming lan- guage evolution, programming language adoption. 1. Introduction: Programming Language Adoption The process by which organizations and individuals adopt technology trends is complex, as it involves many diverse factors; it is also paradoxical and counter-intuitive, hence difficult to model (Clements, 2006; Warren, 2006; John C, 2006; Leo and Rabkin, 2013; Geoffrey, 2002; Geoffrey, 2002a; Yi, Li and Mili, 2007; Stephen, 2006). This general observation applies to programming languages in particular, where many carefully de- signed languages that have superior technical attributes fail to be widely adopted, while languages that start with modest ambitions and limited scope go on to be widely used in industry and in academia. -
Combining Deep Learning with Traditional Algorithms In
Combining Deep Learning with traditional algorithms in autonomous cars An introductory exploration of combining some deep learning techniques with computer vision based algorithms for decision making in autonomous vehicles Bachelor’s thesis in Computer Science Albin Falk David Granqvist Department of Computer Science and Engineering CHALMERS UNIVERSITY OF TECHNOLOGY UNIVERSITY OF GOTHENBURG Gothenburg, Sweden 2017 Bachelor’s thesis 2017 Combining Deep Learning with traditional algorithms in autonomous cars An introductory exploration of combining some deep learning techniques with computer vision based algorithms for decision making in autonomous vehicles Albin Falk & David Granqvist Department of Computer Science and Engineering Chalmers University of Technology University of Gothenburg Gothenburg, Sweden 2017 Combining Deep Learning with traditional algorithms in autonomous cars An introductory exploration of combining some deep learning techniques with com- puter vision based algorithms for decision making in autonomous vehicles Albin Falk David Granqvist © Albin Falk & David Granqvist, 2017. Supervisors: Erland Holmström, Department of Computer Science and Engineering Alixander Ansari, Sigma Technology Examiner: Peter Lundin, Department of Computer Science and Engineering Bachelor’s Thesis 2017 Department of Computer Science and Engineering Chalmers University of Technology / University of Gothenburg SE-412 96 Gothenburg Telephone +46 31 772 1000 The Author grants to Chalmers University of Technology and University of Gothen- burg the non-exclusive right to publish the Work electronically and in a non-commercial purpose make it accessible on the Internet. The Author warrants that he/she is the author to the Work, and warrants that the Work does not contain text, pictures or other material that violates copyright law. The Author shall, when transferring the rights of the Work to a third party (for example a publisher or a company), acknowledge the third party about this agree- ment.