julian-fietkau.de

Today is about empiricism and data collection. I want to represent you as to which considerations I have made regarding my data sources so far, and what I like about a charge for data.

Bachelor work and data collection

A bachelor's degree in computer science in the work typically deals with a problem, analyze theoretically or even be implemented. Somewhat less common are issues that require actual field research, which may be provided by surveys or similar methods. The latter is also my topic to include.

Data sources

For my research question(s) for the versatility of teachlet there are only a small amount of data sources that can help me back to you.

• First, there are times the teachlet archive is preserved in which a large number of existing teachlet teachlet from past workshops. Each ideally contains the complete teachlet choreography, all the slides, systems and materials, and with good luck experiences of recent executions. For the question of what constitutes teachlet in the core, it is certainly useful to work not only on the side of the theory with the definition, but also to examine existing teachlet in common and general structures.
• Furthermore, I have lead to the hope interviews with some experienced presenters teachlet. Have used the environment of our university, there are perhaps half a dozen people who already reflected several times and teachlet. People I would like to get grasp on the subject and ask, in the hope that can be gained from the interviews meaningful conclusions.
• Last, the first-hand observation. A teachlet, the end of August to be held here at the university with more than 100 people, I've picked out for it and will watch it - "Track" as saying the teachlet connoisseur would, which means the-minute track of the section as long has lasted too specific to be able to compare the actual working behind the planning. This is especially interesting, as the teachlet concept is such a large number of participants.

Difficulties

The data collection is the very fact limits that a teachlet not perform "just as a test" can, because you must obtain a certain number of participants. At this point the trial implementation of a teachlet OOPM following a lecture last semester is failed - had taketh pleasure to stay for longer, which is understandable. So I have to very carefully make sure to use all available sources, because it is a very limited number.

Another "problem" is that the data that I raise are mostly qualitative rather than quantitative. There will be not to compare too much to pack in pretty charts, but all the more different statements and assessments that make up a coherent picture to be extracted. This is just for a scientist like me a lot of hard work.

Organisational

Since last week I have a second mentor. Prof. Oberquelle has agreed to do so. Now that this post is filled, a notification of the work is in principle nothing to prevent. I will discuss this with Axel.

End

I hope my presentation of the concepts of data collection is reasonably understandable. What do you think? Is it written to read, or should I go into more typical teachlet-tag when I use it?

Next week when I report by the brainstorming meeting with Axel and Christian, which hopefully can have some basic knowledge about the definition derived from teachlet. The meeting will be held Thursday, next Tuesday is about at this time then here to see the results.