BINP13, ht13
Respondents: 22 Answer Count: 18 Answer Frequency: 81,82 %
General opinion
Give your opinion in the scale 1-5.
1 = very negative 2 = negative 3 = neutral 4 = positive 5 = very positive
The comment field in the end is very important! It will help us understand what is to be kept when the grade is good, and what to change when the grade is poor.
What is your general opinion of the...
course as a whole?
course as a whole? Number of Responses
1 0 (0,0%)
2 1 (5,6%)
3 2 (11,1%)
4 6 (33,3%)
5 9 (50,0%)
Total 18 (100,0%)
Mean Standard Deviation
course as a whole? 4,3 0,9
lecture notes?
lecture notes? Number of Responses
1 0 (0,0%)
2 1 (5,6%)
3 4 (22,2%)
4 4 (22,2%)
5 9 (50,0%)
Total 18 (100,0%)
Mean Standard Deviation
lecture notes? 4,2 1,0
lectures with Mattias Ohlsson?
lectures with Mattias Ohlsson? Number of Responses
1 0 (0,0%)
2 0 (0,0%)
3 2 (11,8%)
4 6 (35,3%)
5 9 (52,9%)
Total 17 (100,0%)
Mean Standard Deviation
lectures with Mattias Ohlsson? 4,4 0,7
lectures with Jonas Kalderstam?
lectures with Jonas Kalderstam? Number of Responses
1 0 (0,0%)
2 1 (5,6%)
3 8 (44,4%)
4 6 (33,3%)
5 3 (16,7%)
Total 18 (100,0%)
Mean Standard Deviation
lectures with Jonas Kalderstam? 3,6 0,8
content of the lectures?
content of the lectures? Number of Responses
1 0 (0,0%)
2 1 (5,6%)
3 3 (16,7%)
4 7 (38,9%)
5 7 (38,9%)
Total 18 (100,0%)
Mean Standard Deviation
content of the lectures? 4,1 0,9
follow-up exercises?
follow-up exercises? Number of Responses
1 1 (5,6%)
2 1 (5,6%)
3 5 (27,8%)
4 3 (16,7%)
5 8 (44,4%)
Total 18 (100,0%)
Mean Standard Deviation
follow-up exercises? 3,9 1,2
hand-in exercises?
hand-in exercises? Number of Responses
1 1 (5,6%)
2 2 (11,1%)
3 3 (16,7%)
4 5 (27,8%)
5 7 (38,9%)
Total 18 (100,0%)
Mean Standard Deviation
hand-in exercises? 3,8 1,2
combination of morning lecture / afternoon exercises?
combination of morning lecture / afternoon
exercises? Number of
Responses
1 1 (5,6%)
2 0 (0,0%)
3 1 (5,6%)
4 6 (33,3%)
5 10 (55,6%)
Total 18 (100,0%)
Mean Standard Deviation
combination of morning lecture / afternoon exercises? 4,3 1,0
written exam?
written exam? Number of Responses
1 0 (0,0%)
2 0 (0,0%)
3 5 (31,3%)
4 7 (43,8%)
5 4 (25,0%)
Total 16 (100,0%)
Mean Standard Deviation
written exam? 3,9 0,8
information about the course when it started?
information about the course when it
started? Number of
Responses
1 0 (0,0%)
2 1 (5,6%)
3 5 (27,8%)
4 8 (44,4%)
5 4 (22,2%)
Total 18 (100,0%)
Mean Standard Deviation
information about the course when it started? 3,8 0,9
information about what was expected of you?
information about what was expected of
you? Number of
Responses
1 0 (0,0%)
2 0 (0,0%)
3 4 (23,5%)
4 10 (58,8%)
5 3 (17,6%)
Total 17 (100,0%)
Mean Standard Deviation
information about what was expected of you? 3,9 0,7
match between the course content and your prior expectation?
match between the course content and your
prior expectation? Number of
Responses
1 1 (5,9%)
2 1 (5,9%)
3 4 (23,5%)
4 5 (29,4%)
5 6 (35,3%)
Total 17 (100,0%)
Mean Standard Deviation
match between the course content and your prior expectation? 3,8 1,2
Comment (help us interpret your grades!)
Mattias is a really good teacher in terms of both lectures and exercises and Jonas is very helpful for exercises.
The course was a great introduction to Perl. Lecture notes were prepared extremely well, therefore it was easy to follow the lecturers. Mattias obviously has a lot of experience and has spent a lot of time preparing himself, resulting in crystal clear explanations. Jonas - has enough knowledge, however he still needs to excel in teaching and expressing his thoughts more clearly and more consistently, though in exercise sessions he is as helpful as Mattias.
The course was so useful . This course should be 15 credits because of the massive content. If one does not have exprecience about programming.
Overall very good course! The lecture notes were really good, I was able to follow the content well despite missing a lot of lectures.
The course was very interesting, I learned many new concept in programming from bought teachers. The Teachers was smart and helpful. I was happy to come to the lectures every time!
Over all the course was good. However some exereecises was pretty hard to do on a personal laptop since they required acces to file servers ect
The overall course is good but there is a lot of stuff to do in one month ,not enough time.
Too much maths. Very difficult subject and programming language. You did not get to see the use of it until after a couple of weeks, in the Bioperl part. "Programmeringsundervisningen i Sverige har inte förändrats mycket de senaste 15 åren. Det handlar ofta om att först lära sig en tung programmeringsmiljö, som inte är lätt att köra hemma, där eleven sedan ska sitta och programmera "Hej världen" och trycka på kompileringsknappar. Därefter går man vidare och lär sig att hantera de olika huvudbegreppen inom programmering, såsom variabler, tester och funktioner. I värsta fall blandar man också in objektorientering ända från början. Ofta jobbar man med delämnen i steg, och går först vidare när man gjort alla uppgifter för just det ämnet. Det kan handla om veckor då man jobbar med att försöka förstå ett begrepp. Detta sätt att arbeta påminner mycket om traditionell matematikundervisning och är ett logiskt sätt att sakta men säkert närma sig avancerad programmering. Men det kan lätt bli väldigt tråkigt... - See more at: http://www.webbstjarnan.se/blogg/programmering-ska-vara-roligt/#sthash.bgcIXnXm.dpuf "
The focus of the course.
Below are learning goals from the course plan. Mark how much focus these goals got during the course, compared to what you feel would be needed.
Basic Perl programming. The student understands basic concepts in programming, such as variables, operators, loops, it-then-else constructions. The student knows the difference between Perl's three basic variables "scalars", "array" and "hash".
Basic Perl programming. The student understands basic concepts in programming, such as variables, operators, loops, it-then-else constructions. The student knows the difference between Perl's three
basic variables "scalars", "array" and "hash". Number of Responses
Much too low focus 1 (5,6%)
2 (11,1%)
Appropriate 12 (66,7%)
3 (16,7%)
Unnecessarily high focus 0 (0,0%)
Total 18
(100,0%)
MeanStandard Deviation Basic Perl programming. The student understands basic concepts in programming, such as variables, operators, loops,
it-then-else constructions. The student knows the difference between Perl's three basic variables "scalars", "array" and "hash". 2,9 0,7
Regular expressions: The student understands what a regular expression is and can create and use basic regular expressions. Furthermore, the student can use regular expressions together with built-in Perl functions.
Regular expressions: The student understands what a regular expression is and can create and use basic regular expressions. Furthermore, the student can use regular expressions together with built-in Perl
functions. Number of
Responses
Much too low focus 1 (5,6%)
2 (11,1%)
Appropriate 11 (61,1%)
3 (16,7%)
Unnecessarily high focus 1 (5,6%)
Total 18
(100,0%)
MeanStandard Deviation Regular expressions: The student understands what a regular expression is and can create and use basic regular
expressions. Furthermore, the student can use regular expressions together with built-in Perl functions. 3,1 0,9
Basic I/O: The student knows how to use a filehandle and knows about the standard filehandles STDIN, STDOUT and STDERR. The student can create new filehandles to read from and write to external files.
Basic I/O: The student knows how to use a filehandle and knows about the standard filehandles STDIN, STDOUT and STDERR. The student can create new
filehandles to read from and write to external files. Number of Responses
Much too low focus 1 (5,6%)
3 (16,7%)
Appropriate 13 (72,2%)
1 (5,6%)
Unnecessarily high focus 0 (0,0%)
Total 18
(100,0%)
MeanStandard Deviation Basic I/O: The student knows how to use a filehandle and knows about the standard filehandles STDIN, STDOUT and
STDERR. The student can create new filehandles to read from and write to external files. 2,8 0,6
Perl functions: The student can use basic Perl functions such as chomp, substr, split, join, push, unshift, popm shift, open, die, sort.
Perl functions: The student can use basic Perl functions such as chomp, substr, split, join, push,
unshift, popm shift, open, die, sort. Number of Responses
Much too low focus 1 (5,6%)
1 (5,6%)
Appropriate 14 (77,8%)
2 (11,1%)
Unnecessarily high focus 0 (0,0%)
Total 18
(100,0%)
Mean Standard Deviation Perl functions: The student can use basic Perl functions such as chomp, substr, split, join, push, unshift, popm shift,
open, die, sort. 2,9 0,6
User defined functions: The student can write their own functions (subroutines) and understands how to pass and return variables from the subroutine. In connection with subroutines the student learns about scope and knows the difference between local and global variables.
User defined functions: The student can write their own functions (subroutines) and understands how to pass and return variables from the subroutine. In connection with subroutines the student learns about scope and knows the difference between local and global
variables. Number of
Responses
Much too low focus 1 (5,6%)
5 (27,8%)
Appropriate 11 (61,1%)
1 (5,6%)
Unnecessarily high focus 0 (0,0%)
Total 18
(100,0%)
MeanStandard Deviation User defined functions: The student can write their own functions (subroutines) and understands how to pass and return
variables from the subroutine. In connection with subroutines the student learns about scope and knows the difference between
local and global variables. 2,7 0,7
Modules in Perl: The student knows about the concept of a module and knows how one can use them. The student can write simple modules to be used in their own code.
Modules in Perl: The student knows about the concept of a module and knows how one can use them. The student can write simple modules to be used in their
own code. Number of
Responses
Much too low focus 0 (0,0%)
7 (38,9%)
Appropriate 9 (50,0%)
2 (11,1%)
Unnecessarily high focus 0 (0,0%)
Total 18
(100,0%)
Mean Standard Deviation Modules in Perl: The student knows about the concept of a module and knows how one can use them. The student can
write simple modules to be used in their own code. 2,7 0,7
References: The student knows about references and can create an use references to the basic variable types. The student can also create more complex variables, such as "arrays of arrays" or "hashes of arrays", using references. The student also knows how to pass and return references from subroutines.
References: The student knows about references and can create an use references to the basic variable types. The student can also create more complex variables, such as "arrays of arrays" or "hashes of arrays", using references. The student also knows how
to pass and return references from subroutines. Number of Responses
Much too low focus 0 (0,0%)
7 (38,9%)
Appropriate 10 (55,6%)
0 (0,0%)
Unnecessarily high focus 1 (5,6%)
Total 18
(100,0%)
MeanStandard Deviation References: The student knows about references and can create an use references to the basic variable types. The student
can also create more complex variables, such as "arrays of arrays" or "hashes of arrays", using references. The student also
knows how to pass and return references from subroutines. 2,7 0,8
Modules for bioinformatics: The student has been in contact with the project "BioPerl.org"
that contains many modules aimed for bioinformatics. The student can use a few BioPerl modules within sequence analysis.
Modules for bioinformatics: The student has been in contact with the project "BioPerl.org" that contains many modules aimed for bioinformatics. The student can use a few BioPerl modules within sequence
analysis. Number of
Responses
Much too low focus 2 (11,8%)
7 (41,2%)
Appropriate 6 (35,3%)
1 (5,9%)
Unnecessarily high focus 1 (5,9%)
Total 17
(100,0%)
MeanStandard Deviation Modules for bioinformatics: The student has been in contact with the project "BioPerl.org" that contains many modules aimed
for bioinformatics. The student can use a few BioPerl modules within sequence analysis. 2,5 1,0
Comment
Modules, References and BioPerl project are taught later in the course and one needs more time to get comfortable with them. I think we have heard enough about it to have a general understanding, but these topics are vast enough to expand whole course for another month.
This course should be 15 credits
Overall good and well planned. Maybe a little more time for the modules could be appropriate, as they seem to be very useful for people who are into bioinformatics.
Need more focus on bioperl since the online documentation is pretty bad.
There is no collision between a scalar $var and an array @var containing a scalar entry $var[0]. There may, however, be reader confusion, so avoid this. This soon got very confusing! Variables can be interpolated into strings. This was hard to comprehend. There are many situations where the terms "list" and "array" can be used interchangeably, but there are equally many where lists and arrays display subtly different and extremely confusing behaviour. I agree also with http://qntm.org/files/perl/perl.html - I want to get to the point.
Did you have enough prior knowledge for this course?
Did you have enough prior knowledge for
this course? Number of
Responses
not at all 4 (22,2%)
not quite 3 (16,7%)
yes 9 (50,0%)
yes, the course was a bit easy 2 (11,1%)
I did not really learn anything new 0 (0,0%)
Total 18 (100,0%)
Mean Standard Deviation
Did you have enough prior knowledge for this course? 2,5 1,0
If your prior knowledge was not fairly appropriate, please comment!
What prior knowledge was missing/overlapping?
What is your background (year of higher education, relevant courses)?
I have had some programming before, thus general knowledge as loops, conditions, general programming logic were well known to me. What I had to learn, was new syntax of different programming language and some Perl and linux specific stuff such as regular expressions, pipes within code, access to internet databases and functions with simple codes.
I have read some programming courses before which made it easy to quickly grasp the concepts in the course. There were many new things related to Perl though. The level is probably apropriate for the target group who not have programmed before.
I did not have any experience in either biology nor informatics.
not having any basics in programming its a drawback in the course as the course goes very fast Biotechnology
How much time have you spent on this course? (100% means 9-10 weeks, 20 hours per week, adding up to roughly 25 work-days)
How much time have you spent on this course?
(100% means 9-10 weeks, 20 hours per week, adding
up to roughly 25 work-days) Number of
Responses
close to 0% 0 (0,0%)
about 25% 0 (0,0%)
about 50% 4 (23,5%)
about 75% 4 (23,5%)
about 100% 7 (41,2%)
more 2 (11,8%)
Total 17
(100,0%)
Mean Standard Deviation How much time have you spent on this course? (100% means 9-10 weeks, 20 hours per week, adding up to roughly
25 work-days) 4,4 1,0
Comment
Can't understand the evaluation of this question: 1. The course was only 4 weeks (not 9-10) 2. I attended all lectures (10 h/week) + half of exercise sessions (~5 h/week) + worked at home 5 h/week = ~20 h/week
The lower effort is due to previous programming experience, and was expected.
The question is not clear.
What did you particularly like with the course?
What did you particularly like with the course?
the way it was taught
It is not easy to follow at the beginning for a programming beginner, like me. However, at the end of this course, it is really interesting that I can code a complicated program myself very fast. That's amazing.
Lecture notes were really helpful and also the teacher was a nice person and a very good teacher :) 1. Practical approach 2. Clear explanations 3. Friendly atmosphere
The course was interesting and instructive. You learn a lot for about 4 weeks!
Afternoon excersises
It was a really good introduction to Perl, regular expressions and the unix system. It introduced many interesting tools, related and not related to Perl. The hand-ins were a really good way to assure that we had learned everything.
Mattias Lectures, he is a very pedagogic
That the teacher seemed to be interrested in making the students understand how to program.
teaching methods from Mattias is very professional and this point encourage you for more learning about programming.
letures with Mattias and the lecture notes
What in the course do you think could improve?
What in the course do you think could improve?
I think it would be better if follow-up exercise the start of the lecture (like end of Chapter 3 to Chapter 4) could be easier. I was totally confused during chapter 4-5, but suddenly it became very clear at the end of this course. (In other words, I think we may need more exercises step by step)
maybe we need more time to work on chapter 6
It is already balanced course, because more information would be too difficult for absolute novices while less information would be too easy for those who already had some programming (for me course was easy, the only thing why I attended the classes was to get used to new syntax and learn few tips specific to Perl. By being constantly exposed to this information during the lectures it is easier to learn and memorise).
When it comes to the chapter 6, more explanation regarding the some of the examples seems to be necessary. The lectures regarding this chapter just went too fast. I think it is important to consider that most of the students can't really keep up with that speed and will eventually lose the sense of motivation at the end of the course.
If the course would be 15 credits the students could focus on excersises and the course would be much more efficient . I really enkom this course but because of the massive content it was stresful in a way
The exam could be a bit tougher (although I'm sure not everyone agrees :).
Nothing!
The content was too dense. The same amount of information over a longer period of time.
I think this course is very intensive and you have no time for doing all of material. I will be better if this course presented in 8 weeks.
better to give more time to understanding the basics Provide better time strycture for the workload.
The latter parts, in particular chapter 6 which lies too clos to the exam.
See http://qntm.org/files/perl/perl.html
This course has given me enough Pearl knowledge to be able to solve simple programming assignments "in every day life".
This course has given me enough Pearl knowledge to be able to solve simple programming
assignments "in every day life". Number of Responses
l do not agree at all 0 (0,0%)
4 (22,2%) 4 (22,2%) 2 (11,1%)
I agree completely 8 (44,4%)
Total 18
(100,0%)
Mean Standard Deviation This course has given me enough Pearl knowledge to be able to solve simple programming assignments "in
every day life". 3,8 1,3
Comments
Now I can say => print " I Like Perl :) \n " ;
It has helped a lot, I can solve most of the problems, but what most students lack at this point is practice which should continue further in time or most these things shall be forgotten.
Time was too short
It has given me really good tools for working with different kinds of data.
yes i can solve very basic perl programmes
