What I Did, Volume 4

What I Did is a series that documents software development-related work I’ve done the previous week. As the old adage goes, that which is measured gets done, and there’s nothing like broadcasting to the world that you’ve done nothing to motivate the self, right?

I am beyond thankful that this is a three-day weekend.

  • You know that SQL-to-RTF script I was doing and how I said I was done last week? I lied. It spilled over into the weekend, and it is currently in QA. I hope there will be no more changes and moves forward in the QA and delivery process.
  • On Udacity, I started Programming Foundations with Python. It’s a lower-level course, but it isn’t for complete beginners. I know my syntax, but I don’t feel comfortable with my grasp (or lack thereof) of object-oriented programming. This class focuses on that.

I meant to look up design ideas for this blog and the webpage that will serve as my portfolio, but I didn’t get around to that. That’s going on this week’s to-do list, along with my OOP course.

Why I love MOOCs for Learning How to Program

I consider the beginning of my software development education to be Harvard’s CS50, which I took via the edX platform. Since then, I’ve tried many other ways of learning, but this post is about why I love MOOCs.

1. They are free.
Sure, you could pay for verification certificates, proof of specialization, and whatnot, but in the end, everything you need is available for free. You get access to the lectures, the assignments, the grading, and the community message boards, which are helpful when you are stuck. Now, free isn’t always good, but this is one of those areas where it is almost unbelievable how good the quality is for how much you are(n’t) paying.

2. You don’t have to decide what you need to learn.
This is great, because, if you’re like me, you probably don’t know enough to know what you need to know (try saying that five times fast). The hardest part of doing something is starting; the second hardest part is to keep going. Having a set schedule and a previously-set list of topics to cover/things to do eliminates any possible decision paralysis (and therefore one fewer thing that gets in the way of completion).

3. You get tools that help you pace yourself.
If you take the course live, you get a schedule that helps you keep on keeping on. If you’re not, you still get a schedule that can easily be tailored based on whenever you started the course. Again, this eliminates a decision you have to make and makes it more likely that you’ll keep going.

4. You get automatic grading.
This isn’t perfect. The automatic graders can only check for correctness, and there are times when the grader can’t figure out why your code did what it did–it only knows that you did something terrible (infinite loop, anyone?). Regardless, the feedback is still helpful, even if it can’t tell you that, really, did you need ten lines of code when two will do?

5. You’re part of a community if you choose.
Because everyone participating in the forum/message board/group is working through the same material you are, you have an easy place to go for questions, comments, and concerns. I’ve found my interactions in these places to be pleasant and helpful.

6. There are MOOCs on so many topics that you’re bound to find one that fits your needs and desires.
From the absolute beginner to the seasoned professional looking for continuing education, there are classes taught be experts on almost any topic you can think of. It seems that the major providers of MOOCs (edX, Coursera, etc.) are STEM heavy, but many are expanding into the humanities and the social sciences.

With all that said, MOOCs aren’t the end all/be all of education. I think the number one pitfall for many people is that they require a great deal of self-discipline. I’ve heard from many around me that they don’t have the discipline for online courses (as opposed to the traditional classroom learning model). If that’s the case for you, MOOCs are even worse, since you don’t even have the accountability of a professor who you see a couple of times over the course of the semester. These are definitely for people who are capable of self-managing their own education.

What I Did, Volume 2

What I Did is a series that documents software development-related work I’ve done the previous week. As the old adage goes, that which is measured gets done, and there’s nothing like broadcasting to the world that you’ve done nothing to motivate the self, right?

  • I’m working on creating an interface that allows users to generate customized letters populated with a specific patient’s plan of care information. I need to return the relevant data from the SQL database, convert the output table to RTF, and populate it into our software’s documents editor. Last week, I converted a legacy SQL-to-RTF script from VBA to VB.NET, so this week, I focused on writing the SQL query that returns the necessary data.
  • I made some progress on Udacity’s How to Use Git and GitHub course. At the beginning of the week, I was just under halfway through lesson 3. At the end of the week, I am just over halfway through said lesson. 😦

Because of the time I spent on my SQL-to-RTF scripts and related queries (oh, and the go-live for a pilot program that I found out about an hour and forty minutes before it occurred) resulted in three days where I worked overtime, I didn’t make as much progress as I had hoped. I didn’t finish the course on version control, I didn’t even touch the intro on HTML/CSS, let alone make it through the whole course, and I haven’t seen Python in about a week and a half.

Here’s hoping this week treats my self-education plans well. The plans:

What I Did, Volume 1

This is a new series that documents software development-related work I’ve done the previous week. As the old adage goes, that which is measured gets done, and there’s nothing like broadcasting to the world that you’ve done nothing to motivate the self, right?

  • I finished Lesson 2 of Udacity’s version control course (How to Use Git and GitHub), and as of Friday, I am about half way through lesson 3.
  • I converted an old script someone at my company wrote back in the day from VBA to VB.NET. I need to write a script that takes data returned from SQL tables and outputs it in RTF. Obviously, lots of tables, each its own size, are required. Joy.

Lessons 1 and 2 of the course on version control cover the basics of git, and lesson 3 covers code sharing via GitHub. I haven’t used either of these tools outside the course, but I’m eager to integrate these tools into both my work and my studies. I have never used anything more than the most primitive versions of version control (that is, I save multiple copies and label them with different numeric suffixes). This has to be better.

The script for work threw me for a loop at first. For some odd reason, I thought that the output had to be in HTML and only after spending all Friday morning trying to learn how to create such tables using SQL data in Visual Studio, I realized that a)that was NOT what I was supposed to be doing and b)out software doesn’t display HTML in the documents I was to generate anyway. Luckily, I found a script that converted SQL to RTF one of my colleagues wrote back in the day, and after a couple of hours, I had an updated version written in VB.NET

What’s next?

  • Going through Think Python as a refresher. It’s been a couple of weeks since I’ve touched Python, and after the time I put into learning it using 6.00.1x, I’m loath to lose this perishable skill. I also have access to CodeWars, so I’m looking to get back into that as well.
  • Finishing the course on version control
  • Beginning Udacity’s Intro to HTML and CSS