I could bitch about XSLT again, as that was certainly painful, but that’s less about learning a skill and more about understanding someone else’s mental diarrhea, so let me pick something else.

My most painful learning experience was probably pointers, but not pointers in the usual sense of `char *ptr` in C and how they’re totally confusing at first. I mean, it was that too, but in addition it was how I had absolutely none of the background needed to understand them, not having any learning material (nor guidance), nor even a typical compiler to tell me what i was doing wrong — and on top of all of that, only being able to run code on a device that would crash/halt/freak out whenever i made a mistake. It was an absolute nightmare.

Here’s the story:

Someone gave me the game RACE for my TI-83 calculator, but it turned out to be an unlocked version, which means I could edit it and see the code. I discovered this later on by accident while trying to play it during class, and when I looked at it, all I saw was incomprehensible garbage. I closed it, and the game no longer worked. Looking back I must have changed something, but then I thought it was just magic. It took me a long time to get curious enough to look at it again.

But in the meantime, I ended up played with these “programs” a little, and made some really simple ones, and later some somewhat complex ones. So the next time I opened RACE again I kind of understood what it was doing.

Moving on, I spent a year learning TI-Basic, and eventually reached the limit of what it could do. Along the way, I learned that all of the really amazing games/utilities that were incredibly fast, had greyscale graphics, lowercase text, no runtime indicator, etc. were written in “Assembly,” so naturally I wanted to use that, too.

I had no idea what it was, but it was the obvious next step for me, so I started teaching myself. It was z80 Assembly, and there was practically no documents, resources, nothing helpful online.

I found the specs, and a few terrible docs and other sources, but with only one year of programming experience, I didn’t really understand what they were telling me. This was before stackoverflow, etc., too, so what little help I found was mostly from forum posts, IRC (mostly got ignored or made fun of), and reading other people’s source when I could find it. And usually that was less than clear.

And here’s where we dive into the specifics. Starting with so little experience, and in TI-Basic of all things, meant I had zero understanding of pointers, memory and addresses, the stack, heap, data structures, interrupts, clocks, etc. I had mastered everything TI-Basic offered, which astoundingly included arrays and matrices (six of each), but it hid everything else except basic logic and flow control. (No, there weren’t even functions; it has labels and goto.) It has 27 numeric variables (A-Z and theta, can store either float or complex numbers), 8 Lists (numeric arrays), 6 matricies (2d numeric arrays), 10 strings, and a few other things like “equations” and literal bitmap pictures.

Soo… I went from knowing only that to learning pointers. And pointer math. And data structures. And pointers to pointers, and the stack, and function calls, and all that goodness. And remember, I was learning and writing all of this in plain Assembly, in notepad (or on paper at school), not in C or C++ with a teacher, a textbook, SO, and an intelligent compiler with its incredibly helpful type checking and warnings. Just raw trial and error. I learned what I could from whatever cryptic sources I could find (and understand) online, and applied it.

But actually using what I learned? If a pointer was wrong, it resulted in unexpected behavior, memory corruption, freezes, etc. I didn’t have a debugger, an emulator, etc. I had notepad, the barebones compiler, and my calculator.

Also, iterating meant changing my code, recompiling, factory resetting my calculator (removing the battery for 30+ sec) because bugs usually froze it or corrupted something, then transferring the new program over, and finally running it. It was soo slowwwww. But I made steady progress.

Painful learning experience? Check.
Pointer hell? Absolutely.

A guy who was supposedly my teacher , out of 3 hours every class wasted 2.5 hours talking and watching videos on YouTube, it was impossible that I depended on him to learn the web , if I had I would not be on Devrant today.

That shithead who is supposed the best spent a whole year teaching me less but sending me templates and links to study at home. The fact is I had already visited most of the content and was way more ahead in time than him. This dumbfuck was one of those morons who wasted my time more than his. His way of teaching included sending content and not really putting the effort to touch the details. For everything he used w3schools.

Now when I submitted projects and had developed them on material design, he said it's mediocre , you know why ?

Because apparently this moron likes to do everything custom and he doesn't like simple design. He wants 15 types of animations and movements on the screen for branded websites. And I am fucking sure has no idea about the importance of material design.

Arrogant dumbfuck is understatement. He needs to be fucked by a peacock to understand what simplicity is.

So, the uni hires a new CS lecturer. He is teaching 230, the second CS class in the CS major. Two weeks into the semester, he walks in and proceeds to do his usual fumbling around on the computer (with the projector on).

Then, he goes to his Google Drive, which is empty mostly, and tells us that he accidentally wrote a program that erased his entire hard drive and his internet storage drives (Google, box, etc.)...

I mean, way to build credibility, guy... Then he tells us that he has a backup of everything 500 miles away, where he moved from. He also says that he only knows C (we only had formally learned Java so far), but hasn't actually coded (correction: typed!) in 20+ years, because he had someone do that for him and he has been learning Java over the past two weeks.

The rest of the semester followed as expected: he never had any lecture material and would ramble for an hour. Every class, he would pull up a new .java file and type code that rarely ran and he had no debugging skills. We would spend 15 minutes trying to help him with syntax issues—namely (), ;— to get his program running and then there would be a logic issue, in data structures.

He knew nothing of our sequence and what we knew up until this point and would lecture about how we will be terrible programmers because we did not do something the way he wanted—though he failed to give us expectations or spend the five minutes to teach us basic things (run-time complexity, binary, pseudocode etc). His assignments were not related to the material and if they were, they were a couple of weeks off. Also, he never knew which class we were and would ask if we were 230 or 330 at the end of a lecture...

I learned relatively nothing from him (though I ended up with a B+) but thankful to be taking advanced data structures from someone who knows their stuff. He was awful. It was strange. Also, why did the uni not tell him what he needed to be teaching?

End rant.

! rant

Sorry but I'm really, really angry about this.

I'm an undergrad student in the United States at a small state college. My CS department is kinda small but most of the professors are very passionate about not only CS but education and being caring mentors. All except for one.

Dr. John (fake name, of course) did not study in the US. Most professors in my department didn't. But this man is a complete and utter a****le. His first semester teaching was my first semester at the school. I knew more about basic programming than he did. There were more than one occasion where I went "prof, I was taught that x was actually x because x. Is that wrong?" knowing that what I was posing was actually the right answer. Googled to verify first. He said that my old teachings were all wrong and that everything he said was the correct information. I called BS on that, waited until after class to be polite, and showed him that I was actually correct. Denied it.

His accent was also really problematic. I'm not one of those people who feel that a good teacher needs a native accent by any standard (literally only 1 prof in the whole department doesn't), but his English was *awful*. He couldn't lecture for his life and me, a straight A student in high school, was almost bored to sleep on more than one occasion. Several others actually did fall asleep. This... wasn't a good first impression.

It got worse. Much, much worse.

I got away with not having John for another semester before the bees were buzzing again. Operating systems was the second most poorly taught class I've ever been in. Dr John hadn't gotten any better. He'd gotten worse. In my first semester he was still receptive when you asked for help, was polite about explaining things, and was generally a decent guy. This didn't last. In operating systems, his replies to people asking for help became slightly more hostile. He wouldn't answer questions with much useful information and started saying "it's in chapter x of the textbook, go take a look". I mean, sure, I can read the textbook again and many of us did, but the textbook became a default answer to everything. Sometimes it wasn't worth asking. His homework assignments because more and more confusing, irrelavent to the course material, or just downright strange. We weren't allowed to use muxes. Only semaphores? It just didn't make much sense since we didn't need multiple threads in a critical zone at any time. Lastly for that class, the lectures were absolutely useless. I understood the material more if I didn't pay attention at all and taught myself what I needed to know. Usually the class was nothing more than doing other coursework, and I wasn't alone on this. It was the general consensus. I was so happy to be done with prof John.

Until AI was listed as taught by "staff", I rolled the dice, and it came up snake eyes.

AI was the worst course I've ever been in. Our first project was converting old python 2 code to 3 and replicating the solution the professor wanted. I, no matter how much debugging I did, could never get his answer. Thankfully, he had been lazy and just grabbed some code off stack overflow from an old commit, the output and test data from the repo, and said it was an assignment. Me, being the sneaky piece of garbage I am, knew that py2to3 was a thing, and used that for most of the conversion. Then the edits we needed to make came into play for the assignment, but it wasn't all that bad. Just some CSP and backtracking. Until I couldn't replicate the answer at all. I tried over and over and *over*, trying to figure out what I was doing wrong and could find Nothing. Eventually I smartened up, found the source on github, and copy pasted the solution. And... it matched mine? Now I was seriously confused, so I ran the test data on the official solution code from github. Well what do you know? My solution is right.

So now what? Well I went on a scavenger hunt to determine why. Turns out it was a shift in the way streaming happens for some data structures in py2 vs py3, and he never tested the code. He refused to accept my answer, so I made a lovely document proving I was right using the repo. Got a 100. lol.

Lectures were just plain useless. He asked us to solve multivar calculus problems that no one had seen and of course no one did it. He wasted 2 months on MDP. I'd continue but I'm running out of characters.

And now for the kicker. He becomes an a**hole, telling my friends doing research that they are terrible programmers, will never get anywhere doing this, etc. People were *crying* and the guy kept hammering the nail deeper for code that was honestly very good because "his was better". He treats women like delicate objects and its disgusting. YOU MADE MY FRIEND CRY, GAVE HER A BOX OF TISSUES, AND THEN JUST CONTINUED.

Want to know why we have issues with women in CS? People like this a****le. Don't be prof John. Encourage, inspire, and don't suck. I hope he's fired for discrimination.

I'm thinking of opening a small onsite web development class for teenager (maybe between 10-20 yo). The problem in Indonesia is most of us learn programming language at an older age, maybe because of the language barrier and lack of good tutorials in Indonesian language.

I want to change that by teaching them early, so that in the future, Indonesia can contribute more to the world of software and web development. Maybe even create new JS frameworks.
JK. ;)

But I don't know where to start. I mean, I've never even posted any article or tutorial (I'm not good at writing). How do I develop the curriculum? I've thought about creating a web quiz, but what do I write? How do I make the material?
Has any of you ever done this?

*cracks knuckles*

Boy was I happy to see this when I opened devRant up.

So for starters, more group projects are necessary. Many reasons why. To begin with, it allows for more complex programs than getting some input and printing some shit out. It also develops interpersonal skills (I hate people too, but when you go out to look for work you'll be with them, so better get used to it soon). If a platform like GitHub is used, it's easy to track who did what, and see what each person in the group did, so it should be fairly easy to discourage lazy asses.

Beyond that, stop giving us half completed assignments and asking us to fill in a function/method. Yes, it will take longer. But one doesn't learn to program by doing the minimum required work, you've got to crash and burn a lot in order to git gud. So ffs, let us do all the work. We're like AI, we learn through reinforcement learning.

Stop giving us a spec to follow. We'll do plenty of that in the future, right now we need to make mistakes, not be held by the hand all the way. Let us do dumb shit so you can fail us and tell us our code is repulsive, and this other way was better. Explain why. That's how people learn, not by telling us what each function should return, what can and can't be used, etc. And if you can't come up with a scenario in which what you're teaching is useful, then maybe you're not teaching us the right material.

I'll leave it at that for today... But I'll be back 😈

I didn't realise that so many people in a dev social space cannot differentiate SE from CS...

Also, lecturers should have some mandatory teaching training, just because you have an area of expertise, doesn't inherently imply an ability to teach the material to the students. Powerpoints, and endless incoherent monologues are the bane of my existence

Started new course called "Introduction to natural language processing" in uni. I am super bad at doing regular expressions and don't understand anything about them.

Saw the first weeks homework. Have to do i.e. some text cleanup with regex... I was sad. But now after reading the course material and trying some of the exercises I'm super excited since I'm actually doing something "real" with it.

Do you guys just love it when teaching material is well written? I do.

Somebody ranted about his teacher showing windows presentation and teaching nothing. I wanted to comment that post but i have enough material to make the whole rant out of it.

Well at least you have those presentations! In my school we have 2 IT classrooms one with win xp, 1ghz cpu, 0,5gb ram computers and one with win vista, 2 core 2ghz cpu and 2gb of ram PCs.

Guess what room our teacher is using... of course the worse one! The second one is fine, few years ago another theacher had been using it!

I tried to convince him to change rooms but he is coming up with silly exciuses! (like "server is not working here!", well i fixed it with my friend but why are you even talking about it when you are not using yours in old class!)

PS. That server is useless anyway, every pc is connected to router that is connected to internet so supervisor pc is not mandatory, only acces restriction is enforced by win accounts.

I heard from students from my class (that picked that optional IT course) (i'm in high school) that gimp is not working because pc's are so bad!
Sometimes even notepad frezzes.🤔

Not only class is shite but teacher clearly has no idea what is he doing. (in order to pass the final from IT you need to learn simple C++, up to simple foo objects) and of course he isn not even talking about that! On one lesson about sorting algorithms he gave everybody 10 small pieces of paper with numbers on them and told everybody to sort them manualy, because he didnt know how to do it himself! So there is no doubt they wont be able code it.

I need to mention that i volontered to "clean, fix" that classroom (in order to convince teacher to move). And in that class i saw programms written in c++ on every computer! That means somebody was teaching propely before! 😣

I feel sorry for those guys, they are just waisting time. I would fall for it as well but i decided i can learn coding in home ;).
Well, results are shocking, after 1 month of coding i learned C# and i can basicly make any algorithm i ever wish. I learned about computer operation so well that i can nearly teach computer science. (i helped my friend in usa that is a electronic student with that and i'm very proud of it 😁) and it class still can't even use all 3 loops correctly... 😥 Ok i must admit i have been coding for a looooong while so i had time to learn basic c,c++ and pc operations before, but point still stands.

Why the hell are you wasting life of those studends? Why are you giving them a choice to learn coding WHEN YOU CANT EVEN USE PC YOURSELF?! (that it course is optional so you can apply if you want so)

I dont regret not bothering about it.

What's the best resource (curriculum, pdf, video download link...) you suggest to teach an online class which is a whatsapp group/telegram channel web design. - HTML, CSS, Javascript then build some sample website. Please let suggestions be whatsapp or telegram friendly.

PS. I'm in a country where internet connection is expensive.

I am not a programmer, but I know a little bit of Python, C# and C++, but mostly basic syntax of latest two. Nevertheless it gives me higher ground, why?

I develop way od thinking which maker my life easier. I Havel intershop in Pharmacy and they print small papers with number which you show to get remaining drugs. Currently is number, 17592 which makes someone to type almost 40k numbers and erase also this amount. I use variable function in Libreoffice Writer and you have to type one number and it autonumber 64 (easily to expand but unnecessary) and save fucktone of time 😃 And this is why I thing that teaching programming is beneficial, because it develops mindset of resolving problems in easier way.

On the other hand in a few hours I wrote program for my girlfriend to draw randomly picture of herbal material (leaf, root, fruit etc) and ask for Latin name of this material, check if is correct and display necessary information. Programming was quick, most of time I prepare data for this software and this feels so fuxkibg awesome that I could use my knowledge to help my girlfriend and make something useful which makes me proud (code looks like blue waffle, but it works 😃). Fucking deadlines, but at least I could finish it 😃

I have noticed that Universities that offer undergraduate degrees in CSE and IT, follow the same course for both the streams for a majority of the course.

As far as my understanding allows, I think CSE is primarily for software development and other such stuff whereas IT is more inclined towards the smooth working of software and hardware that they have control over.

If I'm wrong, please correct me, but shouldn't we be teaching more domain related stuff to the students as opposed to the generalised material(just a personal opinion)