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MPSOF 1112-3 Model-driven engineering, DAT240/DIT596

Status: Avslutad
Öppen för svar: 2012-03-08 - 2012-03-19
Antal svar: 25
Procent av deltagarna som svarat: 56%
Kontaktperson: Mattias Bingerud»

Your own effort

1. How many hours per week did you spend on this course?

We mean total time, that is, it comprises the time you spent in class and the time you spent on your own work. Try to estimate the average time over the entire study period.

24 svarande

At most 15 hours/week»3 12%
Around 20 hours/week»11 45%
Around 25 hours/week»4 16%
Around 30 hours/week»4 16%
At least 35 hours/week»2 8%

Genomsnitt: 2.62

- This subject has such an absurdly heavy workload as some others in the Software Engineering master programme. However and unfortunately, it does not guarantee a good learning experience. Just give us dozens and dozens of papers to read, random internet tutorials, high demanding assignments to get done weekly did not provide me a good learning outcome. To decrease the coverage of topics/workload, provide practical, realistic examples, well stated tasks and goals would help us a lot. People in my group had been spending much time wondering and stressing ourselves just trying to understand what we were supposed to do. To mail the teacher in order to elucidate every single ambiguity in the task/assignment statements is not the proper way to solve this. There is an example of we are talking about: http://www.idt.mdh.se/kurser/dva411/index.php?pageId=home» (At least 35 hours/week)

2. How large part of the teaching offered did you attend (including both lectures and groupwork session)?

24 svarande

0%»0 0%
25%»0 0%
50%»2 8%
75%»5 20%
100%»17 70%

Genomsnitt: 4.62

- Due to sickness for a couple of weeks» (50%)
- Almost 100% at least, might been away some lecture(s).» (100%)
- close to 100%» (100%)

Goals and goal fulfilment

The course syllabus states the course goals in terms of learning outcomes, i.e., knowledge, skills and attitudes to be acquired by the student during the course.

3. How understandable are the course goals?

24 svarande

I have not seen/read the goals»5 20%
The goals are difficult to understand»1 4%
The goals give some guidance, but could be clearer»9 37%
The goals clearly describe what I am supposed to learn»9 37%

Genomsnitt: 2.91

- It was very difficult to understand exactly what we were supposed to do. After the teacher"s assistant tell us something the teacher came and told us something completely different. Other groups were wondering as well and therefore we had complete different work outcomes during the presentation.» (The goals are difficult to understand)
- Hard with alot of technical stuff to actually know before getting your hands dirty :)» (The goals give some guidance, but could be clearer)
- I think they were good, do not remember exactly.» (The goals give some guidance, but could be clearer)

4. Are the goals reasonable considering your background and the number of credits?

Answer this this question and the succeeding one, only if you do know the course goals.

18 svarande

No, the goals are set too low»0 0%
Yes, the goals seem reasonable»17 94%
No, the goals are set too high»1 5%

Genomsnitt: 2.05

- Too high and ambiguous goals.» (No, the goals are set too high)

5. Did the written examination assess whether you have reached the goals?

22 svarande

No, not at all»3 13%
To some extent»11 50%
Yes, definitely»6 27%
I don"t know/have not been examined yet»2 9%

Genomsnitt: 2.31

- The written exam too complex, the first assignment took me 2½, hours to complete and then I did not have enough time to answer the rest of the questions. The exam did not test my skills, I had enough knowledge of getting atleast a 4 in grade, but now I"m worried of failing instead. I"m not pleased with the setup of the written exam.» (No, not at all)
- The exam was among the worste I have ever had. It was based on a case that was very poorly written, explaining the goals with just a few sentences. Was really hard to know what I should do even though I knew the syntax and had worked with similar things before. And on that the teacher didn´,t attend the exam so I couldn´,t ask any questions. Almost on the level that I should go and make a formal complaint about the exam because of these things.» (No, not at all)
- Crap exam format, if you fail first or make a bad choise then rest of exam is a LOT harder (unfair)» (To some extent)
- The exam was very extensive, much harder than previous exams. The questions were oddly formulated, resulting me having to sit for around 30 mins just to figure out what it meant. I talked to at least 10 more students after the exam, who shared my view exactly.» (To some extent)
- That exam should be called ASSIGNMENT. To extensive, complex and so forth. It was expected from us to get done in 4 hours a work which we did in two months, using books, computers, asking questions to the teachers.. and so on. I don"t need to say anything more. In fact, this exam should be a home exam instead.» (To some extent)
- Many of the questions where very time consuming especially the M2M question felt like a huge task.» (To some extent)
- The exams where too difficult regarding the preparation that we were asked to do and the sample tests provided to show us the level! Too difficult!!!» (To some extent)
- It seems like the written exam was a bit unnecessary as it tested basically the same thing as the project. With the added frustration that one could not check if expressions worked as expected. There must be a way to recreate the exam in such way that it tests some other aspects of the course, such as more theoretical parts of mde or the underlying principles. » (To some extent)
- A highly confusing exam, couldn"t interpret the assignment description at all. Didn"t relate to the course project.» (To some extent)
- The exam was unfair in the way that it very much focused on the project for which every group had different topics. So if your project did not involve the tasks and knowledge that was required in the exam, you had trouble in the exam.» (To some extent)
- The exam was too unclear and ambiguous though. The questions were too coupled as well. Very bad that no teacher showed up on the exam day. Felt very un-professional. It"s always nice to have someone to ask in person.» (To some extent)
- The exam was a little hard though» (Yes, definitely)
- Hard to know how the exam is graded (how high expectations the examiner has).» (I don"t know/have not been examined yet)

Teaching and course administration

6. To what extent has lectures been of help for your learning?

24 svarande

Small extent»4 16%
Some extent»8 33%
Large extent»8 33%
Great extent»4 16%

Genomsnitt: 2.5

- Syntaxbarfing, cmon, tutor some real theory instead» (Small extent)
- We need practical examples running during the lectures. It is difficult to figure out power point slides full of code.» (Small extent)
- Provided a beginning which were the target of the lecture so it is fine.» (Some extent)
- It seemed as if Lars have worked on some of the criticism from the SPLE-course, and the lectures in this course was better! Still I think that it might be good if the lectures were more general on MDE and not so tool-specific.» (Some extent)
- Pretty good lectures but the teacher needs to prepare the group assignments earlier. It felt like he always wrote the assignments (updated them from last year??) at the very last minute or even one/a couple of hours too late.» (Some extent)
- Good to listen and then go through the pdf when actually doing the implementation.» (Large extent)

7. To what extent has groupwork been of help for your learning?

24 svarande

Small extent»1 4%
Some extent»4 16%
Large extent»8 33%
Great extent»11 45%

Genomsnitt: 3.2

- Work group usually doesn"t work very well and it is because people have got different backgrounds, they have different purposes and agendas. Some of them are student just to keep their visa in this country, some of them only care about to pass, some of them only care about to reach the highest grade (rarely) and some of them care about learning something useful to advance in his/her career. I know we have different people working together in companies, but in real life, if some of them do not contribute to the team sure they will be punished accordingly and that"s not the case at University. Beside this, sometimes it is very difficult to express your opinion about a certain topic because some people take over the assignment. Personally, I perform better in individual assignments. » (Small extent)
- Working in projects is a good way of learning, but when the learning curve is as steep as in MDE. There might be necessary with some more introduction.» (Great extent)
- Good to be able to choose the group of your choise! Then you can focus on the project/work instead of group dynamics.» (Great extent)
- The key.» (Great extent)

8. To what extent has the following learning materials been of help for your learning?


- Dozens and dozens of papers, books and internet tutorials did help us to accomplish the "objective". In this case would be better stick with just one or two literatures otherwise all the learning/working processes get very messy.»
- Very tool oriented so of course that´,s the largest part of the learning.»

Lecture slides
24 svarande

Small extent»1 4%
Some extent»7 29%
Large extent»9 37%
Great extent»7 29%

Genomsnitt: 2.91

Course book
21 svarande

Small extent»20 95%
Some extent»1 4%
Large extent»0 0%
Great extent»0 0%

Genomsnitt: 1.04

Supplementary Literature
22 svarande

Small extent»5 22%
Some extent»12 54%
Large extent»4 18%
Great extent»1 4%

Genomsnitt: 2.04

24 svarande

Small extent»0 0%
Some extent»6 25%
Large extent»12 50%
Great extent»6 25%

Genomsnitt: 3

9. How well did the course administration, web page, handouts etc work?

23 svarande

Very badly»0 0%
Rather badly»3 13%
Rather well»16 69%
Very well»4 17%

Genomsnitt: 3.04

- Did not get any respons from the lab submissions.» (Rather badly)
- Wikispaces has real problems with formatting text.» (Rather well)

Study climate

10. How were the opportunities for asking questions and getting help?

24 svarande

Very poor»1 4%
Rather poor»5 20%
Rather good»9 37%
Very good»9 37%
I did not seek help»0 0%

Genomsnitt: 3.08

- During the supervision time we always had access to ask questions but seldom had we the opportunity to get the desired help or the appropriate answers. However the teacher was always answering to e-mails also (not only supervison time).» (Very poor)
- Where was the examinator on the exam? I didn"t understand some stuff and some things were odd, but there was no one to ask about it?!» (Rather poor)
- Did not like that the examinator weren"t there the last two days of the project when we had to finalize both the actual project as well as the report. Maybe he was sick, I don"t know, but he should have made sure that the other teacher was available. They know that the tools sucks and lots of questions will arise at the end of the course/projects.» (Rather poor)
- Could have been more opportunities for asking questions perhaps, but it was good» (Rather good)
- Good that Lars was available much, but the other guy did not support us very much when we needed help. Often it is good to get some clear guidence and suggestions when you pitch ideas. Lars did a good job with that.» (Very good)

11. How well has cooperation between you and your fellow students worked?

24 svarande

Very poorly»0 0%
Rather poorly»1 4%
Rather well»7 29%
Very well»16 66%
I did not seek cooperation»0 0%

Genomsnitt: 3.62

- At least half of the group worked.» (Rather well)
- One exchange student that didn"t contribute at all.» (Rather well)

12. How was the course workload?

24 svarande

Too low»0 0%
Low»0 0%
Adequate»13 54%
High»10 41%
Too high»1 4%

Genomsnitt: 3.5

- Exeptions are the very first weeks.» (High)
- The workload in a project-based course is quite easy to regulate in the project. One simply modify the scope of the project to fit the desired workload.» (High)
- Absurdly high... and the worst thing is that after all this stressing and demanding time in Lindholmen we weren"t ready to take the exam. Really frustrating.» (Too high)

13. How was the total workload this study period?

24 svarande

Too low»0 0%
Low»0 0%
Adequate»9 37%
High»11 45%
Too high»4 16%

Genomsnitt: 3.79

- And this is with two mandatory courses, too...» (Too high)
- I can see now that this heavy workload is such a common thing in Sweden (only?). But, for some people like me, this is not a big deal, actually this is indeed a problem that constantly try to push me out from University. Firstly, I have to work to afford my living cost, I haven"t got any student loan, scholarship or whatsoever. In addition, I"m having to give up on my parallel work because I"m supposed to spend almost 60 hours studying per week in only 2 subjects. It is simply unfeasible for a human being that want to get Uni works done properly. I know this is a personal issue but as I"m a student of this University I think I have to share my struggles while I still try to be a Chalmerist. And by the way, I have been in other countries and they still can offer good education with lower workload.» (Too high)

Summarizing questions

14. What is your general impression of the course?

23 svarande

Poor»1 4%
Fair»3 13%
Adequate»1 4%
Good»14 60%
Excellent»4 17%

Genomsnitt: 3.73 (bidrar till totalt genomsnitt/jämförelseindex)

- I didn"t enjoy the course because I felt like there was no adequete teaching but only the group projects. In order to solve the weekly project we had to follow the ideas of people who had worked on the domain before, so my question is...shouldn"t there be enough preparation so that all students to be able to understand the problems and the field even if they had never worked with that before? ..Too many tools...so little help during the lectures! The teacher should find a way to explain better what all these tools are used for..when we can use them generally...outcome...poor understanding of what we learned!» (Poor)
- The course itself is quite interesting but the tools sucks. Also, when you ask the teachers about some problem the answer you get is "I usually just comment that out when it shows an error..." or "Yeah.... I usually start over when it says something is wrong.". It makes the experience rather poor.» (Fair)
- I loved this course, I"m just upset because of the exam. Its ashame.» (Good)
- Good except for the exam. Previous years had far more descriptive and comprehendable exams.» (Good)
- However the exam wasn"t what i had imagined, the questions were to large and maybe some a bit hard and there wasn"t enough time to answer all of them, since it was a lot to write. » (Excellent)
- I liked it. Liked the project based learning and that we got to choose a project. Made it engaging and fun.» (Excellent)

15. What should definitely be preserved to next year?

- Overall format of the course is good.»
- Everything.»
- The project, it gives a lot and is fun :)»
- The overall structure and content is good. Would like to see how you can create a standalone eclipse, so you could let you grandmother use the final product without knowing modeling.»
- The freedom in what projects you could do. Problem based learning»
- the problem based teaching is good when it is well supported by good lectures and supervisors ready to answer questions that arise!!!»
- This setup with problem based learning is great, fun and motivating to solve your own project.»
- Working with so many different tools. It got a bit confusing at some points but I think it was a good to experience all those tools.»
- Most things, I actually thought the course was rather good overall.»
- Slides, weekly lab assignments...»
- Weekly Problems. They are helpful to understand the course content well. »
- Project based learning»
- The project. Hopefully the tools are a bit more stable by then...»

16. What should definitely be changed to next year?

- No atl plz :( Or rather, describe it more. It"s a really hard language to grasp.»
- ANT??? If this is something that is discussed on the exam it should have been in the course (a canceled lecture doesn"t count). Sure we didn"t need to have much knowledge in ANT for the lecture but just to understand what it was all about took extra time.»
- Rooms that we always can use for the project, we were kicked out from the SE-rooms and then had no way to work since we needed the screens.»
- The exam.»
- Better feedback on the hand-ins.»
- 1. Lectures! Lectures should be improved. Explain better why we do all these. In the first lecture make student understand the domain and the goals of the project that is going to follow. Later on explain what all these tools are. When they are used generally. Why we will use them here. Be prepered to show effectively tutorials. To show common mistakes usually done by students. To give guidelines for the weekly problem! 2. Supervisors! This course needs more supervisors and actually people who know very very well the topic of the course. When a team asks a question, needs an answer. The students must feel that supervisors know more thatn them...that they are confident to give explanations. Otherwise they are not usefull at all!!! 3. Feedback! A project has no meaning at all when there is no feedback. And in this course we got NO FEEDBACK AT ALL!!! After at least 4 week problems the only feedback we got was that "we do well"! That"s not helping!!! Before every new weekly problem students need to receive detailed feedback for the previews week. If the staff is not enough for this to happen, the teacher should find an other way to teach the course. Otherwise the teaching method is just not effective! 4. Exams! When a course finishes and the student sits an examination that is too difficult (considering the work done durring the course), the only result is that this student will not be confiddent in the close future to say that he/she knows the topic. So, what"s the point for taking this course? Exams should be so difficult that will examine according to what was tought durist the period. Nothing more..nothing less!»
- The first hand-in with the vision document was to large and wasn"t to much of help during later weeks. The analyze is needed but one could maybe make it more focused and smaller. »
- More project support early in the course. I realized in this course, that early support was a problem in the SPLE-course as well. Since the subjects are new to most of the students, we don"t have the skills required to determine if a scope of a project is large enough, too small or reasonable. My suggestion is to have 3 sample projects, that might not be chosen, to demonstrate scope and workload. This might also help reduce conflicts in groups were participants have different level of ambition.»
- Maybe see over the exam and how it could be done better. I felt that it didn´,t really measure what I had done in the course.»
- More supervisors with clear goals for guiding students. Also, it would be nice to get an introduction to all the steps (week assignemnts) more clearer with eclipse examples in the beginning. Hard to know all the limitations and to get an overview in the beginning of what you"re actually supposed to deliver as a final product.»
- A more clear final exam, related to the course project. More in style of previous year"s exams.»
- The exam was surprisingly difficult.»
- Hm, maybe somehow integrate the M2M and editor assignments. We never understood what we needed M2M for until it was too late (while doing the editor)»

17. Additional comments

- Maybe 7 hours for the exam if it is going to be at this level? How about good prints so you can see the images? How about handing out example exams that correspond the the actual level of the exam? The exam, it was really strange. It didn"t test what I have learned but how I could understand the case. The case was so bad described that it effected the result of the exam. What was the purpose of the exam? The course was good and I enjoyed it but the exam was very very bad. It didn"t test my knowledge of the subject. I"m very disappointed as I feel that I know this course and what we have done and should have learned very well but had no chance to show this on the actual exam.»
- The exam has hard to understand and incorrect. Could not ask about the questions and after one hour the exam-guard sad that figure was incorrect, which changed everything. So we had to redo everything in three hours. Not okey!»
- The PBL concept here has been misused. Just to provide us many papers, internet tutorials, books and so forth to get such a big assignment done it is not Problem Based Learning. So, we have got a group of people wondering when, what and how were are supposed to do. Everyone starts to guess about the assignments goals and then we have different interpretations about the ambiguous assignment descriptions and too extensive coverage of topics. In Medicine Universities, PBL is applied in a different way, with guidance, well defined problems, situations and expected results. Otherwise lives can be lost if things come out slightly different/wrong. This is not a critic only for this subject, other subjects I have seen at Chalmers have got the same issue. In addition to that, most of normal human beings are not autodidact/self-taught then they need guidance and step by step activities. So, to provide the students tons of things to read and do by themselves is not the proper way of teaching. Otherwise, what"s the point on going to study at Universities? We could stay learning thing on our own at home, at work, without spending much time, money and most important, losing health!!! Because usually the food places in Lindholmen don"t not provide health food and they close very early. Dear teachers, just have a look at the students face after the 1st month of work and you will see what I"m talking about. Hope this comments will be used to improve something and not be taken as something personal or something else without this context. Regards,»
- Would have been good if the teacher or the assistant would have come to the exam to answer questions.»
- Why should I give feedback when for 2 months we didn"t get any response from the professors for anything we worked hard for? Professor"s technique of education: Problem-based learning.(a.k.a It is easy to be a university professor!) Worst course/professor for me until now!»
- Something should change in this course! »
- Good course!»
Genomsnitt totalt för detta stycke: 3.73

Genomsnitt totalt för alla frågor: 3.73
Beräknat jämförelseindex: 0.68

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