DVA336 (Parallella system, H15, Västerås, 24053)

Transkript

1 DVA336 (Parallella system, H15, Västerås, 24053) Respondents: 28 Answer Count: 9 Answer Frequency: 32,14 % Teaching methods The teaching methods in the course, that is their practical implementation and the various teaching activities, gave me the means whereby I could achieve the learning objectives. 3 3 (33,3%) 3 (33,3%) 4 2 (22,2%) 5 (55,6%) 5 = I agree entirely 4 (44,4%) 9 (100,0%) The teaching methods in the course, that is their practical implementation and the various teaching activities, gave me the means whereby I could achieve the learning objectives. 4,1 0,9 22,6 % 3,0 3,0 4,0 5,0 5,0

2 Examination The examination forms of the course were designed in such a way that I had an opportunity to demonstrate to what extent I had achieved the course s learning objectives. 2 2 (22,2%) 2 (22,2%) 3 1 (11,1%) 3 (33,3%) 4 2 (22,2%) 5 (55,6%) 5 = I agree entirely 4 (44,4%) 9 (100,0%) The examination forms of the course were designed in such a way that I had an opportunity to demonstrate to what extent I had achieved the course s learning objectives. 3,9 1,3 32,6 % 2,0 3,0 4,0 5,0 5,0 Suggestions for improvement and other comments (please give concrete suggestions for alternative forms of examination) Tentan handlade inte alls om t.ex MPI som använts i laborationerna i kursen men hade flera frågor om SSE, AVX som man "bara" haft föreläsningar om. Literature and other teaching aids The course literature and other teaching aids provided good support for my being able to achieve the course s learning objectives. 2 3 (33,3%) 3 (33,3%) 3 1 (11,1%) 4 (44,4%) 4 2 (22,2%) 6 (66,7%) 5 = I agree entirely 3 (33,3%) 9 (100,0%) Standard Coefficient of Lower Upper Mean Deviation Variation Min Quartile Median Quartile Max The course literature and other teaching aids provided good support for my being able to achieve the course s learning objectives. 3,6 1,3 37,5 % 2,0 2,0 4,0 5,0 5,0

3 Course Content The actual content of the course corresponds to what is stated in the course syllabus. 3 3 (33,3%) 3 (33,3%) 4 1 (11,1%) 4 (44,4%) 5 = I agree entirely 5 (55,6%) 9 (100,0%) Standard Deviation Coefficient of Variation Lower Quartile Upper Quartile Mean Min Median Max The actual content of the course corresponds to what is stated in the course syllabus. 4,2 1,0 23,0 % 3,0 3,0 5,0 5,0 5,0 Cooperation 1 Did the course contain features of cooperation (for example external lecturers from companies/organisations/other higher education institutions, study visits, examples/case studies, placement (vfu) or other contacts with representatives of the surrounding community)? Yes 2 (22,2%) 2 (22,2%) No 7 (77,8%) 9 (100,0%) Did the course contain features of cooperation (for example external lecturers from companies/organisations/other higher education institutions, study visits, examples/case studies, placement (vfu) or other contacts with representatives of the surrounding community)? 1,8 0,4 24,8 % 1,0 2,0 2,0 2,0 2,0

4 Cooperation 2 - Added value The course has contained features of cooperation (for example external lecturers from companies/organisations/other higher education institutions, study visits, examples/case studies, placement (vfu) or other contacts with representatives of the surrounding community) which have given added value to the course. 1 = I disagree entirely 1 (12,5%) 1 (12,5%) 2 3 (37,5%) 4 (50,0%) 3 2 (25,0%) 6 (75,0%) 4 1 (12,5%) 7 (87,5%) 5 = I agree entirely 1 (12,5%) 8 (100,0%) Total 8 (100,0%) 8 (100,0%) The course has contained features of cooperation (for example external lecturers from companies/organisations/other higher education institutions, study visits, examples/case studies, placement (vfu) or other contacts with representatives of the surrounding community) which have given added value to the course. 2,8 1,3 46,6 % 1,0 2,0 2,5 3,5 5,0 Internationalisation 1 Did the course contain features of internationalisation (for example interaction /cooperation with international students during the course, discussion of topics from other countries perspectives/praxis, international visiting lecturers or international literature which has broadened your perspectives)? Yes 5 (55,6%) 5 (55,6%) No 4 (44,4%) 9 (100,0%) Did the course contain features of internationalisation (for example interaction /cooperation with international students during the course, discussion of topics from other countries perspectives/praxis, international visiting lecturers or international literature which has broadened your perspectives)? 1,4 0,5 36,5 % 1,0 1,0 1,0 2,0 2,0

5 Internationalisation 2 - Added value The course has contained features of internationalisation (for example interaction /cooperation with international students during the course, discussion of topics from other countries perspectives/praxis, international visiting lecturers or international literature which has broadened your perspectives) which have given added value to the course. 2 1 (14,3%) 1 (14,3%) 3 1 (14,3%) 2 (28,6%) 4 3 (42,9%) 5 (71,4%) 5 = I agree entirely 2 (28,6%) 7 (100,0%) Total 7 (100,0%) 7 (100,0%) The course has contained features of internationalisation (for example interaction/cooperation with international students during the course, discussion of topics from other countries perspectives/praxis, international visiting lecturers or international literature which has broadened your perspectives) which have given added value to the course. 3,9 1,1 27,7 % 2,0 3,5 4,0 4,5 5,0 Equality Have you yourself or a student you know of on the course been treated with disfavour or in an offensive way on account of age, gender, ethnicity, religion or other belief, disabilities, sexual orientation or transgender identity/expression? No, neither I myself nor anyone else has been treated with disfavour or in an offensive way. 9 (100,0%) 9 (100,0%) Yes, I myself have been treated with disfavour or in an offensive way. 0 (0,0%) 9 (100,0%) Yes, someone else has been treated with disfavour or in an offensive way. 0 (0,0%) 9 (100,0%) Have you yourself or a student you know of on the course been treated with disfavour or in an offensive way on account of age, gender, ethnicity, religion or other belief, disabilities, sexual orientation or transgender identity/expression? 1,0 0,0 0,0 % 1,0 1,0 1,0 1,0 1,0

6 Study Guide or other information about the course The Study Guide or corresponding information about the course made it easier for me to plan my studies. 3 2 (22,2%) 2 (22,2%) 4 3 (33,3%) 5 (55,6%) 5 = I agree entirely 4 (44,4%) 9 (100,0%) Standard Deviation Coefficient of Variation Lower Upper Quartile Median Quartile Max Mean Min The Study Guide or corresponding information about the course made it easier for me to plan my studies. 4,2 0,8 19,7 % 3,0 4,0 4,0 5,0 5,0 Information about the results of previous course evaluations Did you receive any information during the course about the results of previous course evaluations and what changes, if any, that the previous results have led to? Yes 8 (88,9%) 8 (88,9%) No 1 (11,1%) 9 (100,0%) Not applicable (for example if the course was new) 0 (0,0%) 9 (100,0%) Did you receive any information during the course about the results of previous course evaluations and what changes, if any, that the previous results have led to? 1,1 0,3 30,0 % 1,0 1,0 1,0 1,0 2,0

7 Admission requirements The course s admission requirements were adequate in relation to the course s level of difficulty. 3 0 (0,0%) 0 (0,0%) 4 7 (77,8%) 7 (77,8%) 5 = I agree entirely 2 (22,2%) 9 (100,0%) Standard Deviation Coefficient of Variation Lower Quartile Median Upper Quartile Max Mean Min The course s admission requirements were adequate in relation to the course s level of difficulty. 4,2 0,4 10,4 % 4,0 4,0 4,0 4,0 5,0 Comments (please state if the admission requirements were too high or too low) Eftersom det introducerades många nya sätt att programmera på parallel nivå så hade det varit gynnsamt med mer uppstart/kodexempel. Labbarna täckte det mesta men att få igång MPI var helt hopplöst samt att få det fungera över flera datorer. Vi fick ta hjälp över två veckor av labb assistent för att över huvudtaget lösa problemet, vilket gav en lösning fast som inte klargjorde var problemet låg. Your own work effort I estimate my average work effort per week to be: Number of Responses Cumulated Responses (0,0%) 0 (0,0%) (11,1%) 1 (11,1%) (88,9%) 9 (100,0%) (0,0%) 9 (100,0%) (0,0%) 9 (100,0%) 45-0 (0,0%) 9 (100,0%) Standard Deviation Coefficient of Variation Lower Quartile Upper Quartile Mean Min Median Max I estimate my average work effort per week to be: -1,9 0,3 NaN % -2,0-2,0-2,0-2,0-1,0 Comments Vissa labbar enklare än andra, tur var det att ha gått grafikkursen och datorarkitektur innan!

8 Overall assessment of the course How do you assess the course as a whole? Number of Responses Cumulated Responses 1 = I am not at all satisfied 0 (0,0%) 0 (0,0%) 3 2 (22,2%) 2 (22,2%) 4 3 (33,3%) 5 (55,6%) 5 = I am very satisfied 4 (44,4%) 9 (100,0%) Mean Standard Deviation Coefficient of Variation Min Lower Quartile Median Upper Quartile Max How do you assess the course as a whole? 4,2 0,8 19,7 % 3,0 4,0 4,0 5,0 5,0 Suggestions for improvement and other comments apart from those you have already written, for example about what was particularly good and what was less good Tentan tog upp SSE, AVX (tror jag det hette) och CUDA (tidigare tentor tog även upp CUDA programmering) bland annat. Dessa behövde få en större del i kursen, då labb 3 och ZPL (eller vad det nu heter) knappt används, så är det helt meningslöst att lära sig det när det finns intressantare saker som är betydligt viktigare. Labb 3 borde ersättas med SSE eller CUDA, kanske även delas upp i 2 mindre av både SSE och CUDA. Sen var labb 2 om MPI ganska "konstig", man fick konstiga resultat på skolans datorer, 4 datorer kunde ge samma eller sämre resultat än 2, labb assisten bevittnade detta knas och det har kostat flera personer mycket tid att försöka förstå. Vi blev tillslut tvungna att inse att det inte var något fel från vårt håll utan hårdvaran eller nätverket som spökade. Intressanta föreläsningar och utmanande labbar som täckte kursens beskrivning. Labben om ZPL kan dock skalas ner/bytas ut mot SSE/CUDA i framtiden. Ett annat förslag angående labbarna är att de valfria uppgifterna ger tentapoäng istället för höjt betyg. De flesta bryr sig inte om det slutgiltig betyget, så länge det är godkänt. På detta sätt kommer flera jobba hårdare med labbarna, lära sig mer och klara tentan.