I’m listening to Lutz Prechelt’s keynote at the German Software Engineering research community conference. He is talking about how we should not be undertaking research that has no relevance, and he is demonstrating this by presenting research based on ludicruous assumptions (that will never be real, not in this nor another world).
Nobody could disagree with this, no?
Continue reading “The Value of Articles With No Relevance”
Thank you for the request to review an article.
My usual reviewing fee for Elsevier journals is one full year of free access to your digital library for my university.
However, Elsevier has locked out German universities from accessing research on their websites, including our own. So in addition to my usual fee I must also ask that you return to the negotiating table and find a way that we can access our research again.
Continue reading “Dear Editor [of an Elsevier Journal]”
“Teaching young minds is great and keeps you young!”
There is some truth to this made-up quote. Growing older, you might get set in your ways, but younger people will most certainly challenge you to rethink those. While there is a lot of positive things to say, I want to discuss two difficult but critical issues that a new college teacher needs to be aware of, in particular if they are coming in from industry.
Continue reading “The Downside of College Teaching”
The short answer: This question is click-bait and was written to incite reflexes rather than reflection. The long answer: The question is a red herring, because a researcher arguing that research shouldn’t have to have a purpose is actually complaining about society not seeing the value of their research as they do.
Continue reading “Does Basic Research Need to Have a Purpose?”
Want to know how to make it hard for professors to create and grade written exams efficiently? Learn from the best, the Bavarian ministry of education, which oversees the handling of the state-wide written exams for budding high-school teachers of computer science. A thread.
Continue reading “How to Prevent Efficient Creation and Grading of Written Exams”
Software product management (PROD) is a course that teaches students software product management using the case method.
Continue reading “Announcing Open Course “Software Product Management””
Free/Libre and Open Source Software (FOSS) teaches principles, practices, and economic underpinnings of free/libre and open source software.
Continue reading “Announcing Open Course “Free/Libre and Open Source Software””
Agile Methods and Open Source (AMOS) teaches agile methods in a university context using semester-long projects. The class sessions of 90 min. each cover half a semester to leave room for guest speakers.
Continue reading “Announcing Open Course “Agile Methods and Open Source””
Advanced Design and Programming (ADAP) teaches principles and practices of advanced object-oriented design and programming using a semester-long project.
Continue reading “Announcing Open Course “Advanced Design and Programming””
Informatics (worse: Computing science; even worse: Computer science) is the discipline of automated data processing (where automation is both human independent and dependent, and data in context becomes information). The non-IT industry has learned the hard way over the last few decades that informatics is part of their core business, not just some support function. Financial institutions, automotive suppliers, advertising agencies and so forth are all recognizing that informatics is a key business aspect for them.
Continue reading “Why Informatics is Everyone’s Business in Academia”