Not much time to post, therefore just some quick notes.
I admire my Russian coursemates. It must be so much more difficult for them with this language barrier. I did no see it at Tartu University that much.
I tend to be amused by people’s ability to listen to (for example) set theory lecture (which is quite intensive) and solve OOP puzzles on Python at the same time in early morning lectures 😀 What a brain must it be.
Kakk is a real influencer. To get Django to work with all the pip installations I finally installed Linux (Ubuntu, dual boot next to Win10). Pip and Django installation was just ~20 characters of command lines to the terminal. Compared to the mess on Win10 and its Ubuntu terminal 😀 So now all my coding takes place on Linux part of my computer.
I just did my first AOC task and got the first points. So being a nerd is now official I assume.
Algorütm (in Estonian) is a really good podcast. I got shivers listening to Alvar Lumberg and Sergei Anikin on fire talking about Transferwise’s architecture.
Kakk mentioned the importance of alt tags so this is the first picture I added those. This is just a funny picture from 4 years ago. Audience for the lecture by Kristel Kruustük and Marko Kruustük – founders of Testlio. I belive they now would have this classroom packed (like Python Code Clubs are on Wednesdays).
I had Python test on friday and one task was related to pentabonacci numbers. I still have not figured it out because I never trained such tasks. You can find some information here and on GeeksForGeeks (by the way, it is really good explanation!).
But I now understand that without knowing this background it would have not been possible to solve this task despite it being 1 min task in Excel 🙂
Need to know: N-bonacci numbers with first N-1 initial terms set to 0 and Nth initial term set to 1. And everything that comes after is the sum of N previous numbers.
Hea video IT õppimisest neile, kes veel mõtlevad. Ago juhib hästi tähelepanu sellele, kuidas natuke eksitavalt kommunikeeritakse IT õppimise “lihtsust”. Samas, minu arust natuke liiga palju räägib “suurtest palkadest” ja “lahedatest kontoritest”, mis kumbki väga ei päästa, kui töö ikka üldse ei meeldi 🙂 Väljalangemiste asi on minu jaoks muidugi ikka müstika (23-24% juures paistab graafikul olevat). Et kas või kuidas saavad mingid asjad mingil hetkel osutuda ületamatult raskeks VÕI kas tegelikult ka inimesed lähevalt lihtsalt tööle poole õpingu pealt. Samas ma ei taju hästi ka enda puhul hetkel, kui realistlik selle õppekava läbimine üldse on. Aga noh, mõtlen, et kui asjadega tegeleda, siis ju peaks olema küll.
Inimeste lugusid oli küll huvitav kuulata selles videos. Lauri Greenbaum SEBst meeldis sellise suurkorporatsiooni protsesside vaatega ning tegelikult ka näiteks Marek Õunpuu – kuidas kuu ajaga saad Omniva Java junior arendajaks (ja samal ajal see 23-24% väljalangemine IT õppes). Ühtlasi soovitan Algorütm podcasti, mis natuke annab veel IT töö ja hariduse teemale vaatenurga kolme tippjuhi poolelt.
Good statistics about school and subjects are really difficult to find even though we are quite often talked about the importance of high-quality data. But I found some here: ÕIS – Üldinfo – Statistika – Õppekavad – Õppeainete statistika. Quite… huh.
This is the picture of autumn semester results in the year 2018/2019 on my curriculum IADB17/17. These all are not the first-year subjects! I highlighted the subjects that I study in this first year’s first semester. I wonder what is going on with the basics of programming (ITI0102) where there are 441 students in the beginning but only 271 in the end (out of which 95% get a positive result). Our teacher Ago commented that the drop-out is ~30% and it is significant among session students (which is something I understand).
Also, an interesting finding for me is that the subject named “Sets, relations, systems” (of which I have already written here) seems to be the real gourmet subject. Out of hundreds of students, only 26 have decided to study it. And it also has the second-lowest average grade out of this selection of subjects.
I still have not found anything to use for the graduation rate.
Random things that need sharing
The canteen of IT College has its own Spotify playlist. Because why not. And I like these soundproof phone booths in TalTech Library. I like that doors open themselves. Very effective solution for minimizing the spread of viral infections though minimizing the contact with highly likely contaminated surfaces (like door handles).
Practice will make you better. Don’t expect it to make you perfect.
Malcolm Gladwell, the author of “Outliers” explains the key to success in any field is simply a matter of practicing a specific task that can be accomplished with 20 hours of work a week for 10 years (which makes 10 000 hours).
I started using Toggl to track the time that I spend on different tasks. It is a very good tool for this. For better reporting, I used TalTech as a client and subjects as projects. My tasks mainly include maintaining my online stores and doing work for school. So for reporting it is good to use TalTech as a client filter. This week I see that have spent 12 hours and 46 minutes on Python after school. It is Saturday at the moment so I expect it to reach 15+ hours coding weekly. At some point this week it made 10x what I have spent on a second subject in school.
If we say, that I started coding this week, then 12.75 hours would make 0.13% of my learning path (10 000 hours). So I say, doing it feels like a lot. Like I am always in PyCharm. But thinking that professionals do it 8 hours a day which makes 40 hours a week – it is more than 3 times what I have done this week 😀
Toggl is far from… or not
Toggl is not the one to blame. Update from week 7 is that I very often forget to turn Toggl on or off. But I think, despite the gaps in tracking I got around 35 hours of independent after school work. Most of it for “Sets, relations, systems” (all Thurdsay and Friday) because I had the test on Friday evening. Python got its 14 hours this week.
Our lecturer Ago also suggested documenting the learning path of programming. It is good to look later how it looked like in the beginning and how it feels later. So that others, who are interested in learning to code, could also understand the learning curve and possible struggles.
EU Code Week is a grassroots initiative which aims to bring coding and digital literacy to everybody in a fun and engaging way.
The last part of this EU Code Week aim is somewhat non-relatable. Because I just debugged my WP store like 6 hours (to make stock syncs faster) on Saturday and at the moment struggling with entry-level Python tasks for school. So, I can say this period of “fun and engaging” is very short in the learning curve 🙂 In my previous profession in the pharmaceutical industry it was called misleading communication and it was not allowed.
My initial idea was to start session studies. I did my MBA after work so I have previous experience with going to school and working at the same time. But you need to take the IT competency test (EUCIP test) as a part of the application process. This test is quite difficult if you are not a practitioner in this field already and I decided not to take it after getting to know more about the test.
I am happy with daytime studies because it allows me to focus on school full-time without need to work. Thanks to my previous professional life I don’t have to worry about working at the moment. Though, I little bit think about an internship for summer already 🙂 Let’s see where it ends.
Everyone I have talked to would also prefer daytime studies but often it is simply not possible due to different (mainly finance and work-related) obligations.