> FWIW, I personally think distance learning is underrated, although I have been doing it for years so I've had time to become accustomed to it. I can understand why some students (including my wife) do not like it, and may never like it.
I appreciate distance learning, it's the distance testing that doesn't work ;).
We went online at the start of the year and while some classes were ok to evaluate online, classes which require coding for example, weren't. Since you have access to an IDE they tend to test other things than what was taught - it becomes more theoretical rather than practical even though the class demands the latter.
A class would need to be fully changed to support online learning, and evaluating, say for example more focus on assignments.
Cool. My favourite class in University went from low level, transistors, to gates to assembly. We used logisim and programmed our logic to an FPGA board. Final logic lab was building the circuit for a processor with two instructions of your choice and registers.
> A $600 price difference for this machine is probably worth it in my mind.
Agreed. Recently bought the 16 inch MBP after considering Lenovo and Dell. Prices between the machines weren't that much different (Lenovo came to 7200 minus some discount to bring it down to MBP price).
End of the day I didn't want to deal with Linux drivers (no M$ for me) and I wanted something that worked. Plus, the touchpad on an Apple device can't be beat. It's not a perfect machine, mainly Catalina issues I suspect, but worth it IMO.
Actually Micro is the exact thing you would use ontop of kubernetes. Micro was built to tame the world of cloud-native complexity and focus on developer needs.
You can think of Micro as an abstraction layer over distribute systems infrastructure, hiding the complexity from the developer and providing a pluggable system which allows it to operate in any environment. This means locally a dev can run with zero deps but in prod someone from the ops team can switch to etcd, cockroach, kubernetes, etc.
Predominantly the majority of our users are using Micro on top of K8s. Their primary focus is productivity and velocity of development when building microservices.
Using this framework on top of kubernetes (which is itself another framework used to managed microservices) sounds like an operational nightmare. Kubernetes is already filled with operational pitfalls so adding more layers on top only increases complexity.
I think Go-Micro looks cool but I wouldn't suggest layering this much more than you already are. Complexity is death for distributed systems so minimizing complexity means maximizing reliability for the systems.
I'm sorry you've misunderstood what this is. This is a Go Framework for microservices development. It's what you use to write services. It's like Rails or Spring. Kubernetes is for running applications not writing them. Kubernetes no opinions about how you write software. We encapsulate the underlying infrastructure and provide a framework for the developer to literally write business logic.
As mentioned by the other commenter one of the big features is service discovery and load balancing - it seems like micro is stepping on k8s feet here and is a bit more than just a framework.
I could see using micro on bare metal (with all features) but trying to get the grasp of mixing with k8s (with all of micro's features). I'm assuming no one is using micro's load balancing and service discovery over k8s? I guess the broader question is, is micro highly coupled to all of its features/functions or is picking and pulling parts of it workable?
My undergrad is very focused on self-study. Prof's have gone the the extent of saying, "I won't waste time showing you this, you could just go on youtube". Flipped classroom models are increasing and the focus is again, on self study.
I'd say online doesn't work for all programs or courses. But do you need to sit in a room with 1k people in order to learn calc 1? It's just the prof going through some examples on the powerpoint/overhead nothing more. Asking questions isn't easy either.
Upload some lecture videos and then hold office hours instead of lecture hours. It's not like what you taught in psyc 100 last semester is much different than this.
> My undergrad is very focused on self-study. Prof's have gone the the extent of saying, "I won't waste time showing you this, you could just go on youtube". Flipped classroom models are increasing and the focus is again, on self study.
What university is that? It sounds awful.
> But do you need to sit in a room with 1k people in order to learn calc 1? It's just the prof going through some examples on the powerpoint/overhead nothing more. Asking questions isn't easy either.
> Upload some lecture videos and then hold office hours instead of lecture hours. It's not like what you taught in psyc 100 last semester is much different than this.
That's only kinda true of 100-level courses and massively popular generals, and quickly becomes false the farther you advance.
And even if it is a 100-level general, you can still ask questions if you're motivated and curious. When I was considering a career change, I retook general chemistry and a few other lower-level science courses as an adult. I asked a lot of questions, though many were picking at things that were too advanced for the course. You can't do that with a recording.
Rather not say, but a few do that. Plus in something like CS there's an hour long wait for office hours which are 2 hours twice a week with maybe 3 profs - so 6 hours for 500+ students - not much opportunity to ask questions.
> That's only kinda true of 100-level courses and massively popular generals, and quickly becomes false the farther you advance.
Absolutely. Get rid of the 1k lecture theatres for the undergrad courses and build some labs. Get some 3D printers/CNC machines for the Engineering students. A mock court room for the Law department? Some chemistry labs? Move the "I don't need to be here to learn" courses online and expand office hours, TA availability and provide more hands on experience.
Ya, I wouldn't want to see a doctor who learned online. But one how took some calc or basic med courses online but has more hands on/practical experience? Sure!
> I don't think it would save the university money, if done well.
IMO universities these days are mainly in the real estate business. The maintenance on a building with multiple 1k person lecture halls isn't cheap. Faculty are underpaid. And yet it's more and more expensive.
Most universities don't pay property tax (maybe not most, but many are public and don't). They all have owned most of their land for over one hundred years. Buildings are expensive, but those are "one time capital expenses) and just plain don't add up.
What I'm saying is there is no obvious reason why a university costs more to run today than 1990,but tuition has gone up far more than inflation.
If students can't get the money prices cannot go up without a drop in enrollment thus students need a way to get money. That is why more money enables prices to go up, the alternative of going without becomes forced if students (other than the rich) cannot raise the money.
However the ability change more doesn't force it. Administration could presumably keep prices down instead of - here I have no idea what they are spending it on.
This lack of knowledge means that I cannot comment more. My opinion on using the money to pay more teachers thus reducing class size is very different from my opinion on private jets to some exotic vacation. (I don't think either of the above are the case but I could be wrong)
Those are commonly blamed, but I don't have enough information to know if they are right or any reason to believe they are experts who know what they are talking about. It isn't something that I reject, but I am careful not to believe it as well.
I'll counter this by saying that in my experience school projects are no better. TA's and prof's don't have enough time to give to groups. Students are left to figure things out on their own. Some classes assume (wrongly) that concepts were taught in prior classes so you have to figure it out on your own.
Not sure when you graduated - I'm sure it was better when there were more resources and less students - but today that's not the case.
"The Ontario government, during negotiations with Cisco for a juicy corporate subsidy, indicated that salaries are 'very competitive' and that they'd do 'anything to keep it that way'. Literally stating that he wanted to keep us 'poorer' to guarantee the jobs. (Sorry I can't find the reference)."
This was also a point made during the amazon pitch - cheap labour.
I appreciate distance learning, it's the distance testing that doesn't work ;).
We went online at the start of the year and while some classes were ok to evaluate online, classes which require coding for example, weren't. Since you have access to an IDE they tend to test other things than what was taught - it becomes more theoretical rather than practical even though the class demands the latter.
A class would need to be fully changed to support online learning, and evaluating, say for example more focus on assignments.