On Tue, 14 Jun 2005, Brian Foster wrote:
> | Date: Tue, 14 Jun 2005 15:28:39 +0100 (IST)
> | From: Paul Jakma <paul at clubi.ie>
> almost. better is to learn how to recognise there is a problem,
> evaluate the problem; discover or devise and evaluate algorithms;
> describe, implement, test and measure them; all in a maintainable
> fashion. along the way you will pick up knowledge of specific
> algorithms (or at least the existence of same).
Aye, but universities tend to want to try specify the above to a
finer degree and package it up into semester or bi-semester long
> learning how to (re-)code assorted algorithms is perhaps mostly
> just an exercise in learning to describe, code, test, and measure
> better. very useful, but in my experience, a good mentor/example
> is much more effective here than coursework.
Agreed to an extent.
However, it is useful to go over the algorithms which should be in
everyone's tool-box. A degree course should equip you with the basic
tools - there's no need to spend years discovering Dijkstra and the
various ways to implement it for yourself when you could be taught
this in less than a month.
You want both the hand-me-down knowledge "here are common useful
algorithms" along with the opportunities to develop your own problem
solving skills, surely?
> described previous in this thread strikes me more as learning
> by rote / learning to do, which IMHO is not education per se.
But not spending time learning the state of the art would be bad too.
Even if the course developed your problem solving skills to an
amazing extent you could spend /years/ figuring out stuff you could
have been told and learnt in a month or two in college - most
Paul Jakma paul at clubi.iepaul at jakma.org Key ID: 64A2FF6A
You will be traveling and coming into a fortune.
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