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  • well, go ahead and dive into the Q and a portion of today, so here it harbored office hours are.

  • And here are the results, which you should now see on your screen, particularly down toward the bottom for all of the courses.

  • So what office hours are at harbor?

  • There an opportunity for students to drop by professors offices for an hour and just talk about the class?

  • Talk about how life is going, any questions they might have about academics in the real world.

  • So even though we're all in just a virtual office today, the goal is just to interact and chat a bit about topics enter on your minds.

  • Let Brian and I just asked that if you have questions that are specific to a problem set or a project like code, let's answer those on slack or on discord or on Ed or some other tool, because I don't think we could do a very goodjob debugging.

  • People's code live on video here today, so let's focus more on concept without further ado.

  • Why don't we go ahead and start the questions and answers?

  • I see galaxy M 20.

  • Your hand is up first you want to go ahead and amuse yourself and ask a question of the group.

  • Galaxy M 20 Still muted Galaxy M 20 No.

  • All right, let's move all round.

  • Will come back to you, if that's OK.

  • Tony?

  • Sue, is it?

  • Can we start with you?

  • Yes, Yes, this is Tony.

  • I'm Tony Sue and right on from Taipei.

  • I actually have a couple of questions I've have to want to ask.

  • But right now, the most pressing question I'm curious about is really mostly about security.

  • I really only programmed for one year.

  • I sometimes stream my coding sessions online.

  • And like some some of my developer friends and coffee shops tell me, Don't stream your coat on.

  • Nine was like Everyone sees her secret key.

  • Everyone sees everything.

  • Andi, I'm just wondering what one of the typical conventions to two to basic security management for for during development or doing a post development for managing APS.

  • Our What should I even do to find you get nto network security, cyber security or with python?

  • Or like if I have some analytic skills with five phone and so on and so forth?

  • What should I study and stuff like sure.

  • Why don't I answer the first part and in turn, in the latter part over to Brian.

  • So if you are live streaming your code and with it your secret keys on the Internet, don't that is bad like that?

  • You answered the question yourself already.

  • If you recall if you'd taken CS 50 your CS 50 Web, you might recall that any time we dealt with secrets like a P I keys, we would encourage you to put them into what are called environment variables, which put them into the computer's memory.

  • But in a place where it's not in your code, which means people on the Internet can't see it if you're live screaming and you don't accidentally therefore push it to get hub or save it in your code repositories if you're using version control.

  • So generally speaking, anything you put in your code really shouldn't be that sensitive.

  • You should not have passwords, not secret keys or the like.

  • Use some other mechanism for those as for python itself in security practices and learning Maur Brian, you want to take it from there?

  • Yeah, I mean staring.

  • If you're interested in learning more about security that the domain had suggest looking into is the whole world of cryptography, which is this very sort of vast discipline within computer science.

  • All about trying Thio communicate things securely, which is becoming very, very necessary in the context of the Internet, where you want to be able to send messages to someone across the Internet.

  • You want to do so securely so that nobody in the middle is going to be able to access whatever information you're trying to send him.

  • And there are a whole bunch of now algorithms and libraries that exist in languages like Python that might be worth exploring there.

  • And this is this kind of cryptography is the basis for how communication over the Internet works.

  • It's the basis for how crypto currencies like Bitcoin work if you're familiar with preferred of bows.

  • And so a lot of applications now of these cryptographic techniques and we talk about these a little bit and see a 50 the Web programming class, but definitely a lot more there to explore.

  • Wonderful Well, thank you for that question.

  • Can we go next to let's say, uh, more Moritz, if I'm saying it correctly, Uh, yes, Hello.

  • Um, my question is, ah two parter.

  • So, um, I started out programming with CS 50 X and, well, our university semester is kind of on hold now because of the whole Corona virus situation.

  • And I've long considered the CS 50 ex in particular to be the master class when it comes to like a teaching programming with in an online kind of environment.

  • And I'm sure that a lot of work has gone into getting it up to that level.

  • And I'd like you to share with us some of the insights that you had going through developing this like online course and all of the material and what perhaps other educators could take away from it to improve their own materials.

  • Well, thank you.

  • First of all, I can say that it's been very incremental over the years what we've done with CS 50 and I think what you see now is really the aggregate effect of a lot of efforts by myself by people like Brian by other members of our team over the past 13 years now since I took over the class and I think the simplest answer from the get go is that we set out some time ago, really, just to solve a problem.

  • So back in 2004 or so, I was teaching a different class at Harvard's Extension School, which is our continuing education program for adults, primarily both on campus and off, and that the time heartburn was using video technology called real video, if any of you remember it, it was one of the earliest streaming video formats.

  • It wasn't that great, but it was still cutting edge nonetheless at the time.

  • But it didn't allow you to save the videos locally.

  • It didn't allow you to take the videos with you.

  • And so it was around 2000 for that.

  • I think the first iPod came out, give or take, and podcasting became a term.

  • I didn't really know what.

  • It was interesting to us that we could allow our students in that class to maybe download these videos or even MP three's audio recordings of them, and then take them with them on the train.

  • What toe work to the gym on the treadmill.

  • And so we really started doing everything on the Internet just for our own students.

  • Take.

  • But I did a whole lot of people around the world start tuning in, which was a pleasant surprise to us.

  • And then in the years since then, did we very consciously start making sure that any materials we creates are digitally accessible as well.

  • And this is P.

  • D efs and this is handouts, and it's a software and everything else, and we also became more sensitized to internationalization.

  • So very early on, we would ask questions about American sports or even U.

  • S currency, which, of course, if you're living abroad like many of you are you might not have those same experiences or backgrounds.

  • And so I think in recent years to we've tried to be more culturally sensitive and geographically sensitive to students disparate backgrounds and not assume anything.

  • And so now we still have a problem set you might recall on cash a greedy algorithm, but we define for everyone what a nickel is, what a dime is and so forth.

  • And then lastly, I think I would propose that it's thanks to members of our team, one of whom is cut fuel from actually are on this video call with us today in and are thorough and Ramon we have this amazing team focusing on videography, and we now scream in widescreen four K video.

  • And I mean, that's very deliberate, too.

  • I think all of us take pride in what we're doing.

  • And the goal is not to have, ironically today small little video streams of people normally but media that really draw the students in and make education as engaging, if not entertaining, as possible.

  • I mean, I spent 18 plus years in high school and and prior, not really loving school.

  • I sort of worked hard just because I thought I should.

  • But I don't think school needs to be this obligatory thing.

  • I think it can be a passion.

  • And so we've tried to create, We hope, an environment that draws folks like yourself in Thank you for asking.

  • Can we go to the next question here?

  • How about from looking for some blue hands?

  • Uh, Debashish, if I'm pronouncing that rights against the green screen still muted?

  • Yes.

  • Okay, so I was asking for you.

  • You're brilliant from your boob.

  • Hello?

  • Yes, we can hear, um, a lawyer from your true I want to know.

  • Uh, is there any more pictures you polo from Elect a few fulcrum.

  • Uh, hello?

  • Um, yeah.

  • Can you say that the question again.

  • Can you suggest a more videos?

  • But we can get up from the Internet like I'm from India.

  • And I follow your your toe Berrios and see if the collectors Hello?

  • Yes, we can hear you.

  • Okay, I know you're seeing live just on Get Jennifer just some more.

  • Uh, you're a collector for some left from Internet.

  • You, Carlos, we did a comment.

  • Yeah.

  • Let me let Brian answer this to There aren't that many courses I've taken online.

  • To be honest, I tend to be so focused on what it is we're doing with some bias.

  • Let me paste into the chat window, which you should be able to see.

  • This, of course, is all of CS fifties courses which go beyond CS 50 itself.

  • Brian now teaches a course on Web programming on soon on artificial intelligence.

  • But another one that I do like, let me go ahead and google it real quickly and then paste this as well.

  • Eyes, of course, from Princeton University on algorithms, it's freely available on course era.

  • And if you're looking to learn a little more or C s theory.

  • See the algorithms class that I just pasted into the chat window as well?

  • Brian, I think, is a better student than I am.

  • Do you have courses you'd recommend?

  • Thio?

  • Other courses I recommend really depends a lot on your interests.

  • Eso if algorithm to something that are interesting to you.

  • Definitely.

  • That course or a class on algorithms is great.

  • Um, a former Harvard professor, Jelani Nelson, taught in advanced algorithms class at Harvard to and most of those lectures are also available on YouTube.

  • If algorithm designed is something you're also interested in on depending on your other interests.

  • M i t has a great class on deep learning.

  • If machine learning is something that you're interested in, they have a great course on deep learning that's available on YouTube is well on.

  • Then I personally and I studied linguistics and college and very interested in natural language processing.

  • Stanford has a great online class about natural language processing, too.

  • Eso lots of universities make a lot of their courses available online.

  • So just a little bit of looking around, and you can probably find the ones that I just mentioned and also a number of others, too.

  • Indeed, police feel free to paste your girls, Of course, is into the chat window.

  • For everyone is, Well, let's move on.

  • And if you do have your hand up.

  • But your video is not on if you do have a camera to try to turn it on, because it'll make it easier for us to to see you literally on interact about.

  • Next question from Sue House.

  • I'm saying it right.

  • Hello.

  • So I have I'm doing CS 50 x 2020 and I have a friend who did the 2019 goes and based on what I taught them, my personal.

  • I don't know if this is too, but I felt as if the 2019 1 was actually tougher than 2021.

  • How do you decide, like the the pieces off each year?

  • Like someone you change some of the material.

  • So how do you decide which ones to keep and which ones to replace?

  • Yeah, it's a really good question, and Brian and I especially spent a lot of time last summer summer of 2019 thinking about what problem sets to change which ones to keep their several that we really like.

  • So, for instance, Mario, which, of course, is the 1st 1 cash and credit we've used for many years now CSFB finance on the end of the course we've used for many years now, But there's always some number of problem sets that I and Brian and the teaching fellows don't quite love, either, because it's not quite as engaging as we would hope, or it's not quite focused as we would like on some subject.

  • So Brian wonderfully came up with a long list of new problems.

  • Said Ideas.

  • I after 13 12 years at the time, was running low on new ideas, and he wonderfully infused us with a number of new problem sets.

  • And in fact, do you, Brian, want to speak to what guided your decision making there?

  • Yeah, sure.

  • So a big part of the guiding idea is that we have We were coming up with new problems for CSFB.

  • X 2020 was thinking about the different backgrounds that people come to this class with that most of people that are taking the cost.

  • They haven't had computer science doctor on before, but they may be come with some other background that maybe they know a little bit about government or maybe know a little bit about biology from other classes they might have taken.

  • So with a lot of the problem sense that we've created, especially in the past year, we've tried to integrate computer science with other fields and try and show how you can take the skills you learned in CIA 50 and really apply them to other domains outside of computer science.

  • And so if you've done the CS 50 X 2020 problems, you might be familiar with the election problems there.

  • Three different election problems that are all based around the idea of trying to simulate an election.

  • And various different election algorithms on these algorithms come in varying, different degrees of complexity, which lends itself really nicely to our less comfortable and more comfortable problems, where we like to offer a bit of a more comfortable challenge for students who would like to try a more challenging problem or complete one of the problems and are looking for another problem to try to complete this Well, eh, So we created a problem set to integrate with government.

  • We created a problem set to integrate with English and literature in the context of the readability analysis and problems that tomb on.

  • Then we had another new problem.

  • That was all about biology in DNA analysis in terms of the types of things that happened in criminal justice investigations.

  • And so problems at six now includes that as well.

  • And with all those problems, our goal was to try and create something interesting to really demonstrate the power you get with just a couple of weeks of learning about programming and learning about computer science.

  • And so, just to get a sense of what country are you from?

  • I'm from India.

  • India.

  • Okay, Yeah.

  • Wonderful.

  • Thank you for the constant.

  • I have a question that's an extension cord as that.

  • If this thing Sure, sure, Go ahead.

  • I know this This like, especially if you look at week $4 filter ones on even Bt where you only required to fill out certain functions.

  • But like there are other pieces.

  • We have this idea and uniforms from Scotch.

  • So on what basis do you decide that?

  • That depends on the complexity of the problem sets and one of the goals of problems at four to which you're referring this most recent year where, if you're unfamiliar, we had students implements.

  • In addition to J.

  • Peg recovery, which some of you might recall, we also had students implement a number of instagram like filters, which just one of Brian's new problem sets one of the goals for that problems.

  • That is not just file I oh, but is also how to read code read code that someone else wrote.

  • So one of the things we tend to do is start to put placeholders in code so that students first have to understand everything rewrote and then writes the actual logic themselves.

  • We often provides distribution code to if we think that either one, it would just be way too hard for new programmers to come up with everything on their own, or if it would just be too boring or mundane to do some of the details, like getting command line arguments or things like this.

  • We want each problem set to focus and on Lee, focus on something new.

  • Thank you, Carolina.

  • Can we go to you next and you want to tell us what country you're in right now?

  • I'm actually in Miami Florida, but I'm from Colombia.

  • Okay, um, I decided to join CS 50 because I'm actually in the beauty industry, and I came up with an idea to do, um, a nap for the industry as a professional in it.

  • And he has turned out to be crazy.

  • But I wanted to learn more, because if I decide to hire people to do this for me, which I had tried in the past, I haven't had any luck.

  • It's not good to hire people.

  • You don't really know what you're talking about.

  • I have to speak the same language as the programmers.

  • So this has Bean.

  • Ah, interesting for me.

  • I actually went to visit the business school in October last year on, uh, I noticed there were so many people in different industries, but no one person in the beauty industry.

  • So that gave me a little more enthusiastic and to the essence of to do this.

  • And I just finished my first problem, which I've been procrastinating for a long time.

  • But now with this it's good, and I've been trying to upload it, but it shows that I'm not a register.

  • Although I even paid for the certification.

  • Um, that's one thing that I need to have been writing to a few people, and no one has been able to help me to submit my first program wrong.

  • Well, one question that I had previously I had an account on kid Hub for the app that I was working for.

  • Buber and ah, the developer kind of abandoned that, and I just had a tip.

  • So I created a new account for these, Of course, on dhe.

  • I'm not able to use that either.

  • And how safe is that?

  • Because I noticed that he had, like, the whole coding exposed.

  • And I keep getting notifications from them about, um, possible it would, um, issues or security issues with the coating.

  • So I don't know for these a program for Harvard if he's gonna be the same way.

  • A, uh, tough to say I'm not letting you do this.

  • Let me just paste it into the chat window.

  • An email address for our staff.

  • If you can write us your questions about the account, that would be best answered there hard to say about to get help, Okay described.

  • But if you don't mind elaborating over an email that would be best for a question like that.

  • And then I should mention to We do have this case that I also just pasted into Chat Window, an introduction to technology for managers, which is based on the classes I teach at Harvard Business School.

  • That might also be of interest.

  • It focuses less on programming and more on concepts, especially for folks who want to apply.

  • See us in real world businesses.

  • Yes, I was thinking of the algorithm class, too, because I feel like that's so important, especially for what I'm trying to do, because he has to do with the categories and hire one divide everyone in the beauty industry.

  • I think that would probably work as well.

  • But he definitely that one is probably better to do after a programming class just because Kevin and the professors there assume or of a background.

  • All right, well, next can we go Thio Sim or Cam is its Salta.

  • I'm sorry if I'm not pronouncing that right, it's actually Jim.

  • It's Turkish, That's what.

  • Okay, You want to tell us where you're from?

  • If not sure.

  • Uh, well, I don't go to m i t.

  • But, uh I'm from Turkey.

  • I had ah exchange your last year.

  • I lived in Massachusetts, so that's how you got it.

  • And right now in the I V program, which is the international baccalaureate, I actually want to go to Harvard.

  • I'm in high school.

  • Um, so I'm taking the, uh, of course, Yes, 50.

  • And right now for my school.

  • I'm also writing a paper and I have this question.

  • It's ah, what extent are massive online open courses?

  • Nukes More effective than those courses completed face to face with in Harvard.

  • Um, that's a good question.

  • I'm not sure if we should do your homework for you, but I mean, yeah, well, eventually I will have Thio ask you a couple of more questions.

  • That's all probably emailed to, but yeah, sure.

  • I think I have a few thoughts in general on this.

  • So I do you think there's value to taking courses in person when you can?

  • Not because I think it's that useful to be in the same classroom with same classmates with the same professor two or three times a week for 12 weeks or 16 weeks.

  • I think there is some value certainly to that interpersonal aspect.

  • So, for instance, in CS 50 among the goals of our own lectures is not only to present material conceptually so that hopefully students our understanding ending the week's topics.

  • But also we hope to just get students excited and maybe a little bit inspired about that material so that they rather care about what it is they're gonna be doing in the homework assignments.

  • I'd like to think that we or I can do a good job or a decent job, maybe once a week for 12 weeks at generating excitement and generating enthusiasm.

  • I don't think I could do that three times a week and have everyone leaving with the same sense of excitement for the material the next day.

  • At that point, I think that it becomes very reasonable to do a lot more of the learning on one's own a synchronously by a move or via online education more generally.

  • But what I think is important and helpful for a lot of people is just to have some community may be.

  • Ideally, it's classmates or friends or teachers who can look over your shoulder at what it is you're programming and give you very specific advice.

  • I don't think it's unreasonable, though, to have a room full of people on zoom or slack or discord or stock exchange or read it, or any of those communities that CS 50 itself uses.

  • I think what's just important is that you have a community, and I do think that in some ways, CS 50 is a better experience to take online because all of you can pause, rewind and fast forward, search a transcript hyper linked to some other website and take a moment to apply those lessons.

  • Where is the Harvard?

  • Students in Cambridge are captive audience for two hours, and if I go too fast, they're sort of out of luck.

  • They can't ask me to rewind.

  • I mean, they can ask a question, but they can't necessarily rewind in time or take some time to absorb it.

  • So I think there's a balance and what we try to do in CS 50.

  • At least as we present the conceptual material Justus effectively, we hope in person as on video.

  • But then we have these local communities in Cambridge.

  • We call them sections on campus online.

  • You might just call them cohorts or or friends online.

  • I think just having the human support structure is important, and I don't think it's effective if a course is really just videos and multiple choice questions or power point slides that you're flipping through, like I've taken some very bad online courses.

  • But the hope is to find the best of both worlds.

  • Hope that helps your homework.

  • That's that's a great answer, Thank you very much.

  • Yeah, and also there's a There's an aspect to it because, like, I have some friends in the business school and like doing doing the class they always like, participate like it's more like a lecture where the professor is like teaching whatever the materialists.

  • But they're like part speeding What the situation is like.

  • They're talking a lot like students, too, and inside a classroom.

  • So I think there's, ah, variables to it, and there's also, you know, people's attention.

  • Like are they able to look at a screen for two hours or are they better?

  • It's looking at, you know, the professor on the board.

  • I mean, there may be many variables to it.

  • Yeah, thank you very much for answering Known.

  • It's funny timing.

  • I mean, hundreds of thousands of people are now getting used to online education support.

  • Unfortunate reasons.

  • But I do think this will start to change minds to it just how well or not, well, certain aspects of online education and work.

  • Uh, can we go next?

  • Thio Omari on if I'm pronouncing it right.

  • Hey, um, thanks.

  • Yeah, my name's actually Omar.

  • That's just right.

  • And I just I'm from Toronto, okay?

  • I just wanted to start by saying, thank you so much for your program.

  • I've actually done CS 50 and I did the Princeton courses.

  • You mentioned as well.

  • I work as a recruiter at a company here, and I feel like having done these courses is really, like, change the relationship I have with my job.

  • So thank you so much.

  • Um, my question is kind of around, um computer, computer science, education in general.

  • So in today's world, I feel like it's I personally think given, you know, the way we're moving and especially now looking, what's happening?

  • Corona virus.

  • People working online.

  • Everything is so like Internet focus.

  • I think it's really important for people to understand the basics of maybe computer science or at least like how these things are built because a lot of what people do deals with these kinds of concepts.

  • My girlfriend, for example, is a lawyer, and she actually works with tech companies and things like that.

  • And I think for her to understand these kinds of things would be very useful.

  • At the same time, though, I feel like there's such an abstraction of some of these things at a certain level where people don't necessarily have to touch code, they can use a gooey or something to do various operations.

  • And so you've almost got thes separation off a group of experts that do the stuff and then a bunch of people that don't necessarily understand this stuff.

  • But just use this stuff and I'm China understand, may be your opinion on our and maybe there's no right answer to this.

  • But do you think that there's we're moving more towards a world where you do have these experts in machine learning in the eye and NLP and stuff like that that are building this stuff that understand me the minutia of what actually builds the systems that we use and then, you know, catering to a group of the larger group that doesn't necessarily understand or are we moving now Maur towards a world where people are really interested in this stuff, and I think they want to get more involved in it.

  • And, um, I don't know if it's maybe not even just a question, just something I wanted to put out there.

  • Yeah, it's a really good question.

  • Let me turn to Brian to in a moment who focuses on security, for instance, in the Web programming class, especially, um, I think I think it's certainly so.

  • I'm reminded of Tony's question, which kicked us off about secret keys and live streaming.

  • I think what's valuable about certain courses in technology and computer science is that they give you certain building blocks from which you can reason deductive Lee.

  • As to how other systems work.

  • I don't think it's necessary for everyone in the world to take him an artificial intelligence class of machine learning or even a programming class per se.

  • But just any class that's really about computational thinking and logic, because I think once you start to clean up your thought processes and you start to think a little more methodically in terms of ifs and else's and so forth.

  • Then you can sort of take some information as input and produced from that some conclusion that you could make better decisions based on.

  • And this is so true in the world of security.

  • I mean, all of us right now have our cameras on pointing at ourselves.

  • Who's to say when this session ends in, you know, half on hour or so that those cameras aren't still watching?

  • Who's to say our phones haven't been sending everything we say to Google or Apple for years now and those air risks?

  • But I think among the topics we try to get students to think about in CS 50 and in the business classes in the Web class is to sort of recognize that yes, everything I just said it's possible.

  • But then to sort of evaluates the risk for themselves.

  • So I know for sure Apple could be listening in on everything I say.

  • Are they likely doing so?

  • Probably not, but at least making info form decision as opposed to naively buying the latest and greatest technology and then being surprised and caught off guard when your privacy, for instance, is compromised and Brian.

  • Do you want to address how you think about this?

  • Especially in the context of software?

  • Yeah, of course.

  • So I agree with a lot of what David was just saying about how a little bit of computer science, even if it's not about programming, gives you the building blocks to understand a lot of the technology around us.

  • And I think that in part, the wide availability of some of the courses that we've talked about has helped in order to bring more exposure to bring toe lights and more of this knowledge, even people that aren't computer scientists.

  • But it is definitely not widespread.

  • I think if you look around in the news and there's so many stories about lawmakers who seem to be disconnected in some way from technology and that they might be creating policy or trying to draft laws that might not be consistent with a real understanding of security and technology, using this a lot with monikers that are trying to make laws that are about security, like trying Thio the governor.

  • There's been a long on stowing tension between, like the federal government and Apple, for example, about whether Apple should be creating back doors isn't all the iPhones that the federal government's able to get into.

  • And it's sort of there's this idea that, like even if you create a backdoor, that the government get into this creates security vulnerabilities elsewhere, having a real understanding of how it is this cryptographic process works.

  • How it is that information is actually encrypted, and then decrypted can give you a better understanding for the implications of technology when you might not recognize as implications without having some of those building blocks.

  • So I do think there's a lot of value in having an understanding of those building blocks.

  • And I would hope that the world is slowly starting to become more educated about these matters, even outside of just the world of computer scientists.

  • I appreciate that.

  • Thank you.

  • Brian said it well.

  • And if some of you might have tuned in some months ago to when Mark Zuckerberg, for instance, was testifying in the United States to Congress, I mean, not only was it quite frightening what Facebook had been doing at the time, but also frightening how you'll inform so many of the politicians were who were interviewing Mark and just had no idea of how tools Facebook or online advertising even work.

  • It's, I think, incredibly important for folks Just tow have this modicum of understanding of technology and of reason so that if they are ultimately the decision makers, whether it's in business or law or politics or any other domain, that they're making better decisions.

  • And you see this unfortunately, even now, with all the health concerns going around the world, people not appreciating statistics and data and models that ah, students off any number of stem fields would drive an appreciation for.

  • So we make better decisions, I think when we understand fundamentals, thank you for your question.

  • Suck eth ready.

  • Can we go to you?

  • Still muted like a mute in the bottom left corner.

  • Hi.

  • Yes.

  • Okay.

  • Yes.

  • Yeah.

  • Uh, on socket.

  • I'm located in India.

  • I graduated in 2018.

  • I didn't pass this on in 2020 others.

  • I'm going to pursue my master's degree.

  • So there has been a toe heel break for me in terms off the computer science macron, uh, working on another industry.

  • So I want to brush up my concepts.

  • So now, like before I am doing my master's victory for Sears, I wantto started.

  • But what did The court says that you need to start up with an base of myself for the others.

  • Good question, Brian.

  • Do you wanna take that?

  • You're asking about what Courses?

  • You should take out any country to the end of the question.

  • Yes, it has been, like one enough year break for me with respect to the computer science from my master's degree.

  • So I'm going to put you my master's in August.

  • So what you said just in time, tactical sense and the timeline, What do I study about?

  • Yeah, So, I mean, if it's been a year and 1/2 1 thing I might start by doing it's just brushing up on any material that you did blow learn a year and 1/2 prior because, like me, those will be the fundamentals of the basis for your future work in the program that you're beginning beginning in August.

  • And so I often find that taking some time going back and reviewing prior notes to prior videos, if you have them from prior classes, is just a help of refresher.

  • In case you're gonna need that material in the future on then.

  • Beyond that, I think it's going to depend in large part about what your master's program is focused on, what type of research that you're going to be doing.

  • Computer science is a fairly broad field, and so research is happening in the world of cryptography, as we've talked about but also happening in the world of artificial intelligence.

  • It's happening in the world of networking is Happening in the world of algorithm designed eso all sorts of these very different domains that might lend itself towards different skills and different tools that you might need in order to be successful.

  • There s so I would start by thinking about what type of research and what type of work you're going to be doing.

  • And that would help me at least to inform the types of topics that I would focus on in the upcoming months.

  • All right, thank you for that question.

  • Can we go next to Tomasso?

  • Padoa, I question.

  • Really simple.

  • Lanza lead to learn.

  • According to you, using six ah CS 56.

  • It's better to learn in a small period.

  • Time.

  • 34 months.

  • Achieving a 17 80% off that problem set completed.

  • Oh, taking a longer time and doing 100%.

  • Just a a really good question.

  • And where you from?

  • Tomasso?

  • I'm from Italy, you know, in science and started it, and I'm trying to frame it is better to finish the first babysat.

  • So I believe 85.

  • I nighter that toe review up to the wondering percent of sand and go on, go to finish at the list of the minimum we can say Gotcha.

  • Well, I hope you and your family in Italy especially, are doing okay lately.

  • I think it's a hard question.

  • I think it really depends on the students and what you want to get out of the class.

  • We have many, many, many more students who do parts of CS 50 then who do all all of CS 50 and I think that's partly because some people only have so much time.

  • But I think it's also because some people only want to get certain aspects out of it.

  • Princeton.

  • Some students are interested in the sea programming.

  • Some students are interested in the Web program being later on.

  • I think that if you are looking to take future courses in computer science and programming.

  • I think taking more time and finishing the whole course will probably better prepare you.

  • If you are interested in this is it's a slightly different West.

  • The finish finish the course is the main goal.

  • I I will do that hope, but about if I take 85% in the problem, settle on its back.

  • Okay, I think the best answer is the best approach is to get 100% in three or four months S o.

  • We officially say that if you get a 70% or higher on all of the problem sets, that is quote unquote satisfactory and you have successfully completed the class.

  • I think it's better if you can push yourself to do even better than that, even if it takes more time.

  • I think it's very, very reasonable to take six months, maybe a bit more to take the class, maybe a full year.

  • But to take more than a year, I think you should consider what it is you want to get out of the class, and I wouldn't just try to get 100% and just do everything just because you think you should.

  • I would decide based on where your interests is starting to waver, Thank you.

  • The other thing they'll add is that any time you get less than 100% on any problem, we do our best to try and provide feedback to you provided automate in an automated sense through some of our women based tools.

  • And so any time you submit, you should get a little you earl that appears in the I D.

  • Where, if you click on that link, you'll be able to see feedback on which part of your program worked and which parts might have some room for improving.

  • And hopefully that can be a good learning and a lesson in terms of where to place your focus.

  • If you want to go back and get a rate on the work that you have done in order to, then potentially submit that problem again, indeed, can we go next to Omar Ayoub?

  • So I'm 15 and taking the course at the moment on dhe I supposedly I make it in Darwin like when I graduate does.

  • If I finish the horse was a count, do I have to retake?

  • It was account as if like I took it for so neither.

  • In fact, at Harvard, at least if you have taken a class like excess with the ex online successfully, you don't get credit per se, but you don't have to take it once you get to campus.

  • Instead, Harvard has other introductory courses, three in particular, and you have to take any two out of those.

  • So in your situation, if you were to attend Harvard, you would take the two other introductory courses.

  • One is on what's called systems programming, which is lower level C code and assembly code.

  • The other is on what's called functional programming, an object oriented programming.

  • You would take those two courses instead of CS 50.

  • But you don't graduate earlier because you've taken the course already.

  • For instance, Good question.

  • Can we go next toe slob where you're from, too Well, originally from Russia.

  • But I live in Miami, Florida.

  • Okay for Miami so far.

  • Yeah.

  • So, first of all, I want to say thank you to Brian.

  • I think that she s 50 a web on the I really injured glass is a real thing, and my question is actually related to the homework.

  • I thought that we had early system that has submitted to projects so far in our bull's got the 100% but there is no feedback on 100%.

  • So I'm wondering if it's really that good or is there some food but can be a provide yet?

  • So, yeah, so that I'm glad you're enjoying the plus the projects for the Web programming class and several of the following classes stopped receive.

  • 50 are graded on a pass fail basis.

  • So one of our staff refused your submission, looks at your video and then just evaluates that on a pastel a basis.

  • If you're looking for some more detailed feedback and certainly other people to take a look at your code, there are a lot of CS 50 communities that have grown now across a variety of different social media platforms that you can look to in order to get some additional feedback on your code.

  • I know there's a pretty active channel on the CS 50 discord with Duke and join in order to post a little bit of your code in order to get feedback from other students on from other staff about the work that you don't know.

  • Certainly That could be a nice way for code review to get people to give feedback on your work as well.

  • Wonderful.

  • Can we go next to, um, for some hands here?

  • Uh, Johanna sah Bee.

  • All these?

  • Yes.

  • It's correct your hands off her cases as your Hannam from Egypt.

  • Kindly.

  • I'm doing development since five or six years.

  • I'm glad it from commuter signs.

  • I have a big problem through my career on even when I started.

  • She's 50.

  • The problem is that, um I don't know which live, actually dig and even the information or on on that area that I you study.

  • Ah, for example, way we started bigger.

  • 16 50 around.

  • I don't know.

  • I didn't know to which the visual I d Gandhi, shall I have to open a tutorial?

  • Mine tutorials, learning more and more about Big O and then to solve some problems upon this Or just I need to respect Scoble discourse on Later on, I can They can deepen the information.

  • I'm asking this question because in post I have attested or went through this two scenarios.

  • I went through that I need to dig and they've been any information on.

  • The result is that I finished A course is off four months on two months, just in one year because off much of a Gandhi on the other.

  • On the other hand, when I started just the party's over over, of course, I feel that I missed many important subject.

  • Um, is this my question on the thanks a lot for fourth editorials that you've presented?

  • Of course, if I understand it correctly when learning a topic like big O notation, if you'd like to understand it better or learn more for CS 50 you can absolutely go and read.

  • Other resource is you can go Google for other references.

  • Take another class.

  • That is certainly okay when we discuss in the class academic honesty.

  • What would not be appropriate is if what you're Googling is literally the answer to a question that we've asked within the course, literally Googling for code.

  • That's the solution to some problem, but absolutely you are welcome and encouraged to consult other references.

  • Google Stack overflow classmates Any time you would like to learn some topic better, we do not claim to be teaching it the best way, adding prescription.

  • My original question is that Toe which'll eventually began giving any information off the course or any bankers.

  • I mean, there are many topics on the same course.

  • Uday and they can't even each a each topic off this course so that it takes much time for finishing just a a course or this is so this is original question.

  • If you got it.

  • Yeah, it's a good question.

  • I think it really depends on your interests.

  • If you want to go down those rabbit holes, so to speak and better understand the material.

  • Yes, you should do that.

  • But I'm not sure I would do that if it's gonna take you four times as long to complete the class maybe twice a cz long is reasonable, but I think there's probably ah ah, balance there.

  • And in fact best way to think about it might be this way.

  • Personally, when I'm teaching a class, especially for the first time, I find myself doing what you're doing.

  • I might take the class that I need to now teach, or I might watch previous videos or do previous homeworks, but I try to approach the class like I know I'm going to be a teacher or a teaching assistant or teaching fellow as we call them, because I've tried to think if I'm about to teach this material to someone else, what questions might they asked me?

  • And I do start to Google, and I do start to learn more about some topics so that I'm not caught off guard so that I'm not embarrassed because I don't really know something.

  • So I think it's healthy to try to Google and read other references when you want to understand the why and not just the what but use your rule of thumb, maybe a saying I want to understand it well enough so that I can explain it or teach it to someone else.

  • And that's good enough for her Version one.

  • Can we go next to Hassan?

  • Rumbled on.

  • Si Hassan.

  • Hey!

  • Yes, we can hear you.

  • Yes.

  • Okay.

  • And now I'm thinking.

  • Sees 50 Introduction to computer programming after finishing.

  • Get intend to take the course about klepto programming.

  • Andi, I want to know what Sneakiest afters.

  • Ah, women.

  • Quite fair.

  • You froze on my screen.

  • But Brian, do you want to take that?

  • Yeah, sure.

  • so after that, it really depends on what it is that you're interested in studying S.

  • O.

  • C s If the David posted a link before, but we complete busted again in terms of all of the courses that steel safety awkward that you could take after CS 50 s.

  • So, in addition to the Web programming class that I teach, there's also a class on gate AM development about something of interest to you.

  • Top by Colton, another CSFB staff on then coming in just a couple of days and we'll be a brand new class on artificial intelligence.

  • So that something of interest you diving into how machine learning works and how it is the computer is gonna become intelligent.

  • We have a class in artificial intelligence that will be coming soon.

  • A swell so depending on your interests there, CS 50 classes that are available to you and then other classes that are available online to a couple of people have mentioned court Sarah and the chat for M I.

  • T.

  • Is open courseware that also have a lot of great course offerings there, too.

  • Wonderful.

  • Can we go next to Sarah?

  • If you'd like to tell us where you're from.

  • Hello?

  • Um, I'm Sarah, and I'm from Toronto.

  • So I am, um, attending university and cells and systems analogy.

  • And, um so in the third years tours the end of my studies, I discovered like this I took this bio bioinformatics course and that, um, introduced me to coating and computer science in general.

  • And I kind of regret it even going to, uh, cells in systems biology when I discovered my passion for computer size.

  • But I it's kind of like I don't know what to choose.

  • So it's kind.

  • I wanna have both at the same time.

  • But I also thought of finishing this degree and even re applying for another degree.

  • But financially, to be honest, I really cannot afford both both degrees.

  • So I tried looking up online, and I read on how Google and so many other major companies have retracted their requirement for ah a C s degree.

  • So, um, right now, I'm also on my last year studies, and, uh, I'm taking a grad level bioinformatics course, but the programming aspect of it is not as like challenging that I was expecting it to be.

  • I also took some CS course is that my university was offering.

  • So I already have some basic in python and other intercourse is so the the tracks that has is mentioned on CS 50 X.

  • It is mostly on Web DL open and games IOS, android, etcetera.

  • So, for someone like me, that is, um, in the health care in biology, um, industry, I really want to know which other courses I can take and develop my knowledge based upon them.

  • So if if there any advice on that, um, I would really appreciate it.

  • Yeah, absolutely.

  • I think that's a good problem to have that you're so passionate about two different fields.

  • I would recognize that.

  • First, I don't think you should worry as much about pursuing a computer science degree solely for the purpose of getting a job in the tech industry.

  • There is certainly so much demand right now for technologists that simply having a strong technical background, I do think will help open doors already in terms of types, of course, is to take, I think a course like CS 50 that's an introduction to procedural programming is compelling.

  • Another course that's very popular out there is this one here from M I.

  • T called six double 01 which you might find of interest as well, which focuses on python.

  • The algorithms class that I mentioned earlier I think is a good way of on there's two parts to it.

  • Let me go ahead and paste both your l's one and two, I think is a good way, especially for industry to get better and algorithms and data structures more generally.

  • And then I would also recommend a course on functional programming, specifically, which is a different type of programming than we teach in CS 50.

  • And I think that will help round out your knowledge.

  • Brian, do you perhaps have any recommendations along those lines or others?

  • Yeah, I would agree with all of those recommendations.

  • In addition to back for biology specifically and for violence from addicts in particular, I think a course on data science is going to be especially helpful.

  • Ah, lot of what you'll do in data science.

  • They're gonna be tools that are related to computer science but will specifically help with ah lot of what bioinformatics is all about, which is in large part about looking at a lot of data whether it's a lot of revolutionary data.

  • Yeah, exactly.

  • A lot of genetic data on to that extent.

  • I would also suggest maybe, of course, on artificial intelligence to do you think about looking forward to the A class that is coming up.

  • So the lot of the problem happy?

  • Thank you.

  • And body A lot of the problems in bioinformatics.

  • Things like when you're trying to do evolutionary biology analysis trying to look at how evolution has happened That stuff done using machine learning techniques to Yeah, exactly.

  • So ah, lot of a I and machine learning can be applied to biology and bioinformatics n

well, go ahead and dive into the Q and a portion of today, so here it harbored office hours are.

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デイビッドとブライアンとのオフィスアワー - 2020年3月25日 (Office Hours with David and Brian - 25 March 2020)

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