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Comment Re:You have to want to do it for the right reason (Score 1) 140

A developer should NEVER have to deal with the business side of the crap as part of "work". Even if it is your idea, your original ground breaking code, etc. Hire someone or two someones with the proper backgrounds, give them directions and get reports.

Why? You (probably) don't have the expertise, and you only have so many hours in a day that you can be productive - do you work on the actual product, or the business around the product.

Do the same when it comes to marketing...

Comment Re:Rust (Score 1) 245

Or worry about every language - to the point of setting up whatever dev environment and doing a few simple things like hello world, fizzbuzz, create deck of cards, shuffle, and deal a few cards, etc. Just enough to learn how to use the tool chain, basic syntax, user interaction, etc.

Comment Re:why should i care?` (Score 2) 555

Almost all schools will have someone "in the know" on ADA stuff. They may not have the budget or people power to do it (ours doesn't, 15k students and 4 people in DRC) and it is up to the instructor to provide accessible content. The good side to this is that we tell instructors about making it all ADA compliant and they change their minds on doing 45 minute talking head lectures :)

The big issue I see here is if the plaintiffs' instructor(s) were referencing the content for a course, then *their* school's ADA folks/instructor(s) should've been responsible for making it accessible to their students. Like Open Source, if they they sent the transcripts upstream then it would've been done for *all* folks.

If the students just happened to want to access the content on their own initiative and were able to sue because the content just happened to be provided by a university then this is just a very bad application of the law, and I'm thankful that some type of mirroring system (I couldn't figure it out....) is being set up for the content.

Comment Re:I wish they would... (Score 1) 70

This depends on the course delivery system, and how much your instructor both knows how to use the system and its quirks and how much your instructor cares about doing a decent job.

The platform I use (Canvas) is pretty good about a lot of stuff, but instead of entering possible answers that are an exact match of what a student might type in (for questions like "On a machine running Debian Jessie what command would you use to display the routing table?") and having to hunt down each occurrence of the question across 40 exams and check to be sure the student didn't "out think me", I simply don't enter ANY correct answers, and the system marks it as "needs grading" which lets me get to it with a single click on each exam.

Comment Re:Why is this different from traditional classes? (Score 1) 70

Yup. The key that our accreditation body (SACS) looked for when we did a substantiative change review to start offering online courses back in '98 was "equivalence". Did an online ENC101 course give the same experience, etc. as a F2F one? Did a student who took ENC101 online do just as well in the next course down the road compared to one who took it face to face?

Of course my sarcastic comment about it all is "of course, they all suck equally".

Comment Re:It's always someone elses fault (Score 1) 641

Yup. There is a reason that I wasn't allowed to drive Dad's 911 while a teenager and unsupervised. And yes, the first time I drove it I discovered scary fast acceleration - gave a little gas to get over a speed bump at "almost not moving" speed and let the clutch up, a moment later I'm at 35 and could have still been accelerating.

And that was in a car that is considered fairly sedate

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