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diff --git a/usth/ICT2.7/P1L5 Requirements Gathering Subtitles/4 - Requirements Interview - lang_en_vs3.srt b/usth/ICT2.7/P1L5 Requirements Gathering Subtitles/4 - Requirements Interview - lang_en_vs3.srt deleted file mode 100644 index 74a0b79..0000000 --- a/usth/ICT2.7/P1L5 Requirements Gathering Subtitles/4 - Requirements Interview - lang_en_vs3.srt +++ /dev/null @@ -1,323 +0,0 @@ -1 -00:00:00,430 --> 00:00:01,050 -Hi, I'm Lauren. - -2 -00:00:01,050 --> 00:00:01,990 ->> Hi, I'm Alvin. - -3 -00:00:01,990 --> 00:00:06,470 ->> I'm an instructor at a university nearby and I've been noticing that when - -4 -00:00:06,470 --> 00:00:09,700 -my students write their essays, they have - -5 -00:00:09,700 --> 00:00:13,100 -very long, very wordy sentences and I would - -6 -00:00:13,100 --> 00:00:17,600 -like to develop some kind of tool that they can use to keep track of - -7 -00:00:17,600 --> 00:00:20,440 -this and maybe perfect their writing style. - -8 -00:00:20,440 --> 00:00:21,410 -Do you think that's something you could do? - -9 -00:00:21,410 --> 00:00:25,850 ->> I think so. Let's start by helping me get acquainted with the students - -10 -00:00:25,850 --> 00:00:29,620 -in the class. So how many students do we have in this class typically? - -11 -00:00:29,620 --> 00:00:34,000 ->> Usually about 45 per unit, but I can have up to six units a semester. - -12 -00:00:34,000 --> 00:00:36,420 ->> 45 students, and six sections per - -13 -00:00:36,420 --> 00:00:39,220 -semester. That's a farily reasonable size. So, - -14 -00:00:39,220 --> 00:00:42,790 -do you know anything about what the students are using as far as computers go? - -15 -00:00:42,790 --> 00:00:46,640 ->> I don't know what kind of computers they're using. And they - -16 -00:00:46,640 --> 00:00:50,960 -could be, I don't know, anywhere from having no tech experience to - -17 -00:00:50,960 --> 00:00:52,200 -being pretty proficient. - -18 -00:00:52,200 --> 00:00:54,930 ->> Do you know anything about how - -19 -00:00:54,930 --> 00:00:57,350 -familiar the students are with computers in general? - -20 -00:00:57,350 --> 00:00:59,540 ->> I'm sure we have some people on the low end that have - -21 -00:00:59,540 --> 00:01:01,430 -never done any type of programming, and - -22 -00:01:01,430 --> 00:01:03,680 -then some people who are pretty self-sufficient. - -23 -00:01:03,680 --> 00:01:07,210 ->> Okay, and I guess my last question related to - -24 -00:01:07,210 --> 00:01:10,170 -the students is, what is the students actually submitting to you. - -25 -00:01:10,170 --> 00:01:14,080 ->> They've been sending just raw text files via email to me. - -26 -00:01:14,080 --> 00:01:16,660 ->> So from the sounds of things - -27 -00:01:16,660 --> 00:01:19,140 -we have a fairly broad, I guess base - -28 -00:01:19,140 --> 00:01:23,100 -of students to work with, both in technical proficiency - -29 -00:01:23,100 --> 00:01:27,180 -as well as their operating system environments potentially. - -30 -00:01:27,180 --> 00:01:29,420 -So I think what we'll probably do to start - -31 -00:01:29,420 --> 00:01:33,270 -off with is make a command line, Java - -32 -00:01:33,270 --> 00:01:36,760 -based tool. That the students can run and we'll - -33 -00:01:36,760 --> 00:01:39,910 -give them a fair amount of you know, documentation - -34 -00:01:39,910 --> 00:01:41,690 -on how to use the tool. And I expect - -35 -00:01:41,690 --> 00:01:45,090 -that there will be a lot of little error conditions that may happen - -36 -00:01:45,090 --> 00:01:49,320 -that we want to produce a reasonably friendly message were anything to go wrong. - -37 -00:01:49,320 --> 00:01:50,480 ->> Yeah. That'd be great. - -38 -00:01:50,480 --> 00:01:54,750 ->> So, a little bit more, I guess about - -39 -00:01:54,750 --> 00:01:58,539 -the actual essay itself, its submission, what constitutes a word? - -40 -00:01:59,820 --> 00:02:03,190 ->> I really only care about the longer words, so, is there a - -41 -00:02:03,190 --> 00:02:06,140 -way that we can only count words that are maybe above three letters? - -42 -00:02:06,140 --> 00:02:06,830 ->> I think - -43 -00:02:06,830 --> 00:02:08,508 -that's something we can do. And I think - -44 -00:02:08,508 --> 00:02:10,030 -that because you seem a little bit unsure - -45 -00:02:10,030 --> 00:02:11,540 -we might be able to have that be - -46 -00:02:11,540 --> 00:02:13,820 -a little bit more flexible than we otherwise would. - -47 -00:02:13,820 --> 00:02:14,500 ->> Great. - -48 -00:02:14,500 --> 00:02:18,330 ->> What does a sentence mean to you? Is it kind of flexible? - -49 -00:02:18,330 --> 00:02:21,280 ->> I would say anything that ends in a period or - -50 -00:02:21,280 --> 00:02:25,870 -even a question mark. Maybe even an exclamation mark. or, something - -51 -00:02:25,870 --> 00:02:28,760 -even, maybe even with a comma or semi-colon. I really only - -52 -00:02:28,760 --> 00:02:32,370 -care about the sentences that aren't gramatically correct and are too long. - -53 -00:02:32,370 --> 00:02:35,180 ->> I think we can probably make that a little bit more flexible too - -54 -00:02:35,180 --> 00:02:37,520 -so that way, you can kind of say we're going to, or you want to include them. - -55 -00:02:37,520 --> 00:02:38,020 ->> Mm-hm. - -56 -00:02:38,020 --> 00:02:41,786 ->> So maybe, sounds like you are little bit on the fence - -57 -00:02:41,786 --> 00:02:45,100 -about whether or not say, a comma should be considered a sentence. - -58 -00:02:45,100 --> 00:02:45,130 ->> Mm. - -59 -00:02:45,130 --> 00:02:46,370 ->> Entirely on its own or not. So we - -60 -00:02:46,370 --> 00:02:49,830 -can probably make that a little bit configurable as well. - -61 -00:02:51,880 --> 00:02:56,510 -And so, just to confirm the actual end result to - -62 -00:02:56,510 --> 00:02:59,870 -the student is the average number of words per sentence? - -63 -00:02:59,870 --> 00:03:01,610 ->> Yeah, yeah that'd be fine. - -64 -00:03:01,610 --> 00:03:07,430 ->> Okay, overall to start off with, looks like we have some - -65 -00:03:07,430 --> 00:03:10,280 -sort of customization of the word length that we want to look for. - -66 -00:03:10,280 --> 00:03:10,780 ->> Mm-hm. Yeah. - -67 -00:03:12,000 --> 00:03:14,650 ->> We have some kind of variability in - -68 -00:03:14,650 --> 00:03:17,880 -what we want to have as acceptable sentence structure. - -69 -00:03:17,880 --> 00:03:24,570 -So, periods, question marks, semicolons, things like that. And, the end result - -70 -00:03:24,570 --> 00:03:27,260 -to the student is if we're successful, they'll get the average number of - -71 -00:03:27,260 --> 00:03:31,060 -words per sentence. Otherwise we tell them something a little bit helpful to - -72 -00:03:31,060 --> 00:03:33,240 -kind of put them on the right track to use the tool correctly. - -73 -00:03:33,240 --> 00:03:34,620 ->> Yeah that's the error codes right? - -74 -00:03:35,850 --> 00:03:38,150 ->> Hopefully not error codes but something a little bit nicer. - -75 -00:03:38,150 --> 00:03:39,800 ->> [LAUGH] Okay. - -76 -00:03:39,800 --> 00:03:41,150 ->> So I think I have enough to - -77 -00:03:41,150 --> 00:03:43,440 -get started and produce something that's you know, - -78 -00:03:43,440 --> 00:03:47,150 -a reasonable I guess, rough draft. Of something - -79 -00:03:47,150 --> 00:03:48,700 -that you can use to help your class out. - -80 -00:03:48,700 --> 00:03:49,590 ->> Great. Thank you. - -81 -00:03:49,590 --> 00:03:50,240 ->> Thank you. |