|
|
YOU'RE HERE!
|
|
Detailed Schedule
Bolded=planned as of the time you loaded this page . . . . . . . . . . . . Unbolded=supplementary
|
Day |
Topic |
Resources |
Notes to instructor |
|
M 8/22/2022 |
Introduction to the course and to JavaScript (JS) |
|
Send around an attendance sheet to see if unregistered attendees Show this page, codeacademy JS, have them start HW |
| W 8/24/2022 | Some JavaScript basics |
|
|
|
M 8/29/2022 |
The "grammar" of JavaScript |
|
Skip var to avoid confusion |
|
W 8/31/2022 |
Variables & operations |
| Skip var to avoid confusion |
|
|
M 9/5/2022 |
Labor Day |
Holiday! |
|
|
W 9/7/2022 |
Boolean logic operators |
|
Why not &&=, ||=, ====, >=, <=, ...? Two philosophies: automatically make every operator with its dual; only do useful ones |
| M 9/12/2022 | Entities |
|
The following class days need to be aligned with where we are now in w3schools and what is left, as codecademy has finished being replaced today. |
|
W 9/14/2022 |
Loops |
|
2021: delete the alert(), confirm(), prompt() topic as it has been copied from here to an earlier lecture and thus covered already Old HW with figures Math.random() and interval notation [0,1) Conditional operator Statements vs. expressions Debugging: print/popup statements, step by step construction Consider changing HW 4 to require doing the dragonslayer exercise? Or the Code Your Own Adventure II exercise. |
|
M 9/19/2022 |
Functions |
|
For "Dot vs. square bracket access to objects" go through the HW problem. Have them write down something interesting to try in this or that sandbox. They need to get practice thinking this way for future use! |
|
W 9/21/2022 |
Recursion |
|
|
|
M 9/26/2022 |
Arrays |
|
Bitwise operators example is too advanced, try having them work through it as I do, then try different things themselves. |
|
W 9/28/2022 |
Arrays II |
|
HW6.html (not HW6a.html) has some object questions which are useful |
|
M 10/3/2022 |
Objects |
|
|
|
W 10/5/2022 |
Strings |
|
HW10.html has some good stuff left in it about numbers and the robots. Could be reused somehow. |
|
M 10/10/2022 |
Numbers: more details |
|
Time: have them experiment to find out if JS knows about the leap second. 2018: took only about 60 min. but didn't seem good to start a brand new topic.
|
|
W 10/12/2022 |
Hexadecimal and binary numbers |
|
Interesting to show things using the address bar too: typing in the action attribute; giving it arguments using "?" |
|
M 10/17/2022 |
More about numbers |
|
Next time save a little more time for the Date discussion. Check paper folder for extra printouts of the exercise |
|
W 10/19/2022 |
Dates |
|
|
|
M 10/24/2022 |
Events; HTML Forms |
Modify "try it yourself" sandboxes! Try the end exercises |
They don't yet know what a model is. Explain it with discussion exercises and impress that it is an important concept going beyond just programming.
Have them do something with the try it now exercises in real time. Then they can do the exercises too. |
|
W 10/26/2022 |
Forms II |
What on Earth is this?! |
|
|
M 10/31/2022 |
Forms (conclusion) |
Form Elements Form input types How the CIA blew it - with forms and JavaScript (backup) Form attributes |
|
|
W 11/2/2022 |
Timing |
Sample code: setTimeout() The time is... |
In class exercise idea: make a button based mini-game for turning things off before they happen In setInterval() lesson, try alert(alert("hi")) and explain. This is a gentle approach to recursion. In setTimeOut() lesson, try printing out alert(setTimeout(myFunction, 3000). Point out the recursion. For animation go through the example making changes to each significant line Skip "JavaScript HTML DOM EventListener" since it gives another way to do things we already know how to do - confusing Plan: DOM Animations lesson, then have them modify the animation however they can, then report to class. |
|
M 11/7/2022 |
The DOM (start) |
DOM Intro DOM Methods DOM Document DOM Elements DOM HTML |
|
|
W 11/9/2022 |
The DOM (cont.) |
CSS Syntax review CSS Selectors review |
For the
dimensions variables, could have students keep adding new ones to the same
try it yourself exercise, instead of running them each in separate demos like
the lessons have. |
|
M 11/14/2022 |
The DOM (finish) |
Focus on exploring a DOM tree; see F'22 recording |
|
|
W 11/16/2022 |
The BOM |
Resizing Exercise: something in "The Window Object" JS Screen JS Location JS History (Skip JS Navigator) Review JS Popup Alert |
|
|
M 11/21/2022 |
Thanksgiving Break |
|
|
|
W 11/23/2022 |
Thanksgiving Break |
|
|
|
M 11/28/2022 |
Cookies |
|
Note:
the w3schools lesson is not well done, the sole try it yourself exercise is
too long and involved. I need to review the last bullet point (decodeURIcomponent...)
better so that part of the lecture is more coherent. The utf8-chartable page needs
more rehearsing to make sure the %number column shows up in class |
|
W 11/30/2022
|
Regular expressions |
|
Have them figure out the number of elements of a /.../i regexp (2^n) |
|
M 12/5/2022 |
From Objects to Classes |
|
Discussion outline: "Learn Ajax" lesson: First Try It Yourself example, point out the stuff we know as context. They substitute xhttp for this. They try window.XMLHttpRequest() instead of XMLHttpRequest() - why does it still work? They try different values for readyState, removing the status check in the if. Then look at ajax_info.txt. Use the file https://www.w3schools.com/action_page.php?day=Wednesday instead use the file pic_bulbon.gif instead. use the file http://ualr.edu instead. use the file js_ajax_intro.asp instead. use the file blahblah instead. append xhttp.responseText instead of replacing it and include values of readyState and status (and "<hr>" for clarity). change if test to (true) and get everything. Alternatively, Could have demos of games developed over the semester, at least the good ones HW 14: They are using too exactly the examples given in the w3schools /jsref page. |
|
W 12/7/2022 |
No final |
Have a good winter break!
|
|
|
|
|
||
|
|
|
|
|
|
Supplemental |
|||
|
JSON |
Recordings: F'22, F'19 Moving to the specific JSON category - Recording: F '19 Some helpful notes |
Quiz section: Note the cert opportunity; they should let me know *before* taking it if they choose to take it. Seque to the quiz. Review quiz ahead of time as Qs seem not to change. Have entire class take it from the classroom screen but ask them not to call out the answer until I give the signal, so everyone has a chance to think about the Q first. | |
|
Supplemental |
Robots |
Robots notes Old HW10 bots (HW solutions ser. #1) |
Computer, textbooks and related resources:
- Please bring your laptop to class for class days when there will be hands-on exercises. There are also a few machines in the back of the classroom.
- The JavaScript programming book that was originally considered was $150 (for a paperback!) and is not necessary. Instead, a modern and better alternative is on-line, interactive resources. We will use w3schools.com in this course. There are also other online resources with JavaScript sections, like The Odin Project, Khan Academy (favorably reviewed in an article), tutorialspoint.com, udemy.com, teamtreehouse.com, guru99.com, codecademy.com, codepen.io, jsbin.com, codeanywhere.com, javascriptkit.com and code.visualcode.com. These are of widely varying usefulness. Many have the added benefit of having some free learning resources (at least for now, though these sites may update their business models at some point by charging).
- Free textbooks (for this and many other subjects) are also available, for example from http://www.textbookrevolution.org. One of their JavaScript textbooks is Eloquent JavaScript, available at http://eloquentjavascript.net. Another free textbook is at javascript.info. Still another is at https://www.learn-js.org/.
- Language reference material is available at https://developer.mozilla.org/en-US/docs/Web/JavaScript. The official specification (as of this writing) is at https://www.ecma-international.org/publications/standards/Ecma-262.htm and - true fact - the official name of the language is not JavaScript, but ECMAscript. JavaScript is technically Oracle's brand name, and calling ECMAscript "JavaScript" is a lot like calling cola "Coke" or "Pepsi."
Instructor:
Daniel Berleant, PhD
Website: http://dberleant.github.io (will have a link to this web page which is at http://dberleant.github.io/IFSC3300)
Contacting the instructor:
- Ideal time: after class. At that time we can discuss or make an appt.
- Other ways:
o Email:
jdberleant@ualr.edu. I will respond within
24 hours. If you don't hear back by then your email may have gotten lost, so
please resend.
o Phone: (501) 916-5226. Leave a message if no answer, and the phone will email me the message as an audio file (so we're back to email).
o Mail: Dept. of Information Science, EIT 562, University of Arkansas at Little Rock, 2801 S. University Ave., Little Rock, AR 72204.
o Office location: EIT Building, Rm. 562.
Homeworks: Assignments will be approximately weekly and usually scored on a scale of 50-100 points (this is a better algorithm than the typical 0-100 scale because it gives mathematically more sensible results). Quizzes or tests, if any, will be infrequent.
Lateness policy: 10 points is possible for the grade on any assignment handed in up to 1 week late. Two such reductions in grade on any assignment handed in very late. No credit for multiple assignments handed in in a rush at the end of the semester.
Student learning objectives:
- At the end of this course students will be able to do client-side programming in JavaScript.
- At the end of this course students will be able to engage in independent professional development in JavaScript and other languages using online learning websites.
Catalog description: IFSC 3300
Internet Applications
Prerequisite: IFSC 1310 or equivalent, or
consent of Instructor. A hands-on course focusing on the technologies and
concepts for creating dynamic and interactive web sites with a special emphasis
on client-side technologies. Topics will cover techniques such as how to build
efficient and dynamic interactive user interfaces, how to interface with data
using standardized, portable formats, how to store/validate data and how to
make data more accessible to other applications. Three hours lecture. Three credit
hours.
Emergency plans:
- Inclement weather policy: ualr.edu/policy/home/admin/weather
- Pandemics: We will follow policies on masks, social distancing, meetings or cancellations thereof, and any other public health recommendations, policies, and procedures provided by the university, governmental entities, and instructor judgment. As of August 22, 2022, the university covid website is at https://ualr.edu/health/covid-19-information. Note that if you catch covid, it is required to not come to class.
- Instructor illness: If the instructor becomes ill, the course will continue using published due dates, assignments, and pre-recorded lectures and/or published lecture notes.
- Student illness: Please let the instructor know so that allowances can be made in terms of due dates and other appropriate accomodations.
Attendance policy and instructor presence: The instructor will lead the class as officially scheduled. Students who are neither attending class, nor turning in assignments, nor communicating with the instructor are required by university policy to be administratively withdrawn from the course. There are some arcane financial aid reasons for this, but the policy is the same regardless of any financial aid you might or might not have. IMPORTANT: If you want to drop a course, it is very risky to just assume you can stop attending and the instructor will automatically do it, as some instructors ignore the policy and give an F instead.
Academic integrity policy: Work turned in must be your own work. You are welcome and indeed encouraged to get or give help to other students but NOT actual code. There is no learning benefit to copying code like that. No credit for assignments containing even a small amount of copying, and you might be referred to the university approved judicial process. Let's suppose someone turns in an assignment with copied code late in the semester. Then they would get no credit for it, and also, we would consider rechecking their earlier assignments for copying and if found changing the score(s) on those assignments to also be "no credit." See Academic Integrity and Grievance Policy and Academic Offences.
Regular and Substantive Contact:
- The instructor is available for student-initiated contact during business hours by email (preferred) as well as by phone (leave a message if no answer and I will respond to it), in my office in EIT 562, and after class. I also respond to emails outside of business hours. If you do not get a response to your email within 24 hours, please resend it as it may have fallen through the cracks.
- The instructor will meet with students at regularly scheduled class sessions. Online students will have their assignments evaluated regularly and the grades provided, and will be sent emailed messages with information, suggestions, hints, or requests to respond with any questions or confusions. Students are encouraged to reach out with any questions or concerns throughout the semester.
Accomodations:
- Students with disabilities: Your success in this class is important to me, and it is the policy and practice of the University of Arkansas at Little Rock to create inclusive learning environments consistent with federal and state law. If you have a documented disability (or privately as soon as possible so that we can discuss with the Disability Resource Center (DRC) how to meet your specific needs and the requirements of the course. The DRC offers resources and coordinates reasonable accommodations for students with disabilities. Reasonable accomodations are established through an interactive process among you, your instructor(s) and the DRC. Thus, if you have a disability, please contact me and/or the DRC, at 501-569-3143 (v/TTY) or 501-683-7629 (VP). For more information, please visit the DRC website at ualr.edu/disability. (UA little Rock Policy 404.9)