But it doesn't ask for critical evaluation in the answer. Check out the text of question 2, if you don't believe me. Now question 1, that's a different saucepan of sardines. That does indeed ask for 'critical appreciation of the article, based on your views'. But it's a different question on a different article in a different week.
And there again - sorry to labour this point everybody, but, straightforward though it is, the OU seems to struggle with it - if the intention was to test students' ability to 'perform critical evaluation', why weren't my emails to the OU pointing out that the paper was gibberish greeted with loud cries of congratulation? Why was I instead huffily directed to answer question 2 as posed? And why was my answer, based entirely upon accurate critical evaluation, given zero marks?
The text is not part of the teaching material for the course
Don't be silly. Certainly it is part of the teaching material. Somebody at the OU framed a whole homework question around it, and included a direction to read it. If it was not teaching material, what was it then - padding?
And, by way of illustrating that it was teaching material, I'd point out that we have all learned from it. Consider those students who bodged together compliant answers to question 2 (as indeed I considered doing), and duly (I suppose) picked up marks for their trouble. They have learned at least two things: that a paper doesn't have to make sense to get published and cited and used by the OU, and that answers to such a paper similarly can earn academic bounty. An excellent piece of teaching. Well done.
The text is not part of the teaching material for the course, but a means to let students demonstrate mastery of the first two chapters of the course.
(I guess you mean the first chapter again.) At first I thought to pooh-pooh your suggestion, because superficially the paper has nothing to do with M885. The paper is about use of open source software. Where it does drift into coherency, it discusses notably non-OO development issues such as how to evade the GPL.
But looking at the paper again, I think you are right to imply that there was an intention of a connection. The course text attempts a specific definition of the word 'component', and devotes about two thirds of a page to it. The Madanmohan and De' paper mentions 'components' many times. If one had not troubled to read it properly - for example, just skimmed the introductory paragraph and the subheadings - one might have supposed the paper to bear upon component-based development as touched upon by the course.
Quite how we get from there to the "demonstration of mastery", I fail to follow. Have I just demonstrated my mastery? Well, better out than in, as they presumably say in Milton Keynes.
It is ironic that this blog
Call El Reg a 'blog' again and I will personally come round and bite your ankles, Ms D. And if you attempt to press assault charges, I feel sure the boys at Vulture Central will be prepared to help cook up a suitable alibi for me.
It is ironic that this blog, and subsequent posts, largely illustrate the purpose of the course: the encouragement of robust and open debate.
Ah, now I see where I went wrong. I thought the purpose of M885 was to teach UML to elderly persons, such as myself. And to be fair to me, the prospectus is strikingly silent on this apparently key 'debating' aspect.
To conclude: I am terribly afraid, Ms Dillon, that I don't believe your explanation. I think that the most likely thing to have happened is that the OU stuck a paper that it hadn't properly read into M885. I suspect that when I pointed this out, it was found to be much less work to ignore and dismiss me than, for example, read my objections to see if I was right. Now that the light of day has fallen upon the affair, the OU is twisting itself into knots to maintain a logically indefensible position.
To clear this up to everybody's satisfaction, all the Open University needs to do is:
- Admit its mistake.
- Apologise to the students of my presentation.
- Adjust upwards the grade of anybody who would benefit from TMA01 Q2 not being considered towards his or her assignment scores (NB: I personally would gain nothing from such a reassessment).
- Encourage course setters on M885 to read papers in future before sticking them into a TMA.
How about it? It would be a PR triumph for you. Everybody likes it when a bureaucracy unexpectedly does the right thing and owns up. It restores one's faith in human nature.
Certainly, the above four-point plan does represent a little loss of face and a few hours' work. I offer you as compensation the thought that I have spent much more time than this just trying to make sense of Madanmohan and De'. ®
Those who can't teach, manage
dammit - yes - thanks AC ;o)
Those who can't manage, become critics.
OPEN and not-OPEN!
Sadly I have found over the last few years that the OU is not OPEN to criticism of course material or assignment questions. Equally it has become clear that tutors (Associate Lecturers now) are not encourged to pass student concerns up, nor their own. If they depart from the marking scheme they appear to fear that they will probably not have their contracts renewed.
ARgharhgagr @ Unis
Sounds like the local Uni I tried tolerating down here (University of Tasmania)
All my enthusiasm for the course disappeared around week 5 when in the DB course half a lecture was used to show how to use Excel as a front end to MySQL (no *real* probs there) and the other half how to use MySQL as a front end to Excel ("You won't be examined on this!!")
Paris, 'coz she's no doubt got the stuff that the local Uni is infected with.