Module 2 Exercise 2: Recreate Your Assignment Workflow


(Bhavin Jawade) #261

this visualization tool was really helpful in understanding the workflow of git

Screenshot of Exercise 2.3


(John Simonsen) #262

I have the students create a pull request so I get an email to grade their work then I perform the merge.


(Alumanda Shakankale) #263

@mozzadrella
So we where looking at the world map and how by using it we finally get to lusaka.
From the world to continents to coutries to cities i.e woorld-africa-zambia-lusaka.


(Crcdcomp) #264


(ilya apalkov) #265

I think they can solve questions separately in brunches and after merge branches back to master. It is not implemented in my course yet.


(Rafadavis) #266

This is supposed to be an exercise with html code to create a website on latin american history. I tried to create a different version of the liberalism topic just to see if I could put the “^” command to work.


(Rsolisuaz) #267


Snapshot of exercise 2.3


(Jstaso) #268

It seems to me that the best plan may be to have students create their own branches from existing assignments, although it may be easier simply for students to clone the assignment.

I’m not really sure what purpose branches serve as very quickly I would think they will deviate from the original branch and from each other.


(Jared Rigby) #269

I want each branch that students create to be a ‘feature branch’ which completes a singular part of the assignment.

For example if an assignment has 3 distinct parts there should be 3 branches.


(Eric Allen) #270


(Roman Yasinovskyy) #271

Thanks for 2.3! It makes sense to think about branches as pointers to specific commits.


(Dynisha Faust) #272

Most of the assignment is completed on http://www.github.com. Students may use the terminal or GitHub Desktop to clone the repository.


(Nguyễn Đức Chiến) #273


(Mahesh Chugani) #274

As students progress through the course material, they are allowed to go back and find new solutions to previous assignment submissions. This is an example workflow that they may use.


(PEDRO GONZALEZ YANES) #275

Students work in 3 features.
Each feature is then merge.


(Asem) #276


(Domincl) #277

The objective of the assignment is to experience the management of more than one version of the same software. Students are maintaining the code for a parking paystation. After finishing delivering a version of the software for Alphatown they have to do custumizations only for Betatown before fixing bugs in the older version for alphatown.

Dominic


(Irina) #278

This is an example where at some point in the assignment the students are expected to work on two independent features in parallel (lasso and standardization), but those two features should be later combined to create a new third meta-feature needed for final product


(Lebedevdes) #279


(Phil Schniter) #280