Module 2 Exercise 2: Recreate Your Assignment Workflow


(Vincent Sijben) #161

Hi!

It was really confusing when the video mentioned the visualization tool and suddenly started using the checkout command. They did not explain what checkout is. apparently git checkout will update HEAD to set the specified branch as the current branch.

I really didn’t know what to do with this exercise. In the forum I see people using merge, but we didn’t ‘learned’ that yet. So what is the exact purpose of this exercise when we can only ‘branche-out’ of the current branche and never merge back? (Just curious :slight_smile: )
I’m trying to scroll to the replies from fellow teachers, but cant seem to find a well explained example. It would be nice to have an example of a real world simple task, illustrating the difference from using branches and not using them.


(Amelia Garripoli) #162

@ccannon94 The students set up their teams and usually (at my recommendation) have a member assigned to review changes. The more advanced groups recognize that having two reviewers is good, esp. as then they can review each others’ work rather than reviewing their own.


(Chris Cannon) #163

That’s great @argoc!! I know your students will appreciate that their workflow is so similar to industry standards when they start their jobs/internships.


(Amy Dickens) #164

It looks a bit like you are doing the Planets Exercise from the other video here - or do you have a similar assignment for your students?

Great use of the visualisation tool :sparkles:

Would you mind adding a little description to accompany this?

Just so we can see what your thoughts were about the assignment workflow and your students potential uses of Git. :white_check_mark:


(Amy Dickens) #165

Nice use of the visualisation tool! :tada:

It would be great to know what your thinking was here - is this a singular or group project? Is the second branch for a feature or is it another person working on the project simultaneously?

It’s nice to add a little summary so we can contextualise this workflow :sparkles:


(Amy Dickens) #166

You can find the git branch documentation here. This explains all the options for additions to the git branch command including the git branch -d [branchname] command which @bmontana-edu mentioned. :sparkles:

My only question is - why do you want to delete a branch?

If you’re doing this from a remote repository that is hosted on GitHub you can also use the Web UI to manage your branches.

Usually we warn against deleting things altogether :see_no_evil:


(Amy Dickens) #167

Nice work :tada:

I’m guessing here but it looks as though the branches have been created for each person working on a team project - was that right? Is this a team work work-flow? :sparkles:


(Amy Dickens) #168

Great work here :tada:


(Amy Dickens) #169

Good use of the visualising tool :sparkling_heart:

I’m curious about your student projects - will they mostly be working individually?

Sometimes encouraging branching even in individual projects can be a great way to help folks understand the principle and get used to this work-flow. :sparkles:


(Amy Dickens) #170

Great use of the visualisation tool here :tada:

How does this resemble a work-flow that you might expect from your students?


(Amy Dickens) #171

Great stuff :+1:

How does this look like your assignment work-flow?

At what point would you expect students to make these branches and what would they be used for? :sparkles:


(Amy Dickens) #172

Nice work :tada:

Could you tell me a little bit about how this resembles your students work-flow?

What are the branches for and why would they create them? :sparkles:


(Amy Dickens) #173

Really detailed visualisation here - great stuff :raised_hands:

Would you mind explaining the details? How does this resemble your students work-flow?

I see you’ve named the branches newFeature - does that mean for each feature you’d expect a new branch? :sparkles:


(Amy Dickens) #174

Good to see what your current work-flow would be :+1:

In terms of branching, what do you think a potential work-flow would look like if your students used this feature?

It might be nice to have a think about how and why you might use branches in your student work-flow. :sparkles:


(Fraroco) #175

I love to git :smiley:


(Amy Dickens) #176

:wave: Hi @chpurdy

Great use of the visualisation tool here - could you explain the diagram a little?

At what point are you expecting students to create branches? When will they merge them back into the master branch? :sparkles:


(Amy Dickens) #177

Nice visualisation here :sparkles:

Is this your current student work-flow or is it an example of how you think your students would use branching as a tool?


(Amy Dickens) #178

Great to see this example - how does it relate to your in-class assignment?

It would be great to hear more :sparkles:


(Amy Dickens) #179

:raised_hands: Great work here!


(Amy Dickens) #180

Thanks for submitting this @celts-computing :sparkles:

How does this relate to your current assignments and the student work-flow?