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Till KTH:s startsida

On this page, you can track the course's development over time. Once the course analysis is published, data for each course offering is displayed, including the number of registered students, course results, and planned improvements for the next session. All course syllabuses and course memos are shown on the page Archive.

The information can help prospective, current, and former students with course selection, or to follow up on their own participation. Teachers, course coordinators, examiners, program directors, and others can use the page as a resource for course development.

2025

Course analysis not published

2024

HT 2024-50229 ( Startdatum 2024-10-28, Svenska )

Changes planned for the next course offering

No information inserted
Coordinator
Richard James Glassey
Examiners
Richard James Glassey
Students
240
Course syllabus
Course syllabus DD1338 ( Autumn 2021 - )
Course memo
No course memo added
Compulsory within programme
CDATE
Results on course
Total number
3
A
1
B
2
C
0
D
0
E
0
FX
0
F
0

2023

algdat23 ( Startdatum 2023-10-30, Svenska )

Changes planned for the next course offering

No information inserted
Coordinator
Richard James Glassey, Marcus Dicander
Examiners
Richard James Glassey, Marcus Dicander
Students
228
Course syllabus
Course syllabus DD1338 ( Autumn 2021 - )
Course memo
No course memo added
Compulsory within programme
CDATE
Course analysis
Course analysis DD1338: 12 Jun 2024
Changes introduced for this course offering
Generative AI presents new opportunities and threats. Introductory programming is a topic that must adapt to both. In particular there will be a shift in narrative during the lectures to include demonstration of generative AI as a tool, both the positive and negative for learners. The Question-based learning material has served its purpose well, however there is an opportunity to move forward into pure question-based learning. As noted, students had detected some drift between the QBL material and the present task, so this presents a chance to correct this alignment. Already summer work has begun to investigate the use of generative AI in personalizing the tasks that we offer students. For many years the tasks have been iteratively improved and are well regards, however efforts will be made at a small scale, single group level, to try out what happens when tasks are generated with input from students. TAs choosing to manage group tasks elsewhere will be required to share alternative tasks with all students in case of interest or summer activity. A new strategy is needed for the low engagement with LEQ.

Course data has been registered manually

Examination grade
86%*