cs193p assignment solutions et al
for the iPhone-Application-Development Course from Stanford University et al
Please note, this blog entry is from a previous course. You might want to check out the current one.
Lecture #2 continues with the demonstration from the previous lecture showing:
Continue reading “cs193p – Lecture #2 – More Xcode and Swift, MVC”
Please note, this blog entry is from a previous course. You might want to check out the current one.
Like every year lecture #1 is an general introduction of the course with an overview about iOS, MVC and this time the Swift.
… and again Paul Hegarty stresses the importance of being familiar with object oriented programming as prerequisites for the course and that it is not for absolute beginners.
Continue reading “cs193p – Lecture #1 – Logistics, iOS8 Overview”
Please note, this blog entry is from a previous course. You might want to check out the current one.
Stanfords course cs193p has started its new Winter session 2015. The videos of the lectures are available via iTunes. Sample code and slides should be available directly at Stanford. A collaboration on Piazza – like last year – is missing for the moment …
This time, it is Swift powered!
The course material from previous seasons is still available:
Fall 2013/14
videos downloads
Winter 2013
videos downloads
Summer 2012 / Fall 2011
videos downloads
Fall 2010
videos downloads
Waiting for the new cs193p season to start, we released a new App:
Am Land, the new German reading-book app is now available on the App Store.
The reading-book app follows Lia and Tom on their exciting adventures. You read, see and hear what they experience.
The book corresponds to reading stage one. Only letters are used, children learn during the first half of the first grade. The syllable method teaches playfully the rhythm of the language and provides an easier access to writing. Orthography is not learned phenomenologically (single spellings of words), but systematically (rules of written words). The constant repetition of words increases the learning and recognition process, which is essential for fluent reading.
Children learn early on how to deal with a wide range of media. As a result the actual process of learning to read moves increasingly into the background. Often a lack of motivation to read longer texts follows insufficient excitement to read.
The target group for these reading learning books are beginning readers and first graders. The texts in the books are short, clearly structured and divided into reading levels. The levels build on each other. The difficulty increases systematically.
The identification with the characters and the lovely illustrations increase the motivation to strengthen reading skills playfully and actively deal with the content of the texts. Thus the individual and independent interest in reading and reliable writing is encouraged.
