Create Educator's Guide#36
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samfreund
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🌐 Preview URL: https://pr-36.frcsoftware.pages.dev |
DylanB5402
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DylanB5402
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A couple typos and something to think about, but nothing blocking approval. Looks good, I like what we're going for here.
| This includes heavy utilization of simulation to develop and validate code, structuring code to be both quick to write and easy to make changes and maintain in-season, and giving students the tools to evaluate when certain control strategies may be necessary or whether a simpler, but easier, strategy is appropriate. | ||
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| There are infinitely many ways to structure a robot project or control a mechanism, but this course gives what its writers believe to be the best balance of simplicity, maintainability, and capability. | ||
| As such, how your team wrote code in the past isn't necessarily incorrect, it's just not how this course will be teaching. |
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I wonder if it's worth mentioning something like even if you intend to teach your team to structure code differently, FRCSoftware resources can still be leveraged to accomplish that (say starting with our Stage 2 starter code and writing a version of that using a team's custom framework while leveraging the sim we shipped with the starter code).
Happy to treat this more as something to think about than something to include immediately
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I like that idea, but I'd be hesitant to mention that before we know what the stage 2 code is going to look like and what the guides behind it are going to look like as well. Depending on how things are written, it could be really weird to work around a different structure. For the time being I think it's probably best to hold off, but keep in mind once we have a better picture of what a complete stage 2 is going to look like.
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| Additionally, there are various reference sections that don't fall on the main Learning Course. | ||
| These cover topics that are relevant to FRC programming, such as swerve or vision, but aren't necessarily the core concepts that need to be taught to allow a student to meaningfully contribute in-season. | ||
| Generally, these topics are something only one student on a programming subteam would need to know, while the Learning Course focuses on the concepts every student will want to know to effectively contribute. |
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| Generally, these topics are something only one student on a programming subteam would need to know, while the Learning Course focuses on the concepts every student will want to know to effectively contribute. | |
| Generally, these topics are something that a core group of students on a programming subteam would need to know, while the Learning Course focuses on the concepts every student will want to know to effectively contribute. |
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I think more than one student should know vision or swerve
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How would you feel about "...are something that only a core group of students on a programming subteam..." (emphasis would not be in final version)?
Co-authored-by: Adriana <adrianammassie@gmail.com>
Co-authored-by: Adriana <adrianammassie@gmail.com>
| This includes heavy utilization of simulation to develop and validate code, structuring code to be both quick to write and easy to make changes and maintain in-season, and giving students the tools to evaluate when certain control strategies may be necessary or whether a simpler, but easier, strategy is appropriate. | ||
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| There are infinitely many ways to structure a robot project or control a mechanism, but this course gives what its writers believe to be the best balance of simplicity, maintainability, and capability. | ||
| As such, how your team wrote code in the past isn't necessarily incorrect, it's just not how this course will be teaching. |
There was a problem hiding this comment.
I like that idea, but I'd be hesitant to mention that before we know what the stage 2 code is going to look like and what the guides behind it are going to look like as well. Depending on how things are written, it could be really weird to work around a different structure. For the time being I think it's probably best to hold off, but keep in mind once we have a better picture of what a complete stage 2 is going to look like.
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| Additionally, there are various reference sections that don't fall on the main Learning Course. | ||
| These cover topics that are relevant to FRC programming, such as swerve or vision, but aren't necessarily the core concepts that need to be taught to allow a student to meaningfully contribute in-season. | ||
| Generally, these topics are something only one student on a programming subteam would need to know, while the Learning Course focuses on the concepts every student will want to know to effectively contribute. |
There was a problem hiding this comment.
How would you feel about "...are something that only a core group of students on a programming subteam..." (emphasis would not be in final version)?
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Working PR. Creates educator's guide. Addresses #35