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Issues Involved inStudio-Based Learning for a GUI Programming Class
Issues Involved inStudio-Based Learning for a GUI Programming Class
Jesse M. HeinesDept. of Computer Science
University of Massachusetts Lowell
Jesse M. HeinesDept. of Computer Science
University of Massachusetts Lowell
ACM SIGCSE 2009Chattanooga, TNACM SIGCSE 2009Chattanooga, TN March 3, 2009March 3, 2009
22
• Work on a project team with other students. • Write a project plan. • Complete the design, implementation, and
documentation of a program of significant size and complexity.
• Correctly document Java code using the basic features of the Javadoc tool.
• Make oral presentations to the class on their work.
• Conduct and report on a relevant usability test. • Solve programming and other project-related
problems on their own by exploring documentation and other resources.
• Work on a project team with other students. • Write a project plan. • Complete the design, implementation, and
documentation of a program of significant size and complexity.
• Correctly document Java code using the basic features of the Javadoc tool.
• Make oral presentations to the class on their work.
• Conduct and report on a relevant usability test. • Solve programming and other project-related
problems on their own by exploring documentation and other resources.
Upon completion of this course, students should be able to:
Upon completion of this course, students should be able to:
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Course IssuesCourse Issues
• Having enough time to cover technical programming issues as well as project issues– “No one knows OOP as well as they think
they do” [Heines, after Kruglinski & others]
• Finding time for students to work together outside of class– Virtually all students work 15-30 hours/week
• Motivating students through realistic projects
• Getting students to respond critically
• Having enough time to cover technical programming issues as well as project issues– “No one knows OOP as well as they think
they do” [Heines, after Kruglinski & others]
• Finding time for students to work together outside of class– Virtually all students work 15-30 hours/week
• Motivating students through realistic projects
• Getting students to respond critically
44
• Performance model– Actors + musicians + scenery + marketing
• “Pair” CS and non-CS courses– upper-level courses for majors – joint project developed within the two
courses
• “Synchronized” = multiple tasks by multiple people must come together by a specific time for the final “performance”– Courses remain independent
• Performance model– Actors + musicians + scenery + marketing
• “Pair” CS and non-CS courses– upper-level courses for majors – joint project developed within the two
courses
• “Synchronized” = multiple tasks by multiple people must come together by a specific time for the final “performance”– Courses remain independent
ApproachApproach
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Performamatics:Sample Programs: CS+Art
Performamatics:Sample Programs: CS+Art• Art students’ influence on
Computer Science students’ programs• Art students’ influence on
Computer Science students’ programs
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Performamatics:Sample Programs: CS+Music
Performamatics:Sample Programs: CS+Music• Computer Science students’
implementations of Music students’ creative notations
• Computer Science students’ implementations of Music students’ creative notations
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Usability Testing by Non-CS MajorsUsability Testing by Non-CS Majors
88
Critiques and Discussions
with Non-CS Majors
Critiques and Discussions
with Non-CS Majors
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Problems in This ApproachProblems in This Approach• A lot of things get in the way of
interdisciplinary courses– Logistics are complex and sticky– Come hear my presentation on Saturday morning
• Sustaining studio-based learning approach during the “normal” part of the class– Easy to “slip back” into our more
“comfortable” instructor-centered mode– Discussions in our group about how to
foster student critiques
• A lot of things get in the way of interdisciplinary courses– Logistics are complex and sticky– Come hear my presentation on Saturday morning
• Sustaining studio-based learning approach during the “normal” part of the class– Easy to “slip back” into our more
“comfortable” instructor-centered mode– Discussions in our group about how to
foster student critiques
Jesse M. Heines, Ed.D.Dept. of Computer Science
Univ. of Massachusetts Lowell
http://www.performamatics.o
rg
Jesse M. Heines, Ed.D.Dept. of Computer Science
Univ. of Massachusetts Lowell
http://www.performamatics.o
rgACM SIGCSE 2009Chattanooga, TNACM SIGCSE 2009Chattanooga, TN March 3, 2009March 3, 2009
This work is supported by the National Science Foundation CPATH Program under Grant No. 0722161.
This work is supported by the National Science Foundation CPATH Program under Grant No. 0722161.
