Formal Reasoning Using an Iterative Approach with an Integrated Web IDE

This paper summarizes our experience in communicating the elements of reasoning about correctness, and the central role of formal specifications in reasoning about modular, component-based software using a language and an integrated Web IDE designed for the purpose. Our experience in using such an IDE, supported by a 'push-button' verifying compiler in a classroom setting, reveals the highly iterative process learners use to arrive at suitably specified, automatically provable code. We explain how the IDE facilitates reasoning at each step of this process by providing human readable verification conditions (VCs) and feedback from an integrated prover that clearly indicates unprovable VCs to help identify obstacles to completing proofs. The paper discusses the IDE's usage in verified software development using several examples drawn from actual classroom lectures and student assignments to illustrate principles of design-by-contract and the iterative process of creating and subsequently refining assertions, such as loop invariants in object-based code.Comment: In Proceedings F-IDE 2015, arXiv:1508.0338

A gentle transition from Java programming to Web Services using XML-RPC

Exposing students to leading edge vocational areas of relevance such as Web Services can be difficult. We show a lightweight approach by embedding a key component of Web Services within a Level 3 BSc module in Distributed Computing. We present a ready to use collection of lecture slides and student activities based on XML-RPC. In addition we show that this material addresses the central topics in the context of web services as identified by Draganova (2003)

The development of an incremental debugging system : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Computer Science at Massey University

Debugging is a major area of software development that has received little attention. This thesis starts by looking at work done in the area of bug prevention, bug detection, bug location and bug correction. A debugging system, BIAS, is proposed to help in detecting, locating and correcting bugs. Three major design goals are established. Firstly, the system should be simple and easy to understand as this will encourage use. Secondly, the system should be general so that it will be available to a large number of users. Finally, it should be incremental as this will save users' time. An incremental language, STILL, is designed to show how BIAS applies to structured languages. The construction of the system is shown. Each data structure, and how it is used, is described. BIAS uses an interpretive system and runs threaded code on a pseudo-machine. How the threads are interpreted and how they are set up is shown next. The use of BIAS is shown by following through an example session with the system. This consists of entering a program, editing it, and running it. As bugs show themselves, various debugging commands are used to locate the bugs. The program is then edited, and the corrections linked into the code so that it will run correctly. This cycle is repeated until no bugs remain, without at any time recompiling the whole program. It turns out that the best way of achieving the design goals is to extend an incremental compiler host to include debugging commands. This gives a clear emphasis to the power of incremental compilers

Introductory programming: a systematic literature review

As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming. This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research