Blue - A Language for Teaching Object-Oriented Programming

Teaching object-oriented programming has clearly become an important part of computer science education. We agree with many others that the best place to teach it is in the CS1 introductory course. Many problems with this have been reported in the literature. These mainly result from inadequate languages and environments. Blue is a new language and integrated programming environment, currently under development explicitly for object-oriented teaching. We expect clear advantages from the use of Blue for first year teaching compared to using other available languages. This paper describes the design principles on which the language was based and the most important aspects of the language itself

Review and Outlooks of the Means for Visualization of Syntax Semantics and Source Code. Procedural and Object Oriented Paradigm – Differences

In the article, we have reviewed the means for visualization of syntax, semantics and source code for programming languages which support procedural and/or object-oriented paradigm. It is examined how the structure of the source code of the structural and object-oriented programming styles has influenced different approaches for their teaching. We maintain a thesis valid for the object-oriented programming paradigm, which claims that the activities for design and programming of classes are done by the same specialist, and the training of this specialist should include design as well as programming skills and knowledge for modeling of abstract data structures. We put the question how a high level of abstraction in the object-oriented paradigm should be presented in simple model in the design stage, so the complexity in the programming stage stay low and be easily learnable. We give answer to this question, by building models using the UML notation, as we take a concrete example from the teaching practice including programming techniques for inheritance and polymorphism

Python for teaching introductory programming: A quantitative evaluation

This paper compares two different approaches of teaching introductory programming by quantitatively analysing the student assessments in a real classroom. The first approach is to emphasise the principles of object-oriented programming and design using Java from the very beginning. The second approach is to first teach the basic programming concepts (loops, branch, and use of libraries) using Python and then move on to oriented programming using Java. Each approach was adopted for one academic year (2008-09 and 2009-10) with first year undergraduate students. Quantitative analysis of the student assessments from the first semester of each year was then carried out. The results of this analysis are presented in this paper. These results suggest that the later approach leads to enhanced learning of introductory programming concepts by students

Teaching Design in visual basic programming environments using the NEADT 3 rapid application design tool

Although program design and documentation tools have existed for over 30 years, virtually no tools other than the Task-Object-Event (TOE) chart have been created for teaching program design in the event-driven object-oriented language environment. This paper discusses the NEADT3 (Newman-Ekedahl Application Development tool) applied to the Visual Basic 6.0 language. NEADT 3 Significantly extends the commonly used TOE model in teaching programming by providing more concise and correct design and documentation of Rapid Application Development (RAD) student programs

A Model of an E-Learning Web Site for Teaching and Evaluating Online

This research is endeavoring to design an e-learning web site on the internet having the course name as "Object Oriented Programming" (OOP) for the students of level four at Computer Science Department (CSD). This course is to be taught online (through web) and then a programme is to be designed to evaluate students performance electronically while introducing a comparison between online teaching , e-evaluation and traditional methods of evaluation. The research seeks to lay out a futuristic perception that how the future online teaching and e-electronic evaluation should be the matter which highlights the importance of this research

Separable User Interface Architectures in Teaching Object Technology

This paper concerns the critical role of separable user interface design in teaching object-oriented systems. M206 "Computing: An Object-oriented Approach" is a large-scale university-level introduction to software development designed from scratch for distance learning, using an objects-first approach with Smalltalk. The course is degree-level, counting as one sixth, and is being offered in the UK, Western Europe and Singapore. To address the needs of industry we have developed a radical syllabus that adheres to the principle of designing complex systems by separating view and model, and have developed a programming and learning environment to support these ideas. In the paper we examine how separable user interface architectures have guided our teaching of object technology and the design of powerful microworlds that are both usable and extendible by neophytes. The course and relevant teaching with software is outlined and the technical design and pedagogic use of the microworlds and GUI builder tool are described

Guidelines for Designing and Teaching an Effective Object-Oriented Design and Programming Course

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