African Conference on Software Engineering最新文献

{"title":"Social and ethical education in computing using virtual environments","authors":"M. Houle, Simon","doi":"10.1145/299359.299364","DOIUrl":"https://doi.org/10.1145/299359.299364","url":null,"abstract":"We have devised a novel experiential approach to teaching students about the social impact of computers and the ethical, legal, and social responsibilities of computing professionals. Rather than teaching these topics in a traditional classroom manner, we teach them in a text-based online virtual educational environment known as a MOO. At the same time we use the environment’s object-oriented design to instruct the students in object-oriented concepts. The approach is proving extremely successful.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1997-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124467853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Results of a PBL trial in first-year computer science","authors":"T. Greening, J. Kay, Jeffrey H. Kingston, K. Crawford","doi":"10.1145/299359.299388","DOIUrl":"https://doi.org/10.1145/299359.299388","url":null,"abstract":"In 1996 the Basser Department of Computer Science at the University of Sydney ran a Problem-Based Learning (PBL) trial parallel with its conventional first-year programme. This was reported “in-progress” at ACSE’96. The effect of that trial is that the department has now adopted PBL as the basis for facilitating first-year learning of computer science in 1997. Some aspects of the evaluation of the initial trial are shared in this paper, as well as some recommendations which emerged from the nial.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1997-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129803219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrating literate programming and cleanroom software engineering to teach software engineering skills","authors":"S. Al-Maati, William D. Shoaff","doi":"10.1145/299359.299375","DOIUrl":"https://doi.org/10.1145/299359.299375","url":null,"abstract":"One goal of software engineering instructors is to educate students about principles underlying the various phases of the software life cycle. Instructors work towards preparing and equipping students with knowledge and experience that will accommodate the student’s transition from academia to industry. Thus, allowing the students to be an asset to the work force. To accomplish this, we as instructors need to teach students software engineering concepts at an early stage in their computer science education. In this paper, we examine how two successful methodologies, each proposed by a renowned computer scientist, can be integrated to further extend their roles into a tool useful for students in learning good software engineering skills. This integration expands the role of literate programming to several levels higher in the software life cycle and automates the box structure methodology to document the entire specification, design and implementation phases of a software system into a single artifact.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"265 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1997-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133795484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An immersion model for software engineering projects","authors":"N. Churcher, A. Cockburn","doi":"10.1145/299359.299383","DOIUrl":"https://doi.org/10.1145/299359.299383","url":null,"abstract":"Software development projects are an essential component of software engineering courses. They provide the opportunity for students to apply theoretical material and to gain valuable experience in an environment typical of the workplace. These bene ts, however, are di cult to realise. We discuss strategies for managing nal-year software engineering projects in order to optimise the balance between pedagogy, course administration, and time constraints. In particular, we advocate an immersion\" model for software engineering projects. The immersion model emphasises the commercial realities of software development including activities such as reverse-engineering of existing systems, extensive code re-use, team work, user-interface development, meetings with management, and oral presentations. Our experiences with the immersion model have been extremely encouraging with signi cant improvements in the quality of student projects.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1997-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114114830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Methodologies for teaching new programming languages: a case study teaching LISP","authors":"A. Nicholson, K. M. Fraser","doi":"10.1145/299359.299373","DOIUrl":"https://doi.org/10.1145/299359.299373","url":null,"abstract":"A primary aim of computing degrees is to produce graduates with general programming skills, the ,ability to program in several programming languages, and the ability to learn new programming languages. In this paper, two approaches to teaching a programming language are identified: “start small”, where students begin writing small pieces of code from scratch; and “codeprovided”, where students are given existing code to modify and extend. Each approach has been used for teaching introductory programming, and for teaching subsequent additional programming languages. This paper reports on a case study involving the teaching of LISP programming. The class was divided into two groups and given different assignments, in accordance with the two approaches, for their first two assignments. A common third assignment, and a LISP programming question on the exam: were used to compare the impact of the assignment-based teaching methodology on student programming skills in the new programming language. The teaching methodology was found to have no significant effect on student programming outcomes, with performance in a core prerequisite programming subject being the only predictor. In addition to the presentation of the details of the study and the results, comments from student surveys, and ethical and logistical issues in undertaking such a study, are presented and discussed. Permission to make digitalhard copy of all or part of this work tar personal or classroom use is granted wlthoti tee provided that copies are ml made or ditibuted for pm6l or annmerdal advamage. the copyright notice. the htle ol the publication and i?s date appear. and notice is given that mpying is by permission of ACM, Inc. To copy otherwise, to repubksh. to post on sewers or to redistribute to lists. requires prior specific permission and/or a fee ACSE’97. Melbourne, Australia","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1997-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114809923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning object-oriented programming in six hours: an experience with school students","authors":"A. Hussey, D. Leadbetter, H. Purchase","doi":"10.1145/299359.299377","DOIUrl":"https://doi.org/10.1145/299359.299377","url":null,"abstract":"Teaching object-oriented programming skills in six hours to school students who have either never programmed, or who have never encountered object-oriented programming before, is an ambitious task. Within these time and skill limitations, we devised an educational strategy based on learning through exercises, and trialled it with sixty students who attended a three day vacation school. The observations presented in this paper indicate that it is possible to give novices a worthwhile, enlightening and exciting programming experience within a restricted time period.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1997-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131529647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The web with relevance","authors":"Janet Verblya","doi":"10.1145/299359.299362","DOIUrl":"https://doi.org/10.1145/299359.299362","url":null,"abstract":"These days it is almost a compulsory requirement to use Internet resources for course delivery. This is especially true of electronic mail (email) and the World Wide Web (the Web). Despite this (or perhaps even because of it) the relevant and effective integration of these resources into a course’s learning process and content is a much more challenging issue. At a general level, this paper briefly overviews a hamework for considering where the Web fits into a course’s learning process. The key input into this consideration is the results of the academic decision as to what learning modes are appropriate to achieve the course’s objectives. Specifically this paper describes how assignments using the Web for delivery, content and learning process were integrated into an introductory Information Technology topic. The integration was intended to enhance the goals of the course which centred around students learning key non-programming skills associated with being a professional Information Technologist. Both formal and informal feedback indicate a successful learning process and higher than expected obtainment of these goals.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1997-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134226897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What do exam results really measure?","authors":"K. Crawford, A. Fekete","doi":"10.1145/299359.299386","DOIUrl":"https://doi.org/10.1145/299359.299386","url":null,"abstract":"Students are evaluated using examinations, but how do we evaluate whether the examination is correctly measuring the students’ knowledge or skill? This paper presents a methodology which we have used in an experiment: students’ exam results were analysed to reveal which different cognitive skills were used in answering different questions. The analysis revealed that students were approaching several questions in ways that the instructor had not anticipated. Sometimes questions the instructor considered straightforward actually tested students’ conceptual understanding; on other questions which were intended to require problem-solving, many students never identified the concepts involved, so that grades measured primarily the ability to avoid distraction. In other cases, we demonstrated that questions did assess deep understanding of the fundamental concepts, rather than rote-learning or simple patternmatching.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1997-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132858011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"In search of the inverse curriculum","authors":"R. Duke","doi":"10.1145/299359.299370","DOIUrl":"https://doi.org/10.1145/299359.299370","url":null,"abstract":"It has been argued that a better approach to the initial teaching of programming within software engineering is to start with reuse as the basic concept and take a 'Lego' view of software. Under such a scheme, the first exercises students attempt involve plugging together pre-existing black-box components to construct relatively sophisticated applications, only later moving on to look inside and study the internal details of the components themselves. The final stage is reached when students begin to construct their own pluggable components. This paper reports on an attempt to implement such an 'inverse curriculum' as part of the programming stream of a first-year introductory software engineering subject.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"209 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1997-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129810957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Web based teaching: a minimalist approach","authors":"C. Jesshope","doi":"10.1145/299359.299361","DOIUrl":"https://doi.org/10.1145/299359.299361","url":null,"abstract":"This paper outlines the motivation for the development of some distance teaching tools. There are two sets of tools. The first a simple and effective lecture recorder system, which generates HTML output using Java code to provide audio and graphics annotation to a conventional overhead slide. The result is \" playable \" in any Java enabled HTML browser. The second set of tools concerns distance examination. Issues paramount to the security of the examining process are addressed and a client/server implementation is described. This system allows effective examination with good discrimination between students. It uses client side applets providing a rich and extensible set of input and output modes. These tools are being used in teaching at both Surrey University in the UK and at Massey and Waikato Universities in New Zealand. The motivation for these two experiments are quite different, the fust is local to Surrey University and tackles the issue of self-pacing, while the second addresses the issues of distance learning and class sharing between two Universities. In the latter other forms of multi-media are being explored alongside the use of the tools described. 1. The Teaching Process Distance learning has been developing in two different directions to date. There is a Luddite stream with its insistence on \" study by Permission to make digiWnard copy oi all or pan oi this work for personal or classrOOm use is granted without fee provided that copies are not made or Uktributed for profrl or commercial advantage, ths copyrtght notius. the title ol the publication and its date appear. and notice is given that copying is by permission dACM. Inc. To copy otherwise, to republish, to post on servers or to redistribute to lists, requires prior speck permission and/or a fee. correspondence \". It has been venerated by generations of learners who drew wisdom from heavy tomes sent to them by post. At the other end of the spectrum, there is a multimedia cohort with their all-singing all-dancing CD-ROMs which never fail to entertain. The former works but requires strong motivation and usually on-site courses to back it up, while the latter is costly to produce and often substitutes sensation and hype for real learning. Finally both methods offer pitifully little as far as assessment is concerned, requiring the students to be examined in person. This paper advocates an alternative approach which belongs to a growing third battalion of developers …","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1997-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127999283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}