Students have indicated that the waditional method of lecturing was ineffectual, as they lost interest, slxuggled to pay attention and attendance rates declined. The traditional method of teaching makes a presumption that the student has little to contn'bute to the learning process. Instructions become directives as information is delivered in a continual stream of facts and figures; ¢ommaniccation is tmidh'ectionaJ with limited interactive learning. This poster presentation is a report of a prel/m/nary study on how puzzles (problem solving and lateral thinlcin~ problems) can be used as interactive learnin~ agents for subjects requiring problem solving. Puzzles were viewed as a natural extension of knowledge based systems and were inlroduced into the lecture format. The puzzles were seen as having two initial benefits. The first benefit is an increase in the participation and interaction of the students. Three to four puzzles are employed at various intervals throughout the lecture. The I ~ l e s are of three to five minmes in duration. According to Bligh [1] the imroduction of a period of change during the lecture (a period where either a short break or a change in the teaching method occurs) can have a positive affect on the level of performance of the students The second benefit is as a tool to create an environment of problem awareness. The puzzles used are a natural extension of the learning process in knowledge based systems rather than an intrusion into it. The p-~les require admini~Uation of a level of problem solving ability, lateral-th/nlcin~ ~'lcillg and ~ p ~ l e s complexity is consistent with the aimg and objectives of the subject. This poster presentation reviews the preliminary survey, and cm'r~t findings, together with a ~rr~le of puzzles, com~e material used during the lecture series. Keyworde : Interactive learning; puzzles, learning, knowledge based systems. Reference: [1] Bfigh, D A (2000) What's the use of Lectures? Jossey-Bass Publishers, San Fra~isco, CA, USA
学生们表示，传统的教学方法是无效的，因为他们失去了兴趣，难以集中注意力，出勤率下降。传统的教学方法假定学生对学习过程没有什么贡献。随着事实和数据的不断传递，指令变成了指令;交流是中等受欢迎的，互动学习有限。这张海报是一份关于谜题(解决问题和横向思考问题)如何被用作需要解决问题的科目的交互式学习代理的prel/m/nary研究报告。谜题被视为基于知识的系统的自然延伸，并被引入到讲座形式中。这些谜题最初被认为有两个好处。第一个好处是增加了学生的参与度和互动性。在整个讲座中，在不同的时间间隔使用三到四个谜题。1 ~ 5分钟的时间为3 ~ 5分钟。根据Bligh[1]的说法，在讲课期间引入一段变化时间(在这段时间里，要么短暂休息，要么改变教学方法)，可以对学生的表现水平产生积极影响。第二个好处是作为一种工具，可以创造一个问题意识的环境。所使用的谜题是基于知识的系统中学习过程的自然延伸，而不是入侵。这些课程要求对学生的问题解决能力、横向学习能力和学习能力进行一定程度的评估，因为课程的复杂性与课程的目的和目标是一致的。这张海报展示回顾了初步调查，以及cm ~t的发现，以及一系列讲座中使用的一些谜题、com~e材料。关键词:互动学习;谜题，学习，基于知识的系统。[1]参考文献:bfight, D A(2000)讲座的作用是什么?乔西-巴斯出版社，旧金山，加州，美国
{"title":"Puzzles (poster session): a tool for teaching knowledge based systems","authors":"Kevin J. Austin","doi":"10.1145/359369.359408","DOIUrl":"https://doi.org/10.1145/359369.359408","url":null,"abstract":"Students have indicated that the waditional method of lecturing was ineffectual, as they lost interest, slxuggled to pay attention and attendance rates declined. The traditional method of teaching makes a presumption that the student has little to contn'bute to the learning process. Instructions become directives as information is delivered in a continual stream of facts and figures; ¢ommaniccation is tmidh'ectionaJ with limited interactive learning. This poster presentation is a report of a prel/m/nary study on how puzzles (problem solving and lateral thinlcin~ problems) can be used as interactive learnin~ agents for subjects requiring problem solving. Puzzles were viewed as a natural extension of knowledge based systems and were inlroduced into the lecture format. The puzzles were seen as having two initial benefits. The first benefit is an increase in the participation and interaction of the students. Three to four puzzles are employed at various intervals throughout the lecture. The I ~ l e s are of three to five minmes in duration. According to Bligh [1] the imroduction of a period of change during the lecture (a period where either a short break or a change in the teaching method occurs) can have a positive affect on the level of performance of the students The second benefit is as a tool to create an environment of problem awareness. The puzzles used are a natural extension of the learning process in knowledge based systems rather than an intrusion into it. The p-~les require admini~Uation of a level of problem solving ability, lateral-th/nlcin~ ~'lcillg and ~ p ~ l e s complexity is consistent with the aimg and objectives of the subject. This poster presentation reviews the preliminary survey, and cm'r~t findings, together with a ~rr~le of puzzles, com~e material used during the lecture series. Keyworde : Interactive learning; puzzles, learning, knowledge based systems. Reference: [1] Bfigh, D A (2000) What's the use of Lectures? Jossey-Bass Publishers, San Fra~isco, CA, USA","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120960933","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}
The paper describes ways to create a variety of learning environments. It describes a metamodel for defining such environments and a system that implements the metamodel. The environments described include classroom teaching, group support, distance moderation and monitoring of groups. The paper then describes a system, called LiveNet [3], which can be used to configure a variety of learning environments in terms of the metamodel, and describes experiences in its use.
{"title":"Creating and supporting learning environments","authors":"I. Hawryszkiewycz","doi":"10.1145/359369.359389","DOIUrl":"https://doi.org/10.1145/359369.359389","url":null,"abstract":"The paper describes ways to create a variety of learning environments. It describes a metamodel for defining such environments and a system that implements the metamodel. The environments described include classroom teaching, group support, distance moderation and monitoring of groups. The paper then describes a system, called LiveNet [3], which can be used to configure a variety of learning environments in terms of the metamodel, and describes experiences in its use.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122001723","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}
One of the most significant recent developments in software engineering has been the widespread adoption of design patterns. Design patterns enable software developers to incorporate well proven solutions to design problems in their software. This makes their software more flexible and reusable. Design patterns, however, are not easy to learn. They are often presented in complex contexts with partially coded examples. Further, there is no standard naming convention, with designers using very different names for quite similar patterns. These problems limit the accessibility of design patterns to beginning students. In this paper we propose a teaching method to help in the understanding of design patterns and their usage by developing fully coded examples (in Java), of certain design patterns in a particular domain. The method centres around developing an application using a framework which has been constructed using patterns as the central plank of the constuction. The students are then required to develop a related application using the same framework. This approach attempts to make it easier for students to relate to patterns, and to see the link between design patterns and their implementation via these coded frameworks. The aim is a better appreciation of design patterns and a clearer understanding of how to apply them in developing object-oriented solutions.
{"title":"Teaching object-oriented development with emphasis on pattern application","authors":"Lew Della, D. Clark","doi":"10.1145/359369.359378","DOIUrl":"https://doi.org/10.1145/359369.359378","url":null,"abstract":"One of the most significant recent developments in software engineering has been the widespread adoption of design patterns. Design patterns enable software developers to incorporate well proven solutions to design problems in their software. This makes their software more flexible and reusable. Design patterns, however, are not easy to learn. They are often presented in complex contexts with partially coded examples. Further, there is no standard naming convention, with designers using very different names for quite similar patterns. These problems limit the accessibility of design patterns to beginning students.\u0000In this paper we propose a teaching method to help in the understanding of design patterns and their usage by developing fully coded examples (in Java), of certain design patterns in a particular domain. The method centres around developing an application using a framework which has been constructed using patterns as the central plank of the constuction. The students are then required to develop a related application using the same framework. This approach attempts to make it easier for students to relate to patterns, and to see the link between design patterns and their implementation via these coded frameworks. The aim is a better appreciation of design patterns and a clearer understanding of how to apply them in developing object-oriented solutions.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128328703","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}
As part of a continuing desire to improve the employability of computer technology students, we are focussing on the knowledge and skills that graduates need in the workforce. In order to do this we solicited the opinion of working graduates with regard to the usefulness of technical and non-technical knowledge in the workplace and to the skills that they learnt during their studies at University. This paper analyses the replies that graduates made to a questionnaire and describes both the teaching methods and the content of the three key subjects that are offered as co-requisites in the Bachelor of Science, Computer Technology. This work is of interest to all educators, especially those involved in course development and those interested in graduate outcomes. The ranking of time management as the most important skill to be learned and applied in the workplace was unexpected, but on reflection, given the calibre of many of the students, is understandable.
{"title":"Computer technology students - what skills do they really need?","authors":"E. Haywood, Jane Madden","doi":"10.1145/359369.359390","DOIUrl":"https://doi.org/10.1145/359369.359390","url":null,"abstract":"As part of a continuing desire to improve the employability of computer technology students, we are focussing on the knowledge and skills that graduates need in the workforce. In order to do this we solicited the opinion of working graduates with regard to the usefulness of technical and non-technical knowledge in the workplace and to the skills that they learnt during their studies at University. This paper analyses the replies that graduates made to a questionnaire and describes both the teaching methods and the content of the three key subjects that are offered as co-requisites in the Bachelor of Science, Computer Technology. This work is of interest to all educators, especially those involved in course development and those interested in graduate outcomes. The ranking of time management as the most important skill to be learned and applied in the workplace was unexpected, but on reflection, given the calibre of many of the students, is understandable.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123351170","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}
R. Duke, Eric J. Salzman, J. Burmeister, Josiah Poon, L. Murray
Over the years there has been an ongoing debate about which computer language to adopt for a first programming subject. Although some may not agree, the current consensus is that the object-oriented languages are winning the argument, and Java has increasingly become the language of choice for teaching beginners. But choosing the language is only the first step in designing a first programming subject. The adoption of an object-oriented language such as Java offers an opportunity to completely rethink our approach to teaching first-year programming, an opportunity that should not be missed. In this paper we identify what we see as the non language-specific core issues, and discuss how we approached these issues when designing and teaching a programming subject for beginners.
{"title":"Teaching programming to beginners - choosing the language is just the first step","authors":"R. Duke, Eric J. Salzman, J. Burmeister, Josiah Poon, L. Murray","doi":"10.1145/359369.359381","DOIUrl":"https://doi.org/10.1145/359369.359381","url":null,"abstract":"Over the years there has been an ongoing debate about which computer language to adopt for a first programming subject. Although some may not agree, the current consensus is that the object-oriented languages are winning the argument, and Java has increasingly become the language of choice for teaching beginners. But choosing the language is only the first step in designing a first programming subject. The adoption of an object-oriented language such as Java offers an opportunity to completely rethink our approach to teaching first-year programming, an opportunity that should not be missed. In this paper we identify what we see as the non language-specific core issues, and discuss how we approached these issues when designing and teaching a programming subject for beginners.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114334634","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":"Adopting a studio-based education approach into information technology (poster session)","authors":"K. Lynch, A. Carbone, P. Jamieson, D. Arnott","doi":"10.1145/359369.359410","DOIUrl":"https://doi.org/10.1145/359369.359410","url":null,"abstract":"","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130454118","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}
we store hash values that represent chunkg. Not only do we expect false positives because l~h functions can produce the same value for different chunks but also because the number of possible cbnnk.~ in Interuet-docomants onmumber the available mmaber of hash values. There are two ways to reduce index-space. We can either reduce the number ofchunk~ to be kept, which increases the chance of false negatives, or we can reduce the size of the hash value we calculate on each chunk, which increases the chance of false positives. False negatives are harder to handle because we have already missed potential documents. We propose a method that is able to ellm/nate false positives from a given set of documents. The comparison is completed in two phases. In the :first phase we define candiclate documents using the aforementioned methods and the second stage ellrn/nates false positives. Our algorithm for eliminating false positives uses a suffix tree built on the suspicious document to compare candidate documents and elim/nate accidental matches. Comparison of the chnnking methods and our algorithm are presented in this poster. Maintenance can be defined as the single most expensive activity in large software engineering projects, requiring 65% to 75% of total effort. Hence software engineering can be termed software evolution. The subject Software Engineering Practice (CSE2201) taught in the School of Computer Science and Software Engineering at Monash University is a second year core subject in an undergraduate degree program and comprises about 250 students per year. CSE2201 introduces software engineering concepts to students and expects students to view software engineering as an evolutionary process. Students are additionally introduced to and expected to implement the practical aspects of the Personal Software Process (PSP). We demonstrate the practice of teaching software evolution to undergraduate computing students in the Bachelor of Computing degree, and show how the four maintenance activities of corrective, adaptive, perfective and preventative can be included into the practical component of a software engineering course, providing students with a much more realistic view of software engineering. Expla-ations are needed to give feedback to students, as part of an Intelligent Tutoring System (ITS). A student submits an SQL query to the ITS as a solution to a question. When the query is incorrect the student receives an explanation, from the ITS, of how they can improve it so that it satisfies the task at hand. An expert enters an SQL …
{"title":"Classical planning in an intelligent tutoring system (poster session)","authors":"A. Wheeldon, J. Reye","doi":"10.1145/359369.359413","DOIUrl":"https://doi.org/10.1145/359369.359413","url":null,"abstract":"we store hash values that represent chunkg. Not only do we expect false positives because l~h functions can produce the same value for different chunks but also because the number of possible cbnnk.~ in Interuet-docomants onmumber the available mmaber of hash values. There are two ways to reduce index-space. We can either reduce the number ofchunk~ to be kept, which increases the chance of false negatives, or we can reduce the size of the hash value we calculate on each chunk, which increases the chance of false positives. False negatives are harder to handle because we have already missed potential documents. We propose a method that is able to ellm/nate false positives from a given set of documents. The comparison is completed in two phases. In the :first phase we define candiclate documents using the aforementioned methods and the second stage ellrn/nates false positives. Our algorithm for eliminating false positives uses a suffix tree built on the suspicious document to compare candidate documents and elim/nate accidental matches. Comparison of the chnnking methods and our algorithm are presented in this poster. Maintenance can be defined as the single most expensive activity in large software engineering projects, requiring 65% to 75% of total effort. Hence software engineering can be termed software evolution. The subject Software Engineering Practice (CSE2201) taught in the School of Computer Science and Software Engineering at Monash University is a second year core subject in an undergraduate degree program and comprises about 250 students per year. CSE2201 introduces software engineering concepts to students and expects students to view software engineering as an evolutionary process. Students are additionally introduced to and expected to implement the practical aspects of the Personal Software Process (PSP). We demonstrate the practice of teaching software evolution to undergraduate computing students in the Bachelor of Computing degree, and show how the four maintenance activities of corrective, adaptive, perfective and preventative can be included into the practical component of a software engineering course, providing students with a much more realistic view of software engineering. Expla-ations are needed to give feedback to students, as part of an Intelligent Tutoring System (ITS). A student submits an SQL query to the ITS as a solution to a question. When the query is incorrect the student receives an explanation, from the ITS, of how they can improve it so that it satisfies the task at hand. An expert enters an SQL …","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114437736","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}
Cognitive Load Theory provides a coherent way to optimise students cognitive processing load during learning. A range of principles identified in this theory can be applied to improve student processing during learning computing content. These principles range from the goal free problem solving to worked examples, split-attention, redundancy and variability effects. However, these principles need to be applied strategically. In this paper the most important consideration for strategic planning of computer education, ranging from the content element interactivity, mental effort measurement to student prior knowledge, are organised into a set of instructional choices. These choices are summarised in a flow chart, which can be used in the educational planning, as a tool to help ensure the identified issues are considered in an optimal sequence.
{"title":"Optimising student cognitive load in computer education","authors":"J. Tuovinen","doi":"10.1145/359369.359405","DOIUrl":"https://doi.org/10.1145/359369.359405","url":null,"abstract":"Cognitive Load Theory provides a coherent way to optimise students cognitive processing load during learning. A range of principles identified in this theory can be applied to improve student processing during learning computing content. These principles range from the goal free problem solving to worked examples, split-attention, redundancy and variability effects. However, these principles need to be applied strategically. In this paper the most important consideration for strategic planning of computer education, ranging from the content element interactivity, mental effort measurement to student prior knowledge, are organised into a set of instructional choices. These choices are summarised in a flow chart, which can be used in the educational planning, as a tool to help ensure the identified issues are considered in an optimal sequence.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116791716","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}
Education faces multiple challenges in the new millennia. Educational Institutions are broadening the range of instructional methods and approaches; increased attention is being given to effective use of technology in the learning process. Traditional teaching methods are often used by default, in situations where the possibility of more effective alternatives either have no been considered or involve too much time and effort to establish. Traditional teaching marks, tests, and assesses the output of student at a single moment in time, which provides us with only a snapshot of performance. We need methods much closer to narrative that shows where a student stands with respect to the long arc of learning. This case study describes a creative technology-supported approach taken within an undergraduate course at Curtin University, Perth, Western Australia as a strategy to enhance extend and improve student learning and assist with measurement in using authentic assessment necessary for education reform. The author uses the technology to create a learning environment where students develop a digital or electronic portfolio to demonstrate their communication skills.
{"title":"Technology support for authentic assessment in the new millennia: a case study on implementing digital portfolios","authors":"P. Worthington","doi":"10.1145/359369.359406","DOIUrl":"https://doi.org/10.1145/359369.359406","url":null,"abstract":"Education faces multiple challenges in the new millennia. Educational Institutions are broadening the range of instructional methods and approaches; increased attention is being given to effective use of technology in the learning process. Traditional teaching methods are often used by default, in situations where the possibility of more effective alternatives either have no been considered or involve too much time and effort to establish. Traditional teaching marks, tests, and assesses the output of student at a single moment in time, which provides us with only a snapshot of performance. We need methods much closer to narrative that shows where a student stands with respect to the long arc of learning.\u0000This case study describes a creative technology-supported approach taken within an undergraduate course at Curtin University, Perth, Western Australia as a strategy to enhance extend and improve student learning and assist with measurement in using authentic assessment necessary for education reform. The author uses the technology to create a learning environment where students develop a digital or electronic portfolio to demonstrate their communication skills.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126507099","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}
Object-oriented programming and concurrency are increasingly popular in computing education. Both are difficult topics in themselves, and the combination of both introduces subtle interactions that are not easily understood. We propose the development of a visualisation tool to illustrate both object-orientation as well as concurrency issues. Designing such a tool is a challenging task. It has been shown that visualisation tools are not always as effective as their authors had hoped, and the issues to be illustrated by our potential tools are not yet well defined. In this paper, we investigate both the visualisation aspect and the functionality that such a tool may have and we develop some guidelines for the design of a concurrent object visualisation tool.
{"title":"Concurrency, objects and visualisation","authors":"C. Exton, Michael Kölling","doi":"10.1145/359369.359385","DOIUrl":"https://doi.org/10.1145/359369.359385","url":null,"abstract":"Object-oriented programming and concurrency are increasingly popular in computing education. Both are difficult topics in themselves, and the combination of both introduces subtle interactions that are not easily understood. We propose the development of a visualisation tool to illustrate both object-orientation as well as concurrency issues.\u0000Designing such a tool is a challenging task. It has been shown that visualisation tools are not always as effective as their authors had hoped, and the issues to be illustrated by our potential tools are not yet well defined.\u0000In this paper, we investigate both the visualisation aspect and the functionality that such a tool may have and we develop some guidelines for the design of a concurrent object visualisation tool.","PeriodicalId":435916,"journal":{"name":"African Conference on Software Engineering","volume":"7 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113934333","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}
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