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Issues Involved in Studio-Based Learning for a GUI Programming Class

Issues Involved in Studio-Based Learning for a GUI Programming Class. Jesse M. Heines Dept. of Computer Science University of Massachusetts Lowell heines@cs.uml.edu. ACM SIGCSE 2009 Chattanooga, TN. March 3, 2009. Upon completion of this course, students should be able to:.

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Issues Involved in Studio-Based Learning for a GUI Programming Class

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  1. Issues Involved inStudio-Based Learning for a GUI Programming Class Jesse M. Heines Dept. of Computer Science University of Massachusetts Lowell heines@cs.uml.edu ACM SIGCSE 2009 Chattanooga, TN March 3, 2009

  2. Upon completion of this course, students should be able to: • 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 on their work. • Conduct and report on a relevant usability test. • Solve programming and other project-related problems on their own by exploring documen-tation and other resources.

  3. Course Issues Discussed inOur Subgroup • Having enough time to cover technical pro-gramming 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 15-25 hours/week • Motivating students via realistic projects • Getting students to respond critically

  4. Approach • 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 • “Hybrid” = another model

  5. Performamatics:Sample Programs: CS+Art • Art students’ influence on Computer Science students’ programs

  6. Performamatics:Sample Programs: CS+Music • Computer Science students’ implementa-tions of Music students’ creative notations

  7. Usability Testing by Non-CS Majors

  8. Critiques and Discussions with Non-CS Majors

  9. Problems with 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

  10. Discussions in Our Subgroup • How to foster student critiques (session #1) • Dave: Writing on slips of paper rather than speaking in front of the class • Jesse: A colleague does this with his “fuzzy points” • Jesse: Using web-based technology instead of paper (real time posting to social networks) • Issue: Is anonymity important? • SBL effect on challenging students (#2) • The problems students pose are more difficult than the ones posed by the professor

  11. Discussions in Our Subgroup • Effect of SBL and other such “educational innovations” – many not really new – on recruitment & retention (session #2) • Especially with women and other underrepre-sented groups, i.e., benefit for BPC • Lack of good studies on interventions and their effects on the above groups • An evaluation issue to consider (#2) • Effect on professors as well as students

  12. Jesse M. Heines, Ed.D. Dept. of Computer Science Univ. of Massachusetts Lowell heines@cs.uml.edu http://www.performamatics.org This work is supported by the National Science Foundation CPATH Program under Grant No. 0722161. ACM SIGCSE 2009 Chattanooga, TN March 3, 2009

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