Executive SummaryModern information technology and computer science curricula employ a variety of graphical tools and development environments to facilitate student learning of introductory programming concepts and techniques. While the provision of interactive features and the use of visualization can enhance students' understanding and assist them in grasping fundamental ideas, the real difficulty for many students lies in making the transition from relying on the graphical features of these tools, to actually writing programming code statements in accordance with a set of plain English instructions.This article opens with a systematic review of the literature on alternative approaches to teaching object-oriented programming (OOP) to novice programmers. It then describes the rationale behind an "objects first, class user first" approach to introducing OOP, arguing for the use of interactive GUI-based visualization tools such as BlueJ as cognitive tools to allow learners to represent and manipulate their mental models or schemas. Finally, it reports on a study involving a cohort of students undertaking an introductory OOP unit in Java. The study investigated the effectiveness of: (i) the graphical features of BlueJ as a cognitive tool while performing coding tasks as part of a test; and (ii) the use of screencasts (video screen captures) of BlueJ to provide scaffolding during learning, which involves the provision of temporary support structures to assist learners in attaining the next stage or level in their development. The screencasts were used in conjunction with a series of structured exercises by providing an intermediate stepping stone to ease the transition to the writing of program code.The study found no significant effect of screencasts during the learning phase of the study, and no significant effect of BlueJ during testing. This result runs counter to theoretical predictions and consequently is important both for researchers focusing on the pedagogy associated with learning programming as well as those interested in the broader applications of animated instructional resources and cognitive tools.In the article, the authors postulate a number of reasons for the lack of significant effects to sup-port their hypotheses. Firstly, it is possible that Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact Publisher@InformingScience.org to request redistribution permission. Screencasts and Cognitive Tools for Novice ...

In this paper, we propose and describe sProxy-smart proxy, a software tool in Web Services transaction. sProxy acts as a gateway between transaction management systems and Web Services which implements a key abstraction of proxy management systems. This enables to perform transactions in the loosely coupled environment i.e. loose coupling among services. Proxies are useful to invoke Web Services to allow an easy programming model that facilitates the serialization and transmission of service invocations. Our proposed model supports relaxation of traditional ACID properties with existing commit and recovery protocols. The model works on non-ACID type of transactions which encapsulates Web Services. It also uses multithreading proxies to check and update transaction simultaneously. The proposed model solves the current problems with distributed computational activities which involves both transactions and Web Services. The proposed model is more abstract and generic as demonstrated in the paper.

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