Enhancing apprentice-based learning of Java

Abstract

Various methods have been proposed in the past to improve student learning by introducing new styles of working with assignments. These include problem-based learning, use of case studies and apprenticeship. In most courses, however, these proposals have not resulted in a widespread significant change of teaching methods. Most institutions still use a traditional lecture/lab class approach with a strong separation of tasks between them. In part, this lack of change is a consequence of the lack of easily available and appropriate tools to support the introduction of new approaches into mainstream courses.In this paper, we consider and extend these ideas and propose an approach to teaching introductory programming in Java that integrates assignments and lectures, using elements of all three approaches mentioned above. In addition, we show how the BlueJ interactive programming environment [7] (a Java development environment aimed at education) can be used to provide the type of support that has hitherto hindered the widespread take-up of these approaches. We arrive at a teaching method that is motivating, effective and relatively easy to put into practice. Our discussion includes a concrete example of such an assignment, followed by a description of guidelines for the design of this style of teaching unit.

Teaching Object-Oriented Software Engineering through Problem-Based Learning in the Context of Game Design

“…There are simply too many topics to cover, and the simulated programming environment is not the same as actually dealing with a programming language. In addition, "programming environments are often either overly complex, incomplete in their language support, or do not provide good support for the teaching and learning processes, thus hindering active assignment work early in the course according to Kölling and Barnes [11]. "…”

Programming in context

“…Given the modelling aspect of the studied way of teaching programming and the importance of connecting the learning process to a programming practice, teaching inspired by apprenticeship learning in the craft or craft-like forms of production are found promising (Bennedsen & Caspersen, 2003;Bennedsen, 2006a;Fjuk et al, 2004). This view is shared by others, both in the field of general education (e.g., Levin and Waugh (1998)) and in the more specific field of introductory programming (e.g., Kölling & Barnes (2004)). One example of an apprenticeshipinspired approach to teaching introductory programming is given by Astrachan and Read (1995).…”

“…Mordechai (or Moti) Ben-Ari has published a few articles discussing application of constructivism and situated learning in computer science education (1998; 2001; 2004; 2005). Machanick (2007) discuss how social constructivism can be applied in computer science whereas Kölling and Barnes (2004), Astrachan and Reed (1995), Astrachan, Selby and Unger (1996), Chee (1995) as well as Schulte, Magenheim, Niere, and Schäfer (2003) discuss the application of an apprentice based pedagogy in computer science education. In general, it seems that the influence of pedagogy on the design and development of introductory programming courses is limited.…”

TOPS - Collaboration and competition to stretch our most able programming novices

“…Approaches which have been designed to gain insight into this crucial area of undergraduate learning include Authentic activities, paired programming, differentiated teaching, and creating disciplinary commons to enable sharing of academics' and instructors' experiences and understandings [1][2][3][4][5][6][7].…”