Object orientation in CS1-CS2 by design

Abstract

This paper argues for a design driven approach to an object-oriented CS1-CS2 sequence in which object-orientation is thematic. Our approach integrates several components: (i) a strong object-oriented approach, (ii) design using UML, (iii) design patterns to manage complexity, and (iv) complex examples and projects to motivate the use of object-orientation and to motivate students by solving non-trivial problems. While this is a "programming-first" approach to CS1-CS2, it addresses several disadvantages of programming-first approaches noted in CC2001 [7]. The approach focuses on design rather than syntax, so students do not lose sight of the forest for the trees. We use (relatively speaking) large and complex examples, especially in the CS2 course, which allows us to address in a meaningful way issues of programming in the large. Because the approach is design driven and heavily object oriented, the course is not biased against novices in favor of students with prior programming experience, since CS1 students with prior programming experience typically have no design experience and only procedural programming experience.

Abstraction ability as an indicator of success for learning object-oriented programming?

“…Many computer science educators argue that abstraction is a core competence [2,13,15,16,19]. Nguyen & Wong [15] claim that it is difficult for many students to learn abstract thinking; at the same time they claim abstract thinking to be a crucial component for learning computer science in general and programming in particular.…”

Team-based pedagogy for CS102 using game design

“…Team-based learning tools are designed to showcase individual contributions. For example, in the context of game development, an ideal team-based learning tool gives each student code templates; code templates focus the student on solving the problem and ignoring extraneous details [Alphonce and Ventura 2002;Feldman and Zelenski 1996]. Tools should accommodate students displaying code to the team and the class as a whole.…”

“…We build a C# library of data structures (arrays, linked lists, trees, etc.) to manipulate, manage, and construct game objects and resources that allow students to become familiar with the representation of handling data structures before learning how to implement them [Alphonce and Ventura 2002]. The C# library serves as the foundation for assisting novice programmers to develop their object-orientation design skills as individuals and as a team.…”

“…artificial intelligence, systems, and computer graphics. Teachers struggle to design programming assignments that both introduce students to software engineering concepts and provide ample support for beginning programmers; these programming assignments often fall short of helping students to adopt object-oriented design principles including modeling, design code analysis, testing and debugging of standalone modules, and the application of computer science princi- * e-mail: yrankin@northwestern.edu † e-mail:tel768@northwestern.edu ‡ e-mail:brucegooch@gmail.com ples to solving real-world problems [Alphonce and Ventura 2002;Feldman and Zelenski 1996]. Currently, enrollment in Computer Science programs across the nation has dropped 60% and the trend forecasts a continued decrease [Snyder 2006;Vesgo 2005] .…”

“…In response, computer science departments across the country have adopted the digital medium of computer games as a context for software development [Alphonce and Ventura 2002;Bayliss and Strout 2000;Johnson et al 1998;Jones 2000;Michaelson et al 2004;Parberry et al 2005;Parberry et al 2006;Rankin et al 2007]. Teachers combine students' familiarity and recreational enjoyment of computer games as a pedagogical strategy for reviving their computer science curriculums.…”