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A Measure of Design Readiness: Using Patterns to Facilitate Teaching Introductory Object-Oriented Design

Tracy Lewis
( US )

Virginia Tech
Virginia Tech Dept of Computer Science (0106) 660 McBryde Hall Blacksburg VA 24060
tel: 540 961 1244
fax: 540 231 6075
tracyL@vt.edu

Keywords:

analysis/design knowledge representation patterns software engineering design assessment individual differences

Abstract:

Introductory computer science courses often focus language specifics as opposed to general concepts applicable in multiple languages. Oftentimes, design is discussed during the last week of a semester long course, or emphasized in tidbits interwoven with discussions of implementation issued. In many cases, students are exposed to design concept before they are ready to learn design. Since design documents are usually a required portion of a programming assignment submission, students will often reverse-engineer their design activity, making it such that the code and the design document perfectly correlate.

We propose a measure of assessing "design readiness"- an assessment of the cognitive state where one is able to understand design abstractly. We will then use programming and design patterns to assist in teaching critical design concepts. This research in an attempt to answer the questions (1) is there something is a student's background that makes them ready to learn design, (2) is there an order or to which we teach pattern that will make them more or less accessible and (3) can we use individual difference as an axiom for teaching design.

The PhD work started: 08/15/2001

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JAVA

 

Last modified on Mon Aug 15 14:59:24 2005