Issues Involved in Studio-Based Learning for a GUI Programming Class Jesse M. Heines Dept. of Computer Science University of Massachusetts Lowell [email protected].

Issues Involved inStudio-Based Learning for a GUI Programming Class

Issues Involved inStudio-Based Learning for a GUI Programming Class

Jesse M. HeinesDept. of Computer Science

University of Massachusetts Lowell

[email protected]

Jesse M. HeinesDept. of Computer Science

University of Massachusetts Lowell

[email protected]

ACM SIGCSE 2009Chattanooga, TNACM SIGCSE 2009Chattanooga, TN March 3, 2009March 3, 2009

22

• 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 to the class on their work.

• Conduct and report on a relevant usability test. • Solve programming and other project-related

problems on their own by exploring documentation and other resources.

• 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 to the class on their work.

• Conduct and report on a relevant usability test. • Solve programming and other project-related

problems on their own by exploring documentation and other resources.

Upon completion of this course, students should be able to:

Upon completion of this course, students should be able to:

33

Course IssuesCourse Issues

• Having enough time to cover technical programming 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 15-30 hours/week

• Motivating students through realistic projects

• Getting students to respond critically

• Having enough time to cover technical programming 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 15-30 hours/week

• Motivating students through realistic projects

• Getting students to respond critically

44

• 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

• 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

ApproachApproach

55

Performamatics:Sample Programs: CS+Art

Performamatics:Sample Programs: CS+Art• Art students’ influence on

Computer Science students’ programs• Art students’ influence on

Computer Science students’ programs

66

Performamatics:Sample Programs: CS+Music

Performamatics:Sample Programs: CS+Music• Computer Science students’

implementations of Music students’ creative notations

• Computer Science students’ implementations of Music students’ creative notations

77

Usability Testing by Non-CS MajorsUsability Testing by Non-CS Majors

88

Critiques and Discussions

with Non-CS Majors

Critiques and Discussions

with Non-CS Majors

99

Problems in This ApproachProblems in 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– Discussions in our group about how to

foster student critiques

• 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– Discussions in our group about how to

foster student critiques

Jesse M. Heines, Ed.D.Dept. of Computer Science

Univ. of Massachusetts Lowell

[email protected]

http://www.performamatics.o

rg

Jesse M. Heines, Ed.D.Dept. of Computer Science

Univ. of Massachusetts Lowell

[email protected]

http://www.performamatics.o

rgACM SIGCSE 2009Chattanooga, TNACM SIGCSE 2009Chattanooga, TN March 3, 2009March 3, 2009

This work is supported by the National Science Foundation CPATH Program under Grant No. 0722161.

This work is supported by the National Science Foundation CPATH Program under Grant No. 0722161.