FIE '98. 28th Annual Frontiers in Education Conference. Moving from 'Teacher-Centered' to 'Learner-Centered' Education. Conference Proceedings (Cat. No.98CH36214)

Many software development organizations are adopting object-oriented methodologies as their primary paradigm for software development. The object-oriented method appears to increase programmer productivity, reduce the overall cost of the software, and perhaps most importantly creates software that promotes reuse and subsequently is easier to modify. Consistent with the change in industry, many universities and industry training organizations are currently in the process of integrating object orientation into their curriculum. There are several approaches including horizontal integration (integrating a small dose of the object orientation into many courses) and vertical integration (having a large dose of the concepts in a single course). In 1996, the Systems Analysis department of Miami University opted for the latter approach and added a new course to its curriculum. It is a course that is intended to provide some in-depth exposure to object-oriented design and implementation. It should be of particular value to faculty in computer science and information systems departments (both at the 4-year and 2-year institutions) as well as those in industry training organizations who are looking for ways to incorporate the object orientation into their curriculum. In this paper, we will describe the choices our department made, what worked well, and what needs to be improved.

Later this year, the Open University (OU) will offer the first presentation of a new course in object-oriented software technology. This course covers a wide range of issues from programming in Smalltalk to object-oriented analysis and design, to management of object-oriented projects. It is part of the Masters degree programme which is aimed at individuals who are involved in software development professionally. As with all OU courses, the course is to be taught using distance teaching techniques, so course materials are presented through a combination of media including written text, computer software and video. Each course is expected to have a lifetime of about six years-a long time in a field which is moving as rapidly as object-orientation. This paper discusses our experiences of designing the object-oriented analysis and design element of the course: the approach chosen, the difficulties encountered, and the solutions devised.

ctp.di.fct.unl.pt

An emphasis on design issues along with introductory programming courses is fundamental for students to envision "the big picture". Teaching with the object-oriented paradigm from the start pays-off. An introductory course (CS/1 like), where this approach was adopted during three school years, is outlined. A detailed look on archetype problems solved at this course is presented.

Sigplan Notices, 1992

Recently, a considerable number of object-oriented software development methods have been introduced to produce extensible, reusable, and robust software. We have been involved in the development of a large number of pilot applications to form our own view on object-oriented methods. Although our experiences confirmed the claims about the benefits of object-oriented methods, we identified a number of important obstacles that are not addressed by current methods. This paper summarizes these obstacles and evaluates them with respect to our pilot applications. The aim of this paper is to make software engineers aware of problems they may encounter during object-oriented development, and to inspire researchers to initiate new research activities.

… of the 11th Panhellenic Conference on …, 2007

Mankind, under the grace of God, hungers for spiritual peace, esthetic achievements, family security, justice, and liberty, none directly satisfied by industrial productivity. But productivity allows the sharing of the plentiful rather than fighting over scarcity; it provides time for spiritual, esthetic, and family matters. It allows society to delegate special skills to institutions of religion, justice, and the preservation of liberty.

Proceedings of the ACM Conference on Object-oriented Programming, Systems and Languages, OOPSLA'98, Vancouver, October 1998, ACM ISBN 1-58113-005, 1998

This paper describes the structure, content, and pedagogy of the largest object-oriented course in the world: the Open University's new introduction to computing, for which over 5,000 students have enrolled for its first year. The course introduces computing from a systems-building stance - specifically, through object technology, Smalltalk and our own adaptation and extension of Goldberg's LearningWorks programming environment. Covering, among other topics, the standard Smalltalk classes, HCI and object-oriented analysis and design, the course is designed to be accessible to both computing and non-computing majors. The course has a strong vocational bias, as is expected by students whose average age is 37. This is most evident in computer mediated group working projects. Delivered in the distance learning mode, the course is fully multimedia, including CD-ROM, broadcast television and the Web.

iversity and the Hewlett-Packard Company. I express sincere thanks to John Burnham who played a major role in securing the funding and equipment grants. I want to especially thank my sweet wife, Emily, and my children, Jamie, David, Joseph, Matthew, and Nathan, for their unending patience and encouragement during the years of work that went into this research. They sacrificed many of the comforts and securities of life so I could pursue my degree. Finally, I expressive my gratitude to the Lord for the strength to persevere and for insight into the problems and concepts that I encountered during the research. iii TABLE OF CONTENTS CHAPTER 1 TOWARDS AN ENGINEERING DISCIPLINE FOR OBJECT-ORIENTED SOFTWARE DEVELOPMENT . . . . . . . . . . . . . . . 1 1.1 INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1.2 OBJECT-ORIENTED SOFTWARE DEVELOPMENT . . . . . . . . . . . . 2 1.3 SOFTWARE SYSTEM

2008

Orientation 30 1. Overview 30 Chapter Topics 30 4. Object-Oriented Modeling 46 5. The Unified Modeling Language (UML) 47 CHAPTER 3 Methodology 54

ACM SIGSOFT Software Engineering Notes, 2003

Unlike other fads, the object-oriented paradigm is here to stay. The road towards an object-oriented approach is described and several object-oriented programming languages are reviewed. Since the object-oriented paradigm promised to revolutionize software development, in the 1990s, demand for object-oriented software systems increased dramatically; consequently, several methodologies have been proposed to support software development based on that paradigm. Also presented are a survey and a classification scheme for object-oriented methodologies.