Simplicity First: Use of Tools in Undergraduate CS and IS Teaching

1. Simplicity First: Use of Tools in Undergraduate CS and IS Teaching By David Naugler and Ken Surendran Southeast Missouri State University Computer Science Department Presenter: Ken Surendran

2. Background • Paper resulted form experience in using software tools in CS and IS • Recent: Higher level programming courses, Database Management course, Systems Analysis and Design, and Software Engineering (Capstone course). • Past: lower level programming courses (programming) and lower level MIS courses (IS).

3. Contents • Use of tools in lower level courses. • CS / IS : Programming • IS: Information Systems (Fundamentals and Practice) • Possible Side Effects (impacts on learning) • Use of tools in higher level courses (Database, Analysis and Design, Software Engineering) • Findings • Suggestions

4. Tools • Types: • Programming Language • Integrated Development Environment • Modeling Products • Database Management Systems • Productivity Packages • Complex Application Packages • Range: • Industrial strength • Lighter version

5. Tools in Programming (Programming Environments) • Professional tools • Complex • 747s; semi-trucks But students are not professionals at that stage • Simple (students’ use) • Ready (for Java) • Graduated • Dr Scheme (beginner, intermediary, advanced) • Makeshift solution • TestPad (syntax awareness)

6. Tools in IS (fundamentals) Early IS courses: Fundamentals and Practices (curriculum guidelines 2003) • Use personal productivity packages • Mainly Excel, Access • Observations • solve a database problem using spreadsheet; but quickly learn the limitations and change • create tables straightaway, common sense replaces design model

7. Side Effects on Learning Ideas from theory of learning • Inadequate mental model • Use of GUI hide what is really happening (use of icon – periphery knowledge) • Creation from whatever is immediately available (hacking – try and see what happens) • Designing without a conceptual model • User interface for learning (no conceptual model) is different from user interface for professionals (has the conceptual model knowledge)

8. Upper-level courses (General issues) • Wrong emphasis • Focus on producing nice looking diagram • Need to draw them on paper (step-by-step) first to decide the content • Misestimate of effort (when students see just the finished diagrams) • Lack of flexibility (during initial stage) • Interface designs using tools (story-boarding on paper convenient for user to review)

9. Database (Survey results) • End of course survey: 30% students wanted to learn more tools related material and only 5% wanted more concepts (rest wanted neither). • Yet, 70% found normalization difficult • SQL easy (70%) and least important (40%); design most important (50%) • Learning tools more important than concepts (prefer short useful life versus lasting value) • Learn Access without due regard for design

10. Analysis and Design (Performance) • Running project with four phasesNo complex case tools • Used Visio (MS) for modeling diagrams • Focus was on conceptGood process model; not so good data model (more errors). • Reverse engineering using Access

11. Capstone courses • Software Engineering • Encouraged to use different tools: Rational Rose, MS Project. • Able to pick up on their own with minimum support • Object-relational paradigm shift. • Some used JDBC (learnt themselves) • Clearly demonstrated ability to use tools on their own.

12. Tools and system artifacts • Project Plan (MS PM) • Rational Rose for • Use case diagram (use case descriptions) • Interaction diagram (Collaboration, Sequence) • Analysis class diagram • Package and class diagrams • Complete Use case model • Analysis and design mechanisms • ERD, Database schema • I/O design (GUI) • Test case design

13. Implementation Tools • TextPad (for code writing) • Java SDK and JavaHelp (freeware utilities) • HelpBreeze (a free trial program for automatic help) • InstallAnywhere Now v. 4.5 (for installation by user) • JDBC and JDBC-ODBC bridge

14. Precautions in using tools • Complex tools (from teaching) • hidden costs (staff time; training cost; implementation cost) • Complex tools (from students point of view) • Steep learning curve (so use in more courses) • Academic neutrality ( tool an item in the overall course; info on other tools) • Education (life long) or training (short term)

15. Conclusions • Concepts and tools are needed; but balance is critical • Lower level courses • Avoid too many tools • Use same tool in several courses • Upper level courses • Encourage use of tools • More time on concepts; very little on tools • Capable of learning by themselves.