1. Issues Involved in Studio-Based Learning for a GUI Programming Class Jesse M. Heines Dept. of Computer Science University of Massachusetts Lowell heines@cs.uml.edu Jesse M. Heines Dept. of Computer Science University of Massachusetts Lowell heines@cs.uml.edu ACM SIGCSE 2009 Chattanooga, TN ACM SIGCSE 2009 Chattanooga, TN March 3, 2009

2. 2 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:

3. 3 Course 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

4. 4 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 Approach

5. 5 Performamatics: Sample Programs: CS+Art Art students’ influence on Computer Science students’ programs

6. 6 Performamatics: Sample Programs: CS+Music Computer Science students’ implementations of Music students’ creative notations

7. 7 Usability Testing by Non-CS Majors

8. 8 Critiques and Discussions with Non-CS Majors

9. 9 Problems 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

10. Jesse M. Heines, Ed.D. Dept. of Computer Science Univ. of Massachusetts Lowell heines@cs.uml.edu http://www.performamatics.org Jesse M. Heines, Ed.D. Dept. of Computer Science Univ. of Massachusetts Lowell heines@cs.uml.edu http://www.performamatics.org ACM SIGCSE 2009 Chattanooga, TN ACM SIGCSE 2009 Chattanooga, TN March 3, 2009 This work is supported by the National Science Foundation CPATH Program under Grant No. 0722161.