teaching object-orientation with smartphones as digital ...€¦ · •group work → multiple...
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Teaching Object-Orientation with Smartphones as Digital CRC Cards
Rainer Lutz, Sascha Schäfer, and Stephan Diehl Software Engineering, University of Trier
CSEE&T 2013 San Francisco, CA, USA
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Concepts of Object-Orientation
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Simpsons South Park Super Mario Plastic
Wood
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Process of Task-Solving
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Active Learning
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CREWSpace
• Computer-assisted modeling on a conceptual level
• Group work → multiple mobile devices
• Simultaneous access to a shared object-oriented model
• Private workspaces for each user
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CLASS RESPONSIBILITIES COLLABORATORS CARD METHOD
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CRC Card Method
• Introduced by Beck and Cunningham (1989)
• Represent classes of a future software system
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Responsibilities Data and Behavior
Collaborators Relationships to other classes
cards hardly editable, inconsistencies between cards
Class name
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CRC Sessions
• Group work activity
• Development of an object-oriented model
• 3 Phases
I. Identifying use cases
II. Identifying classes (initial software model)
III. Analyzing use cases through role play to refine the object-oriented model
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Keep track of the current state and how it was reached
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DIGITAL CRC SESSIONS WITH CREWSPACE
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I. Identifying use cases
• Students …
• … identify use cases and scenarios
• … create use case diagram
• In a previous session or as homework assignment
• Information loaded into the private workspace
• Available for subsequent phases 10
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I.
Mobile application
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II. Identifying classes
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II.
• Create an initial software model
Full video: http://www.st.uni-trier.de/crewspace/
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III. Analyzing use cases
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III.
• Refining the software model through role play
Full video: http://www.st.uni-trier.de/crewspace/
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III. Analyzing use cases
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III.
• History navigation
• Replay and reflect on previous steps of the role play
• Auto-save after each completed role play
• Haptic feedback
• Indicates a change of the active person during role play
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Beyond classical CRC modeling
• Basic UML class diagrams
• CRC cards as classes
• Simple relationships
• Further use with common UML tools
• Export class diagrams
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EVALUATION OF CREWSPACE
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Qualitive Evaluation
• Participants
• 16 (under)graduate students → 4 groups
• Universities of Trier, Germany and Antwerp, Belgium
• Procedure
• Prepared requirements, use cases, and scenarios in an earlier session
• Introduction to the traditional CRC method
• Use CREWSpace to model the software system
• Feedback from students and supervisors
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Student Activities
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Editing
10 min
Creating a initial software model
Group 1
Group 2
Analyzing edits through role play
Reflecting on a previous role play
UML class diagramming
Role play History navigation UML modeling Others
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Students • Edit CRC simultaneously • Keep track of the current state and how it was reached • Save and export results
Supervisors • Testing of an collaborative tool motivates students • group discussion and individual work
Feedback
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• Set up hardware • Familiarize with the controls • Mobile devices for all students
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Learning Scenario
Design of a software system: 1. Homework assignment
• Requirements, use cases, and scenarios
2. Groupwork • CRC method → model the software system
• Two groups: • Traditional CRC method with pen and paper
• Digital CRC method with CREWSpace
• Afterwards report on their experiences
3. Use results for further exercises
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Conclusion
• CREWSpace
• Object-oriented conceptual modeling • Language-independent
• Shows current state of the role play • Replay and reflect on previous steps
• Active learning through group work • Multi-user interaction and private workspaces
• Website: http://www.st.uni-trier.de/crewspace/ 20
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Questions?