I wish I could do research like this…
Successfully applying object-oriented techniques requires a
thorough understanding of basic object-oriented concepts.
However, teaching and learning these concepts have proven to
be very difficult in the past.
Using traditional programming languages, concepts could be
introduced step by step. Abstract and advanced concepts, like
for example modules and abstract data types could be handled
as an afterthought. In the object-oriented paradigm, the basic
concepts are tightly interrelated and cannot easily be taught
and learned in isolation, making these tasks much more
Switching to object-oriented development is not just a matter
of programming languages. Focusing on the notational details
of a certain language prevents students from grasping the “big
picture”. Many traditional examples are furthermore not very
suitable for the teaching and learning of object-oriented
concepts. Many popular examples (like for example ‘Hello
World’) actually contradict the rules, guidelines and styles
we want to instil in our students.
Educators must therefore be very careful when
selecting/developing examples and metaphors. Rules and
misconceptions that students develop based on doubtful
examples will stand in the way of teachers and learners as
This is the eighth in a series of workshops on issues in
object-oriented teaching and learning. Previous workshops were
held at OOPSLA’97, ECOOP’98, OOPSLA’99, ECOOP’00, OOPSLA’01,
ECOOP’02 and ECOOP’03.
We solicit contributions describing experiences, ideas and
resources to support the teaching and learning of basic object-
oriented concepts. We especially welcome submissions on the
topics listed below, but will consider other topics as well:
– successfully used examples and metaphors;
– approaches and tools for teaching (basic) object-oriented concepts;
– approaches and tools for teaching analysis and design;
– ordering of topics, in particular when to teach analysis and design;
– experiences with innovative CS1 curricula and didactic techniques;
– learning theories and pedagogical approaches / methods;
– representation of learning resources;
– distance education / net-based learning;
– collaborative learning;
– guiding the learners;
– learners’ view(s) on object technology education;
– development of the learner’s competence;
This workshop will bring together educators, researchers, and
practitioners from academia and industry to share and discuss
experiences, ideas and resources to support the teaching and
learning of object-orientation. We also want to encourage
trainees or students to report experiences from the learners’
point of view.
People from other areas than computer science or educational
research in general are also welcome, but they should clearly
state how their work can be applied to the learning and
teaching of object technology.
Attendance to the workshop is limited. Participation will be
by invitation only, based on the organizing committee’s
evaluation of a position paper. The submission should be
accompanied by the author(s)’ main message and a desired topic
for working group discussions.
Contributions should not exceed 8 pages in length and be sent
to J=FCrgen B=F6rstler (email@example.com) no later than April 5. We
would prefer PDF format, but will also accept Postscript,
Word, or HTML files.
Each submission should be accompanied by (1) a short biography
of the author(s); (2) the author(s)’ main message/position;
and (3) a desired topic for working group discussions.
Position paper due: April 5 Notification of acceptance: April 26 Deadline for early registration: May 7 Workshop: June 14 or 15
E-Mail from JXrgen BXrstler