Novel Communication Channels in Software Modeling Education

  • Marion Brandsteidl
  • Konrad Wieland
  • Christian Huemer
Part of the Lecture Notes in Computer Science book series (LNCS, volume 6627)

Abstract

Huge classes with more than 800 students pose a major challenge to lecturers as well as to students, especially when a practical part is included. In order to successfully master lectures of this size, novel kinds of teaching media provide a multitude of enhanced opportunities.

In this paper, we present our experiences with the application of new media in our undergraduate course Introduction to Object-Oriented Modeling (OOM). In this course, we teach approximately 800-1000 students per year the principles and techniques of UML 2.0. New media, i.e., technologies other than the traditional blackboard presentation like a document camera, web-based self assessments, or lecture recordings, are applied to support both, students and lecturers when learning and teaching, respectively. We empirically underline the acceptance of our concept with the feedback of our students concerning the newly used technologies gained through an extensive survey.

Keywords

Teaching Object-Oriented Modeling Teaching UML Basic Modeling Course 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. 1.
    Brandsteidl, M., Seidl, M., Wimmer, M., Huemer, C., Kappel, G.: Teaching Models @ BIG: How to Give 1000 Students an Understanding of the UML. In: Promoting Software Modeling Through Active Education, Educators’ Symposium Models 2008, pp. 64–68. Warsaw University of Technology (2008)Google Scholar
  2. 2.
    Chen, Q., Grundy, J., Hosking, J.: An E-whiteboard Application to Support Early Design-stage Sketching of UML Diagrams. In: HCC 2003: Proceedings of the 2003 IEEE Symposium on Human Centric Computing Languages and Environments, pp. 219–226. IEEE Computer Society Press, Washington, DC (2003)CrossRefGoogle Scholar
  3. 3.
    Garrison, R.D., Anderson, T.: E-Learning in the 21st Century: A Framework for Research and Practice. Routledge/Falmer, London (2003)CrossRefGoogle Scholar
  4. 4.
    Hitz, M., Kappel, G., Kapsammer, E., Retschitzegger, W.: UML@Work, Objektorientierte Modellierung mit UML 2. dpunkt.verlag, Heidelberg (2005)Google Scholar
  5. 5.
    Kolb, D.: Learning Styles Inventory. The Power of the 2x2 Matrix: Using 2x2 Thinking to Solve Business Problems and Make Better Decisions, 352 (2004)Google Scholar
  6. 6.
    Mock, K.: Teaching with tablet pc’s. J. Comput. Small Coll. 20(2), 17–27 (2004)Google Scholar
  7. 7.
    Rupp, C., Queins, S., Zengler, B.: UML Glasklar. Praxiswissen für die UML-Modellierung. Hanser Fachbuch (2007)Google Scholar
  8. 8.
    Zupancic, B., Horz, H.: Lecture recording and its use in a traditional university course. In: ITiCSE 2002: Proceedings of the 7th Conference on Innovation and Technology in Computer Science Education, pp. 24–28. ACM, New York (2002)Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2011

Authors and Affiliations

  • Marion Brandsteidl
    • 1
  • Konrad Wieland
    • 1
  • Christian Huemer
    • 1
  1. 1.Institute of Software Technology and Interactive SystemsVienna University of TechnologyAustria

Personalised recommendations