1A P

rogr

amm

ed In

stru

ctio

n Tu

tor f

or J

ava:

Ev

iden

ce o

f Rul

e-G

over

ned

Lear

ning

Hen

ry H

. Em

uria

nH

enry

H. E

mur

ian

Info

rmat

ion

Syst

ems

Dep

artm

ent

Info

rmat

ion

Syst

ems

Dep

artm

ent

Col

lege

of E

ngin

eerin

g an

d In

form

atio

n Te

chno

logy

Col

lege

of E

ngin

eerin

g an

d In

form

atio

n Te

chno

logy

UM

BC

UM

BC

Bal

timor

e, M

aryl

and

2125

0B

altim

ore,

Mar

ylan

d 21

250

emur

ian@

umbc

.edu

emur

ian@

umbc

.edu

h ttp

://na

sa1.

ifsm

.um

bc.e

du/le

arnJ

ava/

tuto

rLin

ks/T

utor

Link

s.ht

ml

ttp://

nasa

1.ifs

m.u

mbc

.edu

/lear

nJav

a/tu

torL

inks

/Tut

orLi

nks.

htm

l

2

Janu

ary

1, 2

003

Whe

n E

very

body

Kne

w a

Poe

t

To th

e Ed

itor:

Re

"A L

ost E

loqu

ence

," b

y C

arol

Mus

ke-D

ukes

(Op-

Ed, D

ec. 2

9):

The

balk

ing

of st

uden

ts to

put

ting

vers

e to

hea

rt by

rote

mem

oriz

atio

n is

not

lim

ited

to p

oetry

. The

re is

alm

ost a

ped

agog

ical

mal

aise

that

dec

ries r

ote

lear

ning

in d

isci

plin

es li

ke sc

ienc

e, m

athe

mat

ics a

nd e

ngin

eerin

g. A

nd

criti

cal a

naly

sis a

nd sc

hola

rshi

p ar

e be

ing

repl

aced

by

sear

chin

g th

e W

eb.

Ther

e is

a g

row

ing

cont

empt

for t

he h

ard

wor

k of

ach

ievi

ng m

aste

ry.

But

the

beau

ty o

f a p

oem

, onc

e le

arne

d, is

not

in th

e re

cita

tion

of w

ords

. Th

e po

em, c

omm

itted

to m

emor

y, b

ecom

es a

veh

icle

of c

omm

unio

n fo

r the

se

lf an

d th

e so

ul. R

ote

lear

ning

of t

he to

ols o

f tho

ught

has

sim

ilar b

enef

its in

al

l fie

lds.

HEN

RY

H. E

MU

RIA

NB

altim

ore,

Dec

. 29,

200

2

3Ove

rvie

w

1.O

bjec

tives

of t

rain

ing

2.C

halle

nges

of t

each

ing

com

pute

r pr

ogra

mm

ing

to IS

maj

ors

3.A

pro

gram

med

inst

ruct

ion

tuto

ring

syst

em–

From

rote

mem

oriz

atio

n to

“mea

ning

ful

lear

ning

”4.

Evi

denc

e of

effe

ctiv

enes

s5.

Evi

denc

e of

stu

dent

s’ac

cept

ance

and

ap

prec

iatio

n of

this

trai

ning

app

roac

h

4Obj

ectiv

es: N

ear

…

and

Far

1.im

port

java

.app

let.A

pple

t;2.

impo

rt ja

va.a

wt.L

abel

;3.

publ

ic c

lass

MyP

rogr

am e

xten

ds A

pple

t {4.

Labe

l myL

abel

;5.

publ

ic v

oid

init(

) {6.

myL

abel

=new

Lab

el(“

This

is m

y fir

st p

rogr

am.”)

;7.

add(

myL

abel

);8.

myL

abel

.set

Vis

ible

(true

);9.

}10

.}

5Cha

lleng

es1.

IS s

tude

nts

do n

otlik

e to

writ

e co

mpu

ter p

rogr

ams.

2.IS

stu

dent

s ha

ve m

inim

al c

ours

ewor

kin

com

pute

r pr

ogra

mm

ing

and

prog

ram

min

g la

ngua

ges.

3.IS

stu

dent

s ne

eda

fund

amen

tal m

aste

ry

prog

ram

min

g.4.

IS s

tude

nts

are

ofte

n de

mor

aliz

edby

taki

ng c

ours

es

with

com

pute

r sci

ence

maj

ors

that

are

taug

ht b

y co

mpu

ter s

cien

ce fa

culty

. 5.

How

can

we

help

IS s

tude

nts

to a

chie

ve th

e ob

ject

ives

?

6Und

erly

ing

Ass

istiv

e Pr

inci

ples

1.R

ote

Mem

oriz

atio

n is

Goo

d–

Fund

amen

tal t

o m

eani

ngfu

l lea

rnin

g●

Nea

r and

far t

rans

fer

–C

onst

ruct

ivis

m c

omes

late

r (m

uch,

muc

h la

ter..

.).2.

Dis

cipl

ined

Stu

dy B

ehav

ior i

s G

ood

–It

is e

ssen

tial t

o m

aste

ry.

–M

ost s

tude

nts

don'

t kno

w h

ow to

stu

dy. T

hey

don'

t kn

ow h

ow to

mon

itor t

heir

acqu

isiti

on o

f co

mpe

tenc

e.3.

Rep

etiti

on a

nd O

verle

arni

ng a

re G

ood

–C

ontri

bute

to re

tent

ion

4.Fe

elin

g G

ood

Abo

ut Y

ours

elf i

s G

ood

–S

usta

ins

hard

wor

k an

d en

cour

ages

futu

re

lear

ning

.

7Prog

ram

med

Inst

ruct

ion

1.A

set

of s

truct

ured

inte

ract

ions

betw

een

a le

arne

r an

d a

tuto

r.2.

Occ

asio

ns d

isci

plin

ed s

tudy

beh

avio

r tha

t is

focu

sed

on th

e in

divi

dual

lear

ner.

3.M

anag

es th

e m

omen

t-by-

mom

ent i

nter

actio

nsbe

twee

n a

lear

ner a

nd a

tuto

r.4.

Ste

p-w

ise

prog

ress

ion

from

ele

men

tary

kn

owle

dge

units

(lea

rn u

nits

) or f

acts

to th

e ac

hiev

emen

t of a

com

plex

repe

rtoire

(mea

ning

ful

lear

ning

) tha

t is

the

outc

ome

of c

ompl

etin

g th

is

inst

ruct

iona

l sys

tem

.

8Ass

umpt

ion

Pow

er F

unct

ion

Prac

tice

Tria

ls

Errors

9Mar

ketin

g C

halle

nges

An

entre

nche

d an

d cu

ltura

l elit

ism

exi

sts

with

in a

cade

me

that

vie

ws

com

pete

ncy-

base

d ed

ucat

ion

with

sus

pici

on. I

f al

l stu

dent

s ac

hiev

e an

“A,”

som

ethi

ng is

con

side

red

to

be w

rong

. My

view

is th

at m

y jo

b is

to o

verc

ome

indi

vidu

al d

iffer

ence

s, n

ot ju

st to

doc

umen

t the

m.

Wha

t I h

ave

to d

eal w

ith fr

om c

ompu

ter s

cien

tists

,pr

ofes

sion

al J

ava

inst

ruct

ors,

cog

nitiv

e ps

ycho

logi

sts,

…

and

just

abo

ut e

very

body

els

e, to

incl

ude

my

colle

ague

s:

10Mar

ketin

g C

halle

nges

Rag

e

11Mar

ketin

g C

halle

nges

Rag

e

Con

tem

pt

12Mar

ketin

g C

halle

nges

Rag

e

Con

tem

pt

Rid

icul

e

13My

Res

pons

e?

14I don

’t ca

re.

15Sym

bol F

amili

arity

16Sym

bol I

dent

ifica

tion

17Show

Item

18Expl

ain

Item

19Exam

ple

of a

Rul

e

Insi

de th

e A

pple

t cla

ss, t

he in

it() m

etho

d ha

s no

stat

emen

ts in

it.

Whe

n th

e pr

ogra

mm

er u

ses t

he in

it() m

etho

d in

a p

rogr

am

and

adds

stat

emen

ts to

it, t

hat i

s cal

led

over

ridi

ng th

e in

it()

met

hod.

Tha

t is a

n im

port

ant r

ule

to k

now

.

The

gen

eral

form

of t

he in

it() m

etho

d is

as f

ollo

ws:

publ

ic v

oid

init(

) {a

line

of J

ava

code

;a

line

of J

ava

code

;}

20Test

Item

21Ente

r Ite

m

22Row

Fam

iliar

ity

23Row

Iden

tific

atio

n

24Row

Lea

rnin

g (T

wo

pass

es)

25Text

Win

dow

26Text

Err

or

27Subj

ects

●G

roup

1–

Sum

mer

200

3●

Gra

duat

e C

ours

e●

N =

12

●8

fem

ales

, 4 m

ales

●G

roup

2–

Sprin

g 20

04●

Und

ergr

adua

te

Cou

rse

●N

= 12

●2

fem

ales

, 10

mal

es

28Bac

kgro

und:

Age

29Bac

kgro

und:

Cou

rses

30Bac

kgro

und:

Jav

a Ex

perie

nce

31Proc

edur

e

●Fi

rst S

essi

on: 3

Hou

rs–

Pre

-Tut

orQ

uest

ionn

aire

s●

Bac

kgro

und

●SS

E●

Rul

es te

st: 5

or 1

0 m

ultip

le-c

hoic

e qu

estio

ns●

Rul

es e

ffica

cy–

Run

the

Tuto

r–

Pos

t-Tut

orQ

uest

ionn

aire

s●

SSE

●R

ules

test

●R

ules

effi

cacy

●Se

cond

Ses

sion

: 3 H

ours

–Le

ctur

e–

Run

the

App

let

–P

ost-L

ectu

reQ

uest

ionn

aire

s●

SSE

●R

ules

test

●R

ules

effi

cacy

32Softw

are

Self-

Effic

acy

Ass

essm

ent

21 It

ems

How

con

fiden

t are

you

that

you

can

use

the

follo

win

g sy

mbo

l now

to w

rite

a Ja

va a

pple

t?

impo

rt

Not

at a

ll co

nfid

ent

1

2 3

4

5

6 7

8

9

10

Tota

lly c

onfid

ent

33Rul

es A

sses

smen

t5

or 1

0 Ite

ms

Whi

ch o

ne o

f the

bel

ow li

nes

decl

ares

myJ

Fram

e as

a p

oten

tial i

nsta

nce

of th

e JF

ram

e cl

ass?

1.m

yJFr

ame

exte

nds

JFra

me.

2.JF

ram

e m

yJFr

ame:

3.m

yJFr

ame

JFra

me;

4.JF

ram

em

yJFr

ame;

How

con

fiden

t are

you

that

you

sel

ecte

d th

e co

rrec

t ans

wer

?N

ot a

t all

conf

iden

t. 1

2

3

4

5

6

7

8

9

1

0 T

otal

ly c

onfid

ent.

34Cor

rect

Rul

e Te

st A

nsw

ers

35Con

fiden

ce in

Rul

e A

nsw

ers

36Softw

are

Self-

Effic

acy

37Prog

ram

Err

ors

38Eval

uatio

ns o

f the

Tut

or

39Con

clus

ions

1.P

rogr

amm

ed in

stru

ctio

n is

an

effe

ctiv

e to

ol

in te

chno

logy

edu

catio

n.2.

It m

eets

the

need

s of

the

indi

vidu

al le

arne

r.3.

The

inst

ruct

iona

l des

ign

can

prom

ote

mea

ning

ful l

earn

ing

and

self-

conf

iden

ce.

4.Th

e tu

torin

g sy

stem

is w

ell-r

ecei

ved

by

novi

tiate

lear

ners

.5.

The

com

pete

ncy

atta

ined

set

s th

e oc

casi

on

for a

dvan

ced

lear

ning

with

ent

husi

asm

.6.

Stu

dent

s lik

e th

e tu

tor,

and

so d

o I.

40Than

k yo

u!

Que

stio

ns?