TLTR „06 Gannon University

Applying Instructional

Technology to Enhance

Software Design & Test

FA05

Stephen T. Frezza

Computer & Information Science

Gannon University

frezza@gannon.edu

TLTR „06 Gannon University

Software Design & Test

Course Organization

Review of Object Orientation

Introduction to Testing

Combinational Test Methods

Structural OO Modeling

Behavioral OO Modeling

State-Machine Design

State-Machine Testing

Inheritance & Polymorphism

Class Testing Patterns

Architectural Models

Integration Testing

Objectives:

• Develop Object-Oriented design based on requirements

• Identify strengths and weaknesses of designs

• Develop and apply appropriate tests for OO designs

Topics

TLTR „06 Gannon University

Learning Issue: Relationships

Among Models

• Semantic Meaning of UML models

• Not well covered in texts

• Foundational to independent use of

modeling

• Nuances become increasingly important

• Much like learning spoken language

Experimental Focus: Structural Models

TLTR „06 Gannon University

Example Relationships:

Relating Class to Instance

• Like Sewing…

– „Class Diagrams‟ represent the pattern

– „Instance Diagrams‟ represent the cut cloth

TLTR „06 Gannon University

Class Diagram: Unit Analysis

TLTR „06 Gannon University

Problems:Many Subtleties

Semantics not always easy

Instance Diagram: Conversion

Factor 10-4 hectares/m2

Compound Unit : m2From

Atomic Unit : Hectare To

Conversion Ratio : hpm2

Number : msq2h

Type: Float

Value: 10-4

Atomic Unit : Meter Direct

Direct

TLTR „06 Gannon University

Solution: Use Technology to

Highlight Subtlety

• Interactive: Allow Students to work with

the model

• Non-Scripted: Links provided that match

the semantics; some incomplete, but all

navigable

• Problem-Based: Use problem with graphics

and medium complexity

TLTR „06 Gannon University

Interactive UML Model

http://ww2.gannon.edu/cetl/frezza/CCBB_UML.html

Gameboard

Route

-Main

1

-Route3

+Red

+Yellow

+Blue

+Green

+None

«enumeration»

RouteColor

+MovedOnto(in CarColor : CarColor)

-image

Space

+Move(in NewSpace : Space)

-Color : CarColor

Car

+Red

+Yellow

+Blue

+Green

«enumeration»

CarColor

-Moving

0..4

-Current

1

Black Space

-Color : CarColor

Car Colored SpacePurple Space

1

-StartSpace1

+TurnWheel(in c : CarColor)

-Position : RouteColor = None

MagicButton

1-RouteState*

1

-next

1

-CurrentSpace

1

+LandOnBlack()

+LandOnColored() : CarColor

Colored Route Non-Colored Route

Jump Space

-JumpTp

1

*

TLTR „06 Gannon University

Model-Based Questions

• Used Blackboard “Quiz” Feature

– 20 Questions

– Interactive (Flash) model linked

– Mix of multiple-choice and fill-in questions

– Correct answers provided

– Grade based on activity, not correctness

• Technical problems

– Two tries needed

TLTR „06 Gannon University

Learning Objectives

Objective Domain Level Quiz Exam

Recognize relationships in class diagrams Cognitive Knowledge

Identify relationship semantics Cognitive Comprehension

Relate class diagram components to

instance/object diagrams Cognitive Knowledge

Map relationship semantics to objects Cognitive Comprehension

Map class semantics to objects Cognitive Comprehension

Distinguish attributes from relationships Cognitive Analysis

Identify an attribute characteristic Cognitive Comprehension

Identify a relationship characteristic Cognitive Comprehension

Originally planned to include more models / objectives

TLTR „06 Gannon University

Measuring Teaching Effectiveness

• Class-Instance Exam

Question

– Improvement = (Final

Exam Score -Mid-Term

Score)

– Minimum, Average and

Maximum Scores

– Compared best (‟00) and

worst (‟01) groups

0 0.2 0.4 0.6 0.8

Min

Avg

Max

Weighted Score

'00

'01

'05

Student Performance Improvement

Results:Improved Minimum & Average Student Performance

Marked

Some

TLTR „06 Gannon University

Student Feedback (How Useful?)Flash Tutorial for CCBB – Course Exit Survey (6/9)

Comment on how useful this was to understanding Class Diagrams, Instance Diagrams and their relationships.

• “It showed how class diagrams and instance diagrams connected and how to follow them so you can tell where you are on the board as compared to where you are on the model.”

• “It helped extremely, being able to click around and follow the diagram was useful.”

TLTR „06 Gannon University

Student Feedback (How Useful?)Flash Tutorial for CCBB – Course Exit Survey (6/9)

Comment on how useful this was to understanding Class Diagrams, Instance Diagrams and their relationships.

• “We started with a real life example and a real problem. Then we created real objects and real classes for this problem based on the real behavior requirements. It was so helpful to understand and design state diagrams, class diagrams and the relations between them.”

• “Once I figured out how to use the program it was interesting, but I would not say it was useful.”

TLTR „06 Gannon University

Student Feedback (Like Best?)Flash Tutorial for CCBB – Course Exit Survey (6/9)

What did you like best about the tutorial?

• “I thought the tutorial was a neat model to play with and it enhanced my learning of the material.”

• “Being able to highlight each section and see the result on the actual game board. .”

• “Interactive and different, I liked the use of modern materials.”

• “I like the books and the enthusiasm of the instructor. The books were incredibly helpful. And the instructor was making the study more fun by giving real life examples (Chitty Chitty Bang Bang) and so far he is the best instructor who uses all the technology we have.”

TLTR „06 Gannon University

Student Feedback (Improvements?)

Flash Tutorial for CCBB – Course Exit Survey (6/9)

What would you do to improve the tutorial?

• I would include better instructions. It seems many people were confused about how to use the Flash Tutorial.

• Use a more simple example.

• The one part didn't work, not sure which, but maybe just a complete diagram would have made it better, but I really liked the fact that we could interactively work with the diagram

TLTR „06 Gannon University

Summary• Interactive UML Experiment Moderately

Successful – Interactive analysis model developed

– Students liked it

– Had some impact; but did not have a profound impact

– Only one homework set (BB „quiz‟) applied

• Future Work:– Better UI and instructions needed

– Expand into behavioral modeling

– Develop better effectiveness measures

Some benefits to interactive semantic exercises

Best for weak and average students