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.NET in Curriculum: Concepts and Construction

.NET in Curriculum: Concepts and Construction

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.NET in Curriculum: Concepts and Construction

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  1. .NET in Curriculum: Concepts and Construction Damien Watkins Research Associate, DSTC damien@dstc.edu.au Copyright Watkins 2003

  2. Tradeoffs between concepts … • As a lecturer I wish to teach my students concepts • Sequence, Selection, Repetition • Object Oriented Programming • Component Based Software Development • Distributed Systems • Inherent complex (Brooks) Copyright Watkins 2003

  3. … and constructions • And in part I do this by using constructions • Programming languages • C, C++, COBOL, Eiffel, Java, Pascal, Perl, Python, SmallTalk, VB • Architectures • UNIX, Windows • COM, CORBA, Java, .NET Copyright Watkins 2003

  4. Why use constructions? I hear and I forget I see and I remember I do and I understand Confucius Copyright Watkins 2003

  5. Constructions are problematic • However constructions often do more harm then good in the learning process • (Accidental) Complexity (Brooks) • IDL files, Registry, Type Libraries • Biased view • Which view of Object Oriented Programming is correct? Copyright Watkins 2003

  6. Constructions evolve • As constructions change, either through evolution or replacement, a lot of unnecessary work needs to be done • Upgrading software • Rewriting lecture notes, tutorials and assignments • Example: OWL to MFC • And often for little or no gain Copyright Watkins 2003

  7. Selecting constructions • How can you handle constructions • Do not change • We have use language X as our first year language for decades • Reuse your constructions • Staff and students do not need to use different constructions across all subjects their subjects Copyright Watkins 2003

  8. My experience at Monash • I used the .NET Framework to teach • Component Based Software Development • Distributed Systems • Windows Programming • While others used it to teach • Handheld devices • Web Programming (Web Services/HTML) Copyright Watkins 2003

  9. Some Advantages • Consistent • Use the same library • Modern • Delegates, Metadata, XML • Flexible • Most concepts can be shown • Enriching • Use any language Copyright Watkins 2003

  10. Your experience • Although I used the .NET Framework, there are a number of constructions you could reuse • And students must see more then one architecture/language/… • Variety is the spice of life! Copyright Watkins 2003

  11. Summary • Concepts are the important goal • Constructions are, on some levels, a necessary evil • Unmanaged, constructions consume an enormous amount of resources and contribute very little • Reusing constructions provides some real benefits Copyright Watkins 2003

  12. Questions Copyright Watkins 2003