The nature of an object-oriented program:how do practitioners understand the nature of what they are creating?

Object-oriented programming is seen as a difficult skill to master. There is considerable debate about the most appropriate way to introduce novice programmers to object-oriented concepts. Is it possible to uncover what the critical aspects or features are that enhance the learning of object-oriented programming? Practitioners have differing understandings of the nature of an object-oriented program. Uncovering these different ways of understanding leads to agreater understanding of the critical aspects and their relationship tothe structure of the program produced. A phenomenographic studywas conducted to uncover practitioner understandings of the nature of an object-oriented program. The study identified five levels of understanding and three dimensions of variation within these levels. These levels and dimensions of variation provide a framework for fostering conceptual change with respect to the nature of an object-oriented program.

From phenomenography study to planning teaching

A phenomenographic study uncovers variations in the way that the subjects are aware of a phenomenon. In the categories of description that represent the variations in awareness there are features that, through their variation, define the characteristics of the categories. Teaching seeks to foster a change in the way that the learner is aware of a phenomenon through opening up a space of learning. This paper outlines the way that the outcome spaces from a phenomenographic study can be used to plan a teaching programme that utilises variations in the features. It discusses a strategy for teaching programming based on a phenomenographic study of practitioner conceptions of an object-oriented program. The strategy covers features related to the nature of an object-oriented program. Copyright 2010 ACM.

Knowledge management education:five Ws and one H

This panel will discuss key aspects of knowledge management (KM) education in response to challenges posed by the necessity to improve KM as a discipline and an established professional field. Through panelists' thought-provoking presentations and interactions with the audience, the discussion will address KM education from the starting why, what, who, where and when perspectives to the end result and understanding of how to approach KM education in the future.