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1、OOPSLA 05Amiram YehudaiA subjective report1ProgramInvited speakersTechnical papersPractitioner reportsExpert panelsDemonstrationsEducational symposiaWorkshopsTutorialsThe Onward! track Posters2Educators SymposiumAgile Teaching Monday, 8:30, 1 hour 30 minutes, San Diego RoomTeaching Techniques Monday

2、, 10:30, 1 hour 30 minutes, San Diego RoomKeynote Address Monday, 13:30, 1 hour 30 minutes, San Diego RoomTeaching Tools Monday, 15:30, 45 minutes, San Diego RoomLooking to the Future Monday, 16:15, 1 hour 15 minutes, San Diego RoomDemos and Posters Monday, 8:30, 9 hours, San Diego Room3Educators Sy

3、mposium Agile TeachingThe symposium begins with an interactive presentation that illustrates agility in the classroom via a Scrum sprint with student apprentices. Opening Remarks Eugene WallingfordApprenticeship Agility in Academia David West, Pam Rostal4Apprenticeship Agility in AcademiaDavid West,

4、 Pam Rostal, New Mexico Highlands UniversityThis presentation will use multimedia and scripted theater to illustrate a typical development iteration as practiced by the apprentices of the NMHU Software Development Apprenticeship Program. Seven students and one faculty member will conduct a thirty-mi

5、nute Scrum sprint using minutes instead of days or hours as our unit of measure. By sharing our insights into overcoming the disruptions, distractions, and impediments of the academic environment, we hope to convey ideas that will be useful to all professional software developers and educators who m

6、ust respond to the challenge of teaching and experiencing agile software development techniques in an inhospitable environment.5Educators Symposium Teaching TechniquesA Laboratory for Teaching Object-Oriented Language and Design Concepts with Teachlets Axel SchmolitzkyTeaching OO Methodology in a Pr

7、oject-Driven CS2 Course Barry Kurtz, Frank Barry, James WilkesModeling OO Design Robert RistRoles of Variables in Object-Oriented Programming Petri Gerdt, Pauli Byckling, Jorma Sajaniemi6A Lab for Teaching OO Concepts with Teachlets A Laboratory for Teaching Object-Oriented Language and Design Conce

8、pts with Teachlets Axel Schmolitzky, HamburgTeachlets are a new method originally developed to teach design patterns. Based on executable code, a problem is set that is to be solved collaboratively and interactively by all the participants of a teaching unit. A moderator is on hand to operate the co

9、mputer, the development environment and video projector when called upon to do so. While deployable in themselves as an innovative teaching method, teachlets can also be used as a design object in seminar-like workshop events. In the course on advanced concepts of object-oriented programming describ

10、ed here, the participants themselves developed and used teachlets in a so-called teachlet laboratory. 7Teaching OO Methodology in a Project-Driven CS2 CourseBarry Kurtz, Frank Barry, James Wilkes, Appalachian State UniversityAfter we adopted an objects-first approach in CS1, we realized this meant r

11、edesigning our CS2 and data structures courses. This paper reports on our efforts to develop a project-driven CS2 course that expands on the object-oriented methodology introduced in the CS1 course. We omitted some traditional data structures materials, such as pointer implementations of linked list

12、s, and concentrated on using Java Collections. Our focus on using data structures in meaningful, large-scale projects helped students understand why these structures are important before concentrating on implementation in the subsequent data structures and algorithms course. C. Horstmann, Big Java +

13、 W. Savitch, Absolute JavaCS1 Use Blue J, CS2 Dr. Java8Roles of Variables in OOPPetri Gerdt, Pauli Byckling, Jorma Sajaniemi, University of Joensuu, Roles can be assigned to occurrences of variables in programs according to a small number of patterns of use that are both language- and algorithm-inde

14、pendent. Studies on explicitly teaching roles of variables to novice students have shown that roles are an excellent pedagogical tool for clarifying the structure and meaning of programs. This paper describes the results of an investigation designed to test the understandability and acceptability of

15、 the role concept and of the individual roles in novice-level object-oriented programming. 9Roles of Variables in OOP (cont)The investigation consisted of a short tutorial on roles, a brief training session on assigning roles to variables, a test evaluating the subjects ability to assign roles, and

16、a set of open questions concerning their opinions of roles. The responses of 43 computer science educators were analyzed. Every role was identified at least by 50% accuracy, and in typical uses of variables by 70-100% accuracy. Subjects comments on the role concept in general were mostly positive. T

17、he role set used in the investigation turned out to be suitable for describing variable usage in novice-level programming with some supplements. The study suggests that more roles are needed in novice-level object-oriented programming than in novice-level procedural programming. :/ cs.joensuu.fi/saj

18、a/var_roles/10Educators SymposiumKeynote: Ward CunninghamThis year, we are honored to have as our keynote speaker Ward Cunningham. Ward has pioneered so many of the ideas and tools we all use today: object-oriented programming, CRC cards, patterns, wiki, extreme programming, test-first design, and F

19、IT. In his talk, Ward will offer some advice for how we can recognize good ideas in their humility, how to nurture good ideas to fruition, and how we might teach these skills in our courses. Nurturing the Feeble Simplicity 11Educators SymposiumTeaching ToolsThis session consists of a paper session a

20、nd a panel. The papers explore ways that educators are using two of Wards innovations, CRC cards and FIT tests, in the classroom. The panel looks to the future of OO education, in particular seemingly never-ending tug-of-war around language and programming style in the first-year courses. Both of th

21、ese subsessions will be contain ample time for the authors, panelists, and attendees to discuss the ideas under consideration. Improving CRC-Card Role-Play with Role-Play Diagrams Jrgen BrstlerMonday, 15:30, 20 minutes, San Diego RoomThe Practice of Specifying Requirements Using Executable Acceptanc

22、e Tests in Computer Science Courses Grigori Melnik, Frank MaurerMonday, 15:50, 20 minutes, San Diego Room12Improving CRC-Card Role-Play w/ Role-Play DiagramsJrgen Brstler, Ume UniversityCRC cards are a lightweight approach to collaborative object-oriented modelling. They have been adopted by many ed

23、ucators and trainers to teach early object-oriented design. Reports in the literature are generally positive. So is our own experience. However, over the years, we have noticed many subtle problems and issues that have largely gone unnoticed in the literature. In this paper, we discuss the problems

24、and issues we experienced when teaching CRC cards to novices. Two major sources of problems can be traced back to CRC card role play. One is the usage of CRC cards as substitutes for actual objects during the scenario role-play and the other the difficulty to document or trace the scenario role-play

25、 on the fly. We propose a new type of diagram to support the role play activities and to overcome these problems. Our experience so far is quite positive. Novices have fewer problems with role-play activities when using these diagrams. Teaching and learning the new type of diagram adds only little o

26、verhead to the overall CRC approach. We also provide general guidelines for CRC card usage. Although our improvements are aimed at novices, we believe that the proposed diagram is useful even for professional software development. 13Requirements Using Executable Acceptance Tests in CS CoursesThe Pra

27、ctice of Specifying Requirements Using Executable Acceptance Tests in Computer Science CoursesGrigori Melnik, Frank Maurer, University of CalgaryThis report describes the practice of using executable acceptance testing for specifying programming assignments in software engineering courses. We summar

28、ize experiences from two courses introduced in two academic institutions over four semestersboth from students and instructors perspectives. Examples of projects and the discussion of the assignment flows are given. The paper highlights testing as an all-encompassing activity in software development

29、 projects. It also contains recommendations for academics thinking of incorporating executable acceptance testing into their courses. 14Educators SymposiumLooking to the FutureThe symposium closes with a panel discussion and an open-mike session. The panel looks to the future of OO education, in par

30、ticular seemingly never-ending tug-of-war around language and programming style in the first-year courses. The open-mike session session gives participants a chance to share their best teaching ideas and their ideas for future Educatorss Symposia. Are We Doomed? Reframing the Discussion Robert Biddl

31、e, Alistair Cockburn, Brian Marick, Alan OCallaghan, Eugene Wallingford, moderatorMonday, 16:15, 1 hour, San Diego RoomClosing Session Eugene WallingfordMonday, 17:15, 15 minutes, San Diego Room15Panel: Are We Doomed? Reframing the Discussion Robert Biddle, Carleton UniversityAlistair Cockburn, Huma

32、ns and TechnologyBrian Marick, Independent ConsultantAlan OCallaghan, De Montfort UniversityEugene Wallingford, moderator, U. of Northern IowaAt universities around the world, interest in computer science has plummeted. Is this decline part of a cyclical trend, or a reflection of a change in the wor

33、ld in which computing operates? This panel discussion will discuss the state of computer science education and what we as computer science educators can do to redefine university computing education. The audience will participate in the discussion! 16Panel: Are We Doomed? some points mentionedTeach

34、about design.Ruby on rails - Rails is a full-stack, open-source web framework in Ruby for writing real-world applications with joy and less code than most frameworks spend doing XML sit-ups movie17Panel: Are We Doomed? what to teach?What do educated people need to know about CS (course by B. Kernigh

35、an)Give students a working project, replace pieces.User interaction designTeam work, comm. skillsLook at performance arts curriculum1819Educators SymposiumDemos and PostersA Pattern-based Approach for Introducing Object-Oriented Analysis and Design in Undergraduate Courses Haitham HamzaDouble Dispat

36、ch for Two-Tiered Type Checking Adair Dingle :/ /2005/ShowEvent.do?id=265Carl Alphonce, Blake MartinImplementing Operating Systems the Object-Oriented Way Juan Carlos Guzman, Patrick Bobbie :/ /2005/ShowEvent.do?id=269Dean SandersTeaching Web Services with Water Matt Kendall, Ed

37、GehringerVirtual PC: Letting Your Students Install and Explore Without Fear Joe HummelVisual OS: An Object-Oriented Approach to Teaching Operating System Concepts James Hill, Aniruddha Gokhale20invited speakersRobert HassGerald Jay Sussman, Why Programming is a Good Medium for Expressing Poorly Unde

38、rstood and Sloppily Formulated IdeasDavid P. ReedMartin FowlerGrady BoochJimmy Wales, Wikipedia in the Free Culture RevolutionMary Beth Rosson 21invited speakerCreativityRobert Hass, Chancellor of The Academy of American Poetssafety vs. freedommemory/ knowledge preservation vs. innovationvietnamese

39、saying spit streight up learn somethingbook by Arthur Kestler on creativity?22invited speakerDesigning Croquets TeaTime - A Real-time, Temporal Environment for Active Object CooperationDavid P. Reed, Co-architect of Croquet23invited speakerFinding Good DesignMartin Fowler, Chief Scientist, ThoughtWo

40、rks24Martin FowlerMartin Fowler was best described by Brian Foote as an intellectual jackal with good taste in carrion. Hes not come up with great languages or tools, built major companies or found academic success. Hes an author who has struggled with understanding what good design might be and how

41、 to communicate it. His books on patterns, refactoring, UML, and agile development reflect this question and his struggles to find an answer. He hasnt succeeded yet, but is happy to share his current position, lost in a maze of twisty objects, all alike25Martin Fowler: Finding Good DesignDont separa

42、te design from ProgrammingMost important principle: avoid duplicationSeparate UI code from all else imagine you need two different UIsPerformance problems come from the DBThe network is never transparatentPatterns are a “chunking mechanisms Books should be written so that one does not need to read t

43、hem end to end.26invited speakerOn Creating a Handbook of Software ArchitectureGrady Booch, Free Radical, IBM27Grady BoochOn Creating a Handbook of Software ArchitectureIt is a sign of maturity for any given engineering discipline when we can name, study, and apply the patterns relevant to that doma

44、in. In civil engineering, chemical engineering, mechanical engineering, electrical engineering, and now even genomic engineering, there exist libraries of common patterns that have proven themselves useful in practice. Unfortunately, no such architectural reference yet exists for software-intensive

45、systems. Although the patterns community has pioneered the vocabulary of design patterns through the work of the Hillside Group and the Gang of Four, our industry has no parallel to the architecture handbooks found in more mature design disciplines. 28Grady BoochOn Creating a Handbook of Software Ar

46、chitectureFollowing the work of Bruce Anderson, who over a decade ago conducted a series of workshops at OOPSLA, Ive begun an effort to fill this void in software engineering by codifying a the architecture of a large collection of interesting software-intensive systems, presenting them in a manner

47、that exposes their essential patterns and that permits comparison across domains and architectural styles. In this presentation, well examine the nature of architectural patterns and the process of conducting architectural digs to harvest them, and then examine a few of the systems studied thus far.

48、 29invited speakerOnward! Keynote: The End of UsersMary Beth Rosson,Pennsylvania State University30Mary Beth Rosson The End of UsersOver the past 20 years, user interface designers and usability engineers have studied and refined human-computer interaction techniques with the goal of improving peopl

49、es productivity and experience. But the target of these efforts the end-user is fast becoming a thing of the past. Many people now construct software on their own, building artifacts that range from email filters to spreadsheet simulations to interactive web applications. These individuals are use-d

50、evelopers: they build ad hoc solutions to everyday computing needs. 31Mary Beth Rosson The End of UsersWill use-developers help to resolve the software crisis? Given the right tools, people and groups may be able to rapidly develop custom solutions to many context-specific computing requirements, el

51、iminating the wait for IT professionals to analyze and engineer a solution. Or are these individuals a danger to society? Use-developers are informal programmers with no training in software construction methods or computing paradigms. They have little intrinsic motivation to test their products for

52、 even basic concerns like correctness or safety. In this talk I argue that the transformation of end-user to use-developer is well underway and discuss the prospects for maximizing the benefits to society while addressing the risks. 32Research papersResearch papers form the heart of the OOPSLA exper

53、ience. Research papers describe substantiated new research or novel technical results, advance the state of the art, or report on significant experience or experimentation. The 29 technical papers were selected after a rigorous peer review of 142 submissions by an international program committee con

54、sisting of 28 experts representing the spectrum of object technology. Each paper was assigned to at least three reviewers with many reviewed by more, and one by nine. The committee met face-to-face for two days in Los Angeles, California. The papers selected for presentation at this conference shoul

55、d advance the state of the art of object technology in significant ways. 33Research papersType Types Analysis Analyzed Archetypal Architectures Language Lingo Adaptation Adapted Machine Machinery Tracing Traces Concurrency | Concurrency Exceptional Exceptions 34Research papersType TypesAssociated Ty

56、pes and Constraint Propagation for Mainstream Object-Oriented Generics Jaakko Jrvi, Jeremiah Willcock, Andrew LumsdaineGeneralized Algebraic Data Types and Object-Oriented Programming Andrew Kennedy, Claudio RussoScalable Component Abstractions Martin Odersky, Matthias Zenger35Associated Types and C

57、onstraint Propagation Support for object-oriented programming has become an integral part of mainstream languages, and more recently generic programming has gained widespread acceptance as well. A natural question is how these two paradigms, and their underlying language mechanisms, should interact.

58、 One particular design option, that of using subtyping to constrain the type parameters of generic functions, has been chosen for the generics extensions to Java and C#. Certain shortcomings have previously been identified in using subtyping for constraining parametric polymorphism in the context of

59、 generic programming. To address these, we propose the expansion of object-oriented interfaces and subtyping to include associated types and constraint propagation. Associated types are type members of interfaces and classes. Constraint propagation allows certain constraints on type parameters to be

60、 inferred from other constraints on those parameters and their use in base class type expressions. The paper demonstrates these extensions in the context of Generic C# and presents a formalism proving their safety. The formalism is applicable to other mainstream OO languages supporting F-bounded pol