using interactive models to enhance uml education
DESCRIPTION
Describes a pilot project to utilize flash to create an interactive model of a UML design. This allowed students to investigate the semantic concepts involved in the design, and enhance their learning of UML notations and use.TRANSCRIPT
TLTR „06 Gannon University
Applying Instructional
Technology to Enhance
Software Design & Test
FA05
Stephen T. Frezza
Computer & Information Science
Gannon University
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