Preface A Brief History Pilot Test Results

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1 Preface A Brief History In Fall, 2005, Wanda Dann and Steve Cooper, originators of the Alice approach for introductory programming (in collaboration with Randy Pausch), met with Barb Ericson and Mark Guzdial, originators of the Media Computation (Media Comp) approach to introductory programming in Java. The focus of our meeting was an exploratory discussion of possible synergies resulting from combining the Alice approach with the Media Computation approach. For the Alice team, the gain would be a methodology for transitioning from Alice into Java (as taught in introductory computer science CS1-- courses) as well as the addition of material usually covered in CS1, such as string manipulation and arrays. For the Media Comp team, the gain would be a softening of the initial learning curve experienced by students in learning to program with Java. Factors that led us to considering a combination of these two approaches were obvious. Both approaches make heavy use of graphics and visualization. They both introduce objects early, and both use a problem-solving approach to teaching and learning programming. Previous studies have shown that students have found each approach highly motivating (Evaluating the Effectiveness of a New Instructional Approach, SIGCSE 2000 and Tracking an Innovation in Introductory CS Education from a Research University to a Two-Year College SIGCSE 2004) and each provides a real reason why students want to learn programming. Another commonality is that both approaches are non-traditional and thus allow greater flexibility in the presentation of topics. In Spring, 2006, we received a National Science Foundation grant funding the development of a combined approach. Clearly, it was time to get serious about merging the two approaches into a single coherent course. The plan was for Cooper to pilot-test the combined course in a CS1 course at Saint Joseph's University in Fall, Ericson would create a merged course for her summer workshops for high school teachers and work with Cooper and Dann to develop instructional materials and prepare a merged textbook. Guzdial would serve as a consultant. This meant that we were going to have a busy summer. Things got busier as we worked to resolve the differences between the two approaches. Media Comp makes heavy and early use of arrays (in particular, two-dimensional arrays). Alice, however, focuses on lists and defers arrays until the end of the course. Media Comp s Java examples are all presented using Dr. Java, while at Saint Joseph s University jgrasp ( was the Java IDE of choice. After much discussion, our general solution evolved into using the Media Comp approach and merging the Alice materials into it. This text presents the merged approach, with some modifications and additions made in response to findings from the pilot test. Pilot Test Results Cooper s experience with an Alice and Media Computation course at Saint Joseph's University was highly positive. Student evaluations of the course were extremely high. Although the number of students in the course section was small (seven), all CS majors in this pilot group continued into CS2. In addition, three female mathematics majors switched their major to computer science. Furthermore, the students in this pilot test group did better in CS2 than did students in the control group, who had taken the traditional CS1 course. This last fact is remarkable in that the CS2 course was taught (by another instructor) in a traditional manner, and in that the students who went through the combined Alice and Media Comp approach were

2 weaker in terms of math SAT scores, mathematics performance in high school, and previous programming experience. High School Teacher Results Ericson's experience with summer workshops for high school teachers was also positive. Teachers were able to learn computing concepts in Alice and then apply those concepts in Media Computation programs in Java. Alice did help the teachers learn computing concepts without having to also learn Java syntax at the same time. And, showing the Alice code using the Java style option in Alice helped teachers make the transition to Java. Teaching with Alice and Media Computation In teaching a course using this combined Alice and Media Computation approach, it is important to note that Alice and Media Computation topics are alternated throughout the text and instructional materials. Generally, a particular topic is introduced first in an Alice animation problem-solving context, and then the same topic is illustrated in the context of a Media Computation problem-solving context in Java. One advantage of this book over others that transition to more traditional Java programs is that both approaches allow for open-ended assignments in the context of creating a movie. The Media Computation programs can be thought of as the special effects studio for Alice movies. Students can create sound clips in Java for their Alice movies, create advertisements in Java for Alice movies, and even blend live action and Alice movies using chromakey. Students find these types of assignments much more compelling than traditional Java assignments. Teachers who have used Alice for 6 straight weeks and then tried to switch over to Java have reported that this approach fails. Students like Alice and want to continue programming in it. After six weeks of Alice, students tend to forget what they learned in Alice at the beginning of the course and sometimes don't automatically make connections between what they learned in Alice and what they are learning in Java. There is a real need for the instructor to mediate the transfer between Alice and Media Comp in Java. Our experience is that students get the concept by seeing very similar examples presented side by side in Alice and then in Java and by the instructor making an effort to emphasize the similarities and explain the differences. Mediated transfer is the approach underlying this text and instructional materials. We strongly recommend that instructors follow this approach. Book Topic Outline In this textbook, we start by introducing Alice and the basic concepts for working in three dimensions in chapter 1. We then explain how to design a program in Alice using storyboards and how to convert a storyboard into Alice code in chapter 2. In chapter 3 we introduce classes, objects, how to create object methods, and how to pass parameters in Alice. In chapter 4 we transition to Java and explain how to declare object variables, create objects from classes, invoke methods on objects, create object methods, and pass parameters using a LOGO-style turtle. In chapter 5 we deepen the students understanding of variables in Java by explaining the differences between primitive variables and object variables, and we allow time to practice simple sequential programming in Java by teaching how to draw on pictures using standard Java classes. We also introduce the students to inheritance and interfaces in chapter 5.

3 In chapter 6 we transition back to Alice to introduce functions and conditionals. In chapter 7 we introduce repetition (loops) in Alice. This includes for loops, nested for loops, while loops, and looping through all items in a list. In chapter 8 we transition back to Java and modify all values in a sound using for-each loops, while loops, and for loops. This order is the reverse of how the loops were covered in Alice. We start with for-each loops in Java because research shows that people understand set operations like for each item in a set better than the general while or for loop. Chapter 8 also introduces conditionals in Java. In chapter 9 we show how to modify small parts of a sound. In chapters we deepen the students understanding of loops and conditionals by using them to modify pictures in Java. Students profit from the repetition of these concepts in another context. We also found that some students love manipulating pictures but others prefer manipulating sounds. In chapter 13 we create a complete class and a subclass in Java. Up until this chapter, we assume that students have been writing methods only in the provided existing classes. Our belief is that students have enough trouble learning the basics such as variables, loops, and conditionals, without adding the overhead of learning to write complete classes from the beginning. Chapter 14 also has students creating classes while working with strings, files, the random class, and reading from a network. In chapter 15 we introduce recursion in Alice. While recursion can be used to repeat a series of statements we didn't want to overload the students by having them learn it earlier when we were teaching loops. In chapter 16 we cover machine language, compilers, interpreters, searching, sorting, and recursion in Java. We also cover the limits of algorithms in chapter 16. Some instructors may wish to cover some of these topics earlier but we find that the students are more interested in these topics after they have had several weeks experience creating and running programs of different sizes and complexities. In chapter 17 we use the material learned in chapter 5 to make movies by using frame-based animation. This chapter doesn't teach new computing concepts, but it reinforces the need for parameters on methods and the reuse of methods. It also provides us the ability to merge Alice movies and live action. We definitely recommend covering this chapter as students find this topic very motivating. In chapter 18 we cover object-oriented analysis, inheritance, polymorphism, interfaces, and abstract classes. This chapter helps deepen the understanding of these advanced object-oriented concepts in the context of making a comic strip or drawing shapes. Pilot Course Topic Outline In the pilot test group, Cooper presented a subset of these topics in the order shown below. We hasten to add that it is not necessary to follow this sequence of topics. 1) Introduction to virtual worlds in Alice (Chapter 1) 2) Building a world in Alice (Chapter 2) 3) Creating object-methods and using parameters in Alice (Chapter 3)

4 4) Introduction to Java (Chapter 4) 5) Creating object-methods and using parameters in Java using turtle graphics (Chapter 4) 6) Creating functions (non-void methods) in Alice (Chapter 6) 7) Using for loops and nested loops in Alice (Chapter 7) 8) Drawing on pictures in Java (Chapter 5) 9) 1-dimensional arrays, for loops and pictures in Java (Chapter 10) 10) Using nested for loops in Java (Chapter 11) 11) Conditionals in Alice (Chapter 7) 12) Conditionals in Java (Chapter 12) 13) Creating classes and subclasses in Media Computation (Chapter 13) 14) I/O in Java (Chapter 14) 15) Strings in Java (Chapter 14) 16) Recursion in Alice (Chapter 15) 17) Recursion, sorting and searching in Java (Chapter 16) Dependency Chart The book has been created for a typical introductory computer science semester long course at the university level (CS1). Of course, it can also be used for a high school Computer Science AP A course. High schools should either use this book for a full year course or pick and choose chapters to cover. Instructors wishing to create their own topic outline may find the following dependency chart helpful. The dependency chart illustrates which chapter topics depend on topics presented in previous chapters. It also shows which topics may be considered optional if you are pressed for time. Technical Notes Sound: Sound can be used to provide a particularly good introduction to one-dimensional arrays. We recognize, however, that some schools have labs in which computers either lack sound cards, or do not allow their students to have headsets in class. (This was a problem faced by Cooper at Saint Joseph's University.) In this situation, we recommend instead that you skip the sound chapters (8 and 9) and introduce one-dimensional arrays using iteration through all pixels of a picture, as described in Chapter 10. Some students love manipulating sound so if your students do have access to sound cards we do recommend covering the sound chapters (8 and 9). We also find that the repetition of concepts using both pictures and sounds helps students better understand loops and conditionals as well as algorithms that work in both contexts.

5 Alice Animation Tips: There are many tips towards building better animations in Alice. Though the animation tips are not necessary for teaching programming concepts, many students do find these tips great fun as they attempt to build more interesting virtual worlds. Thus, we include many such tips in Appendix B, and recommend that instructors allow students to explore these tips on their own. Java IDEs: The Java examples in the text are presented using Dr. Java (freely available from The authors like Dr. Java as an IDE particularly because it is free and allows students to interactively (a main method is not required) try out their Java programs. There is, however, no dependence on using Dr. Java to teach the Media Computation part of this course. As long as the classpath can be set up to include the Media Comp libraries ( bookclasses and the jar files in the bookclassess directory) the instructor can choose to use any Java IDE. Teacher Resources In addition to this text, teacher resource materials (syllabi, lectures, assignments, exams, etc.) have been created to aid instructors in teaching this combined course. The instructional materials are freely available from Instructors are requested to contact Prentice Hall or the authors to obtain a key to use to access the materials. As these materials include solutions and exams, we request that instructors maintain their protection. If instructors wish to make these materials available to their own students, we request that materials be placed in a password-protected area, where only their students have access. We hope that you will have the same enjoyment in teaching with Alice and Media Comp as we have had in creating this course and text, and in teaching this course ourselves. Stephen Cooper Wanda Dann Barb Ericson Acknowledgement: The Alice and Media Computation project operates with support from the National Science Foundation under collaborative grant # , to Saint Joseph s University, Georgia Institute of Technology, and Ithaca College. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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