OOPSLA98 Mid-year Workshop on
Training and Education
This OOPSLA Mid-Year Applied Object Technology Workshop will provide a
forum for those involved in OO training and education to discuss their
challenges and share their insights. Rather than concentrating only on
philosophy and presentation of ideas, this workshop will focus on
collaboration and discussion with the goal of producing and documenting
concrete ideas to meet the challenges of teaching OO.
Those from industry and academia who are involved in object technology
training and education are encouraged to attend. Experienced
individuals and those new to OO education and training are welcome. The
most important qualification is a willingness to discuss problems, share
thoughts and ideas and produce results!
It is common knowledge that there is a shortage of individuals educated in
object technology. This is due in part to the fact that object technology
education is complicated and must extend beyond material concentrating
solely on the technology. While
industry struggles with the expense of providing training for their
employees, universities attempt to find the best ways to add OO education to their curriculums. The driving force behind this workshop centers on three observations:
- The OO training challenges of industry and academia are similar in many cases and different in only a few.
- Concrete solutions to the challenges should be documented so that they can be reused.
- Industry and academia can be better served by working together to meet the challenges of supplying the current and future need for OO developers.
Focus of the Workshop
Although this is a three-day event, it is still not possible to give
adequate time to every issue in the large and complicated topic of
OO education and training. The leaders of this workshop have
discovered through experience that the most successful workshops are
ones that have a focus and a goal. Therefore, this workshop will
focus on addressing three questions with the goal of documenting
the answers to these questions. Three of these are stated below
while the fourth is open for suggestions by those who are planning to
attend. With this strategy in mind, each position statement should
address one or more of the following using concrete and very specific
ideas and examples.
1) What are the influential challenges in OO training and education?
What are some potential solutions to these challenges?
2) What are the environmental differences between industry and
academic teaching and learning? (e.g. length of course, maturity,
experience base, learning styles of students, environmental influence
on instructional objectives, etc.) What can be shared and learned from
each others experiences in these different
3) What are some specific ways industry and academia work together to
do a more efficient
job of meeting the challenges in OO education and training?
4) Fourth question is open for suggestions -- will be determined and
announced prior to the workshop after the majority of position statements have been received.
While examining these questions, discoveries and ideas will surface and be
discussed. The final task is to produce a useful and reusable document
which clearly summarizes the conclusions of the workshop. This will
provide attendees with concrete ideas for improving OO training and
education. (Remember, the focus is on concrete solutions for
General (tentative) Schedule
(Specific agenda and action items will be structured after position statements are received by the workshop organizers. The schedule is, of course, open for change if the participants wish.)
- Position paper presentations. (Each individual will give a very short presentation followed by a short q&a period. Exact time limit for each presentation will be determined after the number of attendees is known.)
- Focus groups. (Each individual will choose a group addressing one of the four focus questions.)
- Report from the first day focus groups
- Second round of focus groups. (Each individual will choose a different group addressing one of the four focus questions.)
- Report from second day focus groups
- Discussion of conclusions from the previous two days
- Summary of the concrete ideas and preparation of the documentation
Individuals interested in participating in this workshop should submit a position statement of (2 to 5 pages) defining experiences with teaching object technology. Each statement must:
- address one or more of the focus questions and/or propose a fourth
question (the focus question the author is addressing should be
clearly stated in the paper)
- include a short statement of the authors background
- contain, at the beginning of the statement, the author(s) name, affiliation, and contact information (E-mail and voice phone).
Each attendee will be given a short period during the workshop to present
his or her statement. A copy of each position statement paper will be
made available to all attendees.
In order to facilitate planning, position statement papers must be
received no later than July 1. Early
submissions are strongly encouraged and will be posted to the web.
Click here to see papers received to date.
Submissions should be made in electronic form preferably in text format. Please submit to:
Early registration rates end on June 12th.
here for booking information.
Click here for
further information about all the midyear workshops.
This workshop is located in a beautiful area with a lot of things to
Click here for
more information about the area.
Susan Burk is a Principal with American Management Systems. She
provides instruction and supports the development of course materials
for Object-Oriented Analysis and Design, Special Topics in Object-Oriented
Analysis, and the use of object-oriented CASE tools. She plays an active
role as a consultant
and mentor and evaluates object models, model management strategies and
facilitates object-oriented planning and analysis worksessions for AMS
clients. Her recent presentation on "A Practitioner's Perspective
of the UML" was featured at the Connecticut Object-Oriented User's
Group (COOUG). She was a college lecturer many years ago (in chemistry)
and also worked in non-OO systems development and consulting for a number
of years. As an individual who has lived in all three worlds - academia,
industry and industrial training, she is keenly interested in ways in which
the academic and industrial OO communities can work together to refine and
enhance OO education.
MaryLynn Manns is a member of the Computer Science faculty at the
University of North Carolina at Asheville. In addition to teaching courses
in information systems and object technology, she researches issues in
OO education and training. She has published articles on this topic and
has been an organizer of various OO teaching and learning workshops at
conferences such as OOPSLA, TOOLS, ECOOP, and OT. MaryLynn is currently
the Chair of the OOPSLA'98 Educators Symposium.
Donald J. Bagert is an Associate Professor of Computer Science at
Tech University. His research interests include iconic programming languages
and object-oriented design methodologies. He is the editor of the
FASE (Forum for Advancing Software engineering Education) electronic
newsletter, and has been a member of an advisory committee to the
Texas State Board of Professional Engineers, which recently voted
unanimously to recognize "the discipline of Software Engineering
as having a sufficiently distinct knowledge base to allow licensing
for engineers experienced in that knowledge base." Dr. Bagert
recently held the workshop "Software Education 2000: Computing
at the Crossroads" at the Conference for Software Engineering Education
and Training (CSEE&T), which brought together many of the academic,
professional, and licensing stakeholders in the computing education
community, and is the Program Chair for the 1999 CSEE&T. He is also
the Co-Director of the proposed Software Engineering Research, Training,
and Education Center (SERTEC) at Texas Tech.
Chang-Hyun Jo is an associate professor of Computer Science
at Kyonggi University, Korea. His teaching and research interests
include Object-Oriented Programming, Design and Implementation of
Concurrent OO Programming Language, Distributed Computing, etc. He is
currently an editor of Korea Information Processing Society, and the
Programming Language Track Chair of the ACM SAC'99. He has been served
many years as a Korean Delegate to ITU-T SG10 to work for extending OO
concepts into the CHILL programming language. Currently he has
co-organized the Object-Oriented Technology Study Group in Korea.