1. University of Northern Iowa J. Philip East -- Computer Science and Information Technology Symposium 2002 1 Curriculum Design is Simple (But Not Easy) J. Philip East Computer Science Department University of Northern Iowa east@cs.uni.eduwww.cns.uni.edu/~east

2. J. Philip East -- Computer Science and Information Technology Symposium 2002 2 Wadiyamean, It’s Simple Two-step ProcessTwo-step Process –Decide what you want students to be able to do –Design/select activities that have students do what you want them to learn to do Well …, I suppose you should also assess student performance and your instruction (thus, there are three steps)Well …, I suppose you should also assess student performance and your instruction (thus, there are three steps)

3. University of Northern Iowa J. Philip East -- Computer Science and Information Technology Symposium 2002 3 More Simple -- Two Types of Courses ProgrammingProgramming –Goal: students are able to design and implement good programs to solve given problems –Process: students design and implement programs IT FluencyIT Fluency –Goal: students are able to function effectively as a citizen in a computer-rich culture –Process: students experience learning new software; learn (somewhat independently) about computer technology; & analyze impact of computing technology

4. University of Northern Iowa J. Philip East -- Computer Science and Information Technology Symposium 2002 4 The Not-So-Simple Part Programming courseProgramming course –Specifying what it takes to develop “good” programs –Teaching* so that students gain expected expertise Fluency courseFluency course –Teaching* in a manner that maximally develops student skill and inclination for life-long learning –Deciding on the projects & project topics appropriate for student backgrounds and life-long learning goals * “teaching” includes planning, implementing, and assessing instruction

5. University of Northern Iowa J. Philip East -- Computer Science and Information Technology Symposium 2002 5 Let’s “DO” It Develop list of characteristics of “good” programsDevelop list of characteristics of “good” programs Develop list of topics that programs might addressDevelop list of topics that programs might address Outline a programming courseOutline a programming course Develop list of usage “skills” for fluencyDevelop list of usage “skills” for fluency Develop list of intellectual tasks for fluencyDevelop list of intellectual tasks for fluency Outline a fluency courseOutline a fluency course

6. University of Northern Iowa J. Philip East -- Computer Science and Information Technology Symposium 2002 6 Characteristics of Good Programs--Good Programs: Work--compile & runWork--compile & run Work--correctly perform expected tasksWork--correctly perform expected tasks Are robustAre robust Are simple/elegantAre simple/elegant Are well laid out/readableAre well laid out/readable Are maintainable/extensible/well- designedAre maintainable/extensible/well- designed Are modularizedAre modularized Have sensible interfaces (a good API)Have sensible interfaces (a good API) Are user-friendlyAre user-friendly Are well-documented and documentation matches codeAre well-documented and documentation matches code

7. University of Northern Iowa J. Philip East -- Computer Science and Information Technology Symposium 2002 7 Program Topics Interactive processingInteractive processing GUI developmentGUI development File I/O; data validation; business processingFile I/O; data validation; business processing SimulationSimulation GamesGames Sorting and searchingSorting and searching Extracting data for report generationExtracting data for report generation Real-time and/or concurrent programmingReal-time and/or concurrent programming

8. University of Northern Iowa J. Philip East -- Computer Science and Information Technology Symposium 2002 8 Programming Course Outline ? ? ? ? ? ? ?

9. University of Northern Iowa J. Philip East -- Computer Science and Information Technology Symposium 2002 9 Computer Use Skills Extend knowledge/skill with familiar operating systems and applicationsExtend knowledge/skill with familiar operating systems and applications Learn new operating systems and applicationsLearn new operating systems and applications Learn independentlyLearn independently Customize OSs & applicationsCustomize OSs & applications Select appropriate tools (hardware, software, applications)Select appropriate tools (hardware, software, applications) Trouble shootingTrouble shooting

10. University of Northern Iowa J. Philip East -- Computer Science and Information Technology Symposium 2002 10 Fluency Decision Tasks Analyze a significant task and evaluate various tools for accomplishing itAnalyze a significant task and evaluate various tools for accomplishing it Purchase system (with internet access)Purchase system (with internet access) Consider customized software versus the use of off-the-shelf applicationsConsider customized software versus the use of off-the-shelf applications Analyze a societal issue (suggesting and supporting a resolution or course of action)Analyze a societal issue (suggesting and supporting a resolution or course of action) Read and determine implications of a software licenseRead and determine implications of a software license

11. University of Northern Iowa J. Philip East -- Computer Science and Information Technology Symposium 2002 11 Fluency Course Outline ? ? ? ? ? ? ?

12. University of Northern Iowa J. Philip East -- Computer Science and Information Technology Symposium 2002 12 What Are We Missing? Prerequisites that must be included in the coursePrerequisites that must be included in the course Additional necessary(?) knowledge/understandingAdditional necessary(?) knowledge/understanding ? ? ? ? Assessment (student performance & instruction)Assessment (student performance & instruction)

13. University of Northern Iowa J. Philip East -- Computer Science and Information Technology Symposium 2002 13 Some General Programming Knowledge Language syntax and semanticsLanguage syntax and semantics Language featuresLanguage features Data representation & precisionData representation & precision Run-time environment & machine level operationRun-time environment & machine level operation Characteristics of good designCharacteristics of good design Design using common language featuresDesign using common language features Correctness & testingCorrectness & testing Documentation and program layoutDocumentation and program layout

14. University of Northern Iowa J. Philip East -- Computer Science and Information Technology Symposium 2002 14 Oops, I forgot the “Basics” Variables (or their equivalent)Variables (or their equivalent) Action and/vs control statementsAction and/vs control statements Conditional executionConditional execution Repetition (via loops or recursion)Repetition (via loops or recursion) Building parts of programsBuilding parts of programs Interaction of the partsInteraction of the parts

15. University of Northern Iowa J. Philip East -- Computer Science and Information Technology Symposium 2002 15 Fluency Content Components Learning new applications & systemsLearning new applications & systems Computer & network operationComputer & network operation Data & information representationData & information representation Algorithmic thinkingAlgorithmic thinking Capabilities & limitations of computersCapabilities & limitations of computers Impact & risks of computer useImpact & risks of computer use Expectations for the futureExpectations for the future

16. University of Northern Iowa J. Philip East -- Computer Science and Information Technology Symposium 2002 16 Course Planning Principles Focus on what you have students doFocus on what you have students do Provide skill development exercisesProvide skill development exercises Scaffold learning activitiesScaffold learning activities Have all major assignments serve multiple goalsHave all major assignments serve multiple goals Discuss & evaluate programs/projects in class (plan for feedback to students)Discuss & evaluate programs/projects in class (plan for feedback to students)

17. University of Northern Iowa J. Philip East -- Computer Science and Information Technology Symposium 2002 17 Planning Process CourseCourse –Select big ideas (content goals) & their relationships –Anticipate student skill & experience –Rough out unit progression UnitsUnits –Select/Identify major assignment/activity –Identify component skills & development activities –Plan set of class activities--focus on what students “do” Reflect – daily, after unit, after courseReflect – daily, after unit, after course

18. University of Northern Iowa J. Philip East -- Computer Science and Information Technology Symposium 2002 18 Final Thoughts? Take baby steps--choose one course at most to work onTake baby steps--choose one course at most to work on Be patient with yourselfBe patient with yourself Don’t expect immediate successDon’t expect immediate success Don’t judge my ideas by my practice (I think and talk better than I teach)Don’t judge my ideas by my practice (I think and talk better than I teach) Questions/CommentsQuestions/Comments [contact me at east@cs.uni.edu ]