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Peak Objects [chapter]

William R. Cook
2006 Lecture Notes in Computer Science  
It is not clear exactly how it started, but the early lack of a solid theoretical foundation of objects may have contributed.  ...  Object-oriented programming solved this problem, and many others; it also provided a clearer way to think about the problems.  ...  For years there have been suggestions that object-oriented programming has reached its peak, that nothing new is to be discovered.  ... 
doi:10.1007/11785477_10 fatcat:24feoq5ihngkjed2avagmiaumq

Object-Oriented Programming on the Network [chapter]

Jim Waldo
1999 Lecture Notes in Computer Science  
But the techniques of object-oriented programming have been largely confined to the single address space, and have not been applicable to distributed systems.  ...  Object-oriented programming techniques have been used with great success for some time.  ...  Of course, different people have different notions of what it is for a program or sysem to be constructed along object-oriented lines.  ... 
doi:10.1007/3-540-48743-3_20 fatcat:rlophy6ipbamjclz2xhy77px5m

Minimal Competencies for Objectives-Oriented Teacher Education Programs

W. James Popham
1974 Journal of Teacher Education  
The criterion, quite clearly, is not what the teacher does, but what happens to pupils as a consequence of what the teacher does.  ...  James Popham University of California, Los Angeles “The criterion, quite clearly, is not what the teacher does, but what happens to pupils as a consequence of what the teacher does.”  ... 
doi:10.1177/002248717402500117 fatcat:5y5wz33r6rh23la7byl5k6pcq4

Introduction to Object-Oriented Programming [chapter]

2009 Exploring C++  
ABSTRACT AND CONCRETE CLASSES An abstract class is a class which does not have any instances. It generally exists to be used only as an ancestor to other classes which may have instances.  ...  TABLE OF CONTENTS INTRODUCTION Object-oriented programming (OOP) is still a relatively young field that does not yet have a universally accepted definition that can be called upon.  ... 
doi:10.1007/978-1-4302-0352-0_34 fatcat:eb3ng2h3hffzdjzbmtijy4ga4q

Roles and Aspects: Similarities, Differences, and Synergetic Potential [chapter]

Stefan Hanenberg, Rainer Unland
2002 Lecture Notes in Computer Science  
Both, the role concept and aspect-oriented programming are techniques which permit a flexible adaptation of object-oriented constructs and therefore can be used to adjust existing software to new challenges  ...  Therefore, it is reasonable to analyze each approach in respect to its underlying philosophy and its impact on the implementation level and to compare them on the basis of those observations.  ...  It is emphasized by numerous authors that aspect-oriented programming is not just restricted to object-oriented programming, but may also be applied to other paradigms.  ... 
doi:10.1007/3-540-46102-7_53 fatcat:jkvstwwi3jccjojgg4cvxx434u

Guidelines for teaching object orientation with Java

Michael Kölling, John Rosenberg
2001 Proceedings of the 6th annual conference on Innovation and technology in computer science education - ITiCSE '01  
How to best teach object orientation to first year students is currently a topic of much debate.  ...  In this paper we discuss a set of problems with OO teaching, present some guidelines for better course design and show how BlueJ can be used to make significant improvements to introductory OO courses.  ...  It contains code that does not logically belong to any class or object. It certainly does not implement an operation on an object.  ... 
doi:10.1145/377435.377461 dblp:conf/iticse/KollingR01 fatcat:vttrsjdoozcttjvvf3q3lzpnoi

Guidelines for teaching object orientation with Java

Michael Kölling, John Rosenberg
2001 ACM SIGCSE Bulletin  
How to best teach object orientation to first year students is currently a topic of much debate.  ...  In this paper we discuss a set of problems with OO teaching, present some guidelines for better course design and show how BlueJ can be used to make significant improvements to introductory OO courses.  ...  It contains code that does not logically belong to any class or object. It certainly does not implement an operation on an object.  ... 
doi:10.1145/507758.377461 fatcat:5not7cnajndidmr2njfokbtnnq

What is object-oriented programming?

B. Stroustrup
1988 IEEE Software  
Could that language be said to support object-oriented programming? I think not: the shape example does not have a good solution in such a language.  ...  Introduction Not all programming languages can be ''object oriented''. Yet claims have been made to the effect that APL, Ada, Clu, C++, LOOPS, and Smalltalk are object-oriented programming languages.  ... 
doi:10.1109/52.2020 fatcat:ih3pj7i3jbeujkuluiyrap7udq

What is "Object-Oriented Programming"? [chapter]

Bjarne Stroustrup
1987 Lecture Notes in Computer Science  
Could that language be said to support object-oriented programming? I think not: the shape example does not have a good solution in such a language.  ...  Introduction Not all programming languages can be ''object oriented''. Yet claims have been made to the effect that APL, Ada, Clu, C++, LOOPS, and Smalltalk are object-oriented programming languages.  ... 
doi:10.1007/3-540-47891-4_6 fatcat:n4nzoiqgnjcmzdwt4pxlchltya

A practical framework for evaluating online distance education programs

Alfred P. Rovai
2003 The Internet and higher education  
Continued development in distance education is essential and evaluation can reveal what is effective and what is not.  ...  In particular, Lockee, Moore, and Burton (2001, p. 62) believe that "a finding of no significant difference between face-to-face instruction and distance-delivered instruction does not mean they are equally  ...  What appeals to one student may not appeal to another.  ... 
doi:10.1016/s1096-7516(03)00019-8 fatcat:bbrlpzrdtzcx3dwg5df7zolooi

Making the connection

Wanda Dann, Stephen Cooper, Randy Pausch
2000 Proceedings of the 5th annual SIGCSE/SIGCUE ITiCSEconference on Innovation and technology in computer science education - ITiCSE '00  
In learning to program, students must gain an understanding of how their program works. They need to make a connection between what they have written and what the program actually does.  ...  Otherwise, students have trouble figuring out what went wrong when things do not work.  ...  However, it is only designed to work for Pascal programs and does not handle sophisticated data structures (such as linked lists or records).  ... 
doi:10.1145/343048.343070 dblp:conf/iticse/DannCP00 fatcat:dyeuzgtycbehnde34urjodd7vq

Making the connection

Wanda Dann, Stephen Cooper, Randy Pausch
2000 ACM SIGCSE Bulletin  
In learning to program, students must gain an understanding of how their program works. They need to make a connection between what they have written and what the program actually does.  ...  Otherwise, students have trouble figuring out what went wrong when things do not work.  ...  However, it is only designed to work for Pascal programs and does not handle sophisticated data structures (such as linked lists or records).  ... 
doi:10.1145/353519.343070 fatcat:epj7jc3ncnbr5ov6mqvgwqnejq

The promise of object-oriented programming

Peter Dixon
1991 Behavoir research methods, instruments & computers  
code example is interesting primarily for what it does not show.  ...  All of these are procedures that one would not normally have to change and, consequently, do not have to be included in one's program.  ... 
doi:10.3758/bf03203356 fatcat:luuolnkjjfggpfumn7johrlgry

Object oriented programming and program correctness

Ioanna Stamouli, Meriel Huggard
2006 Proceedings of the 2006 international workshop on Computing education research - ICER '06  
You have to be able to respond properly when you don't give exactly what it wants. It should be able to distinguish among what is valid and what is not.  ...  ICER 2006 Future work • Does this hold true for the students understanding of other object oriented constructs such as objects, classes and other programming constructs like loops and if statements?  ... 
doi:10.1145/1151588.1151605 dblp:conf/icer/StamouliH06 fatcat:ugdugxfyprfmdgk5j6m7gr37o4

When is a Learning Object not an Object: A first step towards a theory of learning objects

Mike Sosteric, Susan Hesemeier
2002 International Review of Research in Open and Distance Learning  
While learning objects may be revolutionary in the long term, in the short term, definitional problems and conceptual confusion undermine our ability to understand and critically evaluate the emerging  ...  This article is an attempt to provide an adequate definition of learning objects by (a) jettisoning useless theoretical links hitherto invoked to theorize learning objects, and (b) reducing the definition  ...  Accordingly, in our wildest dreams and fancies, an object is not an object is not an object. It is much more. Just how much more is a useful question that we need to explore in more detail.  ... 
doi:10.19173/irrodl.v3i2.106 fatcat:awbhg3uvzbeo3cxvprjfbprq5m
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