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OOPSLA Project Hoshimi

OOPSLA Project Hoshimi

Gonzalez-Sanchez, J., Berrelleza, R., and Chavez-Echeagaray, M.E. (2007). Introducing Computer Science with Project Hoshimi. Proceedings of the 22nd International Conference on Object-Oriented Programming Systems Languages and Applications (OOPSLA) Educator Symposium. ACM. doi:10.1145/1297846.1297942.

Javier Gonzalez-Sanchez

October 21, 2007

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  1. Introducing Computer Science with Microsoft Project Hoshimi Ramiro Berrelleza, Javier

    González, and Helen Chávez Computer Science Department Tecnológico de Monterrey Campus Guadalajara México
  2. Contents What is Project Hoshimi § Our Aim § Hoshimi

    in the Classroom § Our Experience § Final Comments § 1 2 3 4 5
  3. What is Project Hoshimi ? It is a Game It

    is a Contest It could be a Teaching Environment 1
  4. Strategy under a Comic Strip 1 Scenario Illnes Body Characters

    Nanobots Objetive Destroy viruses Delivery cure It is a Scenario with well defined objectives Alive Maintain the nanoAlive Score Destroy enemies Build Injection Points Collect AZN needed Strategy Navigate Achieve a mission Cool 3D Videogame Visual Programming
  5. Project Hoshimi, means… different modes and scenarios, means… different strategies,

    means… different programming issues, means… different programming tools, means… Incremental and different challenges, means… An attractive teaching-learning tool, means… 1 Aha!, Project Hoshimi, so? Versatil Extensible Incremental Long term use Rising Skill & Knoledge Professor Student
  6. Aim 2 Competition (scoring & winning) Clasical Approach Java Visual

    Programming Languajes RoboLab by Lego High School CS1 Videogames Compite Make a Product G generation (visual and graphical environments) Tangible products Visual Environment Alice Videogames Using and/or Developing Age of Empires Visual Approach
  7. § A loooooooot of theory and fundamentals § Long learning

    curve § Process: Samples + Language + Homework = Frustration § Results: Meaningless Useless code Intangible Isolated from the real world § BOOOOOORING 2 Classical Approach L
  8. § Uses logical deduction and spatial reasoning rather than calculation

    and algebraic reasoning § Based on incremental learning § Attractive and easy graphical environment § Visual Programming Languages RoboLab ® Lego § Visual Environments Alice § Results: Student is isolated from the coding process No resemblance to the previous knowledge 2 Visual Approach K 2 years Using Alice in CS1 At BS 1 year Using RoboLab ® Lego For high school workshop
  9. § Very cool J § 3D graphical environment § Competition

    à I want to Win! § Results: Students work harder – learn more To simple (Boring) or to complex (Frustration) Not always feasible for CS1 students § Used in PL, computer graphics, AI. 2 Video gamming J 1 year Using Age of Empire Scripting Workshop Other Videogames tools
  10. Sense of competition Engaging experience funny Complete objective Imagine Cup

    Project Hoshimi [mid way point] One 3D environment Problems solved using logic and program principles 3D really attractive word 2 Interesting 3D environment Design strategies Video gamming Visual Project Approach Hoshimi Incremental challenge Develops creativity Create Tangible products
  11. coding Interested students They work hard à Learn more A

    3D environment Coding intelligence 2 Project Hoshimi [mid way point] Two Video gamming Visual Project Approach Hoshimi A 3D environment with a context Increasing coding and challenge use it for more Than one curse
  12. student has to invest time learning make his time useful!

    Useless will cause frustration It is desirable to use it for more than one semester and use it in extra academic projects 3 Project Hoshimi in classroom
  13. Discovery Mode: § Simple Click And Play interface § It

    is Task based § Low Abstraction § 40% of the SDK in use § It is for nonprogrammers High school 3 Project Hoshimi [discovery]
  14. Intermediate Mode: § Simple Click And Play § It is

    NOT Task based § Adaptive strategy based on abstraction § Starts with concepts of coding loops, conditions, variables, object, inheritage, events. § Exploiting about 90% of the SDK § It is for nonprogrammers and novice programmers CS 1 3 Project Hoshimi [intermediate]
  15. Expert Mode: § Write Code in C# § No more

    Click and Play § Programming based § Abstraction in Action § Use the Full Functionality of SDK § It is for experienced programmers CS Topics 3 Project Hoshimi [expert]
  16. Grows in complexity Develop different skills across the curricula Scenario

    Teachers create / select Students Combining lessons with practice solve Creating a strategy Click to play or Coding by by 4 Our experience
  17. We offer workshops for seniors of high school and university

    freshmen non-programmers or novices Experience § Students starts at Discovery mode § In two hours they were working with concepts like: conditions. loops and data types at least. § This rapid increment, prevents frustration and promote participation and interest § Students learn by doing, reviewing, compare, evaluate and introspect their projects [Bloom]. 4 Our experience
  18. § Gain students’ interest. § Students gets a tangible product

    § This product could be part of an international contest § Project Hoshimi could be useful since elementary school through university. § Higher participation of high schools students in international forums. § Argentina high schools students in ImagineCup 2007 § Last year we had 10 teams under PH category. 4 Our experience
  19. CS1 High School Motivation & Creativity Team Work Fancy Graphics

    Difficulty Programming About C# and VB 4 Our experience [local]
  20. § Allow to evaluate in different levels, strategies and stages.

    § Can evaluate different levels of abstraction § Can evaluate different concepts § Can define a path to follow across the curricula. § Students and teacher could design new scenarios and goals. § Promotes imaginations § Promotes new challenges § We should mention Project Hoshimi does not replace exams nor homework 4 About Evaluation…
  21. Question Time What is Project Hoshimi § Our Aim §

    Hoshimi in the Classroom § Our Experience § Final Comments § 1 2 3 4 5