Mobile agents hold significant benefits for the rapid expansion of Internet applications and current trends in computing. Despite continued interest, the promised deployment has not taken place, indicating a need for a programming model to introduce novice mobile agent programmers to this environment/paradigm. Accordingly the research question asked was, ”Since novice mobile agent programmers1 require a paradigm shift to construct successful systems, how can they be equipped to grasp the contextual issues and gain the necessary skills within reasonable time limits?” To answer the question, a complete reference providing contextual information and knowledge of mobile agent system development was compiled. Simultaneously novices are introduced to agent orientation. A generic mobile agent system architectural model, incorporating guidelines for programming mobile agents, further provides a framework that can be used to design a mobile agent system. These two structures are presented in a knowledge base that serves as a referencing tool to unlock concepts and knowledge units to novices while developing mobile agent systems. / Computing / (M.Sc. (Computer Science))

by Chan Chi-ming and Mak Pak Yick, Philip. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1991. / Bibliography: leaves [169-170] / ACKNOWLEDGEMENT --- p.i / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iii / CHAPTER / Chapter 1. --- INTRODUCTION --- p.1 / Objectives --- p.1 / Background and why this topic was chosen --- p.2 / The Solution - Training --- p.7 / Computer Training --- p.8 / Chapter 2. --- BACKGROUND OF THE COMPUTER INDUSTRY AND COMPUTER TRAINING IN HONG KONG --- p.10 / The Computer Industry --- p.10 / Computer Training in Hong Kong --- p.12 / Chapter 3. --- METHODOLOGY --- p.21 / Literature Survey --- p.22 / Problem statement --- p.24 / Theoretical Framework --- p.24 / Field Survey Design Details --- p.25 / Chapter 4. --- DATA ANALYSIS OF THE SURVEY --- p.32 / Data Analysis Method --- p.32 / Feel for Data --- p.32 / Testing and Analysis --- p.55 / Chapter 5. --- BUSINESS OPPORTUNITIES --- p.76 / High Demand for Training --- p.76 / Computer Aided Training will be a growth area --- p.77 / Conclusion --- p.78 / APPENDIX I --- p.80 / APPENDIX II --- p.89 / APPENDIX III --- p.101

Software development is no longer a task limited to professionally trained computer programmers. Increasing support for software customization through scripting, the opening of application programmer interfaces on the Web, and a growing need for domain specific application support have all contributed to an increase in end-user programming. Unfortunately, learning to program remains a challenging task, and the majority of end-user programmers lack any formal education in software development. Instead, these users must piece together their understanding of programming through trial and error, examples found online, and help from peers and colleagues. While current approaches to address the difficulties facing end-user programmers seek to change the nature of the programming task, I argue that these challenges often mirror those faced by all novice programmers. Thus, pedagogical solutions must also be explored. This dissertation work investigates the challenges that end-user programmers face from a computer science education perspective. I have engaged in a cycle of learner-centered design to answer the high-level questions: What do users know; what might they need to know; how are they learning; and how might we help users discover and learn what they need or want to know? In so doing, I uniquely frame end-user programming challenges as issues related to knowledge and understanding about computer science. Rather than building new languages or programming tools, I address these difficulties through new types of instructional materials and opportunities for felicitous engagement with them. This work is contextualized within a specific domain of non-traditional programmers: graphic and web designers who write scripts as part of their careers. Through an in-depth, learner-centered investigation of this user population, this dissertation makes five specific contributions: (1) A detailed characterization of graphic and web design end-user programmers and their knowledge of fundamental computing concepts. (2) An analysis of the existing information space that graphic and web designers rely on for help. (3) The implementation of a novel case-based learning aid named ScriptABLE that is explicitly designed to leverage existing user practices while conveying conceptual knowledge about programming. (4) Initial confirmatory evidence supporting case-based learning aids for the informal computing education of web and graphic design end-user programmers. (5) An argument in support of the value of normative computing knowledge among informally trained programmers.

Mobile agents hold significant benefits for the rapid expansion of Internet applications and current trends in computing. Despite continued interest, the promised deployment has not taken place, indicating a need for a programming model to introduce novice mobile agent programmers to this environment/paradigm. Accordingly the research question asked was, ”Since novice mobile agent programmers1 require a paradigm shift to construct successful systems, how can they be equipped to grasp the contextual issues and gain the necessary skills within reasonable time limits?” To answer the question, a complete reference providing contextual information and knowledge of mobile agent system development was compiled. Simultaneously novices are introduced to agent orientation. A generic mobile agent system architectural model, incorporating guidelines for programming mobile agents, further provides a framework that can be used to design a mobile agent system. These two structures are presented in a knowledge base that serves as a referencing tool to unlock concepts and knowledge units to novices while developing mobile agent systems. / Computing / (M.Sc. (Computer Science))

The psychological characteristics of programmers are believed to be important determinants of programming productivity. However, little evidence is available to support this contention. This investigation, motivated by the lack of such evidence, was concerned with determining the influence of the programmer's cognitive complexity (differentiation and integration) and experience on comprehending and modifying programs of different levels of complexity. Data were collected from ninty-three graduate and undergraduate students in a classroom experimental setting. In the first phase of the experiment, a background questionnaire was administered in order to collect experience and other demographic information. Also, a domain-specific Role Construct Repertory (REP) Test was administered to collect cognitive complexity information. In the second phase, the subjects were randomly assigned to either the program comprehension group or to the program modification group. Both groups used two COBOL programs of differing levels of complexity to do comprehension and modification exercises. Three sets of hypotheses were tested. The first set of hypotheses was designed to evaluate the direction and strength of the relationship between cognitive complexity and program comprehension and modification. The second set of hypotheses was designed to evaluate the combined influence of cognitive complexity and program complexity on the comprehension and modification of the programs. The third set of hypotheses was designed to evaluate the moderating effect of experience on the relationship of cognitive complexity to program comprehension and modification. Cognitive integration was found to have a significant and positive nonlinear relationship only with the relatively complex program modification scores. The subjects who were ranked high in cognitive integration performed better than those ranked low in modifying the relatively complex program; but they performed the same in modifying the relatively simple program. Cognitive differentiation was found to have no significant relationship with either comprehension scores or modification scores. Experience of the subjects did not significantly moderate the relationship of cognitive complexity and program comprehension and modification.

This thesis reports a research project that aims to improve the teaching and learning of introductory programming from a pedagogical and psychological viewpoint. Towards this aim, seven principles for designing educational programming tools for novices were identified by reviewing literature regarding novices’ difficulties and using a theoretical framework defined by the psychological theories of Constructivism and Cognitive Load Theory. This set of design principles was not only theoretically identified, but its pedagogical impact was also empirically tested. For this reason, Koios, a new programming tool, was designed and developed as a manifestation of the combined set of principles. Empirical studies were conducted by a way of a quasi-experimental design in two different Greek secondary-education institutions. The independent variable was compliance with the set of the seven principles. Students’ level of programming skills (procedural knowledge) was the dependent variable, while the quality of their mental models in the domain of introductory programming (declarative knowledge) was the potential mediator. The effect of compliance with the set of principles on students’ programming skills and mental-model quality was explored via Koios’ evaluation. Declarative- and procedural-knowledge measurements, as well as a practical test, were used to collect data, which were analysed using ANOVA and hierarchical multiple regression. The major conclusions drawn from this study are:(a) compliance with the set of design principles does not affect the development of novices’ procedural and declarative programming knowledge, (b) a programming tool that highly complies with this set facilitates novices in the application of their procedural programming knowledge during program creation and (c) programming tools, declarative and procedural knowledge are independent components in learning to program. However, it was also concluded that the two knowledge types and a programming tool that highly complies with the set contribute significantly to novices’ programming performance. This study contributes to knowledge by theoretically identifying and empirically testing a set of design principles for educational programming software, and by producing and scientifically evaluating a programming tool as an embodiment of this set. Through this evaluation, the suggestion of Koios as a practically useful programming tool for novices seems to be well supported.

Photocopy of typescript. / Digitized by Kansas Correctional Industries

Through mixed-methods research, this dissertation details the regionally variegated and place-specific software production processes in three second-tier US software regions. I focus on the relationship between different industrial, firm, and worker production configurations and broad-based economic development, prosperity, and inequality. I develop four main empirical findings. First, I argue for a periodization of software production that tracks with changes in software laboring activity, software technologies, and wage-employment relationships. Through a GIS-based method, I use the IPUMS-USA to extensively measure the amount and type of software labor in industries across the US between 1970 and 2015. I map the uneven geography of software labor that produces different clusters of various software occupations. Second, I argue that between each software period, locational windows provide an opportunity for second-tier software regions to challenge Silicon Valley. I combine the IPUMS-USA dataset with interviews of software workers to analyze forms of regionally specific modes of production in Seattle, Washington, Portland, Oregon, and Austin, Texas. I trace how software production in these three cities evolves between each software period, taking on different spatial configurations, firm strategies, labor practices, and technological characteristics. Third, I argue that software labor is hyper-sensitive to deskilling because of software production activity produces software. I combine occupation classifications and interviews with software workers to interrogate the ever-present need for software workers to learn the newest development practices and software languages as firms seek to automate software production. I define five key moments since the 1970s that exemplify software labor market dualization and segmentation. Using interviews, and conference observations, I find that community-based organizations and labor market intermediaries locally mitigate the structural tendencies toward labor market dualization and segmentation. I argue that without intervention, the layered and bifurcated labor market for software production reproduces existing inequalities. Further, the organizational, technological, and spatial changes in software production reduce the potential for equitable wealth production. Ultimately, this dissertation argues for the importance of labor organizing in software, contributing empirical and theoretical work in a lineage of regional-based industrial restructuring literature. The regional and industrial geographies produced by and out of software production are significant forces in the economy at regional and national scales. I connect this process to the feminization of other industries, noting how the technical nature of software production structurally genders and racializes the labor force. Leveraging a labor feminization framework highlights the flexibilization of labor and the rift between the pace of software skill building and technological development. Both software production and regional economies are necessary entry points to understand new capitalist relations. Understanding these new relations thus requires examining how configurations of software production differ across regions, how they impact industry and regional economic development outcomes, and how they weaken or strengthen actions of local workers, local organizations, and local firms. These processes offer a glimpse into how the contemporary moment of production differs from other moments of production. Armed with this understanding, this research will be able to connect industry and regional economic-development outcomes to regionally specific modes of production, answering relevant software-based economic-development policy questions.

In the computer science community, there is considerable debate about the appropriate sequence for introducing object-oriented concepts to novice programmers. Research into novice programming has struggled to identify the critical aspects that would provide a consistently successful approach to teaching introductory object-oriented programming. Starting from the premise that the conceptions of a task determine the type of output from the task, assisting novice programmers to become aware of what the required output should be, may lay a foundation for improving learning. This study adopted a phenomenographic approach. Thirty one practitioners were interviewed about the ways in which they experience object-oriented programming and categories of description and critical aspects were identified. These critical aspects were then used to examine the spaces of learning provided in twenty introductory textbooks. The study uncovered critical aspects that related to the way that practitioners expressed their understanding of an object-oriented program and the influences on their approach to designing programs. The study of the textbooks revealed a large variability in the cover of these critical aspects.

Thesis (Ph. D.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 88-93). Also available on the World Wide Web.