DESIGN AND DEVELOPMENT OF AN UNDERGRADUATE

COURSE ON INTERNET APPLICATIONS BASED

ON AN INTEGRAL PEDAGOGICAL APPROACH

Camilo Jiménez and Jorge Villalobos

Systems Engineering and Computing Department, University of Los Andes, Bogotá, Colombia

Keywords: Active Learning, Education, Pedagogical Model, Rich Internet Applications, Web Application

Development.

Abstract: Several aspects such as the large amounts of knowledge that can be found in the Internet applications field,

the rapid and continuous evolution of Internet, and methodological problems that have been commonly

reported in computer programming courses, challenge the designing and development of Internet

application courses. In this paper, we present an integral pedagogical approach to design and teach such

courses, considering all of those aspects by means of: (1) The definition of a balance among several

thematic axes, and the generation of high-level programming skills; (2) a structured set of learning resources

along with tools that facilitate the management and evolution of them; and (3) a pedagogical active learning

model that helps instructors teach in a systematic way.

1 INTRODUCTION

The importance of Internet Applications has been

growing rapidly during the last ten years. Nowadays,

these applications are recognized to be the best way

for doing business efficiently and quickly and, for

this reason, they are considered as a key IT

qualification in any computer scientist (Dörge,

2008). Considering this situation, it is essential for

computing programs to design and teach courses on

Internet applications within their curricula.

Nevertheless, aspects inherent to the rapid evolution

of the Internet field and the current situation of some

computing education environments make this task

challenging.

The first of these aspects is the large amount of

knowledge that can be found around the field. The

concepts and technologies in this area are so vast

that designing and teaching a course requires great

knowledge from instructors and the ability to select

coherent topics that can be presented (Lee, 2003).

This is also related to another problem: Confronted

to such amount of knowledge, courses on Internet

Applications have been usually designed following

roadmaps around a programming language or a

limited set of technology elements. The consequence

of this is that the courses, and many of the books

around learning Internet Applications, are based on a

review of the syntactical structures of the

programming language or technology elements. This

way, other aspects such as usability, sociability or

even architectural aspects, which are essential to the

construction of current Internet applications, are

viewed superficially or sometimes ignored.

The second aspect is the rapid evolution of Web

technologies. Each current available technology is

constantly changing, requiring a significant amount

of effort from instructors to keep up-to-date with the

latest technology. Similarly, course materials are

also forced to be updated continuously. This

augments the effort from instructors even more since

they have to design, develop, and maintain them.

Finally, another aspect is the set of

methodological difficulties that computer

programming courses have reported for the last

twenty years (Woodley, 2007). Particularly, students

have been the focus of recurrent issues relating to

their frustration, and instructors have shown a lack

of implanted feedback mechanisms. Consequently,

Computing departments have shown difficulties

when managing and supporting knowledge

generated in these courses, which generally depend

heavily on the instructor abilities rather than a clear

pedagogical model (Villalobos, 2009a).

426

Jiménez C. and Villalobos J. (2010).

DESIGN AND DEVELOPMENT OF AN UNDERGRADUATE COURSE ON INTERNET APPLICATIONS BASED ON AN INTEGRAL PEDAGOGICAL

APPROACH.

In Proceedings of the 2nd International Conference on Computer Supported Education, pages 426-432

DOI: 10.5220/0002794904260432

 SciTePress

Several tools and strategies (Gearailt, 2002;

Kölling, Quig, Patterson & Rosenberg, 2003;

O'Kelly, Gibson, 2006) along with different

approaches to design and teach courses on Internet

Applications (Yue, 2004; Lee, 2003; Hu, 2004) have

been developed but none of them seem to tackle the

complete set of challenges associated to the three

aspects mentioned above. In this paper, we present

an integral pedagogical approach that deals with all

these challenges by means of: (1) The definition of a

balance among several thematic axes, and the

generation of high-level programming skills; (2) a

structured set of learning resources along with tools

that facilitate the management and evolution of

them; and (3) a pedagogical active learning model

that helps instructors teach in a systematic way.

This approach is part of a larger project named

Cupi2 whose objective is to search for new ways to

learn/teach computer programming. Particularly, we

adopted, customized, and extended some elements

from a previous experience in which we defined an

approach to design and develop the basic computer

programming courses CS0, CS1, and CS2. This

approach was successfully evaluated (Villalobos,

2006; Villalobos, 2009a,b) and it has conducted

Cupi2 to be recognized by important regional

institutions in two different occasions. In the first

occasion, Cupi2 was awarded the 2007 Colombian

Informatics Award by the Association of Colombian

Computer Engineers (ACIS), based on the quality of

its learning objects and its academic impact in more

than 30 universities in Colombia. In the second

occasion, Cupi2 obtained the first place in the 10

prize of Educational Informatics 2009 by the

Iberoamerican Network of Educational Informatics

(RIBIE), based on its academic and research quality,

its social incidence, and the number of students and

faculty members benefited from it.

Following the integral pedagogical approach we

propose in this article, we designed and developed

an Internet applications course called Rich Internet

Applications (RIAS). This course has been taught in

a yearly basis as an elective course in our

Computing program for three years, showing

promising results.

The structure of this paper is as follows: In the

next three sections we discuss around the three

aspects that challenge the design and development of

an Internet applications course, along with the

solutions that we propose within an integral

pedagogical approach. Then, we analyze some

metrics in order to validate our approach. In the next

section, we discuss some related works, and finally

the conclusions of the paper are presented.

2 EQUILIBRIUM OF THEMATIC

AXES AND HIGH-LEVEL

PROGRAMMING SKILLS

Due to the existence of large bodies of knowledge

around Internet Applications, selecting the concepts

to teach RIAS was a very challenging task. The first

thing we realized was that trying to cover as much

knowledge as possible based on a pass-over of the

syntactical structures of the different Web

programming languages and technologies was

inadequate. In this classic approach, students tend to

ignore other important aspects to Internet

applications giving much more importance to Web

programming languages and technology elements

than the way to integrate them into the process of

building an application. At the end of such courses,

students have the impression that they learnt to use a

lot of languages and technology elements but they

are not explicitly conscious about the abilities they

should have generated in other axes. This usually

generates frustration in students since some cases

they believe that the particular programming

language or the set of technology concepts is not

going to be useful enough in their professional life.

Contrary to this classic approach, we aim at

finding a balance among several thematic axes. This

means that instead of focusing in specific syntactical

structures or technology concepts, we want students

to understand that building an Internet application

requires mastering several concepts from domains

like architecture modelling, usability and sociability,

security, programming tools, technology, etc. With

this, we do not intend to cover all the large bodies of

knowledge around Internet applications. On the

contrary, our intention is to define enough

conceptual fundamentals that can be complemented

by the generation of high-level skills; this means,

abilities to use this knowledge effectively to solve

problems in similar contexts (different technologies

for example). Such skills include understanding and

abstracting a problem, decomposing it, modelling a

solution, analyze it, etc. The complete set of high-

level programming skills is illustrated in (Villalobos,

2009b).

2.1 Thematic Axes

The first thematic axis in RIAS is the architectural

axis. It refers to the ability to abstract relevant

information from a problem and identify the

necessary structures in architectural models that can

represent a solution to that problem. This axis also

DESIGN AND DEVELOPMENT OF AN UNDERGRADUATE COURSE ON INTERNET APPLICATIONS BASED ON

AN INTEGRAL PEDAGOGICAL APPROACH

427

refers to the ability of understanding how an Internet

application works from different viewpoints such as

functional, security, concurrency, data, and

deployment. In the course, we introduce, and in

some cases reinforce, concepts such as client, server,

protocol, session, concurrency, thread, component,

application, control, data flow, communication

methods, etc.

The second thematic axis is the Usability and

Sociability axis. It refers to the ability to understand

and use concepts around usability and sociability

that are defined within the Web 2.0 trend (Anderson,

2007). These concepts become essential in RIAS

due to their great recognition and applicability in

nowadays Internet applications. This axis also refers

to the ability to identify patterns as well as to

analyze inherent standards and best practices related

to these two aspects. In the course, we introduce

concepts such as usability, virtual communities,

community governance, patterns, collaboration,

collective intelligence, Web 2.0 applications, user

experience, etc.

The third axis is the Security, Ethics, and

Privacy axis. It refers to the ability to identify

vulnerabilities in current Internet applications at

various levels of the application from an

architectural perspective. This axis also refers to the

ability to propose strategies and guides that lead to

best practices around security, and to understand

ethics and information management behind Internet

applications. In the course, we introduce concepts

such as secure protocols, attacks, password

encryption, firewall, privacy statements, cross side

scripting, SQL injection, faults, fails, system

recovery, etc.

The fourth axis is the Frameworks and

Technologies axis. It refers to the necessary

technological elements that support the construction

and deployment of an Internet application. In this

course, we use development tools such as Eclipse

and Adobe solutions, application containers such as

JBoss and Glassfish, and frameworks such as

Pushlets, JSF, Google APIs and libraries, etc.

The fifth axis is the Languages and

Programming axis. It refers to both the different

ways to express the architectural structures of an

Internet application into a program, and the set of

strategies and guides that help in this process. In this

course, we introduce and reinforce languages such

as Java, Javascript, HTML, XML, etc.

The sixth axis is the Testing axis. It refers to the

ability to understand testing from two perspectives:

Firstly, as a way to automatically find functional

faults and fails of an Internet application; and

secondly, as a way to evaluate and tune quality

attributes such as performance and usability. This

axis also refers to the ability to define, model and

construct testing scenarios and test cases considering

the two different perspectives. In this course, we

introduce concepts such as unit testing, load

balancing, functional testing, usability evaluation,

application tuning, etc.

3 COURSE MATERIALS

Defining the appropriate materials for RIAS

considering the vast and rapidly changing

environment around Internet applications

represented a very challenging issue for several

reasons. First, reference books around Internet

applications are very diverse in scope and

complexity levels. For this reason, it is very unlikely

to find one book that fits within the complete set of

concepts defined in the thematic axes. On the other

side, finding several books, each one specialized in

certain group of concepts, would confuse students

since methodologies and learning activities defined

in each one of them are different and various.

Second, public tutorials and learning objects

available on the Web usually lack of an academic

validation and most times they are not adequately

aligned with the development of programming skills.

Additionally, some of them are subject to copyright

norms and others are simply not continuously

updated.

Considering the problems finding suitable

existing course materials for the course, we decided

to create our own set. Particularly, we defined

learning objects focused on the generation of high-

level skills, a virtual book for covering the complete

set of concepts defined in the thematic axes, and two

corresponding collaborative tools that facilitate the

management and evolution of both the learning

objects and the contents of the virtual book.

3.1 Learning Objects

According to the pedagogical active learning model

explained in the next section, different activities in

the course should be supported by a considerable

amount of learning objects that engage students as

the main role in the learning process (Villalobos,

2009a). We categorized these important elements of

the course material as: Examples, laboratory

workshops, working sheets, tutorials, animations,

demos, discussion workshops, mind maps, exams,

and interactive learning objects (Villalobos, 2009b).

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To facilitate the planning, management and

evolution of learning objects we created a profile for

RIAS within the Cupi2 online community

(Villalobos, 2009a). This community promotes the

generation of collective knowledge around learning

objects and also offers a continuous support to

instructors involved in active learning approaches. In

order to do this, instructors are allowed to create

learning sequences and blogs online, facilitating the

planning of class sessions and their association with

particular learning objects, and allowing the

management of the records of their own experiences.

3.2 Virtual Book

The virtual book is a structured set of contents

derived from the compendium of lecture notes and

slide presentations that have been generated by

instructors in the last three years. It not only covers

the fundamental concepts defined in the thematic

axes of the course, but it is also focused on the

generation of high-level skills, and grounded in the

pedagogical active learning model explained in the

next section.

Currently, the contents of the book are managed

in a wiki with limited access to students and

instructors. Nevertheless, we are working on the

nurturing of an online community around the

contents of the book that promotes the generation of

collective knowledge around it. This way, the

contents evolve in a collaborative environment

facilitating the inclusion of concepts from different

thematic axes. The virtual book is out of the scope of

this paper and the beta version of the online

community around its contents is planned to be

released next semester.

4 PEDAGOGICAL ACTIVE

LEARNING MODEL

Since 2004, the Cupi2 project

(http://cupi2.uniandes.edu.co) has been working on

the definition of different active learning

pedagogical approaches to support computer

programming teaching/learning. Specifically, these

approaches have managed to overcome the well-

known methodological problems around basic

computer programming courses, such as CS0, CS1,

and CS2, (Villalobos, 2009a) by means of the

definition of a constructivist pedagogical foundation.

Each foundation is based on four main components

that engage students as the main role in the learning

process, and establish a well balanced solution to

these problems (Villalobos, 2009b).

4.1 Active Learning

The first component is Active Learning. According

to this, teachers must act less as instructors but more

as promoters of activities that ensure the generation

of relevant skills for problem analysis and solution

modelling (Villalobos, 2009a). This changes the

class and laboratory structures of courses

completely and the challenge of instructors becomes

to define an adequate set of scenarios where

students are motivated to work, with clear objectives

related to evaluation.

Class and laboratory structures in RIAS are

categorized in lecture and practice sessions. For

every two lecture sessions, there is a practice session

in the laboratory. This lab session aims at putting the

concepts reviewed from the lectures in practice

using technology concepts and software tools.

Each of the class sessions in active learning

environments must be supported by a set of

scenarios that engages students in activities beyond

listening to a lecture. These scenarios must be

supported by appropriate learning objects with

different objectives (Villalobos, 2009b). In RIAS,

we have defined and developed more than 100

learning objects. All of them are managed in the

Cupi2 Community within the corresponding course

profile.

4.2 Problem-based Learning

The second component is Problem-based Learning

(PBL). In PBL, students should learn through

facilitated problem solving where concepts are

bound to specific issues and explained through their

relation with a specific part of the problem

(Villalobos, 2009a). This offers the potential to help

students develop flexible understanding and high-

level skills (HMelo-Silver, 2004), and it increases

their motivation since they are confronted with

problems that reflect real-world challenges.

In RIAS, each level begins with the presentation

of a given problem to be solved in groups of three

students. Particularly, these problems correspond to

specific issues that can be solved by completing a

specific part of a big Internet application. This way,

we intend to keep the balance among the different

thematic axes since students are constantly faced

with the “big picture” of these applications.

DESIGN AND DEVELOPMENT OF AN UNDERGRADUATE COURSE ON INTERNET APPLICATIONS BASED ON

AN INTEGRAL PEDAGOGICAL APPROACH

429

4.3 Incremental Learning

This component is essential in the pedagogical

foundation considering the large number of concepts

in computer programming courses. These concepts

must be introduced in a gradual way so that the

balance between their complexities can be

preserved. To accomplish this, we define the notion

of levels. Each of these levels is defined to (1)

introduce or reinforce some knowledge using

learning objects in different class sessions, and (2)

generate or strengthen of a set of skills defining a

particular problem to solve. The relationship

between levels and other elements in the foundation

is depicted in Figure 1.

In RIAS, we defined three levels that

incrementally introduce concepts around Internet

applications. As an example, the first of them

focuses on the user and his behaviour. In this level

we introduce concepts from different axes related to

usability, sociability, content and presentation, and

fundamental architectural styles to build Internet

applications. The problem associated with this level

is intended mainly to generate skills in the

understanding, abstracting, and analysis of the

architectural aspects around current Internet

applications. This way, students are challenged to

analyze and design an online community, and

implement explicit functional requirements in a

simple Internet application that supports such

community. This problem continues to grow in

complexity each level. The idea is to reuse the

implemented solution and incrementally augment it

without losing the “big picture” of the application.

We have realized that letting students propose and

define a community of their preference motivates

them in the solution of the problem. In particular,

four groups of students have continued working in

their communities as venture projects after the end

of the course.

Figure 1: Levels, thematic axes, and problems.

4.4 Learning by Examples

The last component is Learning by Examples. This

component enforces the development of examples to

enrich the learning process. These examples are

transversal methodological elements in our approach

and they must show the applicability of best

practices and common solutions (Villalobos, 2009a).

In RIAS, we have developed two examples per

level. These examples are internet Applications that

support two online communities in an incremental

approach. An important aspect of the development

of these examples is that a standard conceptual

model for them was needed. Otherwise, students

would become confused when changing between

levels since it would be difficult to localize concepts

again in another example.

The standard conceptual model in RIAS

considers examples as applications constructed

following a client/server basic style: A client that

sends requests to a server through a communication

channel using a standard protocol, and a server that

attends several of these client requests. In addition to

this, examples include an attractive graphical

interface that considers a set of usability patterns, a

common architectural document, a set of test cases,

a well-documented code, and a strategy to solve the

problem.

5 METRICS AROUND THE

COURSE

RIAS is the first course focused on Internet

applications that has been included in the curriculum

at our University. In the first time we taught RIAS,

35 students took the course. The second, this

quantity grew by a 100%, making necessary to teach

two sections of the course. After this, the number of

students has normalized, and we now usually teach

two sections that totalize between 50 and 65 students

every time the course is taught. Among other 10

established and older elective courses, RIAS is the

one with the most number of students taking the

course. This represents a great success considering

we began teaching the course just three years ago.

The course has been always subject to

quantitative and qualitative evaluations by the

Computing department. In quantitative evaluations,

the department measures the satisfaction of students

in terms of the overall course, the course materials,

and the pedagogical methodology. In these three

years, the course has been qualified with a

satisfaction average of 82%, 84%, and 82% in terms

of the corresponding criteria. In qualitative

evaluations, the department asks about the very

positive aspects of the course as well as the negative

ones. In summary, very positive comments are found

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about the methodology and the appropriateness of

learning objects in several class sessions. Students

appreciate the great quantity of course material

available for them during class sessions and when

they are studying at home. On the other side,

negative comments about the contents of the course

have been reported. In particular, some students are

not satisfied following the course with a Java

perspective and others want to augment or detail the

scope of the topics covered. This is an issue that we

are trying to solve currently, and our hypothesis is

that we have to reinforce and make explicit the

generation of high-level skills, and develop learning

objects in other technologies following the

examples’ conceptual model defined within our

approach. In addition, we are going to let students

decide their own technology when solving problems.

This way, we can check the learning process of

different groups when solving problems in different

technologies and measure exactly the impact that

this particular issue has in the learning process.

6 RELATED WORK

Several related works that aim at finding approaches

to design and develop courses on Internet

applications have been proposed. Some of them

have been oriented to technology. This is the case of

(Yue, 2004) where Kwok-Bun Yue et al propose the

design and evolution of an Internet applications

course based on their eight years of experience in

teaching such course. Particularly, they propose a

syllabus that covers an ordered set of available Web

technologies and establishes a mechanism to select

them based on their popularity and maturity.

Together with this mechanism, they propose an

incremental approach to include new emerging Web

technologies in the course as instructors gain

expertise with them and the technologies augment its

maturity and support. The main problem with this

approach is the high risk of generating frustration in

students since the syllabus structure is not explicitly

conscious about the abilities they can generate in

other axes. This suggests that building Internet

applications is all about learning a programming

language, leveraging the importance of the field and

in some cases decreasing students’ motivation.

Another problem is the high dependence on the Web

technologies. Considering the number of current

different technologies and the rate at which they

grow currently, there will be always a large set of

relevant technologies that will be left aside because

they do not fit into one semester. Again, students

will feel that they are not covering the complete set

of subjects, generating frustration in them. In our

case, our approach is totally different. We focus in

the balance of several basic fundamental concepts

and the generation of different skills to use those

concepts effectively in problem solving. This

problem solving could include the adoption of new

Web technologies or the usage of new languages.

Other related works have been oriented to

concepts. This is the case of (Lee, 2003) and

(Klassner, 2000) where an approach based on the

teaching of enough fundamentals to solve the

challenges around teaching/learning Internet

application courses is described. The premise of

these approaches is that students should gain the

necessary abilities and core conceptual concepts in

the course so that they can effectively apply them in

a productive environment. In particular, we follow

the same premise. The difference with them is that

they lack of an integral pedagogical model supported

by collaborative tools that facilitates the

management and evolution of course material as

well as the teaching of the course by means of an

adequate pedagogic methodology.

Another set of related works have been oriented

to the use of tools to facilitate teaching. This is the

case of (Hu, 2004) where a teaching tool called ETE

is described. Several dimensions were not covered in

that article, suggesting a lack of pedagogic elements

within the course that are needed in order to solve

the challenges around the teaching/learning Internet

application courses. In particular, we believe that the

solution cannot be found in just one element. On the

contrary, these challenges need to be solved from

different dimensions within an integral

methodological approach that considers different

dimensions such as students, instructors, Computing

departments, pedagogic methodology, tools, course

materials, etc.

7 CONCLUSIONS

In this article, we have presented an integral

pedagogical approach to design and teach a course

on Internet applications. This approach is part of a

larger project called Cupi2, and it adopts,

customizes, and extends some elements from a

previous pedagogical experience in CS0, CS1, and

CS2 courses.

Our approach considers three well-known

aspects that challenge the task of designing and

teaching such a course. First, large bodies of

knowledge around Internet applications are

DESIGN AND DEVELOPMENT OF AN UNDERGRADUATE COURSE ON INTERNET APPLICATIONS BASED ON

AN INTEGRAL PEDAGOGICAL APPROACH

431

supported by a balance among several thematic axes

and the generation of high-level programming skills.

This way, students can acquire core fundamental

knowledge from six different thematic axes and

generate skills to apply that knowledge effectively in

similar situations. Second, rapidly changing

technologies are supported by a set of more than 100

learning resources along with tools that facilitate the

management and evolution of them. Particularly,

different types of course materials were developed

and are currently managed in an online community

that facilitates their evolution. And third, classic

methodological difficulties in computer

programming courses are supported by a

pedagogical active learning model that helps

instructors teach in a systematic way based on

levels, problems, and examples.

Students have evaluated the course and although

they report good and promising results, we have to

improve some issues that were identified. We will

also continue with the developing of learning

objects, which represent one of the most important

course’s strengths according to students, as well as

with the nurturing of the online community around

the virtual book of the course.

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