Instructional Presentation
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AUDIENCE
The audience for this instruction will be high school students
who are highly interesting in computer science and math. This
will also be targeted towards traditional programmers who are
use to programming with procedural programming but wants to break
old habits. Here are the following entry-level skills that the
learner must acquire prior to training:
• Learners must possess basic knowledge of Windows (either
98, 2000, or XP) or Apple's OS.
• Learner’s must have at least high school level math
skills.
INSTRUCTIONAL GOAL
Upon completion of training, learners will have a basic understanding
of object-oriented programming.
SPECIFIC OBJECTIVES
• Given a variety of different objects, methods,
and properties, learners will locate only the objects.
• Given a variety of different objects, methods, and properties,
learners will locate only the methods.
• Given a variety of different objects, methods, and properties,
learners will locate only the properties.
• Learners will name at least five different kinds of objects.
• Given an object, learners will write at least five different
methods associated with the object.
• Given an object, learners will write at least five different
properties associated with the object.
RATIONALE
Object-oriented programming (OOP) can be a difficult language.
Many traditional programmers are so use to programming in procedure
manner that it can be confusing to change those habits. By providing
these instructions, learners can fully grasp the basic concepts
and discover the advantages of using OOP style than other styles.
DESCRIPTION OF THE UNIT
There will be no required materials prior to instructions.
The instructions will follow Gagne's Nine Events of Instructions.
Gaining the learner's attention will be provided with an introduction
that will include a graphic animation about the topic. Learner's
will be given all of the objectives prior to beginning the training.
The instructions will provide relevant content that pertains to
object-oriented programming, practice exercises, feedback, remediation,
and evaluation. Learners will be engaged in the instructions by
provided them with interactivity (activities and self-paced navigation).
ANTICIPATED PROBLEM
For some learners, the concept of OOP might be too
hard to grasp. Some traditional programmers also might not see
the value of changing their old ways. Anticipating that these
problems might occur, there will be a glossary of relevant terms
associated with OOP. That way, if learners are not ready to begin
instructions, he or she can study the glossary and get a better
understand of the subject. Also, there will be a page that will
discuss the advantages of learning OOP and how it compares to
traditional programming.
HOW WILL LEARNING BE EVALUATED?
The assessment of the instructions will include multiple-choice
questions, true/false questions, and matching questions. The matching
question will have objects on one side. The other side will has
different properties and methods mixed up. Users will have to
drag the properties and methods that match the objective.
