Section 1 Instructor Resource Guide

INSTRUCTOR NOTES FOR SLIDES SECTION 1 LESSON 1 Welcome Slide 1: Welcome No instructor notes for this slide. Slide 2: What Will I Learn No instructor notes for this slide. Slide 3: Why Learn It - Purpose This slide is intended to generate interest in the course. Ask students to consider how Java is used in their daily lives. Examples are: Play games and watch videos on-line Google Maps Blu-ray Disc Mobile phones Amazon Kindle

Slide 4: Course Goal Explain to the students that the course is designed for beginners. The actual Java programming will come later in the course after the students first learn techniques for thinking like a programmer via tools like Alice3 and Greenfoot. Slide 5: Course Map Explain to students how the lessons will be covered over the course of the unit or semester, using the course map in Section 0 of Oracle iLearning as a guide. Slide 6: Course Map (cont.) Explain to the students the value in the completion of both Java Fundamentals and

Programming in terms of future career paths in addition to Advanced Placement and/or Oracle Java certification. Slide 7: Teaching and Learning Strategy No instructor notes for this slide. Slide 8 and 9: Oracle iLearning Provide the students a brief overview of the iLearning system including: How they will get accounts Where they will log-in How to launch the Java course How to access slides and quizzes Guidelines for taking quizzes and exams

Slide 10: Software Provide the students an overview of the lab set-up. Any special instructions should be pointed out at this time (e.g., lab hours, log-in and password). Direct students to the applications that will be used during the course as well as the folder structure for saving work. Slide 11: Integrated Development Environment No instructor notes for this slide. Slide 12: Teamwork Although students may have worked on teams in the past, they may not have been given guidance on how to work on teams. The key on this slide is that teams comprise individuals with unique talents who work together toward a common goal. Slide 13: Importance of Teamwork Teamwork has become an integral part of the working world and managers examine teamwork skills when evaluating a person for employment. Some companies rely on teamwork because their products are so complex that it requires a team with multiple skills to produce and support. It is important that students learn teamwork skills. Further reading: Teamwork in the Classroom. NDT Resource Center. Accessed on January 2, 2012, URL: http://www.ndt-ed.org/TeachingResources/ClassroomTips/Teamwork.htm

Slide 14: Teamwork Some students may think that teams of 1 are better than multi-person teams. Ask the class if anyone feels that way? This may be because they have had negative experiences with teams in the past. Future slides show ideas for working around team conflict. Ask the class why a team of 4 is more desireable than a team of 1. (Because a productive team of 4 can accomplish four times as much as 1 person.) Now ask the benefits of multi-person teams. (Lots of ideas because many heads are better than one.) Discuss with the students their experiences with teams, both positive and negative. It is common for teams to have conflict. This is referred to as Storming in Bruce Tuckman's model of team development. As the team works more closely, students may become more vocal and compete with each other. Students can get discouraged at this stage, but it is productive and is an essential part of teambuilding in the workplace. All issues and concerns are brought out in the open and this is important, as long as the conflict is constructive and comments are positive. Discuss how you need to learn teamwork skills and how choosing to work with people on a challenging team will help you to develop your own skills and prepare you for the workforce where your salary could be jeopardized by not performing on a team well. Here are some ways to address team conflict and challenges: 1. Use a self-assessment so individuals can report on their efforts 2. Use a team rubric so individuals can report on their peers' efforts 3. Identify a process for escalating issues if the team project is in jeopardy Slide 15: Challenges of Working on a Team Below are some tips to address the issues on the slide: Make sure that everyone in the group is clear about their expectations for the project. Regular meetings and detailed progress reports by all group members will allow advance warning of possible time shortages. Make sure that everyone in the group understands the situation of the others. Be understanding and patient with each other. It is in your best interests to attend all group meetings, even if you don't have much to report, because you can keep up with what the rest of group is doing. You don't have any right to complain about the end result if you don't attend meetings and participate in the group. Offer support to group members when they seem behind. In the worst case, be prepared to have someone else finish the task or tasks. Make the effort to communicate with other group members promptly. It takes less than a minute to send a short reply to an email, and that is usually all that is required. Provide input and feedback to others, but concentrate on your own tasks, and trust the others to do the same. Slide 16: Challenges of Working on a Team (cont.) No instructor notes for this slide.

Slide 17: Characteristics of Effective Teams A team must have a clear understanding of their common goal. It is shared desire-not talentthat creates teamwork. Team members do not have to like each other to be successful, they need to respect each other and have the shared interest in completing the goal. Slide 18: Step 1: Forming and Introducing Teams There are many different ways to form teams, and there are advantages and disadvantages to each. You may want to ask the students how their teams have been created in the past and the pros and cons. Assigned teams (i.e., the teacher assigns the teams): Instructor can balance the teams in terms of knowledge, skills, experience, discipline, and demographic characteristics. Random team assignment: for quick tasks such as those lasting one class period, an instructor may choose to randomly assign teams. This is quick and easy to implement and students perceive it to be fair as there is no teacher bias. Self-selected team assignment: Students tend to choose their friends creating homogenous groups which may limit learning opportunities. However, as students tend to know each other and their outside schedules, these groups may be easier for them to coordinate.

Further reading: The Team Developer: An Assessment and Skill Building Program. By Jack McGourty and Kenneth P. De Meuse. Accessed on January 2, 2012, URL: http://www.gatewaycoalition.org/files/team_developer/Instructor_Manual.pdf Slide 19: Step 2: Establish Team Roles A good team is like an orchestra, each musician has unique role to play. When every member is willing to play in harmony, teamwork evolves. The roles and responsibilities will change depending on the project/task at hand. Slide 20: Step 3: Define Tasks Requests students to openly brainstorm tasks that could be possible for a software project. Tell students that tasks could also have a value rating. If you find you have a team with a slacker you can refer back to the value rating when doing a teamwork self assessment at the end of a project. Slide 21 Step 4: Assign Tasks What to watch for Requests students to openly brainstorm tasks that could be possible for a software project. Slide 22: Building an Effective Team

Below are tips for working effectively with a team: Make sure that everyone in the group is clear about their expectations for the project. Regular meetings and detailed progress reports by all group members will allow advance warning of possible time shortages. Make sure that everyone in the group understands the situation of the others. Be understanding and patient with each other. It is in your best interests to attend all group meetings, even if you don't have much to report, because you can keep up with what the rest of group is doing. You don't have any right to complain about the end result if you don't attend meetings and participate in the group. Offer support to group members when they seem behind. In the worst case, be prepared to have someone else finish the task or tasks. Make the effort to communicate with other group members promptly. It takes less than a minute to send a short reply to an email, and that is usually all that is required. Provide input and feedback to others, but concentrate on your own tasks, and trust the others to do the same.

Slide 23: Try It Ask students to work together and form teams of three to five people. Learn each others names Determine roles Brainstorm tasks Assign tasks Create a team name

Students are encouraged to share their team name and roles with the class. Slide 24: Terminology No instructor notes for this slide. Slide 25: Summary No instructor notes for this slide. Slide 26: Practice Vocabulary 1. IDE A software tool used by computer programmers to develop software applications that includes tools for writing, editing,

compiling, deploying, and debugging programs. 2. Task A very specific work related responsibility that requires completion, usually within a specified period of time; it is always assigned to a single owner. This account will provide you access to the course curriculum, quizzes, and exams. A group of individuals with unique talents sharing those talents to achieve a common goal.

3. iLearning 4. Team

Try It/Solve It 1. Power on your computer. 2. Explore the software and folders provided for this course. 3. Introduce yourself to one person in the room and tell them two interesting things about yourself. 4. Introduce the person you have met to your class. 5. In this exercise, you will work with a team to explore the structure of the Java Fundamentals course in iLearning. You will document and present your findings. Form a team of 3 to 5 people. Establish roles, such as technical lead(s), writer, presenter. Identify tasks for each role. Explore the curriculum for Java Fundamentals. Identify all of the components (presentations, try its, resource files, quizzes, exams) and how they are organized. Present your findings to the rest of the class.

6. In your journal, create an entry entitled Teamwork. Describe what teamwork entails, and what you need to do to be a good team member during project work. 7. In your journal, create an entry entitled Course Goals. In your own words, describe the goals of the course in paragraph or list form. 8. In Oracle iLearning, review the course map. In your journal, create an entry entitled Course Map. Describe how much time you will devote to the course each week, and which topics will be covered. Describe which section you are most excited to learn about and why. 9. In your journal, create an entry entitled Teaching Format. Describe the teaching format that will be used for this course.

SECTION 1 LESSON 2 Introduction Slide 1: Introduction No instructor notes for this slide. Slide 2: What Will I Learn No instructor notes for this slide. Slide 3: Why Learn It? No instructor notes for this slide. Slide 4: What is an Animation? No instructor notes for this slide. Slide 5: 3D Objects No instructor notes for this slide. Slide 6: Virtual World No instructor notes for this slide. Slide 7: Virtual World (cont.) No instructor notes for this slide. Slide 8: View an Alice 3 Animation No instructor notes for this slide. Slide 9: Step 1: Launch Alice 3 No instructor notes for this slide. Slide 10: Step 2: Locate Example Animation The example files are located on the videos page for this lesson. Students should now: 1. Go to the videos page for this lesson in Oracle iLearning. 2. Locate and click-on the URL entitled Greetings Animation Example Code. 3. Save the zip file to a location you will remember.

4. Extract the files to a location you will remember. If students are unable to run the Alice file for any reason, they can watch the Greetings video example, located on the videos page for this lesson. Slide 11: Step 3: Play the Animation At this point, you may want to run the Greetings animation in class with your students, or have them watch the corresponding video. Slide 12: Greenfoot No instructor notes for this slide. Slide 13: Greenfoot (cont.) No instructor notes for this slide. Slide 14: Play a Greenfoot Game No instructor notes for this slide. Slide 15: Step 1: Launch Greenfoot No instructor notes for this slide. Slide 16: Step 2: Open Game File The example file is located on the videos page for this lesson. Students should now: 1. Go to iLearning. 2. From the videos page for this lesson, locate and click-on the URL entitled Flying Frog Example Code. 3. Save the zip file to a location they will remember. 4. Extract the files to a location they will remember. Slide 17: Step 3: Set Up the Game No instructor notes for this slide. Slide 18: Step 4: Play the Game At this point, you may want to have students play the game in Greenfoot. Slide 19: Greenfoot Objects

No instructor notes for this slide. Slide 20: Greenfoot Classes No instructor notes for this slide. Slide 21: Greenfoot Objects and Classes Example At this point, you may want to do the following activity with your students: 1. Identify three objects in your classroom. For each object, have your students: Identify three states. Identify three behaviors.

Slide 22: Why Learn These Programs? No instructor notes for this slide. Slide 23: Why Learn Alice 3? No instructor notes for this slide. Slide 24: Why Learn Alice 3? (cont.) No instructor notes for this slide. Slide 25: Why Learn Greenfoot? No instructor notes for this slide. Slide 26: Skills Needed to Generate Animations and Games No instructor notes for this slide. Slide 27: Skills Needed to Generate Animations and Games (cont.) No instructor notes for this slide. Slide 28: Define a Scenario No instructor notes for this slide. Slide 29: Define a Scenario (cont.) No instructor notes for this slide.

Slide 30: Scenario Example Try the following activity with your students (the following can be completed individually or with a group): 1. Study an animation. 2. Go to an animation website of your choosing. 3. Watch a short animation. Describe the scenario for the animation. Ensure the scenario contains the three parts (story, objects, actions). Clearly indicate the result of your scenario. 4. Create a new scenario. 5. Ensure that the scenario contains the three necessary parts story, object, and actions. 6. Be sure to clearly indicate the result of your scenario. 7. When you are finished, present the scenario and the result to the class. Slide 31: Components of a Team Project No instructor notes for this slide. Slide 32: Standards for Team Success No instructor notes for this slide. Slide 33: Standards for Team Success (cont.) No instructor notes for this slide. Slide 34: Standards for Team Success (cont.) No instructor notes for this slide. Slide 35: Journal Review the Cookbook to Success file in the resources section. Slide 36 Journal (cont.) No instructor notes for this slide. Slide 37: Journal (cont.) No instructor notes for this slide. Slide 38: Code of Ethics No instructor notes for this slide.

Slide 39 Code of Ethics (cont.) No instructor notes for this slide. Slide 40 Code of Ethics (cont.) No instructor notes for this slide. Slide 41 Code of Ethics (cont.) No instructor notes for this slide. Slide 42: Cyber Security No instructor notes for this slide. Slide 43: Cyber Attacks and Cyber Security Discuss cyber security and its impact to your country, including your government and local corporations. You may find recent news articles describing security breaches. Slide 44: Terminology No instructor notes for this slide. Slide 45: Summary No instructor notes for this slide. Slide 46: Practice Vocabulary 1. 3D 2. Rubric 3. Object-oriented programming (OOP) 4. Cyber ethics 5. Virtual world 6. Cyber security An object that that displays height, width and depth. A team defined set of rules and standards used for project assessment. Programming that allows the programmer to manipulate objects. A code of behavior for using the Internet. A world that contains 3D objects and simulates a real or imaginary physical environment. The establishment of processes with the sole objective of mitigating cyber attacks.

7. 2D 8. State/behavior 9. Class Try It/Solve It

An object that that displays height and width only. All objects have which two characteristics? The general set of instructions and rules that objects will follow.

1. Identify three states for the object class airplane. Type (e.g., Propeller, Jet) Color (e.g., white, blue, red) Number of wings (one or two) Flying up Flying down Looping

2. Identify three behaviors for the airplane.

3. Open, set-up and run the flying_frog Greenfoot game. Identify at least three changes you could make to the game to make it better. The frog stops once the final fly is eaten The game sets itself up The frog only has X seconds to catch all the flies

4. In your journal, create an entry entitled First Scenario. Draw a picture of your own scenario using two moving and three non-moving objects. Clearly draw and label each object. Identify the objects to move and those to remain stationary. Identify how each object will move. Describe the result of your scenario.

5. Gather in teams and review the IEEE Code of Ethics. Does your team unanimously support the Code? What will occur if a member breaks a rule of the Code? 6. Gather in teams and draft a team assessment rubric. Use the following template as a guide. Think about team projects you have worked on in the past and answer the following questions out loud: What criteria made the final product and team contributions great? What made working on a team particularly challenging? Is everyone on your team in agreement about the criteria and scores?

7. Creatively imagine a cyber attack at your school. Consider what and who would be affected. In your journal, create an entry entitled Cyber Attack. Create a plan to mitigate such an attack.

8. In your journal, create an entry entitled Purpose of Alice 3 and Greenfoot. Describe how you will use both to learn Java. 9. In your journal, create an entry entitled Programming Skills. List the skills needed to create an animation or generate a game. 10. In your journal, create an entry entitled Document Programming Projects. Describe how you will use your journal to document the projects you will work on throughout the course. Team Assessment Rubric Category Contributions 4
Routinely provides useful ideas when participating in the group and in classroom discussion. A leader who contributes a lot of effort. Actively looks for and suggests solutions to problems. Is never publicly critical of the project or the work of others. Always has a positive attitude about the task(s).

3
Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard.

2
Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.

1
Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.

Problem Solving

Refines solutions Does not suggest or suggested by others. refine solutions, but is willing to try out solutions suggested by others. Is rarely publicly critical of the project or the work of others. Often has a positive attitude about the task(s). Is occasionally publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s). Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person ontask. Often listens to, shares with, and supports the efforts of others, but not always.

Does not try to solve problems or help others solve problems. Lets others do the work. Is often publicly critical of the project or the work of other members of the group. Is often negative about the task(s). Rarely focuses on the task and what needs to be done. Lets others do the work.

Attitude

Focus on the Task

Consistently stays focused on the task and what needs to be done. Very self directed.

Focuses on the task and what needs to be done most of the time. Other group members can count on this person.

Collaboration

Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together and mentors team members when appropriate.

Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.

Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.