Journal of Research in Innovative Teaching - National University

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the scope-by-name feature of Ruby enhances code readability. Knowing the scope of a variable from its name is a very concise yet informative aspect of Ruby (Matsumoto, 2001). Polymorphism While there are different definitions of polymorphism in the literature, Ruby implements a specific type of polymorphism that is not hard to define, interface polymorphism. Interface polymorphism exists when objects have methods of the same name but are not inheriting from each other. Ruby's version allows methods of modules to be mixed into existing classes. Matz described this mixing in as “a restricted form of multiple inheritance with implementation sharing,” and that is discussed in more detail in the next feature, inheritance (Fulton, 2006). Overloading operators is a specific polymorphism case. Operators like “+” and “*” are implemented as methods in Ruby. Fulton (2006) explained how this means that a Ruby programmer can easily override an operator by redefining its method to give it a new meaning in a particular context. The ability of overriding operators means that we can now add real estate properties, subtract office branches, and divide an apple pie. Inheritance Ruby was designed with eliminating confusion in mind. It only supports single inheritance because multiple inheritance can cause class hierarchies to be confusing complex networks. The aforementioned module mix-in feature makes up for the lack of multiple inheritance in Ruby (Matsumoto, 2000). Inheritance was used in the project to reduce redundancy in the AST nodes implementation. Reflection A reflective programming language allows an active environment to query, extend, or modify objects at runtime. As a dynamic language, Ruby implements reflection, allowing a programmer to check type, class, and methods of objects at runtime. The ObjectSpace Ruby module can access all and any living object at runtime (Fulton, 2006). Garbage Collection Scott (2006) affirms that a big portion of costly application bugs are caused by programming errors in memory management. Memory leaks and dangling pointers are common bugs in applications written in languages that require manual memory deallocation. Ruby has an automatic garbage collector (GC) that relieves a programmer from performing such a task. Just like mostly anything else in Ruby, the garbage collector is an object that can be accessed and managed using the GC module or the ObjectSpace module (Thomas, Fowler, & Hunt, 2004). Exception Handling Exception handling is the mechanism that deals with unexpected conditions that may arise in an application at runtime. If a programmer is to deal with such conditions, he or she would invent a default value, return a status value, or pass a closure to a routine to handle that condition (Scott, 2006). Luckily, Ruby programmers do not have to choose any of the previous possible actions because Ruby has built-in exception handling. There are many classes of exceptions that can be extended as needed (Fulton, 2006). Catching an exception in Ruby is as simple as using rescue and ensure clauses to deal with a certain type of exception (Matsumoto, 2001). Exceptions in 65
Ruby are objects that hold information about unexpected conditions. They contain message strings and stack traces. Real Iterators Iterators are used to enumerate items in collections. Ruby has true or real iterators that work as a separate routine or a resumable execution context with a program counter and some local variables. Real iterators are flexible and much easier to use than regular iterator objects. They do not need to maintain any intermediate states (Scott, 2006). A Ruby programmer would not need to worry about a loop counter or any boundary conditions when iterating through a collection using built-in iterator methods such as find, each, and collect (Matsumoto, 2001). Virtualization It is an established fact that many Information Technology (IT) students learn best through Hands-on-Learning (HOL). However, with the current trend for accelerated education and online instruction; students are losing the laboratory and HOL experiences (Romney, 2009). Virtualization can now be used to create Virtual Labs. Doing so will not only restore the right for HOL to students but also capitalize on available technology to enhance the quality of accelerated education and its outcomes. Virtual labs were successfully used in the use case discussed in this paper. The idea of a Virtual Lab revolves around building a Virtual Machine (VM) image that can be distributed to students. Each student gets a VM that he or she can store on external storage and run from any computer. The distributed VM is ready to use with all required software already installed and set up. In this instance, each student has the problem to be solved in an already operational computer environment that belongs to him or her (Romney, 2009). System configuration on disparate laptops or workstations is eliminated. In our use case, these virtual machines served as isolated development environments for students. If a student messes up a virtual machine, no other student is affected and no real PC needs to be fixed. The student can always start from a fresh clean VM image. Students are also advised to save backup VM images as they progress so they can easily return to a previous usable configuration, if needed. This advantage alone saves a lot of time and effort. There is no need to involve IT support when students make mistakes, and there is minimal effort to restore a virtual lab. We found that students are more confident when using virtual labs that allow them to experiment with no risk as they learn and try to solve the problem at hand. Desktop virtualization technology is now readily available in the marketplace. Software for building and running virtual machines has been around for years and has reached professional quality. Major software companies provide free desktop virtualization products, such as Virtual PC from Microsoft, VirtualBox from Sun Microsystems, and VMware Player from VMware. In our use case, both Virtual PC and VirtualBox were used. VirtualBox is an open-source solution that supports Personal PC VM images and is available for MS Windows, Linux, Solaris, and OS X hosts. Grammar Implementation Use Case Agile Problem Driven Teaching (APDT) ensures that students are better prepared for the workplace. The involved agility components simulate the real-world problems that students will 66
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Journal of Research in Innovative T
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Table of Contents Editor’s Column
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Editor’s Column National Universi
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training-based method for integrati
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The Editorial Board invites the rea
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The Influence of Social Worlds on E
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experience in a strong group settin
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Table 1 Example Scenario of a Burea
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hierarchy ensures a social position
Page 20 and 21: (see Figure 5). Each member is affo
Page 22 and 23: through four types of instructional
Page 24 and 25: Hierarchic (high grid, strong Group
Page 26 and 27: Figure 10. Didactic Task Structure
Page 28 and 29: Stansberry, S., & Harris, E. (2005)
Page 30 and 31: Utilizing current research-based co
Page 32 and 33: teachers. The instructor kept a mas
Page 34 and 35: References Coburn, C. E. (2001). Co
Page 36 and 37: Organizing for Instruction Carefull
Page 38 and 39: Accelerated Learning 33
Page 40 and 41: the learning process but rather to
Page 42 and 43: Csikszentmihalyi (1982) has written
Page 44 and 45: term (intersession) gets its name b
Page 46 and 47: Some Important Issues Scott and Con
Page 48 and 49: esponsibilities). A higher percenta
Page 50 and 51: them in such a way that the likelih
Page 52 and 53: makes a valuable contribution to ou
Page 54 and 55: North American Association of Summe
Page 56 and 57: E-learning 51
Page 58 and 59: Academic Learning Today Academic in
Page 60 and 61: In the original publication by the
Page 62 and 63: • Individual (1) — Group (2) co
Page 64 and 65: Challenges and Opportunities From t
Page 66 and 67: About the Authors Cynthia (Cindy) L
Page 68 and 69: AGILE TEACHING: A CASE STUDY OF USI
Page 72 and 73: need to deal with. Students learned
Page 74 and 75: experiment with different options f
Page 76 and 77: the students evaluate the optimum s
Page 78 and 79: Using Bibliotherapy as a Tool for C
Page 80 and 81: different clients and their present
Page 82 and 83: supervisees with a brief synopsis o
Page 84 and 85: Stick Figure, by Lori Gottlieb As t
Page 86 and 87: psychological awareness to encourag
Page 88 and 89: on the Internet. To keep the classr
Page 90 and 91: The third portion of the discussion
Page 92 and 93: Henry, S. (2005). A different appro
Page 94 and 95: elementary-age students. Linked wit
Page 96 and 97: considered in multicultural literat
Page 98 and 99: In Finding One, the conclusion was
Page 100 and 101: Stephanie: “I learned that some p
Page 102 and 103: importance in society and in school
Page 104 and 105: published in the United States. Ret
Page 106 and 107: Reading Practices in Elementary Sch
Page 108 and 109: groups of students reading by apply
Page 110 and 111: Table 2 Participant-Reported Teachi
Page 112 and 113: Table 5A Teachers’ Reading Task P
Page 114 and 115: Because electronic texts are increa
Page 116 and 117: Conclusion As teachers work to impr
Page 118 and 119: Bilingual Education and Second Lang
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successful in hiring enough qualifi
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Five Innovative Strategies That Wor
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The third strategy is “Determinin
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the categories, synthesized and def
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Fereshteh, M. H. (1995). Multicultu
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Can Balanced Bilingualism Be Achiev
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As may be seen from this discussion
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Alternatives to Current Methodologi
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education when students are isolate
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Conclusion SL learning must be a tw
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Language as Tool for a Global Educa
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encouraging passive learning. Such
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Similarly, their actions or what go
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should therefore not be glued to th
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Supplementary Reading Since there i
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Bruce, M. G., Podemski, R. S., & An
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• Sentence combination (using con
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The Motivational and Attitudinal Ch
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Other researchers have challenged t
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education classes were taught in Ru
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Participants also described how the
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Implications and Suggestions for Fu
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National University Carlsbad, CA Em
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Assessment and Evaluation 161
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affordance of opportunities for sel
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An examination of the peer-comment
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language used in the description an
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promotes self-discovery (Saulnier e
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Appendix A Sample Language from an
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Student Evaluations of Courses and
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that there is a consistent positive
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(teaching) for all classes (11 item
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Figure 1. The Nonlinear Relationshi
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About the Authors Nataliya Serdyuko
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Best Practices 183
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The Textbook Elementary Statistics
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If the mean number of visits was as
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discussion in such courses is slow;
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Table 1. A grade list for a class o
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Sloboda, B. W. (2005). Improving th
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The Journal of Research in Innovati
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About the Author In the end of your
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