Journal of Research in Innovative Teaching - National University

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the students evaluate the optimum solution for this specific task. The students found a Ruby script that collects and packages all required Ruby files into one Windows executable file, the RubyScript2Exe script (Veenstra, 2007). An executable calculator interpreter was generated and executed in a Windows XP environment. Figure 6. A Working Solution Delivered In-Time by Utilizing Agile Tools in an Accelerated Environment Conclusion This project started off with an excellent decision. Choosing to work with Ruby certainly benefited the students in different ways. Not only is Ruby currently a hot language, but it is uniquely clear and well defined. Working with such clear and concise language allowed the students to better understand the ideas and concepts behind it. We were always interested in object-oriented languages and in scripting languages. Ruby was the first object-oriented scripting language that we used. This experience enriched our knowledge by contrasting features with Java and C++. Differences between programming languages give an insight on the design decisions and trade-offs that affected their grammars and implementations. Dynamic binding is an interesting feature of Ruby. While it is a feature that many of its supporters praise, the experience we had with it was not favorable. It is true that dynamic binding makes writing code easier. It is also true that it adds to the productivity of programmers—but only if they don't make mistakes! Debugging is very difficult in a dynamic language. We faced many error messages that did not help pinpoint errors because of the flexibility of the Ruby language environment. If one misspells a local variable in an assignment, the interpreter will just create a new variable with the new name and assign it without reporting any errors. If one mistakenly refers to a local variable by its capitalized name, the error message could be about an uninitialized constant. It is important to examine the trade-offs; when we gain simplicity and flexibility, we lose early and accurate error reporting. However, the level of possible compromise is usually defined by a project's requirements. Last but not least, using virtual machines and other agile teaching techniques for implementing this project allowed the students to learn a great deal about programming languages in only four weeks. Virtual machines are now easy to setup and use. Although we had previously used virtual machines for more traditional purposes, it seems that we missed the more 71
logical use of having them serve as portable and isolated development environments that make agile web development a reality. References About Ruby. (2009). Retrieved June 4, 2009 from Ruby Programming Language: http://www.rubylang.org/en/about/ Aho, A., Lam, M., Sethi, R., & Ullman, J. (2007). Compilers: Principles, techniques, and tools (2nd ed.). Boston, MA: Pearson Education. Dey, P., Gatton, T., Amin, M., Wyne, M., Romney, G., Farahani, A., Cruz, A., et al. (2009, March 18–20). Agile problem driven teaching in engineering, science and technology. Paper presented at ASEE/PSW-2009 Conference, San Diego, CA. Fernandez, O. (2008, March 19). Big name companies using Ruby on Rails. Obie Fernandez’s blog. Retrieved September 09, 2009 from http://blog.obiefernandez.com/content/2008/03/big-name-compan.html Fulton, H. (2006). The Ruby way (2nd ed.). Indianapolis, IN: Addison-Wesley Professional. Lee, K. D. (2008). Programming languages: An active learning approach. Berlin, Germany: Springer Science. Lévénez, É. (2009). Computer languages history. Retrieved June 13, 2009 from http://www.levenez.com/lang/ Matsumoto, Y. (2000, June 12). The Ruby programming language. Pearson Education, InformIT. Retrieved June 14, 2009 from www.informit.com/articles/printerfriendly.aspxp=18225 Matsumoto, Y. (2001). Ruby in a nutshell. (D. L. Reynolds, Jr., Trans.). Sebastopol, CA: O'Reilly Media. Romney, G. W. (2009, March 18–20). The integration of Ruby on Rails as an agile teaching tool in IT curricula. Paper presented at ASEE/PSW-2009 Conference, San Diego, CA. Scott, M. L. (2006). Programming language pragmatics (2nd ed.). San Francisco: Morgan Kaufmann Publishers. Thomas, D., Fowler, C., & Hunt, A. (2004). Programming Ruby: The pragmatic programmers' guide. Indianapolis: Addison-Wesley Professional. Veenstra, E. (2007). RubyScript2Exe Project. RubyForge. Retrieved June 17, 2009 from http://rubyforge.org/ projects/rubyscript2exe Vinoski, S. (2006, July/August). Enterprise integration with Ruby. IEEE Internet Computing, 91–93. About the Authors Majed A. Sahli Knowledge Management Consultant Saudi Aramco Oil Company Dhahran, Saudi Arabia majed.sahli@aramco.com Major research interests: Web applications, knowledge management, data mining, artificial intelligence, virtualization, and open source software. Gordon W. Romney PhD, Professor Department of Computer Science and Information Systems National University San Diego, California gromney@nu.edu Major research interests: Cybersecurity, information assurance, anonymization of data, virtualization and agile pedagogy. 72
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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
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(see Figure 5). Each member is affo
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through four types of instructional
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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 70 and 71: the scope-by-name feature of Ruby e
Page 72 and 73: need to deal with. Students learned
Page 74 and 75: experiment with different options f
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
Page 120 and 121: successful in hiring enough qualifi
Page 122 and 123: Five Innovative Strategies That Wor
Page 124 and 125: 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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