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Teaching Object-Oriented Systems Analysis and Design with UML

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Distinction Between Logical and Physical Models. Distinction Between Analysis and Design. ... System Sequence Diagrams for Interaction between the System and ... – PowerPoint PPT presentation

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Title: Teaching Object-Oriented Systems Analysis and Design with UML


1
Teaching Object-Oriented Systems Analysis and
Design with UML
  • Robert V. Stumpf rvstumpf_at_csupomona.edu
  • Lavette C. Teague lcteague_at_csupomona.edu
    Computer Information Systems Department Californi
    a State Polytechnic University, Pomona Pomona,
    California 91768, USA

2
1. OUTLINE
  • Fundamental concepts of object-oriented
    analysis.
  • Fundamental concepts of object-oriented
    design.
  • Teaching strategies.
  • Significant literature.
  • Conclusions.

3
FUNDAMENTAL CONCEPTS OF OBJECT-ORIENTED
ANALYSIS
  • 2.1 How Object-Oriented Analysis Is Like
    Structured Analysis
  • Event Analysis.
  • Distinction Between Logical and Physical Models.
  • Distinction Between Analysis and Design.

4
FUNDAMENTAL CONCEPTS OF OBJECT-ORIENTED
ANALYSIS
  • 2.2 How Object-Oriented Analysis Differs from
    Structured Analysis
  • Use Cases for Requirements Specification.
  • System Sequence Diagrams for Interaction between
    the System and Its Environment.
  • Contracts for the Specification of System
    Operations.

5
FUNDAMENTAL CONCEPTS OF OBJECT-ORIENTED
DESIGN
  • 3.1 How Object-Oriented Design Is Like
    Structured Design
  • Layered System Architecture.
  • Coupling and Cohesion as Design Criteria.
  • Specification of Operations as a function.

6
FUNDAMENTAL CONCEPTS OF OBJECT-ORIENTED
DESIGN
  • 3.2 How Object-Oriented Design Differs from
    Structured Design
  • Objects as the Units of Program Structure.
  • Peer-to-Peer vs. Hierarchical Communication.
  • The Use of Design Patterns.

7
TEACHING STRATEGIES
  • 4.1 Teaching Strategies for Analysis
  • Capture the Content of the Inputs in the Expanded
    Use Case Narratives.
  • Construct the Domain Model One Use at a Time.
  • Express the Contracts in Terms of the Domain
    Model.
  • Make Java programming a prerequisite.

8
TEACHING STRATEGIES
  • 4.2 Teaching Strategies for Design
  • Use Patterns to Produce the Collaboration
    Diagrams One Use Case at a Time
  • Façade,
  • Expert,
  • Creator.
  • Create the Sequence Diagram from the
    Collaboration Diagrams.
  • Create the Class Diagram from the Sequence
    Diagram.

9
SIGNIFICANT LITERATURE
  • 5.1 Classics of Structured Analysis and Design
  • McMenamin (1985)
  • Yourdon (1989)
  • Page-Jones (1980)
  • Page-Jones (1988)
  • Teory (1986)

10
SIGNIFICANT LITERATURE
  • 5.2 The Object Paradigm
  • Taylor (1998)
  • 5.3 UML
  • Fowler (2004)
  • Rumbaugh (2005)

11
SIGNIFICANT LITERATURE
  • 5.4 Textbooks for Object-Oriented Systems
    Analysis and Design
  • Dennis (2005)
  • Larman (2005)
  • George (2004)
  • Stumpf (2005)
  • More Advanced Treatments
  • Page-Jones (2000)
  • Pooley (1999)
  • Richter (1999)

12
CONCLUSIONS
  • Teaching object-oriented systems analysis and
    design with UML is perhaps not as difficult as
    some IS faculty fear.
  • Students should work with one use case at a time
    when building UML models.
  • Developing design models requires a basic
    understanding of object-oriented software.

13
CONCLUSIONS
  • While industry has moved to object-oriented
    software development, information systems faculty
    have been slow to incorporate object-oriented
    analysis and design into the curriculum.
  • Doing so would improve the currency of IS faculty
    and students and enhance the marketability of IS
    graduates.

14
Questions
  • Thank you,
  • Robert V. Stumpf rvstumpf_at_csupomona.edu
  • Lavette C. Teague lcteague_at_csupomona.edu
  • Computer Information Systems Department California
    State Polytechnic University, Pomona Pomona,
    California 91768, USA
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