Object-oriented design

About: Object-oriented design is a research topic. Over the lifetime, 5136 publications have been published within this topic receiving 144108 citations.

Dynamic rule-based version control system

Abstract: A data processing system and method for controlling versions of data, features a processor, a storage device for storing versions of objects, and an object version selector for providing the processor with access only to specific versions of target data objects as determined by a set of selection rules. The selection rules are evaluated for an object when that object is accessed by the processor. The version selector includes a means for viewing the selected versions of the target objects as a transparent file system having directories, files, and links. The version selector applies the existing version selection rules to newly created objects, and can also store the identity of a selected object version in a cache memory. The version selection rules include a rule for selecting that version of an object that was the most recent version of that object at a specific time in the past, and a rule for selecting that version of an object that was the most recent version of that object at the specific time that a process requiring that object began. The time that the process began is adjusted to compensate for time skew among the storage devices storing the required objects. The process includes a system build.

An evaluation of the MOOD set of object-oriented software metrics

Abstract: This paper describes the results of an investigation into a set of metrics for object-oriented design, called the MOOD metrics. The merits of each of the six MOOD metrics is discussed from a measurement theory viewpoint, taking into account the recognized object-oriented features which they were intended to measure: encapsulation, inheritance, coupling, and polymorphism. Empirical data, collected from three different application domains, is then analyzed using the MOOD metrics, to support this theoretical validation. Results show that (with appropriate changes to remove existing problematic discontinuities) the metrics could be used to provide an overall assessment of a software system, which may be helpful to managers of software development projects. However, further empirical studies are needed before these results can be generalized.

Reusability: The Case for Object-Oriented Design

Abstract: Simply being more organized will not make the reuse problem go away. The issues are technical, not managerial. The answers lie in object-oriented design.

Learning object design and sequencing theory

Abstract: LEARNING OBJECT DESIGN AND SEQUENCING THEORY David Wiley Department of Instructional Psychology and Technology Doctor of Philosophy Given the likelihood of the broad deployment of learning objects-based technology, and the dangers of employing it in an instructionally unprincipled manner, the need for an instructional design theory providing explicit support for the instructional design and use of learning objects is clear. “Theory” here follows Reigeluth’s (1999) definition of design theories as “describ[ing] methods of instruction and the situations in which those methods should be used.” This study reviews, synthesizes, and combines four existing instructional design theories, namely Elaboration Theory (Reigeluth, 1999), Work Model Synthesis (Gibbons, et al., 1995), Domain Theory (Bunderson, Newby, & Wiley, 2000), and the Four-Component Instructional Design model (van Merriënboer, 1997) with new work, the result being a new instructional design theory, Learning Object Design and Sequencing Theory (LODAS). LODAS provides guidelines for the analysis and synthesis of an undifferentiated content area (e.g., English), the application of which produces specifications for the scope and sequence of learning objects. The theory also provides a taxonomy of five learning object types and provides design guidance for the different types of learning objects. Currently, any person or organization that wants to employ learning objects in their instructional design is required to create their own taxonomy of learning objects. The author considers this to be a major cause of the current poverty of practical applications of learning objects. However, taking the taxonomy and learning object design guidelines presented in LODAS, an instructional designer may be able to connect these to the instructional design theory of their choice via the creation of “prescriptive linking material,” a considerably simpler exercise than the creation of a new taxonomy. As the theory is tested, this development has the potential to speed the practical adoption of the learning object approach, allow the simplified application of any instructional design theory to the learning object approach, and provide a common ground for future research in the instructional technology called “learning objects.” ACKNOWLEDGMENTS My thanks go first and foremost to my wife, Elaine, and children, David Enoch and Megumi, who have supported and buoyed me up with love, patience, and understanding throughout my tenure as a graduate student. I also extend my gratitude to my committee co-chairs, Laurie Nelson, who introduced me to the field of instructional technology, specifically instructional design theory, and taught me to be passionate about it, and Vic Bunderson, who invited me to participate in the development of Domain Theory and first suggested validity argument as a means to test instructional design theories. My gratitude also goes to the entire committee, who read and reread quickly in order to help me finalize the study in a timely manner. Finally, special thanks go to my external reviewers, Charles Reigeluth and Brandon Muramatsu, for their tireless reading and commenting. This dissertation was partially funded by the Edumetrics Institute.