948 TEACHING THE METHOD $29.7 Beginning programming courses,and many others,may take advantage of O-O techniques. For teaching,use a pure O-O language,clear and simple,supporting the full extent of the technology,in particular assertions. Courses should,as much as possible,be based on libraries of reusable components. The consumer-to-producer strategy (similar to "inverted curriculum"ideas), presents students with existing components,enabling them to write advanced applications right from the start,then lets students open the components,extend them,and produce new components by imitation through an apprenticeship process. More generally,a long-term library effort can be a unifying project for a department. 29.7 BIBLIOGRAPHICAL NOTES The material in this chapter is derived from an article in the Journal of Object-Oriented Programming,of which a revised version was presented at TOOLS USA 93 and appears in the proceedings(see [M 1993c]for the two references).Further material about education and training issues appears in the book Object Success [M 1995],from which the term mOOzak is taken,as well as some observations regarding industry training. Important articles about teaching programming using O-O concepts include [McKim 1992]and [Heliotis 19961. The notion of inverted curriculum for education in electrical engineering is due to Bernard Cohen [Cohen 1991].I am grateful to Warren Yates,chairman of the Electrical Engineering Department at University of Technology,Sydney,for bringing it to my attention.This chapter also benefited from discussions with many educators,including Christine Mingins,James McKim,Richard Mitchell,John Potter,Robert Switzer,Jean- Claude Boussard,Roger Rousseau,David Riley,Richard Wiener,Fiorella De Cindio, Brian Henderson-Sellers,Pete Thomas,Ray Weedon,John Kerstholt,Jacob Gore,David Rine,Naftaly Minsky,Peter Lohr,Robert Ogor,Robert Rannou. An ongoing project is intended to produce an introductory programming book-cum- The books were CD applying the"consumer-to-producer strategy",or"inverted curriculum"principle [M listed in the bibli- 199?].But there are already a number ofgood introductory programming textbooks based ography to chap- ter 2,on page 35. on O-O ideas;they were listed in an earlier chapter,but here they are again,for convenience,without further comments:[Rist 1995],[Wiener 1996],[Gore 1996], [Wiener 1997]and [Jezequel 19961.948 TEACHING THE METHOD §29.7 • Beginning programming courses, and many others, may take advantage of O-O techniques. • For teaching, use a pure O-O language, clear and simple, supporting the full extent of the technology, in particular assertions. • Courses should, as much as possible, be based on libraries of reusable components. • The consumer-to-producer strategy (similar to “inverted curriculum” ideas), presents students with existing components, enabling them to write advanced applications right from the start, then lets students open the components, extend them, and produce new components by imitation through an apprenticeship process. • More generally, a long-term library effort can be a unifying project for a department. 29.7 BIBLIOGRAPHICAL NOTES The material in this chapter is derived from an article in the Journal of Object-Oriented Programming, of which a revised version was presented at TOOLS USA 93 and appears in the proceedings (see [M 1993c] for the two references). Further material about education and training issues appears in the book Object Success [M 1995], from which the term mOOzak is taken, as well as some observations regarding industry training. Important articles about teaching programming using O-O concepts include [McKim 1992] and [Heliotis 1996]. The notion of inverted curriculum for education in electrical engineering is due to Bernard Cohen [Cohen 1991]. I am grateful to Warren Yates, chairman of the Electrical Engineering Department at University of Technology, Sydney, for bringing it to my attention. This chapter also benefited from discussions with many educators, including Christine Mingins, James McKim, Richard Mitchell, John Potter, Robert Switzer, Jean￾Claude Boussard, Roger Rousseau, David Riley, Richard Wiener, Fiorella De Cindio, Brian Henderson-Sellers, Pete Thomas, Ray Weedon, John Kerstholt, Jacob Gore, David Rine, Naftaly Minsky, Peter Löhr, Robert Ogor, Robert Rannou. An ongoing project is intended to produce an introductory programming book-cum￾CD applying the “consumer-to-producer strategy”, or “inverted curriculum” principle [M 199?]. But there are already a number of good introductory programming textbooks based on O-O ideas; they were listed in an earlier chapter, but here they are again, for convenience, without further comments: [Rist 1995], [Wiener 1996], [Gore 1996], [Wiener 1997] and [Jézéquel 1996]. The books were listed in the bibli￾ography to chap￾ter 2, on page 35