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Using of object oriented approach design models learning in information software engineering
Abstract
This paper focuses on the importance of using object oriented approach in teaching software engineering which using UML [unified modeling language] as supporting tools, the references in this place textbooks, lab manuals and other supplementary materials to teach these topics and how to implement these methodologies to get a very high quality education output. In this paper we discuss the OO Approach Design Models, also giving literature review about using OOA in teaching in addition to discussion about implementation of IS Engineering learning in KAU, ending with our conclusion. This paper also emphasizes: 1) the growing concerns of software engineering and its technologies applications.2) existing books and supporting materials, and 3) King Abdulaziz university's approach to teaching these topics. At KAU [king abdulaziz university] we incorporate software engineering into one course.
Object-oriented software development matured significantly during the past ten years. The Unified Modeling Language (UML) is generally accepted as the de facto standard modeling notation for the analysis and design of the object oriented software systems. This language provides a suitable framework for scenario acquisition using use case diagrams and sequence or collaboration diagrams. In this paper, we suggest a requirement engineering process that composes UML scenarios for obtain a global description of a given service of the system and implementation code from the UML use case (service). We suggest four operators: sequential operator, concurrent operator, conditional operator and iteration operator to compose a set of scenarios that describe a use case of a given system. We developed algorithm and tool support that can automatically produce a global sequence diagram representing any way of composing them and to offer a code generation of sequence diagram resulting.
•,high-level and abstract program,elements need to be taught early; • the basic programming language concepts are highly interrelated, making it impossible to teach them in isolation; and • there is typically no central control in object-oriented programs, making it difficult to find the "right" location for a piece of code (Guzdial, 1995). 2. Principles for Success
