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Register a new userFrom Theory to Systems: A Grounded Approach to Programming Language Education
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Will Crichton
Publication date
2019
fields
Informatics Engineering
and research's language is
English
Authors
Will Crichton
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I present a new approach to teaching a graduate-level programming languages course focused on using systems programming ideas and languages like WebAssembly and Rust to motivate PL theory. Drawing on students prior experience with low-level languages, the course shows how type systems and PL theory are used to avoid tricky real-world errors that students encounter in practice. I reflect on the curricular design and lessons learned from two years of teaching at Stanford, showing that integrating systems ideas can provide students a more grounded and enjoyable education in programming languages. The curriculum, course notes, and assignments are freely available: http://cs242.stanford.edu/f18/
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This volume contains five papers, accepted after post-reviewing, based on presentations submitted to TFPIE 2019 and TFPIE 2020 that took places in Vancouver, Canada and Krakow, Poland respectively. TFPIE stands for Trends in Functional Programming in Education, where authors present research and experiences in teaching concepts of functional programming at any level.
While modern software development heavily uses versioned packages, programming languages rarely support the concept
For the past several decades, programmers have been modeling things in the world with trees using hierarchies of classes and object-oriented programming (OOP) languages. In this paper, we describe a novel approach to programming, called concept-oriented programming (COP), which generalizes classes and inheritance by introducing concepts and inclusion, respectively.
Algorithmic and data refinement are well studied topics that provide a mathematically rigorous approach to gradually introducing details in the implementation of software. Program refinements are performed in the context of some programming language, but mainstream languages lack features for recording the sequence of refinement steps in the program text. To experiment with the combination of refinement, automated verification, and language design, refinement features have been added to the verification-aware programming language Dafny. This paper describes those features and reflects on some initial usage thereof.
Blocks-based programming has become the lingua franca for introductory coding. Studies have found that experience with blocks-based programming can help beginners learn more traditional text-based languages. We explore how blocks environments improve learnability for novices by 1) favoring recognition over recall, 2) reducing cognitive load, and 3) preventing errors. Increased usability of blocks programming has led to widespread adoption within introductory programming contexts across a range of ages. Ongoing work explores further reducing barriers to programming, supporting novice programmers in expanding their programming skills, and transitioning to textual programming. New blocks frameworks are making it easier to access a variety of APIs through blocks environments, opening the doors to a greater diversity of programming domains and supporting greater experimentation for novices and professionals alike.
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