Equipping students for the database workplace of the future

Oliver K. Burmeister and Michael Creek
School of Information Technology
Swinburne University of Technology 		EdTech98 logo
The choice of a database platform for Information Technology students is difficult. Many factors impinge on the selection. We measure two database contenders, Oracle and Microsoft Access against yardsticks of accessibility and expense, of industrial relevance and of support for our curricula. Our dilemma is that industrial relevance suggests Oracle as our choice, whilst accessibility results in Access.

Perhaps part of our dilemma, that of accessibility, is solved with the technology of today? With an appropriate Application Program Interface (API) such as the JAVA DataBase Connectivity (JDBC) API, web pages can present the output of SQL statements embedded within a Java applet. Relatively minor changes allow the code to be run against either Oracle or MS Access.

An examination of this technology is made, concluding that its inclusion in our curriculum is both educationally desirable and industrially relevant.

Introduction

It is desirable that Information Technology students learn their profession using technology they will later employ. As educators the rub is in choosing now the technology that will then best suit their needs. This paper explores the ramifications of this for database teaching, in the context of thin-client technology and its implications for future graduates.

"Database development" is an important component in the IT professional's toolkit. It is a major topic in every IT course, be it in the Information Systems or the Computer Science stream. As one looks to the future of educational development, one increasingly sees the impact of the Internet (Benyon, Stone and Woodroffe, 1997). Swinburne University of Technology is no exception amongst universities of today in repositioning itself for this strategic educational development. It has committed $2 million over 2 years to put whole courses on the web (Pilgrim and Creek, 1998). IT related course materials require the inclusion of database development as a key element in the web related teaching.

One question then for online developers is which database engine to use in the teaching process? Does it even matter? Perhaps all we ought to concern ourselves with is the concepts of database development. Yet particularly in an institution such as Swinburne, with its long-term platform of industry relevance (Farouque, 1994; Pristel, 1994; Richards, 1995), this is an important question that needs to be addressed very early in the pedagogy of the development of the online material.

Aside from the question of pedagogy, there is also the question of accessibility. As we switch to an online platform for teaching, is the best tool accessible to students? Intakes into the new online courses start in 1999. For those entering post-graduate courses at that time, they will graduate at the end of 2000 and hopefully find employment late 2000 or early 2001. As educators who are developing the course materials at this very moment, we need to forecast what these graduates are most likely to find directly useful as they seek employment late 2000 and early 2001.

But that is not all. There is also a limit on how many tools can be adequately taught. Further, as tertiary educators our main role is not teaching tools Ð their eventual workplace can take care of that. Instead we are in the business of teaching these students to think, conceptualize and learn to apply database concepts in a wide variety of workplace situations, across platforms of a variety of tools.

The choice between the products of the two main contenders Oracle and Microsoft is complicated by a number of factors that require exploration. Perhaps a choice need not be made at all, at least from the students' point of view. Given internet programming developments, especially the advent of HTML and Java, platform independent applications can be used for teaching purposes. At the same time, the very use of such platform independent applications in the learning process can help prepare students for the likely workplace environment they will face upon graduation.

Database development

In order to develop databases, one first needs to model the data requirements of the situation that gave rise to the requirement for a database to be developed. Data analysis has a very important place in the process of producing information systems. Though the System Development Life Cycle (from strategic planning, to analysis, to design, to implementation and support) has undergone numerous changes, the design task remains essentially a two step process. It involves analysing the procedures or functions that take place within the information system being investigated. It also involves analysing the data requirements of that system. With information engineering (a data-driven, but process sensitive technique, applied to the organisation as a whole), the Enterprise Data Model Approach (which shifts emphasis away from the user's data resource, to that of the business organisation), and more recently object modelling, there is the recognition that the primary importance in the design task is that of data modelling.

This approach to design is reflected in the structure of computing subjects within the School of Information Technology at Swinburne. The result is that database development is taught in either the first or second semester of a student's program of study, depending on which course they are enrolled into.

The database subject is currently being developed for implementation entirely via the web by the start of 1999, with prototype trials during 1998. It is a development of earlier subjects offered both in computer science and information systems teaching at Swinburne University of Technology. One of these predecessor subjects, Data Analysis and Design, has undergone extensive academic review (Burmeister, 1995a; Burmeister 1995b; Burmeister 1995c; Eden, 1996).

In the database subject students are taught that the process begins with an enterprise's opportunity or problem that must be studied in detail. The analyst must develop an understanding for the nature and goals of the business. Next the data requirements must be elicited and analysed. Both the immediate and the foreseeable data needs of the business need to be determined. At this stage students need to analyse data from different sources, forms, questionnaires, interviews and written descriptions. Then the process of normalising the data begins, the end result of which is a logical schema of the data. This is implemented in an SQL database to test the design. Upon testing the design students may find that their solution is inadequate in some way and therefore have to revisit the situation that began the whole process, to determine what needs to be resolved. Alternatively, their solution may indeed be adequate. When the latter is the case, they can be reasonably confident that their solution will meet the data demands of the business whose needs they have been modeling. The emphasis is on gaining an understanding of the problem in its context and on the management of the organisation's data to ensure that the information produced by the database system is relevant and accurate. Students are taught to use conceptual data analysis methods to produce a logical data model and then to test their models by implementing them using SQL. Currently this is using Oracle's SQLPLUS, but the debate this paper addresses is whether this ought to become a Microsoft SQL implementation, such as that of their micro database package Access.

Oracle Corporation is the major vendor of database products world wide, and second only to Microsoft as a vendor of software products. The competitive advantage Oracle has held in the database arena since the late 1970's is slowly being eroded by Microsoft, and the question becomes which platform to use for teaching purposes. Currently an IT database professional who does not have experience with Oracle products, especially in Australia, is at a serious disadvantage. But such is the rapidity of change in this industry that the database landscape may well alter drastically by the time next year's intake of students graduate.

It seems that with the ready availability of Office'97 and hence Access'97, Access could be an easily affordable platform for database students to learn on. As far as learning database concepts is concerned, this is a perfectly suitable platform. Oracle software tends to be too expensive for students. On the other hand, is there really a need for students to purchase the software at all? Might it be possible to facilitate remote access of the underlying database engine, such that the university can purchase and control that database and allow transparent use of it by students? It is questions such as this that leads one to consider the advantages of thin-client technology made possible by advances in internet programming. Perhaps the learning environment can equip students with the resources they need (Burmeister and Calway, 1996) to gain more from the subject than merely the concepts of database development.

Web pages, Java, Applets and the JDBC API

The world wide web (WWW) and online education

The WWW provides access to information sources distributed around the globe. Information is kept in documents written in a text formatting language called Hyper-Text Markup Language (HTML). HTML documents are located on a web server and can be accessed by web browsers such as Netscape or Internet Explorer over the internet. HTML supports access to files of various types, e.g. images, sounds and animations, through tags of various types, e.g. the <IMG> tag indicates that the following text refers to an image and should be interpreted accordingly. Web browsers act appropriately for the file type, e.g. images displayed, sounds and animations played.

On-line education uses the web to deliver learning experiences to students. At its best, it provides innovative communications between students and staff and, with new multimedia extensions, delivers content in a rich and engaging manner (Benyon, Stone and Woodroffe, 1997). Students benefit through better learning outcomes and through not being bound by time and location (Pennel 1996).

Java and Applets

Netscape 2.0 was the first widely available browser to support the <APPLET> tag. Internet Explorer soon followed. The applet tag allows the embedding of a graphical user interface application called an applet into the web page. Users may interact with the applet by using the mouse and the keyboard, the nature and educational value of this interaction is only limited by the imagination, creativity and programming skills of the applet's developers. Applets are written in the programming language Java, developed by Sun Microsystems and released in 1995 (Sun Microsystems, 1997).

Java Programming and Application Programming Interfaces (APIs)

Java is an object-oriented programming language much like C++ in syntax. It is, comparatively, a small language yet gains much power and expressivity through a set of pre-provided software constituents collectively called application programming interfaces (sometimes called class libraries). These APIs provide the extensive capabilities of the Java System in user interface components, in graphics, images, sounds and so on. The programmer's task is simplified by writing code that requests a service from an API, e.g. loading an image becomes a simple one line programming statement.

Figure 1

Figure 1: SQL and the JDBC API

The Java Database Connectivity (JDBC) API

JDBC allows programmers to do three things within a Java application:
  1. Connect to a database, whether that be on the local machine or on some other machine accessible over the internet.
  2. Interact with the database by sending SQL statements.
  3. Process and interpret the results of the statements (Hamilton, Cattell & Fisher, 1997).
JDBC thus provides a possible solution to accessibility difficulties. Connection to either a local machine or a remote machine is easily programmed within a Java applet and could be made close to transparent for a student. SQL is a standard to which both Access and Oracle adhere. Students could use Access on their local machine as a test bed for their SQL work. Later, when fully developed and debugged students could replicate the relevant SQL statements on their Oracle account on a University computer, all without leaving their home computer. Figure 1 illustrates such an application interacting with the Northwind demonstration database provided with Access. This envisioned interaction is slightly clouded by the non-adherence of MS Access to the American National Standards Institute (ANSI) SQL standard. Some statements test OK in Access, but do not work in Oracle, that is adherent to the ANSI standard.

The importance of thin-client technology in the workplace

Conventional client-server technology depends upon applications, purpose built for a particular machine-architecture, that may then communicate with the machine(s) on which the database(s) reside. Problems with this technology include: Thin-client technology (database access embedded within a web page) minimises these. The only software needed on the desktop machine is the browser, which requires minimal processor and memory configuration to provide acceptable performance. Only one version of the database access software exists, that on the server. Version control is thus very simple. Change this one version and every client from then that accesses the database uses the current version of the software, and Java applets, being machine neutral, do not require separate versions for each type of machine (Oracle, 1997). Arguments like these provide a compelling business rationale for changing to web based client-server technology.

The significance of thin-client technologies for database education

Perhaps the major impediment in the uptake of this technology is the scarcity of computing professionals trained in its use. As such there is a confluence of the needs of the industry for practitioners and the imperative that we, as educators, expose our students to this most exciting technology and develop in them an understanding of its potential. Jackson (1997) advocates the adoption of near real work environments in the learning process. In a very real way using this technology in the learning process involves the student in an action learning (learning by doing) process that in many ways approximates the tele-commuting work environment they might experience in the future.

At the practical level, students would need to have a 'WINTEL' computer with internet access, running a web browser such as Netscape Communicator or Internet Explorer. Additionally, they should have a SQL compliant database management software, probably MS Access, on their local machine and to configure the machine so that Open Database Connectivity (ODBC)(Hamilton, Cattell & Fisher, 1997) access to it is enabled. Detailed instructions on how to do this would be part of the student's kit provided on enrolment in the subject.

The subject developer, on the other hand, would have to provide a website for the subject and web page(s) that would facilitate the learning activities. An online learning environment (Ramsden, 1993) with embedded applets that enabled the students to concentrate on the learning issues, rather than configuration issues would be essential. Such applets are well within the realm of what is technologically possible. It would be essential that the technology not be the focus of the course, but rather an aid to help the student achieve the goals of the course.

Conclusion

Online education offers an enhanced educational experience to both staff and students. Outcomes are enhanced through delivery of content that engages student interest and is of direct relevance to their later employment prospects. The JDBC API allows educators at Swinburne University of Technology a freedom in the way the database offering is taught that has not previously been possible. Thin-client architecture facilitates student choices of the platform most suitable to themselves. Thus the very use of the technology of the internet serves a pedagogical purpose that extends beyond the stated aims of the database development students enrolled for.

Students may choose Access or Oracle depending on a variety of influences. These influences have to do with accessibility of the software, its expense and more importantly, the educational prerogative Ð if the aim is to become proficient database professionals both platforms may well be explored by enterprising students.

In the end, educators seek to teach database concepts in ways that will empower students to capably work with the technology, whatever the eventual tool and platform may be that they are employed in. To this extent thin-client technology allows a transparency of user interface that should prevent students being hampered in their learning by the complexities of the technology.

References

Benyon, D., Stone, D. & Woodroffe, M. (1997). Experience with developing multimedia courseware for the World Wide Web: The need for better tools and clear pedagogy. Int. J. of Human-Computer Studies, 47(1), 197-218.

Burmeister, O.K. (1995a). Student perceptions and learning outcomes resulting from the use of the World Wide Web for teaching. Higher Education Research and Development Society of Australia (Vic.) Annual Conference, Albury NSW, Nov.

Burmeister, O.K. (1995b). Can Hyperspace be used Effectively in Academic Practice? Working Paper 95-15, Centre for Information Systems Research, Swinburne University of Technology, Melbourne.

Burmeister, O.K. (1995c). Evaluating the factors that facilitate a deep learning; Understanding of data analysis. Australian Journal of Information Systems, 3(1), 2-13.

Burmeister, O.K. and Calway, B. (1996). Resource based learning model for industry based learning. Australian Cooperative Education Society Second Pacific Conference, July, Melbourne, pp. 27-36.

Eden, P. (1996). A Step by Step Method for Conceptual Data Analysis. Proc. 1996 Int. Conf. Software Engineering: Education and Practice Conference. IEEE Computer Society Press.

Farouque, F. (1994). Older unis don't promise a job: study. The Age, 25 May.

Hamilton, G., Cattell, R. & Fisher, M. (1997). JDBC Database Access with Java. Reading, Massachusets: Addison Wesley.

Jackson, M. (1997). But Learners Learn More. Higher Education Research and Development, 16(1), 101-110.

Oracle Corporation (1997). Oracle Developer/2000 for the Web. http://www.oracle.com/WDS/collateral/d2kwebwp.doc

Pennel, R. (1996). Managing Online Learning. Proceedings of the Second Australian World Wide Web Conference, Gold Coast, p315-320.

Pilgrim, C and Creek, M (1998). The Swinburne On-line Education Project. Paper accepted for 3rd Annual Conference on Integrating Technology into Computer Science Education, Dublin, August 1998.

Pristel, S. (1994). Swinburne produces jobs faster. The Herald Sun, 25 May.

Ramsden, P. (1993). Learning to Teach in Higher Education. London:Routledge.

Richards, C. (1995). New unis score in job stakes. The Age, 29 November, p.6.

Sun Microsystems (1997). Java: The First 800 Days. http://java.sun.com/events/jibe/timeline.html

Oliver K. Burmeister and Michael Creek
School of Information Technology
Swinburne University of Technology
John Street, Hawthorn
Victoria, 3122, Australia
oburmeister@swin.edu.au, mcreek@swin.edu.au

Please cite as: Burmeister, O. K. and Creek, M. (1998). Equipping students for the database workplace of the future. In C. McBeath and R. Atkinson (Eds), Planning for Progress, Partnership and Profit. Proceedings EdTech'98. Perth: Australian Society for Educational Technology. http://www.aset.org.au/confs/edtech98/pubs/articles/burmeister.html

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