Review of: "Agile Learning: An innovative curriculum for educators (original) (raw)
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Evaluating Agile Principles in Active and Cooperative Learning
Pace …, 2009
This paper presents a review of the literature on the use of agile teaching methodologies, and shows how agile methods are applied to pedagogy. We then define active and cooperative learning to demonstrate that agile teaching methodologies fall in this category. We then attempt to map agile principles as outlined in the Agile Manifesto to specific pedagogical methods and activities. We propose that this congruence can act as a framework for the application of agile practices to education, which can improve teaching effectiveness and facilitate learning and retention among students. We attempt to measure this result directly by surveying DPS students, who are participating in an agile dissertation process.
Sustainability
Life-long learning and Education for Sustainable Development (ESD) in the current fast-evolving and ever-changing society requires modern pedagogical tools and methodologies that help the transmission of key competencies such as coping with uncertainty, adaptability, creativity, dialog, respect, self-confidence, emotional intelligence, responsibility and systemic thinking. The recent trend of the application of Agile methodologies for the management of projects in different fields can be a valuable tool to convey these competencies due to the participative, collaborative and constructionist principles in which they are deeply rooted. Some experiences of the application of Agile Methodologies in education—originating what is known as Agile Education—are, therefore, starting to appear in the literature. This work carries out a systematic review to analyze how this modern pedagogical tool is being used to foster key sustainable development competencies in the field of education. Result...
This paper introduces a pedagogical method derived from agile work practices, particularly the scrum method of project based working. It will discuss how this agile method can be aligned with teaching and learning in formal schooling and project based learning developing an agile pedagogical approach which can lead to: greater agency for both learners and teachers; the purposeful integration of digital tools into practice; and the development of human capability and functioning through a change in learning design. It goes further in conceptualizing the teaching-learning dynamic as a " technology for learning " in so far as technology is definable as a purposeful process of knowledge creation.
A Path for Exploring the Agile Organizing Framework in Technology Education
2011
When the Agile Organizing Framework (AOF) is examined through the lens of the social constructivist pedagogy, principles and practices that define an agile learning environment emerge. This paper presents a translation of the AOF to fit the context of instruction in higher education based on the social constructivist perspective, and is not limited to software engineering education. Additional research is needed to observe, test and validate each of the agile enablers and inhibitors in the classroom, and to determine which principles and practices best contribute to the achievement of learning objectives. Furthermore, we hypothesize that integrating elements of the agile learning environment into agile software development methodologies could enhance a team's ability to successfully synchronize exploitation (the continuous improvement of existing products and practices) with exploration (the identification and implementation of breakthrough innovations).
Agile digital age pedagogy for teachers: ADAPT
2013
Introduction Recent research Underwood et al,( 2010), Hadfield et al (2009) Royle and Hadfield (2012) has illustrated that the integration and use of ICT in education tends towards the enhancement of existing practices and this may account for a lack of transformation or innovation in approach at the pedagogic level. Potential drivers of educational transformation are the digital tools and related habits that are transforming how we work, learn in informal and formal spaces and socialise in daily life. This affords us new insights into how institutions can be organised, knowledge generated and created and leads to the potential for a greater range of capabilities. In a world where the use of technology can enable a more personalised and diverse approach perhaps a different way of looking at human development is required. The capability approach Sen (1992, 1999) is one such way of thinking about the manner in which human beings are able or otherwise (due to particular contexts or sys...
Agile methodologies at an educational context: a systematic review
2020
This is a work in progress and the category is research. This paper presents a systematic review on the usage of agile methodologies in educational environments. During history, multiple strategies were created in order to solve the necessity of helping students on building their knowledge. The arrival of new technologies opens new possibilities due to the easy access to information, and this fact transforms student’s profiles worldwide. In this context, it is important to find new ways to assist learners through the journey of learning while improving their motivation. Recently, the application of agile project management methodologies, such as Scrum and Extreme Programming, has emerged as an option to be adopted inside the classroom aiming to improve learning. Due to their capabilities of flexibilization of student’s self-regulation, these methodologies have become an interesting option in an educational environment hence their high adaptability to requirements changes that may oc...
Agile principles applied in learning contexts
Proceedings of the 3rd International Workshop on Education through Advanced Software Engineering and Artificial Intelligence
Agile methodologies have been recently proposed to be used in education. In this paper, we propose a rephrasing of the 12 Agile principles for learning context, and we provide concrete applicationoriented interpretations for them. Additionally, a practical agile learning methodology is proposed to offer a framework where these principles could be applied. The principles together with the proposed methodology were applied to a concrete use case which is described and the resulting impact is analysed. CCS CONCEPTS • Applied computing → Collaborative learning; • Computing methodologies → Parallel computing methodologies; • Software and its engineering → Agile software development.
Educational Development for Responsible Graduate Students in the Neoliberal University
In this article, we examine how our work in educational development, specifically in graduate student training, enacts the logic of neoliberalism in higher education in Canada. We approach this examination through a collaborative autoethnographic consideration of and reflection on our practices and experiences as educational developers, the design and delivery of a graduate student survey and our own experiences of and identification with ‘self-actualizing graduate students’. Further, we illustrate how neoliberalism shapes the work of teaching and learning centres resulting in offering programming, which compels graduate students to act in ways that can be read as responsible and capable of navigating an increasingly bleak academic labour market. Throughout the article we call attention to the ways in which our role as educational developers may either reinforce or disrupt neoliberal discourses. While we urge a critical approach, we also reflect on constraints to such criticism.
Is Higher Education Talking and Walking Agile Management: A Review of the Literature
Agile is embraced by industries of all kinds and all sizes of organizations from software development to general management. Agile practices brought technology-enabled platforms which disrupt existing industry structures and enable businesses to meet the faster changing customer's expectations. To satisfy the constantly changing needs of business, higher education institutions have initiated some agile practices. However, their normally bureaucratic management style which is often a slow, laborious process is in stark contrast to the agile organization. In order to facilitate the research on how to embrace agile in higher education management, this paper reviewed the history and concept of agile, introduced the agile values, principles, methods and described the characteristics of agile organizations. The paper also reviewed agile assessing tools used by various consulting firms. The research concluded that leaders and practitioners in higher education had initiated agile to meet the demands of the business and labor market but the journey for higher education to embrace agile had just started. Further educational reforms, especially the organizational structure reforms are still needed to be enacted. This literature review provides important academic and practical value to the future research and practices in agile management area, especially, the agile higher education management.