Improving Individual Learning in Software Engineering Team Projects (original) (raw)
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A Study of Individual Learning in Software Engineering Team Projects
2012 ASEE Annual Conference & Exposition Proceedings
where he is the Director Engineering Programs. Neill has developed and taught more than a dozen courses in support of the graduate programs in software engineering, systems engineering, engineering management, and information science in topics including software systems design, system architecture, project management, and systems thinking. He has published more than 70 articles in refereed journals and conference proceedings, including
A Framework for Software Engineering Education: A Group Projects Approach
2007
Software Engineering (SE) programmes at institutions of higher education aim to produce software engineering specialists who have the required knowledge of the SE tools, techniques and methods as well as the technical expertise to design and develop complex software. These programmes are generally well designed, however, those completing such programmes do not necessarily possess the required skills because of several inherent issues. This paper presents a framework for the provision of SE education using a Group Projects approach and suggests that there is a need to provide opportunities for students to work individually and in pairs in their first year of the course, in groups of 4-6 in the second year and in larger groups of at least 10 in the final year. Discussing the issues, the paper presents solutions to some of the difficulties that are often encountered with respect to team working, in particular: team formation, allocation of projects, group dynamics and project managemen...
Team Projects in Computing Education
ACM Transactions on Computing Education, 2015
Team projects are a way to expose students to conflicting project objectives and "[t]here should be a strong real-world element ... to ensure that the experience is realistic" (SE2014, [ACM/IEEE 2015b]). Team projects provide students an opportunity to put their education into practice and prepare them for their professional careers. The aim of this special issue is to collect and share evidence about the state-of-practice of team projects in computing education and to help educators in designing and running team projects. From a record number of 69 submitted abstracts, 19 were invited to submit a full paper. Finally, nine papers were accepted for publication in this and a subsequent issue. The papers presented in the present issue cover the following topics: real projects for real clients, open source projects, multidisciplinary team projects, student and team assessment, and cognitive and psychological aspects of team projects.
Developing the software engineering team
… of the 7th Australasian conference on …, 2005
Teamwork is often considered one of the most important "generic skills" that we can provide to graduates entering the information technology profession. Often though, through the rush of covering important content, we short change our students by giving them limited opportunities to learn how to work effectively in teams. Students also often complain that although they are expected to work in teams on projects, they are never given any advice or guidance on how to work in a team (Hart and Stone, 2002). Or, if they are given guidance, it is often from a business perspective that students find difficult to integrate into their software development practice. In this paper we discuss a course-spanning initiative to help students learn teamwork skills. This initiative starts in first year by emphasising a core set of skills directly related to working in teams. These skills are applied in small software development teams, with close tutor supervision focusing students on teamwork rather than upon individual software development. The theme then continues into second and third year where the growing sophistication of the students' teamwork skills is complemented by increasing their independence and requiring students to apply a professional software engineering process as a development team. By the end of their course students are then in a position to work together effectively solving complex problems for a real industry client.
2013 26th International Conference on Software Engineering Education and Training (CSEE&T), 2013
People and communication between them is often ignored in software engineering even though they are crucial to the success or failure of a software project. During the life cycle of software, there is communication, cooperation and collaboration (C3) between a wide range of diversified stakeholders ranging from management team to maintenance team. We believe that the lack of emphasis on improving C3 is often the major cause for software failures. In this paper, we summarize four and half years of our experience of a analyzing a decade-long instructional software for adult literacy developed by 9 different teams spread across 9 different locations following 9 varied processes. We present the different kinds of stakeholders that we came across during this analysis and present the challenges of C3 in that context. We then present the initial facets of our solution from three major dimensions (i) designing a unifying modeling language for improving stakeholder C3 (ii) modeling information for multiple stakeholders using various modes of rendering at multiple levels of granularity (iii) harnessing the power of social networking to improve C3 among all stakeholders.
CoDevelop: A Project Collaboration Tool To Achieve Project Based Learning
International Journal for Research in Applied Science & Engineering Technology (IJRASET), 2022
Project-based learning is a vital procedure for the 21st-century homeroom. The instructional method is grounded in cooperative learning for understudies and cooperative education rehearses for teachers. At the point when virtual entertainment and computerized advancements are utilized as help in the task-based learning approach, it adds another element of learning for understudies and educators. It likewise starts correspondences and joint efforts in the community. Most educators concur that instructing with project based learning enjoys various benefits, particularly in the field of software engineering. Understudies can apply their specialized information, obtain common sense abilities in programming, get involved in group processes, and comprehend now and again all things being equal called delicate variables in the project on the board. Anyway, IT projects in showing conditions act strangely when one attempts to apply normalized structures onto them. After over a decade of regular utilization of project based learning in Computer Science, the creators attempt to distinguish basic achievement factors for such tasks.
An experience in collaborative learning: observations of a software engineering course
30th Annual Frontiers in Education Conference. Building on A Century of Progress in Engineering Education. Conference Proceedings (IEEE Cat. No.00CH37135)
In this paper, I describe my experiences in teaching an advanced graduate-level software engineering course using a collaborative approach. Software Engineering II (SEII) is the second of two graduate software engineering courses taught at Rensselaer at Hartford, a branch of Rensselaer Polytechnic Institute that provides professional Master's degrees in Computer Science. During the past three offerings of SEII, I have attempted to create a collaborative learning environment which would support both peer-based learning and lifelong learning through the employment of such techniques as cooperative construction of mental models, brainstorming, and collaboration by example. This paper provides details on the techniques that were used in SEII, describes my observations on the constraints and successes of my approach, and outlines some thoughts for future directions for SEII.