Industry Projects in Requirements Engineering Education: Application in a University Course in the US and Comparison with Germany

Project-based learning has proven useful in software engineering education to increase student engagement and learning performance. In this paper, we contribute our experiences from applying industry projects in an undergraduate requirements engineering course in the United States. We furthermore discuss our experiences from courses conducted in Germany and the US course in light of difference in the educational systems. Results show that our course design is well received in both countries in terms of learning outcomes, student motivation, teamwork, attention to detail, and performance in the exam

Experimenting with Realism in Software Engineering Team Projects: An Experience Report

Over Several years, we observed that our students were sceptical of Software Engineering practices, because we did not convey the experience and demands of production quality software development. Assessment focused on features delivered, rather than imposing responsibility for longer term `technical debt'. Academics acting as 'uncertain' customers were rejected as malevolent and implausible. Student teams composed of novices lacked the benefits of leadership provided by more experienced engineers. To address these shortcomings, real customers were introduced, exposing students to real requirements uncertainty. Flipped classroom teaching was adopted, giving teams one day each week to work on their project in a redesigned laboratory. Software process and quality were emphasised in the course assessment, imposing technical debt. Finally, we introduced a leadership course for senior students, who acted as mentors to the project team students. This paper reports on the experience of these changes, from the perspective of different stakeholders

Open BOK on Software Engineering Educational Context: A Systematic Literature Review

In this review, a Systematic Literature Review (SLR) on Open Body of Knowledge (BOK) is presented. Moreover, the theoretical base to build a model for knowledge description was created, and it was found that there is a lack of guidelines to describe knowledge description because of the dramatically increasing number of requirements to produce an Open BOK, the difficulty of comparing related BOK contents, and the fact that reusing knowledge description is a very laborious task. In this sense, this review can be considered as a first step in building a model that can be used for describing knowledge description in Open BOK. Finally, in order to improve the educational context, a comparison among BOK, structure, and evolution is conducted.This work is supported partially by RTI2018-096846-B-C21 (MCIU/AEI/FEDER, UE) and ADIAN grant IT980-16 (BasqueGovernment)

LAB studio model : Developing external networks for learning entrepreneurship in higher education

Acknowledgements The Oulu App LAB was supported by The Finnish Centre for Economic Development, Transport and the Environment, ELY-keskus, in Finnish.Peer reviewedPublisher PD

Gamification and Implications for Second Language Education: A Meta Analysis

Gamification is a fairly new concept that involves using game elements in non-game contexts. It has been shown that gamification can increase motivation and learning, but there have been conflicting results, with some studies reporting opposite findings. Because of these motivational results and benefits that have been reported, many researchers have attempted to use gamification in educational settings. Again, these studies have shown mixed results. However, as a large number of studies have shown benefits from using gamification in educational settings, it is important to know exactly what aspects of gamification are beneficial so that it can be properly used in second language education. The present study is a meta analysis of gamification of education research that set forth to determine what aspects of gamification are important in educational settings, and how this information can be used to successfully use gamification in second language education. Overall, it was found that gamification typically had a positive effect. Additionally, several moderator variables were of importance, including the length of instruction, inclusion of competitive aspects, and usage of time on task elements

Academic performance and perceptions of undergraduate medical students in case-based learning compared to other teaching strategies: a systematic review with meta-analysis

Case-based learning (CBL) is a teaching method centered on active student learning that can overcome the limitations of traditional teaching methods used in undergraduate medical education. The aim of this systematic review was to compare the effectiveness of CBL against other teaching methodologies in terms of academic performance and perceptions (intra-individual, interpeer and student–faculty) of undergraduate medical students. Literature searches were performed using PubMed, EMBASE and Web of Science databases up to 28 April 2021. We included studies that quantitatively compared the academic performance and perception outcomes of CBL against other teaching methodologies in undergraduate medical students. The risk of bias was judged using the RoBANS tool and certainty of evidence using the GRADE framework. Meta-analyses were conducted using a random-effects model and reported as standardized mean differences (SMD) with 95% confidence intervals (CI). Of a total of 4470 records, 41 studies comprising 7667 undergraduate medical students fulfilled the eligibility criteria and were included in our systematic review. The CBL group was superior to the other teaching method groups in terms of academic performance measured by exam scores (SMD = 2.37, 95% CI 1.25–3.49, large effect, very low certainty) and interest and motivation (SMD = 0.79, 95% CI 0.13–1.44, moderate effect, very low certainty). Other academic performance or perception outcomes were not statistically different between CBL and other teaching methods when considering the pooled effect. Still, they were often superior in the CBL group for specific subgroups. CBL showed superior academic performance (especially compared to didactic lectures and tutorial-based teaching) and interest and motivation compared to other teaching methods used with undergraduate medical students. However, the certainty of evidence was very low and further studies are warranted before a stronger and more definitive conclusion can be drawn

CAMAC bulletin: A publication of the ESONE Committee Issue #13 September 1975

CAMAC is a means of interconnecting many peripheral devices through a digital data highway to a data processing device such as a computer

Kesan kaedah flipped classroom menerusi pembelajaran berasaskan projek ke atas pencapaian dan gaya pembelajaran pelajar

Flipped classroom is a 21st century learning approach, which prepares students for understanding the concept of a topic before learning in the classroom. Flipped classroom is proposed as a solution to facilitate learning of Mathematics among students. The research studied the effects of the flipped classroom approach through project based learning to maximize students‟ achievements in a difficult subject, such as Mathematics. This study was preceded by determining the dominant learning style using the Learning Style Questionnaire. The Learning Style Questionnaire consists of individual and group constructs. A quasi experimental design was conducted to measure the students‟ achievement through the analysis of ANCOVA. 61 Form Two students from a boarding school were selected, and 31 students were selected for the treatment group while 30 students were selected for the control group. The treatment group experienced the flipped classroom approach while the control group was conducted in a conventional class. Students‟ perceptions were obtained through the Students‟ Engagement Questionnaire while the students‟ experiences were obtained through the Flipped Classroom Questionnaire and interview sessions. A pilot study was conducted to obtain the validity and reliability of all the instruments. The findings suggest that the most dominant learning style of the students before the execution of the flipped classroom method was the group learning style. Meanwhile, the finding from the Achievement Test showed that the treatment group had experienced a significant improvement in grades compared to the control group. Moreover, from the project based learning, a rubric analytical instrument showed the potentials to form individual or group learning style. The findings from the Learning Style Questionnaire after the treatment showed that a number of students had succeeded to master the two types of learning comprising individual and group learning. Finally, a framework for students‟ engagement in learning based on learning styles to improve students‟ achievement through project based learning in flipped classroom was developed through a tree analysis using the concept of probability. The framework of this flipped classroom research can be used by students and serves as a guide for teachers to execute the approach through project based learning effectively and systematically

CAMAC bulletin: A publication of the ESONE Committee Issue #13 September 1975

CAMAC is a means of interconnecting many peripheral devices through a digital data highway to a data processing device such as a computer