Transitioning from Waterfall to Agile: Shifting Student Thinking and Doing from Milestones to Sprints

Delivering an information system is the project in most MIS capstone courses. Students use a methodology to accomplish their project. According to Dima and Maassen (2018), Waterfall and Agile design methodologies are the two main models for software development. Waterfall follows a sequential set of milestones that leads from concept to implementation. The process does not move to the next step until the current step is complete (Kasser, 2002; Balaji & Murugaiyan, 2012; Mahalakshmi & Sundararajan, 2013). According to Lu and DeClue (2011) agile methodologies are lightweight, short cycled, less wasteful, and focus more on the human aspect in software development (p. 295). Agile methodologies are cyclic and iterative rather than focused on completing individual milestones. By nature, an academic course is set up to assess assignments. Most MIS courses that use a design methodology usually use the Waterfall methodology. While Waterfall consists of several milestones making it easier to assess, agile also lends itself to being assessed as well. Allowing students the opportunity to use the agile methodology while developing an information system provides an experience and skillset that they can use to market themselves when seeking employment (Lu & DeClue, 2011). Focusing on the instructional techniques of using agile in the classroom and providing students the opportunity to practice agile on their capstone project is looked at for best practices. This study addresses challenges inherent in developing a structure to assist students in using agile as the design methodology for an MIS capstone course. Through SCRUM activities, students have the opportunity to shift their thinking from a milestone mentality to a sprint mentality. This shift allows them to learn the differences between a Waterfall design methodology and an iterative cyclical methodology when developing an information system for an organization. This experience is beneficial by providing them two lenses to look through when developing an information system

Holistic analysis of the effectiveness of a software engineering teaching approach

To provide the best training in software engineering, several approaches and strategies are carried out. Some of them are more theoretical, learned through books and manuals, while others have a practical focus and often done in collaboration with companies. In this paper, we share an approach based on a balanced mix to foster the assimilation of knowledge, the approximation with what is done in software companies and student motivation. Two questionnaires were also carried out, one involving students, who had successfully completed the subject in past academic years (some had already graduated, and others are still students), and other questionnaire involving companies, in the field of software development, which employ students from our school. The analysis of the perspectives of the different stakeholders allows an overall and holistic) view, and a general understanding, of the effectiveness of the software engineering teaching approach. We analyse the results of the questionnaires and share some of the experiences and lessons learned.info:eu-repo/semantics/publishedVersio

Agile values and their implementation in practice

Today agile approaches are often used for the development of digital products. Since their development in the 90s, Agile Methodologies, such as Scrum and Extreme Programming, have evolved. Team collaboration is strongly influenced by the values and principles of the Agile Manifesto. The values and principles described in the Agile Manifesto support the optimization of the development process. In this article, the current operation is analyzed in Agile Product Development Processes. Both, the cooperation in the project team and the understanding of the roles and tasks will be analyzed. The results are set in relation to the best practices of Agile Methodologies. A quantitative questionnaire related to best practices in Agile Product Development was developed. The study was carried out with 175 interdisciplinary participants from the IT industry. For the evaluation of the results, 93 participants were included who have expertise in the subject area Agile Methodologies. On one hand, it is shown that the collaborative development of product-related ideas brings benefits. On the other hand, it is investigated which effect a good understanding of the product has on decisions made during the implementation. Furthermore, the skillset of product managers, the use of pair programming, and the advantages of cross-functional teams are analyzed.Ministerio de Ciencia e Innovación TIN2013-46928-C3-3-

Identifying Agile Requirements Engineering Patterns in Industry

Agile Software Development (ASD) is gaining in popularity in today´s business world. Industry is adopting agile methodologies both to accelerate value delivery and to enhance the ability to deal with changing requirements. However, ASD has a great impact on how Requirements Engineering (RE) is carried out in agile environments. The integration of Human-Centered Design (HCD) plays an important role due to the focus on user and stakeholder involvement. To this end, we aim to introduce agile RE patterns as main objective of this paper. On the one hand, we will describe our pattern mining process based on empirical research in literature and industry. On the other hand, we will discuss our results and provide two examples of agile RE patterns. In sum, the pattern mining process identifies 41 agile RE patterns. The accumulated knowledge will be shared by means of a web application.Ministerio de Economía y Competitividad TIN2013-46928-C3-3-RMinisterio de Economía y Competitividad TIN2016-76956-C3-2-RMinisterio de Economía y Competitividad TIN2015-71938-RED

Addressing challenges to teach traditional and agile project management in academia

In order to prepare students for a professional IT career, most universities attempt to provide a current educational curriculum in the Project Management (PM) area to their students. This is usually based on the most promising methodologies used by the software industry. As instructors, we need to balance traditional methodologies focused on proven project planning and control processes leveraging widely accepted methods and tools along with the newer agile methodologies. Such new frameworks emphasize that software delivery should be done in a flexible and iterative manner and with significant collaboration with product owners and customers. In our experience agile methodologies have witnessed an exponential growth in many diverse software organizations, and the various agile PM tools and techniques will continue to see an increase in adoption in the software development sector. Reflecting on these changes, there is a critical need to accommodate best practices and current methodologies in our courses that deliver Project Management content. In this paper we analyse two of the most widely used methodologies for traditional and agile software development – the widely used ISO/PMBOK standard provided by the Project Management Institute and the well-accepted Scrum framework. We discuss how to overcome curriculum challenges and deliver a quality undergraduate PM course for a Computer Science and Information systems curricula. Based on our teaching experience in Europe and North America, we present a comprehensive comparison of the two approaches. Our research covers the main concepts, processes, and roles associated with the two PM frameworks and recommended learning outcomes. The paper should be of value to instructors who are keen to see their computing students graduate with a sound understanding of current PM methodologies and who can deliver real-world software products.Accepted manuscrip

An Investigation into Mobile Based Approach for Healthcare Activities, Occupational Therapy System

This research is to design and optimize the high quality of mobile apps, especially for iOS. The objective of this research is to develop a mobile system for Occupational therapy specialists to access and retrieval information. The investigation identifies the key points of using mobile-D agile methodology in mobile application development. It considers current applications within a different platform. It achieves new apps (OTS) for the health care activities

Historical roots of Agile methods: where did “Agile thinking” come from?

The appearance of Agile methods has been the most noticeable change to software process thinking in the last fifteen years [16], but in fact many of the “Agile ideas” have been around since 70’s or even before. Many studies and reviews have been conducted about Agile methods which ascribe their emergence as a reaction against traditional methods. In this paper, we argue that although Agile methods are new as a whole, they have strong roots in the history of software engineering. In addition to the iterative and incremental approaches that have been in use since 1957 [21], people who criticised the traditional methods suggested alternative approaches which were actually Agile ideas such as the response to change, customer involvement, and working software over documentation. The authors of this paper believe that education about the history of Agile thinking will help to develop better understanding as well as promoting the use of Agile methods. We therefore present and discuss the reasons behind the development and introduction of Agile methods, as a reaction to traditional methods, as a result of people's experience, and in particular focusing on reusing ideas from histor