Agile methods for agile universities

We explore a term, Agile, that is being used in various workplace settings, including the management of universities. The term may have several related but slightly different meanings. Agile is often used in the context of facilitating more creative problem-solving and advocating for the adoption, design, tailoring and continual updating of more innovative organizational processes. We consider a particular set of meanings of the term from the world of software development. Agile methods were created to address certain problems with the software development process. Many of those problems have interesting analogues in the context of universities, so a reflection on agile methods may be a useful heuristic for generating ideas for enabling universities to be more creative

Agile thinking in motion graphics practice and its potential for design education

Motion Graphics is relatively new subject and its methodologies are still being developed. There are useful lessons to be learnt from the practice in early cinema from the 1890's to the 1930's where Agile thinking was used by a number of practitioners including Fritz Lang. Recent studies in MA Motion Graphics have accessed some of this thinking incorporating them in a series of Motion Graphic tests and experiments culminating in a two minute animation “1896 Olympic Marathon”. This paper demonstrates how the project and its design methodology can contribute new knowledge for the practice and teaching of this relatively new and expanding area of Motion Graphic Design. This would be not only invaluable to the International community of Motion Graphic practitioners, Educators and Researchers in their development of this maturing field. But also to the broader Multidisciplinary disciplines within Design Education. These methodologies have been arrived at by accessing the work of creative and reflective practice as defined by Carol Grey and Julian Marlin in Visualizing Research (2004) and reflective practice as defined by Donald Schon (1983). Central to the investigation has been the approach of Agile thinking from the methodology of "Bricolage" by Levi Strauss "The Savage Mind" (1966)

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

Doing, being, becoming: a historical appraisal of the modalities of project-based learning

Any pedagogy of media practice sits at the intersection between training for employment and education for critical thinking. As such, the use of projects is a primary means of structuring learning experiences as a means of mirroring professional practice. Yet, our understanding of the nature of projects and of project-based learning is arguably under-theorised and largely taken for granted. This paper attempts to address this issue through a synthesis of the literature from organisational studies and experiential learning. The article aims to shift the debate around project-based learning away from an instrumentalist agenda, to one that considers the social context and lived experience of projects and re-conceptualises projects as ontological modalities of doing, being and becoming. In this way, the article aims to provide a means for thinking about the use of project-based learning within the media practice curriculum that draws on metaphors of discovery, rather than of construction

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

Clients’ participation in software projects: comparative case study between an agile and a ‘traditional’ software company

One of the main characteristics of agile software development is the active and continuous participation and involvement of the clients throughout the project. According to agile proponents, this leads to building ‘the right’ product and to satisfied clients. In this paper we present a comparative study of two Dutch software development companies in respect to client participation and its impact on the project. One of the companies is purely agile while the other is following a traditional software development approach. Our study suggests that active clients’ participation is not an exclusive attribute of agile projects and that it can be successfully integrated (and implemented) in a traditional project as well. Further, the study shows that by involving clients, software companies have the chance to get higher customer satisfaction, regardless whether or not they implement agile software development processes. Although our study is not quantitative, we think that it is indicative about the impact of the factor “client’s participation” on the client’s satisfaction

AM-OER: An Agile Method for the Development of Open Educational Resources

Open Educational Resources have emerged as important elements of education in the contemporary society, promoting life-long and personalized learning that transcends social, eco- nomic and geographical barriers. To achieve the potential of OERs and bring impact on education, it is necessary to increase their development and supply. However, one of the current challenges is how to produce quality and relevant OERs to be reused and adapted to different contexts and learning situations. In this paper we proposed an agile method for the development of OERs – AM-OER, grounded on agile practices from Software Engineering. Learning Design practices from the OULDI project (UK Open University) are also embedded into the AM-OER aiming at improving quality and facilitating reuse and adaptation of OERs. In order to validate AM-OER, an experiment was conducted by applying it in the development of an OER on software testing. The results showed preliminary evidences on the applicability, effectiveness and ef ciency of the method in the development of OERs