12 research outputs found
Making Lab Sessions Mandatory -- On Student Work Distribution in a Gamified Project Course on Market-Driven Software Engineering
Unfair work distribution in student teams is a common issue in project-based
learning. One contributing factor is that students are differently skilled
developers. In a course with group work intertwining engineering and business
aspects, we designed an intervention to help novice programmers, i.e., we
introduced mandatory programming lab sessions. However, the intervention did
not affect the work distribution, showing that more is needed to balance the
workload. Contrary to our goal, the intervention was very well received among
experienced students, but unpopular with students weak at programming.Comment: To appear in the Proc. of the 32nd International Conference on
Software Engineering Education and Training (CSEE&T
Scrum Game: An Agile Software Management Game
For the past few years, in their attempt to avoid the heavyweight bureaucracy of traditional project management methods such as the Waterfall model, companies have started incorporating agile methods (e.g. Extreme Programming, Scrum, Crystal) for their project development. These methods are characterised by their incremental and iterative delivery, their ability to incorporate change at any stage of the project lifecycle, as well as their small and co-located teams. Even though these methods are included in the syllabus of many software engineering modules at university level, many students currently feel more confident with traditional, rather than agile methods. Many employers find that recent graduates are not equipped with the desired skills of a software engineer because, even though they are knowledgeable in the different software engineering practices, they lack practical experience of these methods. The combination of these two factors show that the university’s approach to teaching software management methods is only theoretical and it does not give students the opportunity to apply them to their projects so they can get a better understanding of their use. The project developed the prototype of a computer game that simulates the use of the Scrum method within different projects, named Scrum Game. The game is supplementary material for a lecture course, and its purpose is to guide students through the Scrum lifecycle. Students can thereby get a small glimpse of the different phases of Scrum, the way that the different Scrum roles interact with each other, and the way that Scrum is used to implement real projects. In addition, the Scrum Game has an administrator mode enabling lecturers to view a log of the progress of all their students in the game. They can use this mode to create new projects or to alter existing ones by adding new tasks or problems, thereby adjusting the level of difficulty to the level of their students, or so that it fits their teaching. The web-based system was developed using PHP, MySQL, HTML, CSS, JavaScript, AJAX (jQuery) and Google Charts API. The system was thoroughly tested against the initial requirements and other system tests. The Scrum Game was evaluated by 22 peer colleagues reading for an MSc in Software Engineering at the University of Southampton, to identify whether the system achieved its goal of introducing students to the Scrum methodology and reaching a deeper understanding of its practical use during project implementation. The results of a questionnaire showed that little prior knowledge was assumed during the game, and that 86% of the participants felt that the game helped them learn more about Scrum. When asked, “Do you think that if this game was part of your Project Management module, would you get a better understanding about Scrum?” an impressive 95% (21 out of 22 participants) agreed that the game would be helpful, and rated the system 8 out of 10 on average
Framework para el desarrollo de software en entornos académicos
El Desarrollo de software en escenarios académicos, en especial de pregrado, es caracterizado por extremos, durante mi ejercicio de la docencia tanto en pregrado como en posgrado en las universidades de Colombia he notado que este va desde la informalidad de materias en las que se desarrollan ciertos componentes o módulos, hasta la formalidad en materias enfocadas específicamente en Ingeniería de Software donde se buscan desarrollar pequeños, medianos o hasta grandes sistemas, y donde el esfuerzo del docente se centra en lograr que los estudiantes realicen una apropiación de buenas prácticas de ingeniería, como: análisis, diseño, documentación, versionamiento, modelado, descomposición funcional, buenas prácticas de codificación, entre muchas otras.161 p.Contenido parcial: Proceso unificado de rational -- Principios de desarrollo -- Ciclo de vida -- Disciplinas del ciclo de vida del software -- Capability Maturity Model Integration (CMMi) -- Elección de la herramienta empleada para la publicación del framework
Educational software development: coordination as the critical success factor
No desenvolvimento de software, a coordenação permite organizar a
equipa, negociando/atribuindo tarefas para serem realizadas por determinada
ordem, de forma a cumprir os objetivos propostos. A coordenação tem ainda a
responsabilidade de gerir conflitos associados a atitudes de competição, à
desorientação, a problemas de hierarquia e à difusão de responsabilidade. Este
trabalho tem por base as dimensões do modelo 4C: Comunicação, Coordenação,
Colaboração e Cooperação. Baseia-se na análise das interações entre os elementos
da equipa multidisciplinar que desenvolveu o recurso educativo o Courseware Sere
– “O Ser Humano e os Recursos Naturais” relativamente à dimensão
“Coordenação”. Os resultados permitiram detetar limitações da Metodologia
Híbrida de Desenvolvimento Centrado no Utilizador usada para o
desenvolvimento deste courseware bem como implementar ferramentas que
permitem melhorar as atividades de coordenação.In software development, coordination allows organizing the team by negotiating/assigning tasks to be performed by a certain order in order to meet the proposed objectives. Coordination is also responsible for managing conflicts associated with attitudes of competition, disorientation, problems of hierarchy and diffusion of responsibility. This work is based on the 4C model dimensions: Communication, Coordination, Cooperation and Collaboration. It is based on the analysis of the interactions between the multidisciplinary team members, that developed the educational resource Courseware Sere - "The Human Being and Natural Resources" concerning the "Coordination" dimension. The results achieved allowed us to detect limitations of Hybrid User Centered Development Methodology used for this courseware development as well as to implement tools to improve the coordination activities.(undefined
Metodologia híbrida de desenvolvimento centrado no utilizador: aplicada ao software educativo
Doutoramento em Multimédia em EducaçãoNo panorama atual do desenvolvimento de software educativo é importante
que os processos de desenvolvimento sejam adequados e compatíveis com o
contexto em que serão utilizados este tipo de recursos. Desta forma, é
importante melhorar continuamente os processos de desenvolvimento bem
como se proceder à avaliação de forma a garantir a sua qualidade e
viabilidade económica.
Este estudo propõe uma Metodologia Híbrida de Desenvolvimento Centrado
no Utilizador (MHDCU) aplicada ao software educativo. Trata-se de um
processo de desenvolvimento simples, iterativo e incremental que tem como
“alicerces” princípios do Design Centrado no Utilizador, especificados na
International Organization for Standardization - ISO 13407. Na sua base
encontra-se a estrutura disciplinada de processos de desenvolvimento, bem
como práticas e valores dos métodos ágeis de desenvolvimento de software. O
processo é constituído por 4 fases principais: planeamento (guião didático),
design (storyboard), implementação e manutenção/operação. A prototipagem e
a avaliação são realizadas de modo transversal a todo o processo. A
metodologia foi implementada numa Pequena e Média Empresa de
desenvolvimento de recursos educacionais, com o objetivo de desenvolver
recursos educacionais com qualidade reconhecida e simultaneamente viáveis
do ponto de vista económico. O primeiro recurso que teve por base a utilização
desta metodologia foi o Courseware Sere – “O Ser Humano e os Recursos
Naturais”.
O trabalho seguiu uma metodologia de investigação & desenvolvimento, de
natureza mista, em que se pretendeu descrever e analisar/avaliar uma
metodologia de desenvolvimento de software educativo, i.e., o processo, bem
como o produto final. O estudo é fundamentalmente descritivo e exploratório. A
metodologia de desenvolvimento do software (primeira questão de
investigação) foi proposta, essencialmente, com base na revisão integrativa da
literatura da especialidade e com base nos resultados que emergiram das
Fases 2 e 3.
Do ponto de vista exploratório, foi avaliado, por um lado, o potencial técnico e
didático da 1ª versão do software inserido no Courseware Sere (segunda
questão de investigação), e, por outro lado, analisar os pontos fortes e as
fragilidades da metodologia utilizada para o seu desenvolvimento (terceira
questão de investigação). Como técnicas de recolha de dados recorreu-se a
dois inquéritos por questionário e à observação direta participante (mediada
pela plataforma moodle). Quanto às técnicas de análise de dados optou-se
pela análise estatística descritiva e pela análise de conteúdo.
Os resultados indicam que o recurso desenvolvido possui qualidade técnica e
didática. Relativamente a análise da Metodologia Híbrida de desenvolvimento
Centrado no Utilizador foram propostas algumas melhorias relacionadas com o
envolvimento do utilizador e introdução de novos métodos. Apesar de
identificadas algumas limitações, este projeto permitiu que a empresa
melhorasse significativamente os processos de desenvolvimento de recursos
(mesmo os que não são informatizados), bem como permitiu o aumento do seu
portefólio com o desenvolvimento do Courseware Sere.In the current educational software development scenario it is important that
development processes are appropriate and consistent with the context in
which such resources are used. Thus, it is important to continually improve
development processes and to perform correct evaluation processes to ensure
their quality and economic viability.
This study propose the Hybrid User Centered Development Methodology
(HUCDM). This methodology is a simple, iterative and incremental
development process. The methodology is based on structured disciplined
development processes, on principles of User Centered Design (UCD)
processes, specified in the International Organization for Standardization - ISO
13407, as well as on practices and values of agile methods for software
development. The process consists of 4 main phases: planning of educational
guidelines, storyboard design, implementation and maintenance/operation. The
prototyping and evaluation are carried out in order to cross the entire process.
The HUCDM is being implemented in a Small and Medium Enterprise (SME) of
educational resources development. The first resource that was based in this
methodology was the Courseware Sere - The Human Being and the Natural
Resources.
The work followed a research & development methodology of mixed nature,
where it was intended to describe and analyze/evaluate development
methodology for educational software, the process and the final product. The
study is primarily descriptive and exploratory. The software development
methodology (the first research question) was proposed, essentially, based on
a literature integrative review and based on the results that emerged from
Phases 2 and 3.
From the exploratory standpoint, on the one hand, the technical and didactic
potential of the software first version inserted in Courseware Sere (the second
research question) was evaluated. Moreover, the strengths and weaknesses of
the methodology used for its development (the third research question) were
analyzed. As data collection techniques two questionnaire surveys were used
together with direct participant observation (mediated by moodle). Descriptive
statistical analysis and content analysis were used as data analysis techniques.
The results achieved indicate that the developed resource has technical and
didactic quality. Concerning the Hybrid User Centered Development
Methodology analysis improvements with user involvement and new methods
were proposed. Although some limitations were identified, this project enabled
the software company to significantly improve its resource development
processes (even those that are not computerized) and allowed to increase its
portfolio with the development of Courseware Sere
Modelo de educación de la inteligencia colectiva
The research carried out is part of the field of study of Collective Intelligence (CI) with the use of Information and Communication Technologies (ICT) in Higher Education.
The heart of this research was focused on the study, design and construction of electronic tools according to the paradigms of CI, to be applied in Higher Education. As an instrument for the implementation of these tools, an educational model with a collective work approach was designed.
The research strategy used was Design-Based Research (DBR), because it investigates a phenomenon in its real context, iterative and incremental, and it is especially recommended for the field of education. DBR in each experimental cycle updates literature, model and tools.
Empirical studies were conducted in four universities and fields of study in Latin America and Europe.
The refinements demanded by the research strategy provided the scientific and empirical evidence to design ICT tools that meet the requirements of CI. In addition, the results indicate that the educational model and the tools have generated a positive perception in teachers and students about the effects on the teaching-learning process. Based on this fact, the experimental cycles present significant contributions to the research carried out around the CI with ICT tools in Higher Education.La investigación realizada se enmarca en el campo de estudio de la Inteligencia Colectiva (IC) con el uso de las Tecnologías de la Información y la Comunicaciones (TIC) en la Educación Superior. El corazón de ésta investigación estuvo enfocada en el estudio, diseño y construcción de herramientas electrónicas acorde a los paradigmas de IC, para ser aplicadas en la Educación Superior. Como vía de instrumentación de dichas herramientas, se diseñó un modelo educativo con enfoque de trabajo colectivo. La estrategia de investigación que se utilizó fue la Investigación Basada en el Diseño (DBR), porque investiga un fenómeno en su contexto real, es iterativa e incremental, y está especialmente recomendada para el ámbito de la educación.DBR en cada ciclo experimental actualiza literatura, modelo y herramientas. Los estudios empíricos se realizaron en cuatro universidades y campos de estudio en Hispanoamérica y Europa. Los múltiples refinamientos exigidos por la estrategia de investigación, proporcionaron la evidencia científica y empírica para diseñar herramientas TIC que cumplan con los requisitos de IC. Además, los resultados indican que el modelo educativo y las herramientas han generado una percepción positiva en docentes y estudiantes sobre los efectos en el proceso de enseñanza-aprendizaje. Basados en este hecho, los ciclos experimentales presentan aportes significativos a las investigaciones que se realizan en torno a la IC con herramientas TIC en la Educación Superior
Modelo de educación de la inteligencia colectiva
The research carried out is part of the field of study of Collective Intelligence (CI) with the use of Information and Communication Technologies (ICT) in Higher Education.
The heart of this research was focused on the study, design and construction of electronic tools according to the paradigms of CI, to be applied in Higher Education. As an instrument for the implementation of these tools, an educational model with a collective work approach was designed.
The research strategy used was Design-Based Research (DBR), because it investigates a phenomenon in its real context, iterative and incremental, and it is especially recommended for the field of education. DBR in each experimental cycle updates literature, model and tools.
Empirical studies were conducted in four universities and fields of study in Latin America and Europe.
The refinements demanded by the research strategy provided the scientific and empirical evidence to design ICT tools that meet the requirements of CI. In addition, the results indicate that the educational model and the tools have generated a positive perception in teachers and students about the effects on the teaching-learning process. Based on this fact, the experimental cycles present significant contributions to the research carried out around the CI with ICT tools in Higher Education.La investigación realizada se enmarca en el campo de estudio de la Inteligencia Colectiva (IC) con el uso de las Tecnologías de la Información y la Comunicaciones (TIC) en la Educación Superior. El corazón de ésta investigación estuvo enfocada en el estudio, diseño y construcción de herramientas electrónicas acorde a los paradigmas de IC, para ser aplicadas en la Educación Superior. Como vía de instrumentación de dichas herramientas, se diseñó un modelo educativo con enfoque de trabajo colectivo. La estrategia de investigación que se utilizó fue la Investigación Basada en el Diseño (DBR), porque investiga un fenómeno en su contexto real, es iterativa e incremental, y está especialmente recomendada para el ámbito de la educación.DBR en cada ciclo experimental actualiza literatura, modelo y herramientas. Los estudios empíricos se realizaron en cuatro universidades y campos de estudio en Hispanoamérica y Europa. Los múltiples refinamientos exigidos por la estrategia de investigación, proporcionaron la evidencia científica y empírica para diseñar herramientas TIC que cumplan con los requisitos de IC. Además, los resultados indican que el modelo educativo y las herramientas han generado una percepción positiva en docentes y estudiantes sobre los efectos en el proceso de enseñanza-aprendizaje. Basados en este hecho, los ciclos experimentales presentan aportes significativos a las investigaciones que se realizan en torno a la IC con herramientas TIC en la Educación Superior.Postprint (published version
Modelo de educación de la inteligencia colectiva
The research carried out is part of the field of study of Collective Intelligence (CI) with the use of Information and Communication Technologies (ICT) in Higher Education.
The heart of this research was focused on the study, design and construction of electronic tools according to the paradigms of CI, to be applied in Higher Education. As an instrument for the implementation of these tools, an educational model with a collective work approach was designed.
The research strategy used was Design-Based Research (DBR), because it investigates a phenomenon in its real context, iterative and incremental, and it is especially recommended for the field of education. DBR in each experimental cycle updates literature, model and tools.
Empirical studies were conducted in four universities and fields of study in Latin America and Europe.
The refinements demanded by the research strategy provided the scientific and empirical evidence to design ICT tools that meet the requirements of CI. In addition, the results indicate that the educational model and the tools have generated a positive perception in teachers and students about the effects on the teaching-learning process. Based on this fact, the experimental cycles present significant contributions to the research carried out around the CI with ICT tools in Higher Education.La investigación realizada se enmarca en el campo de estudio de la Inteligencia Colectiva (IC) con el uso de las Tecnologías de la Información y la Comunicaciones (TIC) en la Educación Superior. El corazón de ésta investigación estuvo enfocada en el estudio, diseño y construcción de herramientas electrónicas acorde a los paradigmas de IC, para ser aplicadas en la Educación Superior. Como vía de instrumentación de dichas herramientas, se diseñó un modelo educativo con enfoque de trabajo colectivo. La estrategia de investigación que se utilizó fue la Investigación Basada en el Diseño (DBR), porque investiga un fenómeno en su contexto real, es iterativa e incremental, y está especialmente recomendada para el ámbito de la educación.DBR en cada ciclo experimental actualiza literatura, modelo y herramientas. Los estudios empíricos se realizaron en cuatro universidades y campos de estudio en Hispanoamérica y Europa. Los múltiples refinamientos exigidos por la estrategia de investigación, proporcionaron la evidencia científica y empírica para diseñar herramientas TIC que cumplan con los requisitos de IC. Además, los resultados indican que el modelo educativo y las herramientas han generado una percepción positiva en docentes y estudiantes sobre los efectos en el proceso de enseñanza-aprendizaje. Basados en este hecho, los ciclos experimentales presentan aportes significativos a las investigaciones que se realizan en torno a la IC con herramientas TIC en la Educación Superior