Developing Open Educational Resources through Learning Design and Agile Practices

One of the current challenges related to Open Educational Resources (OERs) is how to produce quality and relevant materials to be reused and adapted to different contexts and learning situations. In this paper we present a flexible and systematic method for OERs, called AM-OER, that allows the development of OERs to evolve incrementally, and be modified and improved as needed. Practices of Learning Design are incorporated into the OERs development, making the design more understandable and shareable, and facilitating the reuse and adaptation. We applied AM-OER through a case study involving the development of a course in the software engineering domain. The results obtained suggest the applicability and usefulness of the AM-OER in the development of OERs

Software systems engineering: a journey to contemporary agile and beyond, do people matter?

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Software systems engineering: a journey to contemporary agile and beyond, do people matter?

It is fascinating to view the evolution of software systems engineering over the decades. At the first glance, it could be perceived that the various approaches and processes are different. Are they indeed different? This paper will briefly discuss such a journey relating to findings from an empirical study in some organisations in the UK. Some of the issues described in the literature and by practitioners are common across different software system engineering approaches over the time. It can be argued that human-element of software development plays an integral part in the success of software systems development endeavour. After all, software engineering is a human-centric craft. In order to understand such issues, we crossed the discipline to other disciplines in order to adapt theories and principles that will help to better understand and tackle such matter. Other disciplines have well established human related theories and principles that can be useful. From Japanese management philosophies, we have adapted Lean and knowledge management theories. From psychology, we have adapted Emotional Intelligence (EI). With such an interdisciplinary view, some of the issues can be addressed adequately. Which bring the question: is it really the process or the people? The second author will reflect on his experience attending the first SQM conference 25 years ago. The reflection will discuss the evolution of software systems engineering, and what was changed since then, if at all changed

What influences the speed of prototyping? An empirical investigation of twenty software startups

It is essential for startups to quickly experiment business ideas by building tangible prototypes and collecting user feedback on them. As prototyping is an inevitable part of learning for early stage software startups, how fast startups can learn depends on how fast they can prototype. Despite of the importance, there is a lack of research about prototyping in software startups. In this study, we aimed at understanding what are factors influencing different types of prototyping activities. We conducted a multiple case study on twenty European software startups. The results are two folds, firstly we propose a prototype-centric learning model in early stage software startups. Secondly, we identify factors occur as barriers but also facilitators for prototyping in early stage software startups. The factors are grouped into (1) artifacts, (2) team competence, (3) collaboration, (4) customer and (5) process dimensions. To speed up a startups progress at the early stage, it is important to incorporate the learning objective into a well-defined collaborative approach of prototypingComment: This is the author's version of the work. Copyright owner's version can be accessed at doi.org/10.1007/978-3-319-57633-6_2, XP2017, Cologne, German

DESIGN AND EVALUATING A TOOL FOR CONTINUOUSLY ASSESSING AND IMPROVING AGILE PRACTICES FOR INCREASED ORGANIZATIONAL AGILITY

Many organizations struggle to measure, control, and manage agility in a manner of continuous improvement. Therefore, we draw on Design Science Research to develop and test a tool for Continuously Assessing and Improving Agile Practices (CAIAP). CAIAP helps agile practitioners to monitor the alignment of “as is” agile practices on individual, team levels with the overall agile strategy of the organization. To develop CAIAP, we first empirically gather requirements, draw on the ICAP framework to base the tool development on a solid conceptual and theoretical basis. CAIAP helps agile practitioners to constantly monitor their agile practices on individual and team levels and to identify areas for improvement to gain greater organizational agility. To researchers, CAIAP helps to make the unit of analysis of agile work explainable, predictable and helps researchers to guide their own empirical research as well as serve as a basis for designing further tool support

Bridging the gap between research and agile practice: an evolutionary model

There is wide acceptance in the software engineering field that industry and research can gain significantly from each other and there have been several initiatives to encourage collaboration between the two. However there are some often-quoted challenges in this kind of collaboration. For example, that the timescales of research and practice are incompatible, that research is not seen as relevant for practice, and that research demands a different kind of rigour than practice supports. These are complex challenges that are not always easy to overcome. Since the beginning of 2013 we have been using an approach designed to address some of these challenges and to bridge the gap between research and practice, specifically in the agile software development arena. So far we have collaborated successfully with three partners and have investigated three practitioner-driven challenges with agile. The model of collaboration that we adopted has evolved with the lessons learned in the first two collaborations and been modified for the third. In this paper we introduce the collaboration model, discuss how it addresses the collaboration challenges between research and practice and how it has evolved, and describe the lessons learned from our experience

Fostering Cooperative Learning with Scrum in a Semi-Capstone Systems Analysis and Design Course

Agile methods such as Scrum that emphasize technical, communication, and teamwork skills have been practiced by IT professionals to effectively deliver software products of good quality. The same methods combined with pedagogies of engagement can potentially be used in the setting of higher education to promote effective group learning in software development classrooms. Therefore, the purpose of this study is to integrate both Scrum and cooperative learning guidelines into a systems analysis and design classroom to promote the skills of teamwork, communication, and problem-solving while learning systems analysis and design methods. This integration was implemented in a sophomore, semi-capstone design course where students were engaged in collaborative classroom activities. Two different approaches – overlapped approach and delayed approach – were used in two different semesters for this implementation. Based on the analysis of student performance in the course, student reflections on their team performance, and student overall perceptions of the teaching approach, this study suggests that the integration of cooperative learning and Scrum serves as guidance for students to effectively analyze and design software solutions, as well as to reflect on their team performance and learning process. In addition, a delayed approach for Scrum implementation appears to effectively support student learning by providing better and earlier feedback

Enhancing Students\u27 Perception Of Software Maintainability By Using Collaborative Team-Based Role Play

This research was performed within a software engineering workshop. In addition to standard technical issues, this workshop was designed to enhance students\u27 capabilities related to non-technical knowledge areas, such as critical thinking, interpersonal and team-based skills. An important objective of outlining the importance of software maintainability issues was achieved through team-based collaborative development activities. There were three assignments in which each team had to continue the work designed (or developed) by another team. The main research study objective was to examine the effect of employing this kind of a team-based peer-review on the students\u27 learning process. Data referring to the students\u27 perceptions is presented and analyzed in addition to student reflections on the workshop which demonstrate their expanded understanding of the design and application process

CHANGING STUDENTS PERCEPTION REGARDING SOFTWARE DOCUMENTATION

Being aware to the important role of proper software documentation on one hand and being acquainted with the students\u27 views regarding this issue on the other, we decided to examine the effects of facing the students with bad documentation or the lack of it on their views, as represented by a software project they have to design, develop and test.. This research was performed within a software engineering workshop for Computer Science students. For addressing the soft skills issues required by the industry, the course was delivered as a workshop with various (inter and intra) team based activities. The objective of outlining the importance of software maintainability issues was achieved through a hybrid team-based role play. The workshop consists of three assignments, following a typical software design and development process, in which each team had to continue the work performed by another team, thus creating a dependency between the team members as well as between the teams as might happen during real life maintenance. The main research study objective was to examine the effect of employing this kind of a hybrid team-based role-play and peer-review on the students\u27 learning process regarding product documentation for future maintainability. Data referring to the students\u27 perceptions is presented and analyzed in addition to student reflections on the workshop which demonstrate their expanded understanding of documenting the design and application process