Pair programming and the re-appropriation of individual tools for collaborative software development

Although pair programming is becoming more prevalent in software development, and a number of reports have been written about it [10] [13], few have addressed the manner in which pairing actually takes place [12]. Even fewer consider the methods used to manage issues such as role change or the communication of complex issues. This paper highlights the way resources designed for individuals are re-appropriated and augmented by pair programmers to facilitate collaboration. It also illustrates that pair verbalisations can augment the benefits of the collocated team, providing examples from ethnographic studies of pair programmers 'in the wild'

Collaboration in Pair Programming: driving and switching

This paper reports on an empirical study about the mechanisms of the collaboration of drivers and navigators in Pair Programming (PP) sessions. Based on video recordings of professional software developers, we analysed the mechanisms of role switches and how developers split the task of driving. We found that developers do not evenly contribute to the task of driving and that they spend on average a third of the session without any computer interaction focusing mainly on communication. In addition, our results show that most pairs switch roles frequently and that the frequency and fuidity of switches indicate a high level of engagement on the part of both developers

Towards Visual Analytics for Teachers’ Dynamic Diagnostic Pedagogical Decision-Making

The focus of this paper is to delineate and discuss design considerations for supporting teachers\u27 dynamic diagnostic decision-making in classrooms of the 21st century. Based on the Next Generation Teaching Education and Learning for Life (NEXT-TELL) European Commission integrated project, we envision classrooms of the 21st century to (a) incorporate 1:1 computing, (b) provide computational as well as methodological support for teachers to design, deploy and assess learning activities and (c) immerse students in rich, personalized and varied learning activities in information ecologies resulting in high-performance, high-density, high-bandwidth, and data-rich classrooms. In contrast to existing research in educational data mining and learning analytics, our vision is to employ visual analytics techniques and tools to support teachers dynamic diagnostic pedagogical decision-making in real-time and in actual classrooms. The primary benefits of our vision is that learning analytics becomes an integral part of the teaching profession so that teachers can provide timely, meaningful, and actionable formative assessments to on-going learning activities in-situ. Integrating emerging developments in visual analytics and the established methodological approach of design-based research (DBR) in the learning sciences, we introduce a new method called Teaching Analytics and explore a triadic model of teaching analytics (TMTA). TMTA adapts and extends the Pair Analytics method in visual analytics which in turn was inspired by the pair programming model of the extreme programming paradigm. Our preliminary vision of TMTA consists of a collocated collaborative triad of a Teaching Expert (TE), a Visual Analytics Expert (VAE), and a Design-Based Research Expert (DBRE) analyzing, interpreting and acting upon real-time data being generated by students\u27 learning activities by using a range of visual analytics tools. We propose an implementation of TMTA using open learner models (OLM) and conclude with an outline of future work

Using theory to inform capacity-building: Bootstrapping communities of practice in computer science education research

In this paper, we describe our efforts in the deliberate creation of a community of practice of researchers in computer science education (CSEd). We understand community of practice in the sense in which Wenger describes it, whereby the community is characterized by mutual engagement in a joint enterprise that gives rise to a shared repertoire of knowledge, artefacts, and practices. We first identify CSEd as a research field in which no shared paradigm exists, and then we describe the Bootstrapping project, its metaphor, structure, rationale, and delivery, as designed to create a community of practice of CSEd researchers. Features of other projects are also outlined that have similar aims of capacity building in disciplinary-specific pedagogic enquiry. A theoretically derived framework for evaluating the success of endeavours of this type is then presented, and we report the results from an empirical study. We conclude with four open questions for our project and others like it: Where is the locus of a community of practice? Who are the core members? Do capacity-building models transfer to other disciplines? Can our theoretically motivated measures of success apply to other projects of the same nature

Raising Awareness In Distributed Agile Development - A Case Study Perspective

Raising and maintaining awareness in distributed agile cross-cultural teams is a challenging process, especially as the tenets of agile methods rely heavily on physical proximity, face-to-face communication, coordination and close collaboration. This paper reports on preliminary findings on how a distributed agile team within the financial sector, engages in raising awareness to carry out collaborative activities to accomplish project tasks. We have adapted the use of 3C Collaboration model as an evaluative mechanism to examine how the different dimensions (communication, coordination and cooperation) of the model stimulate awareness within a distributed agile team. The insights gained from the case study, suggest there is a constant interplay between the offshore and onshore teams to try and raise and maintain awareness in order to achieve project goal

The appropriation of a software ecosystem : a practice take on the usage, maintenance and modification of the eclipse IDE

This thesis was written in order to gain a deeper understanding of the appropriation of software in groups and organizations. In doing so, it focuses on software created under the modern software engineering trend software ecosystems. Software ecosystems have a major influence on software development, as they rely on massive usage of distributed software development, open source models and modularization. It is unclear if existing models to explain appropriation still hold good. Furthermore, it has to be explored whether current appropriation support is still appropriate and beneficial or if we need new ideas to help users cope with these developments. In order to achieve these objectives, this work is mainly based on an empirical field study, which investigates workgroups at seven German organizations that use the Eclipse IDE, an extremely modularized and adaptable software system, developed by a globally active ecosystem of large corporations, small businesses and even hobbyists. Using the qualitative analysis approach of the grounded theory method and appropriation as a lens for this research endeavor, observations and interviews as well as artifacts were analyzed, uncovering practices that are part of Eclipse usage and appropriation. They are identified and discussed from the backdrop of software ecosystems – viewed from a users perspective. Examples are the sheer amount of appropriation activities at the shop floor, the dilemma of software maintenance, that comes with continuously developed but sometimes unstable technology, practices as learning or tailoring, influences on practices stemming from the software ecosystem, the organization and the group. Grounded in these results, suggestions for the design of appropriation support are given and prototypically implemented, which reflect the embeddedness of individuals and groups in the software ecosystem. They provide a fresh perspective, based on peer-to-peer technology and awareness mechanisms.Diese Arbeit wurde erstellt, um ein tieferes Verständnis über die Aneignung von Software in Gruppen und Organisationen zu erlangen. Dabei fokussiert sie auf eine Software die unter den Bedingungen eines modernen Trends im Software Engineering entstanden ist: Der Software Ökosystem Bewegung. Software Ökosysteme beeinflussen die Entwicklung von moderner Software maßgeblich, da sie verstärkt auf örtlich verteilte Entwicklung, Open Source Modelle und Modularisierung setzen. Bisher ist ungeklärt, ob existierende Ansätze zum Verständnis von Aneignung unter diesen Gegebenheiten ihre Gültigkeit behalten. Weitergehend ist zu untersuchen ob existierende Maßnahmen der Aneignungsunterstützung auch in diesem Kontext angemessen und vorteilhaft wirken, oder ob neue Ansätze entwickelt werden müssen um Nutzer heute sinnvoll zu unterstützen. Um diese Ziele zu erreichen, basiert diese Arbeit hauptsächlich auf einer qualitativ-empirischen Feldstudie in Arbeitsgruppen sieben Deutscher Organisationen, die alle die Eclipse IDE einsetzen – ein extrem modularisiertes und anpassbares Software System das durch ein global agierendes Software Ökosystem aus großen Konzernen, KMU und sogar Hobbyisten hergestellt wird. Mit Hilfe des qualitativen Analyseansatzes in Form der Grounded Theory Method und Aneignung als Linse für dieses Forschungsvorhaben wurden die Daten aus Beobachtungen, Interviews und bei Arbeitsplatzbesuchen gesammelter Artefakte analysiert. Dabei wurden Praktiken die Teil der Eclipse Nutzung und Aneignung sind, erfasst näher definiert und vor dem Hintergrund von Software Ökosystemen und aus Perspektive der Nutzer diskutiert. Die Ergebnisse umfassen unter anderem eine Reihe verschiedener Aneignungsaktivitäten, das Dilemma der Wartung komplexer Software Systeme welche durch die kontinuierliche Entwicklung und teilweise instabile Komponenten entsteht, Praktiken wie Lernen oder Anpassen, sowie Einflüsse auf die Arbeitspraktiken die aus dem Software Ökosystem, der Gruppe oder der Organisation stammen. Begründet auf den Ergebnissen dieser Forschung, werden Vorschläge für das Design von Aneignungsunterstützung gegeben und prototypisch realisiert. Diese spiegeln wider wie Individuen und Gruppen in das Software Ökosystem eingebettet sind und präsentieren durch den Einsatz von Peer-to-Peer Technik und Awareness Mechanismen eine neue Perspektive auf Aneignungsunterstützung

Webbing and orchestration. Two interrelated views on digital tools in mathematics education

The integration of digital tools in mathematics education is considered both promising and problematic. To deal with this issue, notions of webbing and instrumental orchestration are developed. However, the two seemed to be disconnected, and having different cultural and theoretical roots. In this article, we investigate the distinct and joint journeys of these two theoretical perspectives. Taking some key moments in recent history as points of de- parture, we conclude that the two perspectives share an importance attributed to digital tools, and that initial differences, such as different views on the role of digital tools and the role of the teacher, have become more nuances. The two approaches share future chal- lenges to the organization of teachers'collaborative work and their use of digital resources.Comment: Teaching Mathematics and its Applications (2014) to be complete

Picking up the mantle of “expert”: Assigned roles, assertion of identity, and peer recognition within a programming class

Changing an established role in a classroom is difficult. It involves constructing a new set of relations within a community. In this article we investigate how students with newly developed interest and experience in programming developed outside the classroom pick up and establish their roles as experts in programming within the classroom community. More specifically, we focus on how two 11-year-old software designers shifted their established roles in their classroom to gain status as expert programmers. We use an identity lens to understand how peer expertise was established in the context of a classroom community, adopting a multifaceted perspective of identity by focusing on an individual\u27s narrativization of self, full, or peripheral participation among a group of people, and individuals\u27 social recognition by others. Our findings point to the importance of both positive positioning by authority figures in the classroom and activities and roles that provide opportunities to establish intersubjectivity among peers in facilitating students\u27 identities as experts in the classroom. Students\u27 willingness to take up a new position in the established activity system also played a role. We consider implications of how making roles flexible within classroom stratification may provide opportunities for more students see themselves as experts

Report of the user requirements and web based access for eResearch workshops

The User Requirements and Web Based Access for eResearch Workshop, organized jointly by NeSC and NCeSS, was held on 19 May 2006. The aim was to identify lessons learned from e-Science projects that would contribute to our capacity to make Grid infrastructures and tools usable and accessible for diverse user communities. Its focus was on providing an opportunity for a pragmatic discussion between e-Science end users and tool builders in order to understand usability challenges, technological options, community-specific content and needs, and methodologies for design and development. We invited members of six UK e-Science projects and one US project, trying as far as possible to pair a user and developer from each project in order to discuss their contrasting perspectives and experiences. Three breakout group sessions covered the topics of user-developer relations, commodification, and functionality. There was also extensive post-meeting discussion, summarized here. Additional information on the workshop, including the agenda, participant list, and talk slides, can be found online at http://www.nesc.ac.uk/esi/events/685/ Reference: NeSC report UKeS-2006-07 available from http://www.nesc.ac.uk/technical_papers/UKeS-2006-07.pd