Ground Rules in Team Projects: Findings from a Prototype System to Support Students

Student team project work in higher education is one of the best ways to develop team working skills at the same time as learning about the subject matter. As today’s students require the freedom to learn at times and places that better match their lifestyles, there is a need for any support for team project work to be also available online. Team working requires that the task roles as well as the maintenance roles are taken into consideration, in that social interactions are just as important as carrying out the tasks of the project. The literature indicates that groupware, whilst effective in supporting the task roles, provides limited support for the maintenance roles of team working in the work place. As groupware was not specifically designed for student team working, it provides limited support for maintenance roles in student team projects. Virtual learning environments similarly provide support for completing the task roles. Many researchers have found that students experience difficulties with their team project work that reduce the perceived benefits of working in a team. It is proposed that helping students to agree on ground rules at the start of a project will improve team cohesion. This paper describes the implementation and evaluation of a prototype system to help students to agree on ground rules as they start their team projects. The system was tested with teams of students carrying out information systems team projects, using an interpretive case study research approach. In this case the teams had the additional problem of being composed of students from across three years of their undergraduate degree programmes, so they did not always have prior knowledge of each other’s preferences. We were trying to establish how useful this software tool would be to these student teams, in starting their project work. The findings showed that some of the student teams did find the ground rules function useful, but the team leaders were the ones who most appreciated its potential. The students may use the outputs in very different ways, but even just looking at the ground rules appeared to get team members thinking about their expectations for team working. Student teams do not often start by thinking about norms, but this study shows a positive benefit of encouraging teams to agree on ground rules at the start of their projects

Developing Instructional Material for Teaching Software Comprehension/Maintenance

Software maintenance is a costly problem for industry. Traditional Computer Science programs often do not prepare students to face this problem. Since a large part of software maintenance is software comprehension, better comprehension methods are part of the answer to the problem. Students often do not know how to comprehend already written code. Students should be taught a standardized way of software comprehension in preparation for the software maintenance jobs most will have. The comprehension/maintenance area of computer science education has not been extensively covered as a research topic. This work is a detailed proposal for a software maintenance course, using techniques utilized by other researchers to teach software maintenance and software comprehension techniques in a required course. The course includes best practices, a large-scale project, and focuses primarily on code comprehension methods in order to prepare students for a job in industry..Computer Science Departmen

Observations in using parallel and sequential evolutionary algorithms for automatic software testing

Computers & Operations Research, 35 (10),2007, pp.3161-3183In this paper we analyze the application of parallel and sequential evolutionary algorithms (EAs) to the automatic test data generation problem. The problem consists of automatically creating a set of input data to test a program. This is a fundamental step in software development and a time consuming task in existing software companies. Canonical sequential EAs have been used in the past for this task. We explore here the use of parallel EAs. Evidence of greater efficiency, larger diversity maintenance, additional availability of memory/CPU, and multi-solution capabilities of the parallel approach, reinforce the importance of the advances in research with these algorithms. We describe in this work how canonical genetic algorithms (GAs) and evolutionary strategies (ESs) can help in software testing, and what the advantages are (if any) of using decentralized populations in these techniques. In addition, we study the influence of some parameters of the proposed test data generator in the results. For the experiments we use a large benchmark composed of twelve programs that includes fundamental algorithms in computer science.Ministry of Education and Science and FEDER under Contract TIN2005-08818-C04-01 (the OPLINK Project). Francisco Chicano was supported by a Grant (BOJA 68/2003) from the Junta de Andalucía (Spain)

Student teamwork: developing virtual support for team projects

In the 21st century team working increasingly requires online cooperative skills as well as more traditional skills associated with face to face team working. Virtual team working differs from face to face team working in a number of respects, such as interpreting the alternatives to visual cues, adapting to synchronous communication, developing trust and cohesion and cultural interpretations. However, co-located student teams working within higher education can only simulate team working as it might be experienced in organisations today. For example, students can learn from their mistakes in a non-threatening environment, colleagues tend to be established friends and assessing teamwork encourages behaviour such as “free-riding”. Using a prototyping approach, which involves students and tutors, a system has been designed to support learners engaged in team working. This system helps students to achieve to their full potential and appreciate issues surrounding virtual teamwork. The Guardian Agent system enables teams to allocate project tasks and agree ground rules for the team according to individuals’ preferences. Results from four cycles of its use are presented, together with modifications arising from iterations of testing. The results show that students find the system useful in preparing for team working, and have encouraged further development of the system

Evaluating cost taxonomies for information systems management

The consideration of costs, benefits and risks underpin many Information System (IS) evaluation decisions. Yet, vendors and project-champions alike tend to identify and focus much of their effort on the benefits achievable from the adoption of new technology, as it is often not in the interest of key stakeholders to spend too much time considering the wider cost and risk implications of enterprise-wide technology adoptions. In identifying a void in the literature, the authors of the paper present a critical analysis of IS-cost taxonomies. In doing so, the authors establish that such cost taxonomies tend to be esoteric and difficult to operationalize, as they lack specifics in detail. Therefore, in developing a deeper understanding of IS-related costs, the authors position the need to identify, control and reduce IS-related costs within the information systems evaluation domain, through culminating and then synthesizing the literature into a frame of reference that supports the evaluation of information systems through a deeper understanding of IS-cost taxonomies. The paper then concludes by emphasizing that the total costs associated with IS-adoption can only be determined after having considered the multi-faceted dimensions of information system investments

An agent system to support student teams working online

Online learning is now a reality, with distributed learning and blended learning becoming more widely used in Higher Education. Novel ways in which undergraduate and postgraduate learning material can be presented are being developed, and methods for helping students to learn online are needed, especially if we require them to collaborate with each other on learning activities. Agents to provide a supporting role for students have evolved from Artificial Intelligence research, and their strength lies in their ease of operation over networks as well as their ability to act in response to stimuli. In this paper an application of a software agent is described, aimed at supporting students working on team projects in the online learning environment. Online teamwork is problematical for a number of reasons, such as getting acquainted with team members, finding out about other team members’ abilities, agreeing who should do which tasks, communications between team members and keeping up to date with progress that has been made on the project. Software agents have the ability to monitor progress and to offer advice by operating in the background, acting autonomously when the need arises. An agent prototype has been developed in Prolog to perform a limited set of functions to support students. Team projects have a planning, doing and completing stage, all of which require them to have some sort of agent support. This agent at present supports part of the planning stage, by prompting the students to input their likes, dislikes and abilities for a selection of task areas defined for the project. The agent then allocates the various tasks to the students according to predetermined rules. The results of a trial carried out using teams working on projects, on campus, indicate that students like the idea of using this agent to help with allocating tasks. They also agreed that agent support of this type would probably be helpful to both students working on team projects with face to face contact, as well as for teams working solely online. Work is ongoing to add more functionality to the agent and to evaluate the agent more widely

Hygiene and Sanitation Software: An Overview of Approaches

A review of the state of the art in methods and techniques for sanitation and hygiene behaviour change, and other non-hardware aspects of sanitation programming. Includes introductory text and detailed entries on more than 20 approaches and techniques, with key references, summary information on effectiveness and implementation and an assessment of when different approaches should be used