Walking Through the Method Zoo: Does Higher Education Really Meet Software Industry Demands?

Software engineering educators are continually challenged by rapidly evolving concepts, technologies, and industry demands. Due to the omnipresence of software in a digitalized society, higher education institutions (HEIs) have to educate the students such that they learn how to learn, and that they are equipped with a profound basic knowledge and with latest knowledge about modern software and system development. Since industry demands change constantly, HEIs are challenged in meeting such current and future demands in a timely manner. This paper analyzes the current state of practice in software engineering education. Specifically, we want to compare contemporary education with industrial practice to understand if frameworks, methods and practices for software and system development taught at HEIs reflect industrial practice. For this, we conducted an online survey and collected information about 67 software engineering courses. Our findings show that development approaches taught at HEIs quite closely reflect industrial practice. We also found that the choice of what process to teach is sometimes driven by the wish to make a course successful. Especially when this happens for project courses, it could be beneficial to put more emphasis on building learning sequences with other courses

Evaluation of team dynamic in Norwegian projects for IT students

The need for teaching realistic software development in project courses has increased in a global scale. It has always been challenges in cooperating fast-changing software technologies, development methodologies and teamwork. Moreover, such project courses need to be designed in the connection to existing theoretical courses. We performed a large-scale research on student performance in Software Engineering projects in Norwegian universities. This paper investigates four aspects of team dynamics, which are team reflection, leadership, decision making and task assignment in order to improve student learning. Data was collected from student projects in 4 years at two universities. We found that some leader's characteristics are perceived differently for female and male leaders, including the perception of leaders as skilful workers or visionaries. Leadership is still a challenging aspect to teach, and assigned leadership is probably not the best way to learn. Students is are performing well in task review, however, needs support while performing task assignment. The result also suggests that task management to be done in more fine-grained levels. It is also important to maintain an open and active discussion to facilitate effective group decision makings

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

(MU-CTL-01-12) Towards Model Driven Game Engineering in SimSYS: Requirements for the Agile Software Development Process Game

Software Engineering (SE) and Systems Engineering (Sys) are knowledge intensive, specialized, rapidly changing disciplines; their educational infrastructure faces significant challenges including the need to rapidly, widely, and cost effectively introduce new or revised course material; encourage the broad participation of students; address changing student motivations and attitudes; support undergraduate, graduate and lifelong learning; and incorporate the skills needed by industry. Games have a reputation for being fun and engaging; more importantly immersive, requiring deep thinking and complex problem solving. We believe educational games are essential in the next generation of e-learning tools. An extensible, freely available, engaging, problem-based game platform that provides students with an interactive simulated experience closely resembling the activities performed in a (real) industry development project would transform the SE/Sys education infrastructure. Our goal is to extend the state-of-the-art research in SE/Sys education by investigating a game development platform (GDP) from an interdisciplinary perspective (education, game research, and software/systems engineering). A meta-model has been proposed to provide a rigourous foundation that integrates the three disciplines. The GDP is intended to support the semi-automated development of collections of scripted games and their execution, where each game embodies a specific set of learning objectives. The games are scripted using a template based approach. The templates integrate three approaches: use cases; storyboards; and state machines (timed, concurrent, hierarchical state machines). The specification templates capture the structure of the game (Game, Acts, Scenes, Screens, Challenges), storyline, characters (player, non-player, external), graphics, music/sound effects, rules, and so on. The instantiated templates are (manually) transformed into XML game scripts that can be loaded into the SimSYS Game Play Engine. As a game is played, the game play events are logged; they are analyzed to automatically assess a player’s accomplishments and automatically adapt the game play script. Currently, we are manually defining a collection of games. The games are being used to ensure the GDP is flexible and reliable (i.e., the prototype can load and correctly run a variety of game scripts), the ontology is comprehensive, and the templates assist in defining well-organized, modular game scripts. In this report, we present the initial part of an Agile Software Development Process game (Act I, Scenes 1 and 2) that embodies learning objectives related to SE fundamentals (requirements, architecture, testing, process); planning with Gantt charts; working with budgets; and selecting a team for an agile development project. A student player is rewarded in the game by getting hired, scoring points, or getting promoted to lead a project. The game has a variety of settings including a classroom, job fair, and a work environment with meeting rooms, cubicles, and a water cooler station. The main non-player characters include a teacher, boss, and an evil peer. In the future, semi-automated support for creating new game scripts will be explored using a wizard interface. The templates will be formally defined, supporting automated transformation into XML game scripts that can be loaded into the SimSYS Game Engine. We also plan to explore transforming the requirements into a notation that can be imported into a commercial tool that supports Statechart simulation

Scrum for product innovation : a longitudinal embedded case study

This article describes the innovation processes used in a partnership between Add Latent Ltd., an asset integrity and maintenance management consulting services provider in the energy sector and University of Salford. The challenge faced by the company is to make their in-house expertise more readily available to a worldwide audience. A longitudinal embedded case study has been used to investigate how installable desktop software applications have been redesigned to create a new set of cloud hosted software services. The innovation team adapted an agile scrum process to include exploratory prototyping and manage the geographical distribution of the team members. A minimum viable product was developed that integrated functional elements of previous software tools into an end-to-end data collection, analysis and visualisation product called AimHi which uses a cloud-hosted web services approach. Field trials were conducted using the software at the Uniper, Isle of Grain power station in Kent, UK. Enhancements were made to the AimHi product which was adopted for use at the Uniper site. The product emerged from a Knwledge Transfer Partnership whci was evaluated on cmplettion by InnovateUK and awarded the highest possible “outstanding” grade. The article illustrates how the scrum software development method was tailored for a product innovation context. Extended periods of evaluation and reflection, prototyping and requirement refinement were combined with periods of incremental feature development using sprints. The AimHi product emerged from a technology transfer and innovation project that has successfully reconciled conflicting demands from customers, universities, partner companies and project staff members

Better Scrum through Essence

We live at an exciting time where software has become a dominant aspect of our everyday life. Although software provides opportunities for improving various aspects of our society, it also presents many challenges. One of them is development, deployment and sustaining of high quality software on a broad scale. While agile methods (Scrum being one of the most prominent examples) ease the process, their popularity deteriorates the clarity and simplicity they were once meant to bring into software development. This article explores the synergy of Scrum and Essence, a domain model of software engineering processes, intending to become a common ground for software development methods, bringing clarity into the composition of methods from individual practices. This short communication motivates the interplay of Scrum and Essence, being accompanied with a set of videotutorials and 21 Scrum Essential cards to further guide more effective team's way of working

Prepare Students for Software Industry: A case study on an agile full stack project

Reducing the gap between Software Engineering education and the needs in the software industry is a goal for Academia. Advancement in terms of cutting-edge technical skills and good soft skills preparation is the desired goal to shorten the onboarding in the labour market. Generally, in computer science or computer engineering courses, separate subjects exist to teach requirements engineering, analysis and design, coding, or validation. However, integrating all these phases normally requires experience in developing a complete project. The approach presented in this paper has involved the staff of a software company in collaboration with the staff of an academic Institution and resulted in a student's involvement in a full-stack software development project. The student was involved in an agile team composed of teachers and Information Technology (IT) professionals. Scrum framework was followed, and the product was developed using a low-code development platform. Results show that this agile and full stack approach allows students to develop cutting-edge technical and non- technical skills. The paper presents the approach, the achieved results, some lessons learned and some guidelines for the future.info:eu-repo/semantics/publishedVersio