A Family of Experiments on Test-Driven Development

Context: Test-driven development (TDD) is an agile software development approach that has been widely claimed to improve software quality. However, the extent to which TDD improves quality appears to be largely dependent upon the characteristics of the study in which it is evaluated (e.g., the research method, participant type, programming environment, etc.). The particularities of each study make the aggregation of results untenable. Objectives: The goal of this paper is to: increase the accuracy and generalizability of the results achieved in isolated experiments on TDD, provide joint conclusions on the performance of TDD across different industrial and academic settings, and assess the extent to which the characteristics of the experiments affect the quality-related performance of TDD. Method: We conduct a family of 12 experiments on TDD in academia and industry. We aggregate their results by means of meta-analysis. We perform exploratory analyses to identify variables impacting the quality-related performance of TDD. Results: TDD novices achieve a slightly higher code quality with iterative test-last development (i.e., ITL, the reverse approach of TDD) than with TDD. The task being developed largely determines quality. The programming environment, the order in which TDD and ITL are applied, or the learning effects from one development approach to another do not appear to affect quality. The quality-related performance of professionals using TDD drops more than for students. We hypothesize that this may be due to their being more resistant to change and potentially less motivated than students. Conclusion: Previous studies seem to provide conflicting results on TDD performance (i.e., positive vs. negative, respectively). We hypothesize that these conflicting results may be due to different study durations, experiment participants being unfamiliar with the TDD process..

Semantic discovery and reuse of business process patterns

Patterns currently play an important role in modern information systems (IS) development and their use has mainly been restricted to the design and implementation phases of the development lifecycle. Given the increasing significance of business modelling in IS development, patterns have the potential of providing a viable solution for promoting reusability of recurrent generalized models in the very early stages of development. As a statement of research-in-progress this paper focuses on business process patterns and proposes an initial methodological framework for the discovery and reuse of business process patterns within the IS development lifecycle. The framework borrows ideas from the domain engineering literature and proposes the use of semantics to drive both the discovery of patterns as well as their reuse

Schätzwerterfüllung in Softwareentwicklungsprojekten

Effort estimates are of utmost economic importance in software development projects. Estimates bridge the gap between managers and the invisible and almost artistic domain of developers. They give a means to managers to track and control projects. Consequently, numerous estimation approaches have been developed over the past decades, starting with Allan Albrecht's Function Point Analysis in the late 1970s. However, this work neither tries to develop just another estimation approach, nor focuses on improving accuracy of existing techniques. Instead of characterizing software development as a technological problem, this work understands software development as a sociological challenge. Consequently, this work focuses on the question, what happens when developers are confronted with estimates representing the major instrument of management control? Do estimates influence developers, or are they unaffected? Is it irrational to expect that developers start to communicate and discuss estimates, conform to them, work strategically, hide progress or delay? This study shows that it is inappropriate to assume an independency of estimated and actual development effort. A theory is developed and tested, that explains how developers and managers influence the relationship between estimated and actual development effort. The theory therefore elaborates the phenomenon of estimation fulfillment.Schätzwerte in Softwareentwicklungsprojekten sind von besonderer ökonomischer Wichtigkeit. Sie überbrücken die Lücke zwischen Projektleitern und der unsichtbaren und beinahe künstlerischen Domäne der Entwickler. Sie stellen ein Instrument dar, welches erlaubt, Projekte zu verfolgen und zu kontrollieren. Daher wurden in den vergangenen vier Jahrzehnten diverse Schätzverfahren entwickelt, beginnend mit der "Function Point" Analyse von Allan Albrecht. Diese Arbeit versucht allerdings weder ein neues Schätzverfahren zu entwickeln noch bestehende Verfahren zu verbessern. Anstatt Softwareentwicklung als technologisches Problem zu charakterisieren, wird in dieser Arbeit eine soziologische Perspektive genutzt. Dementsprechend fokussiert diese Arbeit die Frage, was passiert, wenn Entwickler mit Schätzwerten konfrontiert werden, die das wichtigste Kontrollinstrument des Managements darstellen? Lassen sich Entwickler von diesen Werten beeinflussen oder bleiben sie davon unberührt? Wäre es irrational, zu erwarten, dass Entwickler Schätzwerte kommunizieren, diese diskutieren, sich diesen anpassen, strategisch arbeiten sowie Verzögerungen verschleiern? Die vorliegende Studie zeigt, dass die Unabhängigkeitsannahme von Schätzwerten und tatsächlichem Entwicklungsaufwand unbegründet ist. Es wird eine Theorie entwickelt, welche erklärt, wie Entwickler und Projektleiter die Beziehung von Schätzungen und Aufwand beeinflussen und dass das Phänomen der Schätzwerterfüllung auftreten kann

Learning from Digital Natives: Bridging Formal and Informal Learning. Final Report

Overview This report suggests that students are increasingly making use of a variety of etools (such as mobile phones, email, MSN, digital cameras, games consoles and social networking sites) to support their informal learning within formalised educational settings, and that they use the tools that they have available if none are provided for them. Therefore, higher education institutions should encourage the use of these tools. Aims and background This study aimed to explore how e-tools (such as mobile phones, email, MSN, digital cameras, games consoles and social networking sites) and the processes that underpin their use can support learning within educational institutions and help improve the quality of students’ experiences of learning in higher education (pgs 9-11). Methodology The study entailed: (i) desk research to identify related international research and practice and examples of integration of e-tools and learning processes in formal educational settings; (ii) a survey of 160 engineering and social work students across two contrasting Scottish universities (pre- and post-1992) – the University of Strathclyde and Glasgow Caledonian University – and follow-up interviews with eight students across the two subject areas to explore which technologies students were using for both learning and leisure activities within and outside the formal educational settings and how they would like to use such technologies to support their learning in both formal and informal settings; and (iii) interviews with eight members of staff from across the institutions and two subject areas to identify their perceptions of the educational value of the e-tools. (pgs 24-27). Key findings • Students reported making extensive use of a variety of both e-tools (such as mobile phones, email, MSN, digital cameras) and social networking tools (such as Bebo, MySpace, Wikipedia and YouTube) for informal socialisation, communication, information gathering, content creation and sharing, alongside using the institutionally provided technologies and learning environments. • Most of the students owned their own computer or had access to a sibling or parent’s computer. Many students owned a laptop but preferred not to bring it onto campus due to security concerns and because they found it too heavy to carry about. • Ownership of mobile phones was ubiquitous. • Whilst the students’ information searching literacy seemed adequate, the ability of these students to harness the power of social networking tools and informal processes for their learning was low. Staff reported using a few Web 2.0 and social software tools but they were generally less familiar with how these could be used to support learning and teaching. There were misconceptions surrounding the affordances of the tools and fears expressed about security and invasion of personal space. Considerations of the costs and the time it would take staff to develop their skills meant that there was a reluctance to take up new technologies at an institutional level. • Subject differences emerged in both staff and student perceptions as to which type of tools they would find most useful. Attitudes to Web 2.0 tools were different. Engineers were concerned with reliability, using institutional systems and inter-operability. Social workers were more flexible because they were focused on communication and professional needs. • The study concluded that digital tools, personal devices, social networking software and many of the other tools explored all have a large educational potential to support learning processing and teaching practices. Therefore, use of these tools and processes within institutions, amongst staff and students should be encouraged. • The report goes on to suggest ways in which the use of such technologies can help strengthen the links between informal and formal learning in higher education. The recommendations are grouped under four areas – pedagogical, socio-cultural, organisational and technological

Development of a Situational Judgement Test and an assessment of its efficacy as a stimulus of metacognitive behaviour in engineering students

Metacognition entails the conscious evaluation and control of one\u27s cognitive processes. This meta-level control of cognitive process is not essential for all activities, but in the domain of problem solving and the development of new expertise, conscious control of mental functioning is essential to success. Previous studies have shown a relationship between metacognitive knowledge & skills and student self-regulated learning, self-efficacy and more generally, with success in academic and non-academic endeavours; they represent critical skills for an aspiring engineer to possess for their future employability. Metacognition can be stimulated by allowing students to engage and reflect on the problem-solving process. Studies in STEM education focus almost entirely on the use of technical problems for the source of this stimulation. The drawback of this approach is that these problems generally require prior knowledge of physics or mathematics for the students to engage in the process. Recent research utilising naturalistic observations of students’ behaviour while they were engaged in technical problem solving found that metacognitive knowledge and skills can be categorised into discrete metacognitive behaviours. Specifically, metacognitive behaviour can be measured through analysis of students’ discourse with one another as they engage in the problem-solving process. This research utilised a sequential mixed methods design, which contained two strands – the first sought to develop a Situational Judgment Test (SJT) while the second strand sought to utilise the SJT as a stimulus of metacognitive behaviour. An SJT was developed, evaluated by fifty-three engineering professionals in eleven expert panels and rolled out to three hundred and third four final year and masters level engineering students at TU Dublin and KU Leuven, who took the SJT as a test. The SJT items were then delivered to a further fifty-five first year engineering students at TU Dublin, this time in groups, for them to choose responses and discuss them with their peers. The items which stimulated metacognitive behaviour amongst these students were identified using the Naturalistic Observations of Metacognition in Engineering students (NOME) protocol. The resulting items were provided to a group of eight first year engineering students and the NOME protocol was re-applied to evaluate the efficacy of the new metacognitive learning resource in stimulating metacognitive behaviour. The development of a means of stimulating metacognitive behaviour that was not conditional on students’ having prior knowledge of physics and mathematics or a reliance on inventory style assessment allowed iii for a better-quality assessment of a students’ metacognitive knowledge and skills. Allowing students to apply their metacognitive knowledge and skills in groups permitted students to construct tools of higher mental functioning though peer dialogue, using an SJT in the stimulation of this dialogue had pedagogical merit, as particular SJT items proved highly effective in eliciting the use of metacognitive skills. This research work aims to add to engineering education scholarship in three ways. Firstly, to provide an engineering specific SJT to enable educators to identify areas of relative strength and weakness in students’ professional judgements in order to better prepare them for their future careers. Secondly, to use the insights and resources generated from the development and evaluation of the SJT to develop a resource for engineering educators to stimulate students’ metacognitive behaviour that does not rely on a students’ prior knowledge of physics and mathematics, in order to provide them with the skills to self-regulate their learning. Thirdly, this research provides fresh insights into how engineering student’s exhibit metacognitive behaviours when working in groups, adding to an existing body of literature about how students exhibit these behaviours during the problem-solving process

VCU Media Lab

We propose the establishment of a VCU Media Lab – a professional creative media technology unit whose mission is to support the development, design, production and delivery of innovative media, multimedia, computer-based instruction, publications and tools in support of VCU education, research and marketing initiatives. This centrally administered, budgeted and resourced facility will acknowledge, refine, focus and expand media services that are currently being provided at VCU in a decentralized manner