How to apply the Bloom taxonomy to software engineering

Azuma, Motoei; Coallier, François; Garbajosa, Juan

doi:10.1109/step.2003.13

Cited by 24 publications

(15 citation statements)

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“…However, problem solving reduces the capability to be portable, since finding problems that suit students with different prior knowledge is difficult. Further, in order to be effective, most SE knowledge and skills should exercise at least application level cognitive behavior [4,10], teach in a mature environment and use appropriate pedagogies. However, the application level is facilitated by practice-orientation, and further by problem solving, team-work and use of authentic problems.…”

Section: Discussionmentioning

confidence: 99%

Systemic Requirements of a Software Engineering Learning Environment

Garg

Varma

2015

Proceedings of the 8th India Software Engineering Conference

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Software Engineering (SE) educators worldwide are attempting to create learning environments that can effectively achieve their desired learning objectives. However, there exist additional needs that impact the learning process and the overall quality of a learning environment. We identified two sets of differentiating requirements, Climatic and Systemic, whose inclusion in design can assist in an effective, sustainable and usable SE learning environment. In this paper, we will describe the Systemic requirements, i.e. the desired system wide capabilities that impact the sustainability of a SE learning environment by affecting its operationalization and use in short and long term. We will also discuss, through few examples, the interactions between various differentiating requirements. Current SE course design and evaluation consider these as challenges to deal later, instead of addressing them through a conscientious design. Such courses find it hard to sustain and evolve with time, despite using powerful pedagogies.We intend to change this design approach by identifying and recording the various needs (as requirements) and their influence on the learning environment. Our aim is to draw attention to these differentiating requirements and help the educators look beyond learning objectives and move towards a more holistic and systematic design of SE learning environments.

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Section: Discussionmentioning

confidence: 99%

Systemic Requirements of a Software Engineering Learning Environment

Garg

Varma

2015

Proceedings of the 8th India Software Engineering Conference

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“…This work is, however, out of date, with the most recent update to the framework in 2004 [1], likely too long ago to be of great relevance as reference material in such a fast moving domain [6]. In later research, Azuma et al reflect on the issues with SWEBOK's basis in Bloom's taxonomy [5] and propose alternatives and adjustments, aiming to reduce the gap between what could be called academic and industrial SE [3].…”

Section: Introductionmentioning

confidence: 99%

Developing a Work-based Software Engineering Degree in Collaboration with Industry

Barr

Parkinson

2019

Proceedings of the 1st UK &Amp; Ireland Computing Education Research Conference on - UKICER

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Work-based learning has been in practice in Software Engineering for some time, but only in recent years has it been introduced as a pathway to an honours-level undergraduate degree across the UK. Through the lens of one such scheme, the Graduate Apprenticeship programme in Scotland, we have investigated what challenges work-based learning degree programmes are likely to face and took this question to 26 industry partners. Also, since we are aware of a persistent skills gap between Software Engineering graduates and entry-level industry roles, we investigated the skills that Software Development teams are looking for in Scotland. This paper details our findings concerning perceived challenges to industry, the skills and knowledge to be imparted at university and the workplace learning opportunities which can be exploited by companies. CCS CONCEPTS• Social and professional topics → Industry statistics.

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“…systems, and management development software. Moreover, a professional BOK meets the set of skills, knowledge, and attitudes required for professional domain Azuma et al (2003).…”

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confidence: 99%

“…In Azuma et al (2003), a useful model is proposed not only in academia but also in industry, where SWEBOK specifies the Knowledge Areas (KAS) necessaries in this context.…”

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confidence: 99%

Knowledge Representation and Ontological Model based on Software Engineering Body of Knowledge as a tool to Evaluate Professional and Occupational Profiles

Quezada–Sarmiento

Enciso

2016

Journal of Information Systems Engineering & Management

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INTRODUCTION Knowledge representation is a multidisciplinary subject that needs to apply theories, and techniques from logic, ontology, and computation, for this reason the Bodies of Knowledge (BOK), contain the relevant information for an area of knowledge, and it is necessary for the development of the science, and application in the professional, occupational profiles, and the possible incidence in the industry. This paper showed an evaluation of professional, and occupational profiles based on standard Software Engineering Body of Knowledge (SWEBOK), and ontological model as tool in order to obtain the necessary information to establish the relationship in these contexts. .

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How to apply the Bloom taxonomy to software engineering

Cited by 24 publications

References 1 publication

Systemic Requirements of a Software Engineering Learning Environment

Systemic Requirements of a Software Engineering Learning Environment

Developing a Work-based Software Engineering Degree in Collaboration with Industry

Knowledge Representation and Ontological Model based on Software Engineering Body of Knowledge as a tool to Evaluate Professional and Occupational Profiles

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