Industrial Experience Projects: A Balance of Process and Product

Hagan, Dianne; Tucker, S.; Ceddia, Jason

doi:10.1076/csed.9.3.215.3799

Cited by 14 publications

(4 citation statements)

References 12 publications

(14 reference statements)

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“…Participation in a team‐based systems development project is, perhaps, the most frequently used approach. Hagan et al (1999), for example, described the systems development capstone project that students experience as they participate in the building of a real system for a client outside the university. They describe an emphasis on management issues and development process with deliverables that reflect this emphasis.…”

Section: Educationmentioning

confidence: 99%

Educating reflective systems developers

Mathiassen¹,

Purao

2002

Information Systems Journal

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Systems development research shows that practitioners seldom follow methods and that the competencies required for successful development of computer-based systems go well beyond those represented in contemporary methods. These insights make us question the role that methods should play in educating would-be developers. Pedagogical theories, such as situated learning and double-loop learning, complement these insights. Integrating the two, we argue that students need to complement the simplified accounts that methods express, with reflections on methods-in-use and on development practice in general. We present operationalizations of this idea in two quite different academic settings. Based on a retrospective analysis of our experiences in these settings, and a comparison and evaluation of the two approaches, we propose a number of lessons that can be used to improve the education of would-be developers.

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Section: Educationmentioning

confidence: 99%

Educating reflective systems developers

Mathiassen¹,

Purao

2002

Information Systems Journal

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“…This provides them with real-life experience in project coordination and management. A full description of the IE project course can be found elsewhere [12].…”

Section: Context Of the Study: The Wier Websitementioning

confidence: 99%

Determining Website Usage Time from Interactions: Data Preparation and Analysis

Sheard

Ceddia

Hurst

et al. 2003

Journal of Educational Technology Systems

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With the widespread adoption of the Web in tertiary education, students often work in electronic environments away from the direct observation of their educators. It is therefore of critical importance to develop techniques that will inform educators about how their students are using these new environments. A useful metric for gaining an understanding of student use of a Website is the time they spend using the site. This may be determined from captured and recorded student interactions with the Website. However, Website interactions present a large collection of data in a format that is difficult to handle. Using this data to determine access times is not a trivial task and several stages of preprocessing need to be performed. This article presents a method to prepare and analyse Website interaction data to determine site access times. Interactions captured from a courseware Website are used to illustrate this technique. This study has provided valuable information about student use of the site to the educators, informing future enhancements and developments to the Website.

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“…As discussed by Oakley et al [2007]., some studies suggest that teacher-selected teams lead to better learning experiences, while our action research project signifies that useful peer support emerges spontaneously from student-selected teams. One known challenge of student-selected teams, which tend to consist of friends, is a difficulty in addressing conflicts [Hagan et al 1999]. The present approach-particularly allowing students to flexibly rely on either individual or group work-has likely counteracted this issue.…”

Section: Student Responses To Likert-scale Question Q5 Inmentioning

confidence: 99%

Flipping and Blending—An Action Research Project on Improving a Functional Programming Course

Isomöttönen

Tirronen

2016

ACM Trans. Comput. Educ.

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This article reports on an action research project on improving a functional programming course by moving towards a practical and flexible study environment-flipped and blended classroom. Teaching the topic of functional programming was found to be troublesome using a traditional lectured course format. The need to increase students' amount of practice emerged, while subsequently challenges relating to students' independent practical coursework were observed. Particular concerns relating to group work, learning materials, and the attribute of flexibility were investigated during the third action research cycle. The research cycle was analyzed using a qualitative survey on students' views, teacher narrative, and students' study activity data. By this third research cycle, we have found that (1) the 'call for explanation' is an apt conceptualization for supporting independent work, and in particular for the design of learning materials, (2) use of studentselected groups that can be flexibly resized or even disbanded enables spontaneous peer support and can avoid frustration about group work, and (3) students greatly appreciate the high degree of flexibility in the course arrangements but find that it causes them to slip from their goals. The project has improved our understanding of a successful implementation of the target course based on group work and learning materials in the context of independent study, while the attribute of flexibility revealed a contradiction that indicates the need for further action.

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Industrial Experience Projects: A Balance of Process and Product

Cited by 14 publications

References 12 publications

Educating reflective systems developers

Educating reflective systems developers

Determining Website Usage Time from Interactions: Data Preparation and Analysis

Flipping and Blending—An Action Research Project on Improving a Functional Programming Course

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