On a Pursuit for Perfecting an Undergraduate Requirements Engineering Course

Rupakheti, Chandan R.; Hays, Mark; Mohan, Sriram; Chenoweth, Stephen F.; Stouder, Amanda

doi:10.1109/cseet.2017.24

Cited by 10 publications

(14 citation statements)

References 13 publications

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“…Um modelo bastante comum para instanciações de ABṔ e o Scrum [Rupakheti et al 2018, Aibin and Hunter 2018, Llopis and Guerrero 2018, Mahnič 2015, Mahnič 2017, Olszewska et al 2017, Yuen 2015, Kizaki et al 2014, Fagerholm et al 2018. O Scrumé capaz de prover controle sobre o progresso do projeto e de garantir um ritmo constante de desenvolvimento.…”

Section: Qp3unclassified

“…O Scrumé capaz de prover controle sobre o progresso do projeto e de garantir um ritmo constante de desenvolvimento. Sua configuração nem sempreé a mesma em todas as aplicações, havendo divergências no tamanho da Sprint (de 1 a 4 semanas) [Olszewska et al 2017, Yuen 2015, Mahnič 2015, Mahnič 2015, Mahnič 2017, Rupakheti et al 2018, Fagerholm et al 2018], e na forma como os eventos Sprint Planning, Daily Scrum (este sendo aplicado semanalmente e não diariamente), Sprint Review e Sprint Retrospective são conduzidos [Olszewska et al 2017, Yuen 2015, Fagerholm et al 2018, Mahnič 2017, Kizaki et al 2014. Embora Martinez-Arias e Gerardo [Martinez-Arias and Sarria M. 2013] não usem o Scrum no maior projeto de sua unidade ABP, faz uso dele em conjunto com o eXtremme Programming (XP) para ensinar métodoságeis aos alunos por meio de pequenos projetos que também são autênticos.…”

Section: Qp3unclassified

“…Os autores dos estudos primários identificados nessa RSL fazem uso de integração contínua [Rupakheti et al 2018, Mahnič 2015, Kilamo et al 2012] e test-driven development [Schefer-Wenzl and Miladinovic 2017]. Também existem relatos do uso de ticket driven development [Kizaki et al 2014], acompanhamento de bugs [Kilamo et al 2012, Olszewska et al 2017, Kizaki et al 2014, rastreamento de trabalho executado [Llopis and Guerrero 2018, Detmer et al 2010, Schefer-Wenzl and Miladinovic 2017, Abler et al 2011, Marques et al 2018], e ferramentas de "desenvolvimento puxado"como o Kanban [Mahnič 2015, Fagerholm et al 2018, Rupakheti et al 2018. Embora os métodoságeis sejam populares em unidades de ABP para desenvolvimento de software, Marques et al [Marques et al 2018] argumentam que o uso de métodos prescritivos seja mais recomendados para alunos inexperientes e faz a aplicação de um modelo chamado Simple Software Process.…”

Section: Qp3unclassified

“…Finalmente, em alguns casos, processos criativos podem ser usados para emergir ideias inovadoras dos participantes da ABP, entre os quaisé possível citar os hackathons [Schefer-Wenzl and Miladinovic 2017], brainstorming e Design Thinking [Pham et al 2018]. Como também, há evidências do uso de estratégias de desenvolvimento distribuído [Rupakheti et al 2018, Kizaki et al 2014, Cadenas et al 2014, Olszewska et al 2017, Kilamo et al 2012, justificada pela dificuldade em se manter os alunos todos os dias trabalhando juntos [Kizaki et al 2014].…”

Section: Qp3unclassified

“…A maioria dos trabalhos selecionados na RSL dividem os alunos em grupos de 2 a 5 pessoas [Ilkan et al 2010, Cadenas et al 2014, Foster et al 2018, Aibin and Hunter 2018, Detmer et al 2010, Intayoad 2014, Pham et al 2018, Pariata and Montaño 2014, Olszewska et al 2017, Mahnič 2017, Yuen 2015, cada qual fazendo sua própria versão do projeto. Em alguns casos, esses projetos vêm de uma mesma coleção de requisitos [Llopis and Guerrero 2018, Cadenas et al 2014, Foster et al 2018, Pariata and Montaño 2014, Rupakheti et al 2018, podendo ter como estratégia a divisão dos grupos para tratar de um mesmo projeto, com cada aluno trabalhando em um conjunto de recursos do artefato [Rupakheti et al 2018] ou em aspecto transversal deste, como documentação, design, desenvolvimento e teste [Intayoad 2014]. Em outros são projetos diferentes para clientes diferentes [Ilkan et al 2010, Aibin and Hunter 2018, Detmer et al 2010, Intayoad 2014, Pham et al 2018, Olszewska et al 2017, Yuen 2015, para os quais há a possibilidade de adição de um elemento de competição como forma de motivação aos alunos e de obtenção de melhores resultados nos projetos [Llopis and Guerrero 2018].…”

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Autenticidade na aprendizagem baseada em projetos para desenvolvimento de software: Uma Revisão Sistemática de Literatura

Ferreira¹,

Canedo²

2019

Anais Do XXX Simpósio Brasileiro De Informática Na Educação (SBIE 2019)

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This paper presents a systematic literature review (SLR) aimed at investigating how Project-Based Learning (PBL) can contribute to making software authentic. As a result of the RSL, it was identified that the Scrum is the most widely used software development process in PBL units that generate authentic software. The identified papers also report that students are usually divided into groups of 2 to 5 people during activities and that monitors plays an important role in the quality of the software produced. These results allow professors to establish guidelines that can be used in the formation of their PBL units for software development that aims at authenticity of the produced artifact.

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Section: Qp3unclassified

Section: Qp4unclassified

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Autenticidade na aprendizagem baseada em projetos para desenvolvimento de software: Uma Revisão Sistemática de Literatura

Ferreira¹,

Canedo²

2019

Anais Do XXX Simpósio Brasileiro De Informática Na Educação (SBIE 2019)

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A systematic literature review of requirements engineering education

et al. 2022

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Requirements engineering (RE) has established itself as a core software engineering discipline. It is well acknowledged that good RE leads to higher quality software and considerably reduces the risk of failure or budget-overspending of software development projects. It is of vital importance to train future software engineers in RE and educate future requirements engineers to adequately manage requirements in various projects. To this date, there exists no central concept of what RE education shall comprise. To lay a foundation, we report on a systematic literature review of the field and provide a systematic map describing the current state of RE education. Doing so allows us to describe how the educational landscape has changed over the last decade. Results show that only a few established author collaborations exist and that RE education research is predominantly published in venues other than the top RE research venues (i.e., in venues other than the RE conference and journal). Key trends in RE instruction of the past decade include involvement of real or realistic stakeholders, teaching predominantly elicitation as an RE activity, and increasing student factors such as motivation or communication skills. Finally, we discuss open opportunities in RE education, such as training for security requirements and supply chain risk management, as well as developing a pedagogical foundation grounded in evidence of effective instructional approaches.

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Supporting Real Demands in Software Engineering with a Four Steps Project-Based Learning Approach

Silva¹,

Castro²,

Guimaraes³

2021

2021 IEEE/ACM 43rd International Conference on Software Engineering: Software Engineering Education and Training (ICSE-SEET)

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Project-based learning (PBL) is a student-centered and learn-by-doing approach that organizes learning around projects. While entrepreneurship and PBL in SE education are thrilling research topics, there seems to be very little work focusing on the pros and cons of involving external stakeholders to support real demands in software engineering education. Working on real projects also supports students to acquire leadership skills, such as communication, project management, and teamwork. This paper describes a case study integrating students from different Software Engineering programs and involving external stakeholders, underpinned by PBL concepts. We present how this study was designed and implemented in a large institution, in four steps, summarized as follows: (I) requirements gathering and design; (II) information system development and implementation; (III) integration tests and deployment process; (IV) support and maintenance activities.The study had the participation of 59 students from a professional technical course in step one, working in teams, and 10 undergraduate students from a Bachelor's program in Information Systems in the following steps, working in pairs. Overall, the feedback from stakeholders and students exceeded expectations, although it increased the workload of teachers. We were able to distill a new set of lessons learned, and we expect that at least some of them will be useful for anyone implementing a similar course. As a consequence of this study, we plan to institutionally formalize the PBL course improvement process by defining specific outcomes and measurements.

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On a Pursuit for Perfecting an Undergraduate Requirements Engineering Course

Cited by 10 publications

References 13 publications

Autenticidade na aprendizagem baseada em projetos para desenvolvimento de software: Uma Revisão Sistemática de Literatura

Autenticidade na aprendizagem baseada em projetos para desenvolvimento de software: Uma Revisão Sistemática de Literatura

A systematic literature review of requirements engineering education

Supporting Real Demands in Software Engineering with a Four Steps Project-Based Learning Approach

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