Professional competencies of future software engineers in the software design: teaching techniques

Abstract

The article is devoted to one of the competence components of a mobile-oriented environment for professional and practical training of future software engineers. It is shown that the introduction of higher education standard 121 “Software Engineering” for the first (bachelor) level of higher education in Ukraine has generated a number of training quality assurance problems associated primarily with the low level of detailed competencies and program learning outcomes. By solving these problems, the detailed design of the system of professional competencies for future software engineers is developed. The article deals with the approaches to developing one of the most important special professional competences of future software engineers – the ability to participate in software design, including modeling (formal description) of its structure, behavior, and processes of functioning. Based on a historical and genetic review of the software engineering training practice of future software engineers in the USA, UK, Canada, Australia, New Zealand and Singapore, recommendations for choosing forms of training organization, selection of training content, ways of students’ and teachers’ activities in software engineering, modeling and designing tools; assessment of the appropriate competence formation level are formulated. The example of organizing design training in conditions close to industrial-studio training is considered. The problems of transition from architectural to detailed design and project implementation are shown. Prospects for further development of this study are to substantiate the third (after requirements engineering and design engineering) engineering component of software engineering – the software construction.

Design of flipped classroom lesson in educational electronic environment of maritime higher education institutions

“…They've also been more satisfied with Maritime English learning, the attendance of face-to-face classes has been improved, and students' learning efforts raised. Cadets demonstrated better individualization than in a traditional classroom and showed an increased interest in joint learning with children of different cultures and educational levels (Striuk & Semerikov, 2022). They participate in assimilating lectures' material more easily and also develop self-determining skills through the proposed approach.…”

“…The flipped class is considered an innovative, quite successful model of differentiated education in conditions of higher education. Students demonstrated better individualization than in a traditional classroom and showed an increased interest in joint learning with children of different cultures and educational levels (Striuk & Semerikov, 2022). However, the flipped model is still understudied, especially in the context of higher education, and only a limited number of studies exist.…”

Modeling training content for software engineers in parallel computing

“…With a sufficiently high level of development of the parallel style of thinking, a software engineer can foresee specific problems that arise during the operation of parallel algorithms, which do not appear every time and significantly complicate the debugging of programs [1]. Only the achievement of a certain level of development of a parallel thinking style will allow a software engineer to effectively implement parallel computing.…”