Research and development of teaching software engineering processes

Bareiša, Eduardas; Karčiauskas, Eimutis; Mačikėnas, Eugenijus; Motiejūnas, Kęstutis

doi:10.1145/1330598.1330678

Cited by 12 publications

(5 citation statements)

References 3 publications

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“…Reference [26] describes the need for teaching "contextualized" approaches -such as teaching students of the need for customization of software engineering processes. A similar point is made in [22].…”

Section: Related Researchsupporting

confidence: 71%

Providing end-to-end perspectives in software engineering

Herold

Bolinger

Ramnath

et al. 2011

2011 Frontiers in Education Conference (FIE)

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In order to better prepare students for professional practice, we have created a software engineering curriculum that provides an end-to-end perspective that begins with the business context of software, and goes all the way to the ongoing management of software services after deployment. This paper examines how the theoretical aspects of this broad-based curriculum may be effectively delivered through a single course within a traditional computer science program. This curriculum is under a diverse set of constraints and requirements, such as the need for pedagogical consistency, faculty development, consideration of the learning style of computer science students, and a need for an effective continuous improvement process. Our approach uses "engineeringoriented" analysis frameworks such as Porter's Five Forces model for the business aspects, and attributedriven design for software architectures, an "inverted" classroom mode of teaching where lectures are delivered on line with interactions and exercises that promote active learning reserved for the classroom, case studies developed from real projects to serve as concrete examples, open discussion boards and weekly short quizzes for concept refinement and retention, and a paper-based project where students apply the concepts learned. Faculty development and replication outside the current site are also discussed.

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Section: Related Researchsupporting

confidence: 71%

Providing end-to-end perspectives in software engineering

Herold

Bolinger

Ramnath

et al. 2011

2011 Frontiers in Education Conference (FIE)

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“…In [12] the teaching program on software engineering in Kaunas University of Technology is overviewed. At that, written documents and oral presentations are one of the main objectives of the program: students write test specifications and various project reports.…”

Section: Background 21 Approaches For Teaching To Write Software Engmentioning

confidence: 99%

Teaching to Write Software Engineering Documents with Focus on Document Design by Means of Mind Maps

Koznov¹

2012

Computers and Advanced Technology in Education

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Students in our Software Engineering Bachelor's/Master's program had good programming skills, however, wrote technical documents poorly. In order to solve this problem, I have developed a technique to teach writing software engineering documents, focusing on documentation design with mind maps. I used this technique in Introduction to Software Engineering course (SE201) and found out that it will considerably improve quality of student technical writing skills.

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“…Therefore, it is necessary to establish new mechanisms that let students to acquire skills of teamwork and effective communication to address these new working scenarios [8]. It is relevant not only from a technical perspective, but also to develop competencies and skills required by students to act as members of a distributed software development team [9]. Trying to deal with this challenge, the consortium of Latin American universities involved in the initiative LACXER (Latin American Colaboratory of eXperimental Software Engineering Research) [23] developed the CODILA model, which is explained in the next section.…”

Section: Distributed Cscl and Experimental Software Engineeringmentioning

confidence: 99%

Teaching Software Architecture in LATAM Universities through a Distributed CSCL Activity

Giraldo¹,

Ochoa²,

Herrera³

et al. 2011

IJDS

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Software engineering education is a challenging task in computer science undergraduate programs. These challenges become stronger if we consider the distributed software development scenario that is gaining space everyday into the software industry. Today most higher education institutions are not addressing the challenge of transferring practical knowledge about distributed software development to their students. Such knowledge will be vital for the next generation of software engineers. This article presents a Collaborative and Distributed Learning Activity (CODILA) that helps higher education institutions to deal with the stated problem. The use of CODILA helps students to reach a set of skills that will be required to deal with their professional activities in the distributed work scenario. Moreover, this activity acts as a guideline that helps instructors to transfer this knowledge to the students. This article also present and discuss the results obtained of applying a CODILA in six Latin American universities. Such activity involved the distributed design of a software architecture of a communication infrastructure able to deal with a particular communication problem. The obtained results were satisfactory and indicate that the CODILAs can be used to address the stated challenges.

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Research and development of teaching software engineering processes

Cited by 12 publications

References 3 publications

Providing end-to-end perspectives in software engineering

Providing end-to-end perspectives in software engineering

Teaching to Write Software Engineering Documents with Focus on Document Design by Means of Mind Maps

Teaching Software Architecture in LATAM Universities through a Distributed CSCL Activity

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