Teaching more comprehensive model-based software engineering: Experience with objectory's use case approach

Coyne, Robert F.; Dutoit, Allen H.; Gruegge, Bernd; Rothenberger, David A.

doi:10.1007/3-540-58951-1_116

Cited by 7 publications

(4 citation statements)

References 5 publications

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“…• Emphasizing requirements early in the project reduces the number of integration problems. We previously reported on the case studies as single project studies using qualitative observations and results from a participants survey and preliminary data [5,7,9]. In this paper, we treat these projects as a multiproject variation study across a set of teams [3] using validated metrics data on the Bboard traffic.…”

Section: Case Studiesmentioning

confidence: 99%

Communication metrics for software development

Dutoit

Bruegge

1998

IIEEE Trans. Software Eng.

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We present empirical evidence that metrics on communication artifacts generated by groupware tools can be used to gain significant insight into the development process that produced them. Moreover, we demonstrate that such communication metrics can provide better insights in the processes and products than metrics based on code. We present a testbed, a software engineering project course, in which we conducted several experiments from 1991 to 1996 with more than 400 participants. Such a testbed provides sufficient realism while allowing for controlled observation of important project parameters. We present three case studies to illustrate the value of communication metrics and propose a statistical framework for validating these hypotheses.

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Section: Case Studiesmentioning

confidence: 99%

Communication metrics for software development

Dutoit

Bruegge

1998

IIEEE Trans. Software Eng.

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“…Several difficulties arose when the technical writing students accessed the CASE tool, ranging from glitches in the CASE tool, to inconsistencies in information in the repository, to time constraints surrounding the project, to unclear writing responsibilities. These difficulties are described in more detail in [26].…”

Section: The Second Roundmentioning

confidence: 97%

Fostering co-development between software engineers and technical writers

Bruegge

Werner²,

Uzmack³

et al.

Proceedings Software Education Conference (SRIG-ET'94)

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Industrial software development I Y highly collaborative and multidisciplinary [I] [2/ 131 [4]. Technical writers have crucial expertise needed to help shape and change documentation code, and interfaces created throughout the sojht'are development process 151 [6/ 171; but often they lack the training and skills necessary to fully use the tools, methods, and processes of software engineering. If technical writers can be given training and access to these tools, methods, and processe5, software development teams may be able to benefit from greater multidisciplinary collaboration between technical writers and software engineers and thus create better products. Bused on our ongoing research into curricular design to encourage such collaboration,' we first describe curricular designs we have tested, we offer preliminary recommendations for encouraging collaborative and multidisciplinary software development education, we describe our current curricular model for encofiraging multidisciplinary collaboration in softwiire development, and we conclude by pointing tc the need for a model for collaborative software I Ievelopment.

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“…Based on our previous experience introducing modeling techniques into the classroom[l] [5] and on others* use of IBIS in industrial prqjectsflO], we took great care planning the introduction of itIWEB. Generally, we found that the mere availability of a technique, however useful and well-supported by a tool, is not sufficient for students to use it effectively.…”

Section: Pedagogical Issues and Technology Transitionmentioning

confidence: 99%

Using an issue-based model in a team-based software engineering course

Dutoit

Bruegge²,

Coyne³

Proceedings 1996 International Conference Software Engineering: Education and Practice

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Communication in software engineering projects becomes a bottleneck as the number of participants increases. As today's software systems grow in complexity and size, teaching effective communication skills in software engineering courses becomes a critical issue. This paper is an experience report on the use of a issue-based model for teaching meeting procedures in a team-based software engineering project course (7 teams, 25 students). We observed that, when carefully introduced in the classroom, the use of an issue-based model provided significant benefits, even with such limited tool support as a word processor template. More specifically, we observed that students conducted meetings more efficiently, that they maintained a more complete record of the issues under discussion, and that intra-team communication was significantly improved l OverviewOur educational focus has been to provide students with a realistic software engineering experience. We have done this by immersing students in a single, team-based, system design project targeted to build and deliver a complex software system for a real client We observed that, given the distributed nature of the course, a significant number of decisions are made and communicated during weekly team meetings. Although these meeting procedures address part of the problem of capturing and rapidly propagating information, we have also observed that it has several serious shortfalls. First, there is a wide variance in the quality of the meeting process (e.g. communication bandwidth, number of decisions) and the quality of their record (e.g. readable minutes, action items). Second, the chronological and free style of minutes makes it difficult to extract specific issues and decisions for participants not attending the meeting. Generally, the lack of information structuring makes browsing and searching information through minutes difficult.

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Teaching more comprehensive model-based software engineering: Experience with objectory's use case approach

Cited by 7 publications

References 5 publications

Communication metrics for software development

Communication metrics for software development

Fostering co-development between software engineers and technical writers

Using an issue-based model in a team-based software engineering course

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