Team-based software/system development in a vertically-integrated project-based course

Abstract

We use per-student virtual machines to allow new students to configure servers, thus enabling them to develop an understanding of the complex eStadium system. The outcomes include: student learning as the per-student virtual machines progress into software development and production machines supporting the eStadium game-day environment; the teamwork and leadership skills that evolve as students progress from initial learning to leadership roles in the creation of sophisticated applications; guidelines for instructors mentoring students through the process of building and maintaining a working production system; and, parallels with best-practice software and system development in industry. The use of peer-evaluations and social-network studies enable us to determine how the students interact with and learn from each other across years (sophomores through seniors). This cross year, cross experience-level learning process is essential for maintaining the technical and team continuity of the project. It also prepares students in a very realistic way for the software-development process in industry.

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

“…Entretanto, mesmo nesses casos,é necessário algum tipo de ensino formal aos alunos envolvidos nas unidades de ABP e esse ensino nem sempre será possível ser executado em sala de aula. Por causa disso, em algumas aplicações de ABP há a escalação de mais de um professor [Cadenas et al 2014] e até de uma equipe de monitores não docentes para auxiliar na tarefa de ensino dos alunos [Abler et al 2011, Kizaki et al 2014, Aibin and Hunter 2018 e acompanhá-los no desenvolvimento de seus projetos. Isso auxilia na manutenção da qualidade dos artefatos finais destes projetos, tornando-os mais autênticos [Marques et al 2018].…”

On project-based learning through the vertically-integrated projects program

“…These positive outcomes are supported by other evaluation efforts that have focused on self-directed and active learning experiences [8][9]. For example, the tightly-coupled studentprofessor relationship provides an out-of-classroom learning vehicle that will benefit students through their long-term, active engagement and the development of a cross-year and cross-disciplinary teaming skills [5]. Furthermore, the football-related focus offers an exciting context for the students that helps them relate theoretical work to interesting, real-world problems.…”

“…It also provides long-term contact between all members of the team, thus leading to a much more collegial approach to education and the opportunity for long-term mentoring. These outcomes of VIP and VIP-like experiences have been documented with both qualitative and quantitative evaluations [2][3][4][5].…”

“…We have learned through our evaluation process [2][3][4][5] that the VIA-style project-based learning [8][9][10][11] within VIP programs is effective and yields benefits not available in conventional classroom and laboratory settings. These positive outcomes are supported by other evaluation efforts that have focused on self-directed and active learning experiences [8][9].…”

Engaging Non-Traditional Students in Computer Science through Socially-Inspired Learning and Sustained Mentoring

“…Two examples of such programs are the Freshman Research Initiative at the University of Texas [6] and Georgia Tech's Vertically-Integrated Projects (VIP) Program [2,8]. In the program at Texas, freshmen become part of 30-student cohorts working on research projects in a wide variety of science applications.…”