Using PBL to Develop Software Test Engineers

Figuerêdo, Caliane de Oliveira; Santos, Simone C. dos; Borba, Paulo; Alexandre, Gustavo H. S.

doi:10.2316/p.2011.734-029

Cited by 17 publications

(13 citation statements)

References 3 publications

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“…In [9], an account was given of a teaching approach focused on training for the discipline of "testing' which makes use of Problem-Based learning so as to develop real skills required by the software industry, supported by planning and continuous assessment processes, in a computer-aided software factory. This approach was based on a well-defined assessment process and effective content modules, thereby enabling PBL processes and the alignment among practices and knowledge content to be monitored.…”

Section: The Origin Of Xpbl Methodology: Prior Case Studiesmentioning

confidence: 99%

xPBL: A methodology for managing PBL when teaching computing

Santos

Furtado

Lins

2014

2014 IEEE Frontiers in Education Conference (FIE) Proceedings

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In order to exploit the benefits of PBL and mitigate the risk of failure when implementing it, the NEXT (iNnovative Educational eXperience in Technology) research group has been working on methods and tools focused on managing the PBL approach as applied to Computing. In this context, this article proposes a teaching and learning methodology based on PBL, called xPBL, consisting of elements that reinforce PBL principles, namely: real and relevant problems; a practical environment; an innovative and flexible curriculum; an authentic assessment process; close monitoring by technical tutors and process tutors, and finally, professional practitioners as teachers and tutors. Based on these elements, the paper describes the design of a PBL approach for a Design course, grounded on acquired knowledge of Design content and past PBL experiences in Software Engineering courses. This approach provides an insightful guide to implementing PBL from xPBL methodology, and provides instruments based on management techniques such as 5W2H (what, why, who, when, where, how and how much) and the production of artifacts to support the conception process of courses based on PBL. PBL; Teaching and Learning Methodology; Management Processes; Design Course. I.978-1-4799-3922-0/14/$31.00 ©2014 IEEE

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Section: The Origin Of Xpbl Methodology: Prior Case Studiesmentioning

confidence: 99%

xPBL: A methodology for managing PBL when teaching computing

Santos

Furtado

Lins

2014

2014 IEEE Frontiers in Education Conference (FIE) Proceedings

View full text Add to dashboard Cite

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“…In addition, the authors in [ref] include more two PBL principles, completing a list of "10 PBL principles": (ix) PBL lays down a process of multi-directional teaching and learning; (x) PBL is supported by planning processes and continuous monitoring. Regarding the CMCPBL features commented in Section 1, the principles (i), (ii), (iii), (iv) and (vi) are related to feature (1), that emphasize the importance of students deal with a real and relevant problems into an authentic learning environment; while the principles (v), (vii) and (viii) are related to feature (2), with focus on collaborative knowledge; and (ix) and (x) related to feature (3), that reinforce the interactions among all participants of the learning environment.…”

Section: A Pbl Principlesmentioning

confidence: 99%

“…In [1] and [8], the authors show that it is possible to ensure that PBL is adopted in an effective way when it follows the stages of a well-defined process that encompasses planning, execution, monitoring and assessment and is geared towards making continuous improvements. These stages rely on the PDCA cycle (Plan, Do, Check and Act), which is a methodology that is basically designed to assist in the diagnosis, analysis and prognosis of organizational problems, and is ideally suited to the management of the teaching/learning process in PBL.…”

Section: B Xpblmentioning

confidence: 99%

“…For example, Problem-Based Learning (PBL), which can be defined as a method of teaching that is centered on the student, draws on real-life problems to trigger and encourage the learning of concepts by improving the skills and attitudes necessary to attempt to solve them. When contextualized in a realistic setting, the problems drive the students to seek ways of solving problems and acquire the necessary skills and attitudes to do this and thus be valued in their professional lives [1]. In this area, the recognized curricula in the area of Computing, such as the ACM/IEEE Computer Science Curricula, are being redefined in accordance with the inherent features of PBL, such as group learning, collaboration, problem-solving abilities, interpersonal communication and management skills.…”

Section: Introductionmentioning

confidence: 99%

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A Virtual Environment for Problem-Based Learning in Software Engineering Education

Bessa¹,

Santos²

2017

International Conferences on Software Engineering and Knowledge Engineering

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Abstract-PBL (Problem-Based Learning) is a constructivist teaching method that uses real-life problems to develop skills and attitudes in students to solve them. This involves the inclusion of essential practices that are based on collaborative work and task management. As PBL is process-oriented, it is necessary to guide students in the definition of the solving process, ensure that students follow this process and monitor all the work, realizing improvements when necessary. In view of this, Virtual Learning Environments (VLE) can be very useful to support PBL processes in blended learning, providing a technological environment where the learning process can be managed. However, the literature shows that technological tools to support a PBL approach have only been explored to a limited extent and not effective. In this context, this paper proposes the "PBLCoach", a VLE composed of a set of structured and measurable activities to support PBL in the Software Engineering Education. A case study was carried out with the aim of assessing the utility and usability of PBL-Coach in blended learning context, and the results showed a good acceptance level of its use.

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“…In this context, PBL fits. Frequently defined as a learning instructional method where the learners are immersed in a practical environment, developing relationships between apprentices and improving themselves initiatives [1], PBL represents an excellent alternative to form professionals aligned to the software industry needs, proven by success of several initiatives as described in [2], [3], and [4].…”

Section: Introductionmentioning

confidence: 99%

Assessing PBL with Software Factory and Agile Processes: A Case Study to Develop Mobile Software´s Engineers

Santos¹,

Pinto²

2012

Computers and Advanced Technology in Education

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The increasing and continuous presence of software products and services consumed daily by the society is gaining momentum with the development of the mobile device market. In this scenario, the demand for trained professionals in specific technologies for mobile platforms like Google Android and Samsung BADA, is growing rapidly. The Problem Based Learning method was used to solve practical and real problems inside a Program for teaching Software Engineering techniques to develop Mobile Devices; this program was inspired in the Medical Residency concept, and is called "Software Residency", in which students learn by doing mobile applications in a real working environment implemented by a software factory. To execute this approach, a teaching and learning method was defined and applied based on authentic environment and authentic assessment, approach that brought relevant results towards the learning effectiveness in this context.

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Using PBL to Develop Software Test Engineers

Cited by 17 publications

References 3 publications

xPBL: A methodology for managing PBL when teaching computing

xPBL: A methodology for managing PBL when teaching computing

A Virtual Environment for Problem-Based Learning in Software Engineering Education

Assessing PBL with Software Factory and Agile Processes: A Case Study to Develop Mobile Software´s Engineers

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