CSEE&T 2014 – Author Index |
Contents -
Abstracts -
Authors
Online Calendar - iCal File |
A B C D E F H I J K L M N O P R S T W Y Z
Aguirre, Nazareno |
CSEE&T '14: "An Experiment on Teaching ..."
An Experiment on Teaching Coordination in a Globally Distributed Software Engineering Class
Martin Nordio, H.-Christian Estler, Bertrand Meyer, Nazareno Aguirre , Elisabetta Di Nitto, Rafael Prikladnicki, and Anthony Savidis (ETH Zurich, Switzerland; Universidad Nacional de Río Cuarto, Argentina; Politecnico di Milano, Italy; PUCRS, Brazil; University of Crete, Greece) The importance of planning and management skills in software development is very difficult to convey in software engineering courses. We present the synopsis of an assignment whose purpose is to demonstrate the significance of such skills, including effective communication, team coordi- nation and collaboration, and overall project planning. The assignment is organized in the context of a distributed software engineering course carried out in collaboration with 12 universities in South America, Europe and Africa. The assignment is a globally distributed contest issued before most development activities related to the course’s software project are performed, aiming at favor- ing the collaboration between students prior to project development. The contest does not involve any programming, and is not related to the project development activities. Instead, it consists of making teams in different countries compete in collaboratively solving a set of very simple tasks. The complexity of the activity is in team collaboration and coordination, and their lack is evident when the tasks are not correctly solved, or not solved in time. Despite the simplicity of the as- signment, students have found it useful in helping them understand the significance of management and planning challenges in distributed software development. Moreover, the assignment helped in team building, by creating a better team atmosphere and contributing in identifying team members better suited for management. @InProceedings{CSEE&T14p109, author = {Martin Nordio and H.-Christian Estler and Bertrand Meyer and Nazareno Aguirre and Elisabetta Di Nitto and Rafael Prikladnicki and Anthony Savidis}, title = {An Experiment on Teaching Coordination in a Globally Distributed Software Engineering Class}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {109--118}, doi = {}, year = {2014}, } |
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Akpolat, Bilal Sercan |
CSEE&T '14: "Enhancing Software Engineering ..."
Enhancing Software Engineering Student Team Engagement in a High-Intensity Extreme Programming Course using Gamification
Bilal Sercan Akpolat and Wolfgang Slany (Graz University of Technology, Austria) The use of game thinking and game mechanics in non-gaming context is becoming more and more popular. This has been known as gamification. Recent studies have shown that this attempt seems very promising in different areas. In this paper we explore the value of gamification in a software development team. This paper describes one approach to add gamification into the software development process in teams of ten students each. We have conducted a gamification study with 50 volunteer students. In this paper we explain the rules, terms, and findings of this study. @InProceedings{CSEE&T14p149, author = {Bilal Sercan Akpolat and Wolfgang Slany}, title = {Enhancing Software Engineering Student Team Engagement in a High-Intensity Extreme Programming Course using Gamification}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {149--153}, doi = {}, year = {2014}, } |
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AL-Houdhoud, Ghada |
CSEE&T '14: "The Synergy of Engineering ..."
The Synergy of Engineering and Research Aspects in Software Engineering Education
Abir Benabid and Ghada AL-Houdhoud (King Saud University, Saudi Arabia) The software Engineering Education has to intrinsically enable students to master today's technology and immediately practical skills required by the industry, and on the other hand, to meet the challenges of the future and acquire long-term knowledge. In this paper, we report our approach to implement this duality in the context of “Object Oriented Software Engineering” course in King Saud University. @InProceedings{CSEE&T14p44, author = {Abir Benabid and Ghada AL-Houdhoud}, title = {The Synergy of Engineering and Research Aspects in Software Engineering Education}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {44--48}, doi = {}, year = {2014}, } |
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Almasalmeh, Ayad |
CSEE&T '14: "Enhancing the Software Engineering ..."
Enhancing the Software Engineering Curriculums: A Case Study of the Jordanian Universities
Samer Hanna, Hayat Jaber, Fawze Abu Jaber, Tarek Al Shalaby, and Ayad Almasalmeh (Philadelphia University Jordan, Jordan) Software Engineering is about creating high-quality software in a systematic, controlled, and efficient manner. Although the Software Engineering discipline had been recognized since 1968, there is still no agreement among the Universities worldwide about what should be included in the Software Engineering curriculums or study plans. This problem has resulted in that different knowledge areas are being taught to the Software Engineering students in different universities. Also this problem has resulted in that many universities now include courses in the Software Engineering curriculum that are not related to Software Engineering. A case study of the Jordanian Universities had proved that more than 60% of the courses taught at the Software Engineering departments of the Jordanian Universities are non Software Engineering related courses. An analysis had been conducted to compare the current Software Engineering courses taught at the different Jordanian Universities and the guidance provided by the ACM/IEEE about what should constitute an undergraduate Software Engineering education. Also an analysis of the Software Engineering courses taught at different countries such as UK and USA had been conducted where these countries were chosen because they contain many of the top ranked Universities in the world. The analysis had resulted in determining the knowledge areas that should be added to the curriculum of each Jordanian University. Enhancing the curriculum will result in a SE graduates that are equipped with the needed knowledge to join the software market. @InProceedings{CSEE&T14p84, author = {Samer Hanna and Hayat Jaber and Fawze Abu Jaber and Tarek Al Shalaby and Ayad Almasalmeh}, title = {Enhancing the Software Engineering Curriculums: A Case Study of the Jordanian Universities}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {84--93}, doi = {}, year = {2014}, } |
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Benabid, Abir |
CSEE&T '14: "The Synergy of Engineering ..."
The Synergy of Engineering and Research Aspects in Software Engineering Education
Abir Benabid and Ghada AL-Houdhoud (King Saud University, Saudi Arabia) The software Engineering Education has to intrinsically enable students to master today's technology and immediately practical skills required by the industry, and on the other hand, to meet the challenges of the future and acquire long-term knowledge. In this paper, we report our approach to implement this duality in the context of “Object Oriented Software Engineering” course in King Saud University. @InProceedings{CSEE&T14p44, author = {Abir Benabid and Ghada AL-Houdhoud}, title = {The Synergy of Engineering and Research Aspects in Software Engineering Education}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {44--48}, doi = {}, year = {2014}, } |
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Boesch, Chris |
CSEE&T '14: "Automated Mentor Assignment ..."
Automated Mentor Assignment in Blended Learning Environments
Chris Boesch and Kevin Steppe (Singapore Management University, Singapore) In this paper, we discuss the addition of automatic assignment of mentors during in-class lab work to an existing online platform for programming practice. SingPath is an web based tool for users to practice programming in several software languages. The platform started as a tool to provide students with online feedback on solutions to programming problems and expanded over time to support different of blended learning needs for a variety of classes and classroom settings. The SingPath platform supports traditional self-directed learning mechanisms such as badges and completion metrics as well as features for use in classrooms, such as tournaments. We evaluate the addition of the mentor assignment feature during two short workshops designed to introduce students to the Python and JavaScript programming languages. The introduction of the mentor assignment features provided a more collaborative and engaging experience compared with previous courses. @InProceedings{CSEE&T14p94, author = {Chris Boesch and Kevin Steppe}, title = {Automated Mentor Assignment in Blended Learning Environments}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {94--98}, doi = {}, year = {2014}, } |
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Breivold, Hongyu Pei |
CSEE&T '14: "Cloud Computing Education ..."
Cloud Computing Education Strategies
Hongyu Pei Breivold and Ivica Crnković (ABB Research, Sweden; Mälardalen University, Sweden) Cloud Computing is changing the services consumption and delivery platform as well as the way businesses and users interact with IT resources. It represents a major conceptual shift that introduces new elements in programming models and development environments that are not present in traditional technologies. The evolution of Cloud Computing motivates teaching Cloud Computing to computer science senior students and graduate students so that they can gain broad exposure to the main body of knowledge of Cloud Computing and get prepared for occupations in industry. There is thus a strong need for having a Cloud Computing education course that (i) has a broad coverage of different roles interacting with a cloud; and (ii) leverages Cloud Computing concepts, technology and architecture topics at both introductory and advanced level. In this paper, we describe the demand for understanding the impact of Cloud Computing in computer science higher education. We propose education strategies for teaching Cloud Computing, including key knowledge areas for an enduring Cloud Computing course. @InProceedings{CSEE&T14p29, author = {Hongyu Pei Breivold and Ivica Crnković}, title = {Cloud Computing Education Strategies}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {29--38}, doi = {}, year = {2014}, } |
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Bull, Christopher N. |
CSEE&T '14: "Observations of a Software ..."
Observations of a Software Engineering Studio: Reflecting with the Studio Framework
Christopher N. Bull and Jon Whittle (Lancaster University, UK) Studio-based learning for software engineering is a well-received concept, despite its apparent lack of uptake across institutions worldwide. Studio education affords a variety of highly desirable benefits, and is also popular amongst its students. This paper presents Lancaster University’s software engineering studio, details of its implementation, observations made throughout its first year, evidence of its successes, and reflections against the recently defined studio framework. This paper aims to provide useful information for anyone that is considering utilizing a studio-based approach. @InProceedings{CSEE&T14p74, author = {Christopher N. Bull and Jon Whittle}, title = {Observations of a Software Engineering Studio: Reflecting with the Studio Framework}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {74--83}, doi = {}, year = {2014}, } |
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Crnković, Ivica |
CSEE&T '14: "Cloud Computing Education ..."
Cloud Computing Education Strategies
Hongyu Pei Breivold and Ivica Crnković (ABB Research, Sweden; Mälardalen University, Sweden) Cloud Computing is changing the services consumption and delivery platform as well as the way businesses and users interact with IT resources. It represents a major conceptual shift that introduces new elements in programming models and development environments that are not present in traditional technologies. The evolution of Cloud Computing motivates teaching Cloud Computing to computer science senior students and graduate students so that they can gain broad exposure to the main body of knowledge of Cloud Computing and get prepared for occupations in industry. There is thus a strong need for having a Cloud Computing education course that (i) has a broad coverage of different roles interacting with a cloud; and (ii) leverages Cloud Computing concepts, technology and architecture topics at both introductory and advanced level. In this paper, we describe the demand for understanding the impact of Cloud Computing in computer science higher education. We propose education strategies for teaching Cloud Computing, including key knowledge areas for an enduring Cloud Computing course. @InProceedings{CSEE&T14p29, author = {Hongyu Pei Breivold and Ivica Crnković}, title = {Cloud Computing Education Strategies}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {29--38}, doi = {}, year = {2014}, } |
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Dagnino, Aldo |
CSEE&T '14: "Increasing the Effectiveness ..."
Increasing the Effectiveness of Teaching Software Engineering: A University and Industry Partnership
Aldo Dagnino (ABB Research, USA) Software Engineering is a complex topic because it encompasses multiple disciplines such as team work, effectively managing change in organizations, understanding technology, understanding software development and its lifecycle, understanding the role of change agents, and also having a good business sense. A method derived from the collaboration between North Carolina State University and ABB, brings diverse techniques that simulate an industrial environment for teaching a senior level Software Engineering course. Eleven elements that have been incorporated and enrich the Software Engineering graduate course are described in this paper. The paper also shows how the progressive incorporation of the elements have resulted increased student satisfaction. @InProceedings{CSEE&T14p49, author = {Aldo Dagnino}, title = {Increasing the Effectiveness of Teaching Software Engineering: A University and Industry Partnership}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {49--54}, doi = {}, year = {2014}, } |
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Daun, Marian |
CSEE&T '14: "Industrial Case Studies in ..."
Industrial Case Studies in Graduate Requirements Engineering Courses: The Impact on Student Motivation
Marian Daun, Andrea Salmon, Bastian Tenbergen, Thorsten Weyer, and Klaus Pohl (University of Duisburg-Essen, Germany) University education in software engineering instructs sound theoretical concepts together with method competence. It seeks to provide hands-on experience with the learning content along with insights into its application in practice. Even theoretical disciplines are beginning to adopt more experience-oriented instruction as opposed to passive, lecture-oriented instruction. One favored way for experience-oriented instructions is using case studies in lecture-accompanying assignments and/or tutorials. Compared with real-world scenarios, such case studies are often simplified in order to illustrate specific challenges related to the instructed material. This paper reports on our experience in using realistic industry-oriented case studies in a requirements engineering course with graduate students. The experience indicates a strong positive effect on student motivation as well as the degree of comprehension of the instructed theoretical material. These findings are confirmed by evaluations of the learning experience as self-reported through students’ questionnaires. Comparing the exam results with previous years indicates substantial improvement in final exam scores. @InProceedings{CSEE&T14p3, author = {Marian Daun and Andrea Salmon and Bastian Tenbergen and Thorsten Weyer and Klaus Pohl}, title = {Industrial Case Studies in Graduate Requirements Engineering Courses: The Impact on Student Motivation}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {3--12}, doi = {}, year = {2014}, } |
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Di Nitto, Elisabetta |
CSEE&T '14: "An Experiment on Teaching ..."
An Experiment on Teaching Coordination in a Globally Distributed Software Engineering Class
Martin Nordio, H.-Christian Estler, Bertrand Meyer, Nazareno Aguirre , Elisabetta Di Nitto, Rafael Prikladnicki, and Anthony Savidis (ETH Zurich, Switzerland; Universidad Nacional de Río Cuarto, Argentina; Politecnico di Milano, Italy; PUCRS, Brazil; University of Crete, Greece) The importance of planning and management skills in software development is very difficult to convey in software engineering courses. We present the synopsis of an assignment whose purpose is to demonstrate the significance of such skills, including effective communication, team coordi- nation and collaboration, and overall project planning. The assignment is organized in the context of a distributed software engineering course carried out in collaboration with 12 universities in South America, Europe and Africa. The assignment is a globally distributed contest issued before most development activities related to the course’s software project are performed, aiming at favor- ing the collaboration between students prior to project development. The contest does not involve any programming, and is not related to the project development activities. Instead, it consists of making teams in different countries compete in collaboratively solving a set of very simple tasks. The complexity of the activity is in team collaboration and coordination, and their lack is evident when the tasks are not correctly solved, or not solved in time. Despite the simplicity of the as- signment, students have found it useful in helping them understand the significance of management and planning challenges in distributed software development. Moreover, the assignment helped in team building, by creating a better team atmosphere and contributing in identifying team members better suited for management. @InProceedings{CSEE&T14p109, author = {Martin Nordio and H.-Christian Estler and Bertrand Meyer and Nazareno Aguirre and Elisabetta Di Nitto and Rafael Prikladnicki and Anthony Savidis}, title = {An Experiment on Teaching Coordination in a Globally Distributed Software Engineering Class}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {109--118}, doi = {}, year = {2014}, } |
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Duboc, Leticia |
CSEE&T '14: "InspectorX: A Game for Software ..."
InspectorX: A Game for Software Inspection Training and Learning
Henrique Pötter, Marcelo Schots, Leticia Duboc, and Vera Werneck (UERJ, Brazil; UFRJ, Brazil) Software inspections are recommended for improving the quality of software artifacts, but their effectiveness heavily depends on properly training inspectors and other stakeholders in the inspection process. We previously proposed InspectorX, a serious game for learning and training on software inspections, whose design accounts for an optimized cognitive load by offering different levels of difficulty. The game has already been evaluated regarding its learning potential in the detection of defects, revealing positive outcomes. Since then, InspectorX has extended its coverage to other stages of the inspection process, for a more realistic simulation. This paper presents the game’s novel features and a new experiment that evaluates them with a bigger sample. Results indicate that there was considerable knowledge retention with just 20 minutes of gameplay. Suggestions on its design made by the experiment volunteers are also discussed. @InProceedings{CSEE&T14p55, author = {Henrique Pötter and Marcelo Schots and Leticia Duboc and Vera Werneck}, title = {InspectorX: A Game for Software Inspection Training and Learning}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {55--64}, doi = {}, year = {2014}, } |
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Estler, H.-Christian |
CSEE&T '14: "An Experiment on Teaching ..."
An Experiment on Teaching Coordination in a Globally Distributed Software Engineering Class
Martin Nordio, H.-Christian Estler, Bertrand Meyer, Nazareno Aguirre , Elisabetta Di Nitto, Rafael Prikladnicki, and Anthony Savidis (ETH Zurich, Switzerland; Universidad Nacional de Río Cuarto, Argentina; Politecnico di Milano, Italy; PUCRS, Brazil; University of Crete, Greece) The importance of planning and management skills in software development is very difficult to convey in software engineering courses. We present the synopsis of an assignment whose purpose is to demonstrate the significance of such skills, including effective communication, team coordi- nation and collaboration, and overall project planning. The assignment is organized in the context of a distributed software engineering course carried out in collaboration with 12 universities in South America, Europe and Africa. The assignment is a globally distributed contest issued before most development activities related to the course’s software project are performed, aiming at favor- ing the collaboration between students prior to project development. The contest does not involve any programming, and is not related to the project development activities. Instead, it consists of making teams in different countries compete in collaboratively solving a set of very simple tasks. The complexity of the activity is in team collaboration and coordination, and their lack is evident when the tasks are not correctly solved, or not solved in time. Despite the simplicity of the as- signment, students have found it useful in helping them understand the significance of management and planning challenges in distributed software development. Moreover, the assignment helped in team building, by creating a better team atmosphere and contributing in identifying team members better suited for management. @InProceedings{CSEE&T14p109, author = {Martin Nordio and H.-Christian Estler and Bertrand Meyer and Nazareno Aguirre and Elisabetta Di Nitto and Rafael Prikladnicki and Anthony Savidis}, title = {An Experiment on Teaching Coordination in a Globally Distributed Software Engineering Class}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {109--118}, doi = {}, year = {2014}, } |
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Fukazawa, Yoshiaki |
CSEE&T '14: "The Impacts of Personal Characteristic ..."
The Impacts of Personal Characteristic on Educational Effectiveness in Controlled-Project Based Learning on Software Intensive Systems Development
Yusuke Yamada, Shota Inaga, Hironori Washizaki, Katsuhiko Kakehi, Yoshiaki Fukazawa, Shoso Yamato, Masashi Okubo, Teruhiko Kume, and Manabu Tamaki (Waseda University, Japan; University of Tsukuba, Japan; NEC, Japan) In practical courses on software-intensive business systems, students work in teams to acquire practical skills in systems acquisition and provisioning. However, we do not yet have an established method to determine the optimal team composition to achieve maximum educational effectiveness. In this study, we quantitatively and qualitatively investigate how personal characteristics and the learning process of team members affect educational effectiveness by examining a university course in which students work in teams on a realistic project in a classroom setting. We use the Five Factors and Stress (FFS) theory and the modified grounded theory approach (M-GTA) to measure the personal characteristics and to identify the learning process of each team member. Additionally, we compare the learning process of a team with a high educational effectiveness to one with a low educational effectiveness based on number of topics about the learning process and the kind of topics. As a result, we find that it is better for a team to have members with different personal characteristic as defined by FFS theory in order for the students to acquire more knowledge and skills through the course. Additionally, teams that focus on fewer learning process topics acquire more knowledge and skills. We expect that our findings will help increase the educational effectiveness in similar practical courses. @InProceedings{CSEE&T14p119, author = {Yusuke Yamada and Shota Inaga and Hironori Washizaki and Katsuhiko Kakehi and Yoshiaki Fukazawa and Shoso Yamato and Masashi Okubo and Teruhiko Kume and Manabu Tamaki}, title = {The Impacts of Personal Characteristic on Educational Effectiveness in Controlled-Project Based Learning on Software Intensive Systems Development}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {119--128}, doi = {}, year = {2014}, } |
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Hanna, Samer |
CSEE&T '14: "Enhancing the Software Engineering ..."
Enhancing the Software Engineering Curriculums: A Case Study of the Jordanian Universities
Samer Hanna, Hayat Jaber, Fawze Abu Jaber, Tarek Al Shalaby, and Ayad Almasalmeh (Philadelphia University Jordan, Jordan) Software Engineering is about creating high-quality software in a systematic, controlled, and efficient manner. Although the Software Engineering discipline had been recognized since 1968, there is still no agreement among the Universities worldwide about what should be included in the Software Engineering curriculums or study plans. This problem has resulted in that different knowledge areas are being taught to the Software Engineering students in different universities. Also this problem has resulted in that many universities now include courses in the Software Engineering curriculum that are not related to Software Engineering. A case study of the Jordanian Universities had proved that more than 60% of the courses taught at the Software Engineering departments of the Jordanian Universities are non Software Engineering related courses. An analysis had been conducted to compare the current Software Engineering courses taught at the different Jordanian Universities and the guidance provided by the ACM/IEEE about what should constitute an undergraduate Software Engineering education. Also an analysis of the Software Engineering courses taught at different countries such as UK and USA had been conducted where these countries were chosen because they contain many of the top ranked Universities in the world. The analysis had resulted in determining the knowledge areas that should be added to the curriculum of each Jordanian University. Enhancing the curriculum will result in a SE graduates that are equipped with the needed knowledge to join the software market. @InProceedings{CSEE&T14p84, author = {Samer Hanna and Hayat Jaber and Fawze Abu Jaber and Tarek Al Shalaby and Ayad Almasalmeh}, title = {Enhancing the Software Engineering Curriculums: A Case Study of the Jordanian Universities}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {84--93}, doi = {}, year = {2014}, } |
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Inaga, Shota |
CSEE&T '14: "The Impacts of Personal Characteristic ..."
The Impacts of Personal Characteristic on Educational Effectiveness in Controlled-Project Based Learning on Software Intensive Systems Development
Yusuke Yamada, Shota Inaga, Hironori Washizaki, Katsuhiko Kakehi, Yoshiaki Fukazawa, Shoso Yamato, Masashi Okubo, Teruhiko Kume, and Manabu Tamaki (Waseda University, Japan; University of Tsukuba, Japan; NEC, Japan) In practical courses on software-intensive business systems, students work in teams to acquire practical skills in systems acquisition and provisioning. However, we do not yet have an established method to determine the optimal team composition to achieve maximum educational effectiveness. In this study, we quantitatively and qualitatively investigate how personal characteristics and the learning process of team members affect educational effectiveness by examining a university course in which students work in teams on a realistic project in a classroom setting. We use the Five Factors and Stress (FFS) theory and the modified grounded theory approach (M-GTA) to measure the personal characteristics and to identify the learning process of each team member. Additionally, we compare the learning process of a team with a high educational effectiveness to one with a low educational effectiveness based on number of topics about the learning process and the kind of topics. As a result, we find that it is better for a team to have members with different personal characteristic as defined by FFS theory in order for the students to acquire more knowledge and skills through the course. Additionally, teams that focus on fewer learning process topics acquire more knowledge and skills. We expect that our findings will help increase the educational effectiveness in similar practical courses. @InProceedings{CSEE&T14p119, author = {Yusuke Yamada and Shota Inaga and Hironori Washizaki and Katsuhiko Kakehi and Yoshiaki Fukazawa and Shoso Yamato and Masashi Okubo and Teruhiko Kume and Manabu Tamaki}, title = {The Impacts of Personal Characteristic on Educational Effectiveness in Controlled-Project Based Learning on Software Intensive Systems Development}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {119--128}, doi = {}, year = {2014}, } |
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Jaber, Fawze Abu |
CSEE&T '14: "Enhancing the Software Engineering ..."
Enhancing the Software Engineering Curriculums: A Case Study of the Jordanian Universities
Samer Hanna, Hayat Jaber, Fawze Abu Jaber, Tarek Al Shalaby, and Ayad Almasalmeh (Philadelphia University Jordan, Jordan) Software Engineering is about creating high-quality software in a systematic, controlled, and efficient manner. Although the Software Engineering discipline had been recognized since 1968, there is still no agreement among the Universities worldwide about what should be included in the Software Engineering curriculums or study plans. This problem has resulted in that different knowledge areas are being taught to the Software Engineering students in different universities. Also this problem has resulted in that many universities now include courses in the Software Engineering curriculum that are not related to Software Engineering. A case study of the Jordanian Universities had proved that more than 60% of the courses taught at the Software Engineering departments of the Jordanian Universities are non Software Engineering related courses. An analysis had been conducted to compare the current Software Engineering courses taught at the different Jordanian Universities and the guidance provided by the ACM/IEEE about what should constitute an undergraduate Software Engineering education. Also an analysis of the Software Engineering courses taught at different countries such as UK and USA had been conducted where these countries were chosen because they contain many of the top ranked Universities in the world. The analysis had resulted in determining the knowledge areas that should be added to the curriculum of each Jordanian University. Enhancing the curriculum will result in a SE graduates that are equipped with the needed knowledge to join the software market. @InProceedings{CSEE&T14p84, author = {Samer Hanna and Hayat Jaber and Fawze Abu Jaber and Tarek Al Shalaby and Ayad Almasalmeh}, title = {Enhancing the Software Engineering Curriculums: A Case Study of the Jordanian Universities}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {84--93}, doi = {}, year = {2014}, } |
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Jaber, Hayat |
CSEE&T '14: "Enhancing the Software Engineering ..."
Enhancing the Software Engineering Curriculums: A Case Study of the Jordanian Universities
Samer Hanna, Hayat Jaber, Fawze Abu Jaber, Tarek Al Shalaby, and Ayad Almasalmeh (Philadelphia University Jordan, Jordan) Software Engineering is about creating high-quality software in a systematic, controlled, and efficient manner. Although the Software Engineering discipline had been recognized since 1968, there is still no agreement among the Universities worldwide about what should be included in the Software Engineering curriculums or study plans. This problem has resulted in that different knowledge areas are being taught to the Software Engineering students in different universities. Also this problem has resulted in that many universities now include courses in the Software Engineering curriculum that are not related to Software Engineering. A case study of the Jordanian Universities had proved that more than 60% of the courses taught at the Software Engineering departments of the Jordanian Universities are non Software Engineering related courses. An analysis had been conducted to compare the current Software Engineering courses taught at the different Jordanian Universities and the guidance provided by the ACM/IEEE about what should constitute an undergraduate Software Engineering education. Also an analysis of the Software Engineering courses taught at different countries such as UK and USA had been conducted where these countries were chosen because they contain many of the top ranked Universities in the world. The analysis had resulted in determining the knowledge areas that should be added to the curriculum of each Jordanian University. Enhancing the curriculum will result in a SE graduates that are equipped with the needed knowledge to join the software market. @InProceedings{CSEE&T14p84, author = {Samer Hanna and Hayat Jaber and Fawze Abu Jaber and Tarek Al Shalaby and Ayad Almasalmeh}, title = {Enhancing the Software Engineering Curriculums: A Case Study of the Jordanian Universities}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {84--93}, doi = {}, year = {2014}, } |
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Kakehi, Katsuhiko |
CSEE&T '14: "The Impacts of Personal Characteristic ..."
The Impacts of Personal Characteristic on Educational Effectiveness in Controlled-Project Based Learning on Software Intensive Systems Development
Yusuke Yamada, Shota Inaga, Hironori Washizaki, Katsuhiko Kakehi, Yoshiaki Fukazawa, Shoso Yamato, Masashi Okubo, Teruhiko Kume, and Manabu Tamaki (Waseda University, Japan; University of Tsukuba, Japan; NEC, Japan) In practical courses on software-intensive business systems, students work in teams to acquire practical skills in systems acquisition and provisioning. However, we do not yet have an established method to determine the optimal team composition to achieve maximum educational effectiveness. In this study, we quantitatively and qualitatively investigate how personal characteristics and the learning process of team members affect educational effectiveness by examining a university course in which students work in teams on a realistic project in a classroom setting. We use the Five Factors and Stress (FFS) theory and the modified grounded theory approach (M-GTA) to measure the personal characteristics and to identify the learning process of each team member. Additionally, we compare the learning process of a team with a high educational effectiveness to one with a low educational effectiveness based on number of topics about the learning process and the kind of topics. As a result, we find that it is better for a team to have members with different personal characteristic as defined by FFS theory in order for the students to acquire more knowledge and skills through the course. Additionally, teams that focus on fewer learning process topics acquire more knowledge and skills. We expect that our findings will help increase the educational effectiveness in similar practical courses. @InProceedings{CSEE&T14p119, author = {Yusuke Yamada and Shota Inaga and Hironori Washizaki and Katsuhiko Kakehi and Yoshiaki Fukazawa and Shoso Yamato and Masashi Okubo and Teruhiko Kume and Manabu Tamaki}, title = {The Impacts of Personal Characteristic on Educational Effectiveness in Controlled-Project Based Learning on Software Intensive Systems Development}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {119--128}, doi = {}, year = {2014}, } |
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Kiat, Pang Nai |
CSEE&T '14: "The Flipped Classroom Experience ..."
The Flipped Classroom Experience
Pang Nai Kiat and Yap Tat Kwong (Nanyang Polytechnic, Singapore) This paper describes the findings on ‘flipping the classroom’ pedagogy for one selected topic in the Software Engineering module. A flipped classroom is a form of blended learning where the lecture is moved outside the classroom with the help of technology and learning activities are moved inside the classroom. The students typically watch instructional videos outside of the classroom but participate in learning activities with other students in class. This allows students to learn on their own time and pace outside class time while enabling the lecturer to enhance interaction, collaboration and higher-order thinking of students by monitoring individual learning and task performance. Our past experience has shown that using the traditional approach to teach software engineering, which is a heavily conceptual and theoretical subject, can be challenging. Against this backdrop, we have devised a flipped class room trial to let the students carry out the learning activities before coming to class where they then share and apply the knowledge during face-to-face lessons for more engaging learning experience. As this is an initial trial, the author has chosen a topic that is relatively easy to understand and with support of interesting videos readily available online. The purpose is to motivate the use of flipped classroom for appropriate topics taught in Software Engineering curriculum. @InProceedings{CSEE&T14p39, author = {Pang Nai Kiat and Yap Tat Kwong}, title = {The Flipped Classroom Experience}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {39--43}, doi = {}, year = {2014}, } |
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Kropp, Martin |
CSEE&T '14: "Teaching and Learning Agile ..."
Teaching and Learning Agile Collaboration
Martin Kropp, Magdalena Mateescu, Andreas Meier, and Carmen Zahn (University of Applied Sciences Northwestern Switzerland, Switzerland; Zurich University of Applied Sciences, Switzerland) Agile methods are widely adopted in software development. They are based on agile principles that sharply contrast to traditional command-and-control management methods. Such methods emphasize the importance of highly interactive self-organizing teams and close collaboration of all stakeholders, as well as values like courage, openness and respect. However, recent studies show that graduates and undergraduates of computer science often lack the collaborative and communicative skills necessary for agile methods and, thus, are not yet well enough educated for agile development approaches. Therefore, new approaches or more adequate educational methods for teaching the necessary communication and collaboration skills need to be developed. In a recent interview study, the authors elicited specific collaboration and communication skills needed in agile teams. In this paper, we present results from this study and discuss teaching concepts for collaboration skills from both engineering and psychological points of view. We suggest an approach on how to integrate these concepts into university courses, that focuses on active learning of agile collaboration. We have started implementing the proposed concept in a software engineering course and report on the experiences we have made and on the challenges that we have encountered. @InProceedings{CSEE&T14p139, author = {Martin Kropp and Magdalena Mateescu and Andreas Meier and Carmen Zahn}, title = {Teaching and Learning Agile Collaboration}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {139--148}, doi = {}, year = {2014}, } |
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Kume, Teruhiko |
CSEE&T '14: "The Impacts of Personal Characteristic ..."
The Impacts of Personal Characteristic on Educational Effectiveness in Controlled-Project Based Learning on Software Intensive Systems Development
Yusuke Yamada, Shota Inaga, Hironori Washizaki, Katsuhiko Kakehi, Yoshiaki Fukazawa, Shoso Yamato, Masashi Okubo, Teruhiko Kume, and Manabu Tamaki (Waseda University, Japan; University of Tsukuba, Japan; NEC, Japan) In practical courses on software-intensive business systems, students work in teams to acquire practical skills in systems acquisition and provisioning. However, we do not yet have an established method to determine the optimal team composition to achieve maximum educational effectiveness. In this study, we quantitatively and qualitatively investigate how personal characteristics and the learning process of team members affect educational effectiveness by examining a university course in which students work in teams on a realistic project in a classroom setting. We use the Five Factors and Stress (FFS) theory and the modified grounded theory approach (M-GTA) to measure the personal characteristics and to identify the learning process of each team member. Additionally, we compare the learning process of a team with a high educational effectiveness to one with a low educational effectiveness based on number of topics about the learning process and the kind of topics. As a result, we find that it is better for a team to have members with different personal characteristic as defined by FFS theory in order for the students to acquire more knowledge and skills through the course. Additionally, teams that focus on fewer learning process topics acquire more knowledge and skills. We expect that our findings will help increase the educational effectiveness in similar practical courses. @InProceedings{CSEE&T14p119, author = {Yusuke Yamada and Shota Inaga and Hironori Washizaki and Katsuhiko Kakehi and Yoshiaki Fukazawa and Shoso Yamato and Masashi Okubo and Teruhiko Kume and Manabu Tamaki}, title = {The Impacts of Personal Characteristic on Educational Effectiveness in Controlled-Project Based Learning on Software Intensive Systems Development}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {119--128}, doi = {}, year = {2014}, } |
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Kwong, Yap Tat |
CSEE&T '14: "The Flipped Classroom Experience ..."
The Flipped Classroom Experience
Pang Nai Kiat and Yap Tat Kwong (Nanyang Polytechnic, Singapore) This paper describes the findings on ‘flipping the classroom’ pedagogy for one selected topic in the Software Engineering module. A flipped classroom is a form of blended learning where the lecture is moved outside the classroom with the help of technology and learning activities are moved inside the classroom. The students typically watch instructional videos outside of the classroom but participate in learning activities with other students in class. This allows students to learn on their own time and pace outside class time while enabling the lecturer to enhance interaction, collaboration and higher-order thinking of students by monitoring individual learning and task performance. Our past experience has shown that using the traditional approach to teach software engineering, which is a heavily conceptual and theoretical subject, can be challenging. Against this backdrop, we have devised a flipped class room trial to let the students carry out the learning activities before coming to class where they then share and apply the knowledge during face-to-face lessons for more engaging learning experience. As this is an initial trial, the author has chosen a topic that is relatively easy to understand and with support of interesting videos readily available online. The purpose is to motivate the use of flipped classroom for appropriate topics taught in Software Engineering curriculum. @InProceedings{CSEE&T14p39, author = {Pang Nai Kiat and Yap Tat Kwong}, title = {The Flipped Classroom Experience}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {39--43}, doi = {}, year = {2014}, } |
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Landes, Dieter |
CSEE&T '14: "Using Business Process Models ..."
Using Business Process Models to Foster Competencies in Requirements Engineering
Yvonne Sedelmaier and Dieter Landes (University of Applied Sciences and Arts Coburg, Germany) Requirements are of paramount importance for the quality of software systems. For various reasons, however, university students encounter difficulties in understanding the role of requirements and appropriately applying relevant methods to deal with requirements. This paper describes the concept for teaching requirements engineering that was devised at Coburg University of Applied Sciences. As a key idea, teaching requirements starts out from business process models. From these models, requirements for a workflow appli¬cation can be derived and specified in a requirements document. A main benefit of this approach lies in the fact that requirements are not just presented as an abstract concept. Furthermore, students are exposed to the complexity of an almost realistic workflow application. Being more realistic than a toy project, the latter also improves understanding why requirements should be described precisely and provides opportunities to also exercise non-technical competencies that are important for successful requirements engineering. @InProceedings{CSEE&T14p13, author = {Yvonne Sedelmaier and Dieter Landes}, title = {Using Business Process Models to Foster Competencies in Requirements Engineering}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {13--22}, doi = {}, year = {2014}, } |
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Lethbridge, Timothy C. |
CSEE&T '14: "Teaching Modeling using Umple: ..."
Teaching Modeling using Umple: Principles for the Development of an Effective Tool
Timothy C. Lethbridge (University of Ottawa, Canada) Umple is a model-oriented programming technology designed to teach modeling while at the same time being practical for industrial application. In this paper we discuss six principles we followed in order to ensure Umple can be effective as a learning resource: being highly usable, facilitating incremental learning, providing an experience of positive reinforcement in learners, convincing learners about the value of the material, broadening learning opportunities, and being inexpensive. @InProceedings{CSEE&T14p23, author = {Timothy C. Lethbridge}, title = {Teaching Modeling using Umple: Principles for the Development of an Effective Tool}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {23--28}, doi = {}, year = {2014}, } Info |
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Marques, Maíra |
CSEE&T '14: "Improving Teamwork in Students ..."
Improving Teamwork in Students Software Projects
Maíra Marques and Sergio F. Ochoa (University of Chile, Chile) The software industry and the academia have recognized the importance of teamwork as a driver to succeed in software projects. Therefore, the industry expects that new engineers are able to work in teams. Unfortunately, teamwork is a skill that cannot be transferred in a simple way, and there is not a clear recipe for doing that. This paper proposes the use of particular ThinkLets (a process pattern to address collaboration recurrent problems) to help overcome particular problems that jeopardize teamwork. This proposal has been evaluated through software developments in the academia involving computer science undergraduate students. @InProceedings{CSEE&T14p99, author = {Maíra Marques and Sergio F. Ochoa}, title = {Improving Teamwork in Students Software Projects}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {99--108}, doi = {}, year = {2014}, } |
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Mateescu, Magdalena |
CSEE&T '14: "Teaching and Learning Agile ..."
Teaching and Learning Agile Collaboration
Martin Kropp, Magdalena Mateescu, Andreas Meier, and Carmen Zahn (University of Applied Sciences Northwestern Switzerland, Switzerland; Zurich University of Applied Sciences, Switzerland) Agile methods are widely adopted in software development. They are based on agile principles that sharply contrast to traditional command-and-control management methods. Such methods emphasize the importance of highly interactive self-organizing teams and close collaboration of all stakeholders, as well as values like courage, openness and respect. However, recent studies show that graduates and undergraduates of computer science often lack the collaborative and communicative skills necessary for agile methods and, thus, are not yet well enough educated for agile development approaches. Therefore, new approaches or more adequate educational methods for teaching the necessary communication and collaboration skills need to be developed. In a recent interview study, the authors elicited specific collaboration and communication skills needed in agile teams. In this paper, we present results from this study and discuss teaching concepts for collaboration skills from both engineering and psychological points of view. We suggest an approach on how to integrate these concepts into university courses, that focuses on active learning of agile collaboration. We have started implementing the proposed concept in a software engineering course and report on the experiences we have made and on the challenges that we have encountered. @InProceedings{CSEE&T14p139, author = {Martin Kropp and Magdalena Mateescu and Andreas Meier and Carmen Zahn}, title = {Teaching and Learning Agile Collaboration}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {139--148}, doi = {}, year = {2014}, } |
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Meier, Andreas |
CSEE&T '14: "Teaching and Learning Agile ..."
Teaching and Learning Agile Collaboration
Martin Kropp, Magdalena Mateescu, Andreas Meier, and Carmen Zahn (University of Applied Sciences Northwestern Switzerland, Switzerland; Zurich University of Applied Sciences, Switzerland) Agile methods are widely adopted in software development. They are based on agile principles that sharply contrast to traditional command-and-control management methods. Such methods emphasize the importance of highly interactive self-organizing teams and close collaboration of all stakeholders, as well as values like courage, openness and respect. However, recent studies show that graduates and undergraduates of computer science often lack the collaborative and communicative skills necessary for agile methods and, thus, are not yet well enough educated for agile development approaches. Therefore, new approaches or more adequate educational methods for teaching the necessary communication and collaboration skills need to be developed. In a recent interview study, the authors elicited specific collaboration and communication skills needed in agile teams. In this paper, we present results from this study and discuss teaching concepts for collaboration skills from both engineering and psychological points of view. We suggest an approach on how to integrate these concepts into university courses, that focuses on active learning of agile collaboration. We have started implementing the proposed concept in a software engineering course and report on the experiences we have made and on the challenges that we have encountered. @InProceedings{CSEE&T14p139, author = {Martin Kropp and Magdalena Mateescu and Andreas Meier and Carmen Zahn}, title = {Teaching and Learning Agile Collaboration}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {139--148}, doi = {}, year = {2014}, } |
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Meyer, Bertrand |
CSEE&T '14: "An Experiment on Teaching ..."
An Experiment on Teaching Coordination in a Globally Distributed Software Engineering Class
Martin Nordio, H.-Christian Estler, Bertrand Meyer, Nazareno Aguirre , Elisabetta Di Nitto, Rafael Prikladnicki, and Anthony Savidis (ETH Zurich, Switzerland; Universidad Nacional de Río Cuarto, Argentina; Politecnico di Milano, Italy; PUCRS, Brazil; University of Crete, Greece) The importance of planning and management skills in software development is very difficult to convey in software engineering courses. We present the synopsis of an assignment whose purpose is to demonstrate the significance of such skills, including effective communication, team coordi- nation and collaboration, and overall project planning. The assignment is organized in the context of a distributed software engineering course carried out in collaboration with 12 universities in South America, Europe and Africa. The assignment is a globally distributed contest issued before most development activities related to the course’s software project are performed, aiming at favor- ing the collaboration between students prior to project development. The contest does not involve any programming, and is not related to the project development activities. Instead, it consists of making teams in different countries compete in collaboratively solving a set of very simple tasks. The complexity of the activity is in team collaboration and coordination, and their lack is evident when the tasks are not correctly solved, or not solved in time. Despite the simplicity of the as- signment, students have found it useful in helping them understand the significance of management and planning challenges in distributed software development. Moreover, the assignment helped in team building, by creating a better team atmosphere and contributing in identifying team members better suited for management. @InProceedings{CSEE&T14p109, author = {Martin Nordio and H.-Christian Estler and Bertrand Meyer and Nazareno Aguirre and Elisabetta Di Nitto and Rafael Prikladnicki and Anthony Savidis}, title = {An Experiment on Teaching Coordination in a Globally Distributed Software Engineering Class}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {109--118}, doi = {}, year = {2014}, } |
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Nordio, Martin |
CSEE&T '14: "An Experiment on Teaching ..."
An Experiment on Teaching Coordination in a Globally Distributed Software Engineering Class
Martin Nordio, H.-Christian Estler, Bertrand Meyer, Nazareno Aguirre , Elisabetta Di Nitto, Rafael Prikladnicki, and Anthony Savidis (ETH Zurich, Switzerland; Universidad Nacional de Río Cuarto, Argentina; Politecnico di Milano, Italy; PUCRS, Brazil; University of Crete, Greece) The importance of planning and management skills in software development is very difficult to convey in software engineering courses. We present the synopsis of an assignment whose purpose is to demonstrate the significance of such skills, including effective communication, team coordi- nation and collaboration, and overall project planning. The assignment is organized in the context of a distributed software engineering course carried out in collaboration with 12 universities in South America, Europe and Africa. The assignment is a globally distributed contest issued before most development activities related to the course’s software project are performed, aiming at favor- ing the collaboration between students prior to project development. The contest does not involve any programming, and is not related to the project development activities. Instead, it consists of making teams in different countries compete in collaboratively solving a set of very simple tasks. The complexity of the activity is in team collaboration and coordination, and their lack is evident when the tasks are not correctly solved, or not solved in time. Despite the simplicity of the as- signment, students have found it useful in helping them understand the significance of management and planning challenges in distributed software development. Moreover, the assignment helped in team building, by creating a better team atmosphere and contributing in identifying team members better suited for management. @InProceedings{CSEE&T14p109, author = {Martin Nordio and H.-Christian Estler and Bertrand Meyer and Nazareno Aguirre and Elisabetta Di Nitto and Rafael Prikladnicki and Anthony Savidis}, title = {An Experiment on Teaching Coordination in a Globally Distributed Software Engineering Class}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {109--118}, doi = {}, year = {2014}, } |
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Ochoa, Sergio F. |
CSEE&T '14: "Improving Teamwork in Students ..."
Improving Teamwork in Students Software Projects
Maíra Marques and Sergio F. Ochoa (University of Chile, Chile) The software industry and the academia have recognized the importance of teamwork as a driver to succeed in software projects. Therefore, the industry expects that new engineers are able to work in teams. Unfortunately, teamwork is a skill that cannot be transferred in a simple way, and there is not a clear recipe for doing that. This paper proposes the use of particular ThinkLets (a process pattern to address collaboration recurrent problems) to help overcome particular problems that jeopardize teamwork. This proposal has been evaluated through software developments in the academia involving computer science undergraduate students. @InProceedings{CSEE&T14p99, author = {Maíra Marques and Sergio F. Ochoa}, title = {Improving Teamwork in Students Software Projects}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {99--108}, doi = {}, year = {2014}, } |
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Okubo, Masashi |
CSEE&T '14: "The Impacts of Personal Characteristic ..."
The Impacts of Personal Characteristic on Educational Effectiveness in Controlled-Project Based Learning on Software Intensive Systems Development
Yusuke Yamada, Shota Inaga, Hironori Washizaki, Katsuhiko Kakehi, Yoshiaki Fukazawa, Shoso Yamato, Masashi Okubo, Teruhiko Kume, and Manabu Tamaki (Waseda University, Japan; University of Tsukuba, Japan; NEC, Japan) In practical courses on software-intensive business systems, students work in teams to acquire practical skills in systems acquisition and provisioning. However, we do not yet have an established method to determine the optimal team composition to achieve maximum educational effectiveness. In this study, we quantitatively and qualitatively investigate how personal characteristics and the learning process of team members affect educational effectiveness by examining a university course in which students work in teams on a realistic project in a classroom setting. We use the Five Factors and Stress (FFS) theory and the modified grounded theory approach (M-GTA) to measure the personal characteristics and to identify the learning process of each team member. Additionally, we compare the learning process of a team with a high educational effectiveness to one with a low educational effectiveness based on number of topics about the learning process and the kind of topics. As a result, we find that it is better for a team to have members with different personal characteristic as defined by FFS theory in order for the students to acquire more knowledge and skills through the course. Additionally, teams that focus on fewer learning process topics acquire more knowledge and skills. We expect that our findings will help increase the educational effectiveness in similar practical courses. @InProceedings{CSEE&T14p119, author = {Yusuke Yamada and Shota Inaga and Hironori Washizaki and Katsuhiko Kakehi and Yoshiaki Fukazawa and Shoso Yamato and Masashi Okubo and Teruhiko Kume and Manabu Tamaki}, title = {The Impacts of Personal Characteristic on Educational Effectiveness in Controlled-Project Based Learning on Software Intensive Systems Development}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {119--128}, doi = {}, year = {2014}, } |
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Pohl, Klaus |
CSEE&T '14: "Industrial Case Studies in ..."
Industrial Case Studies in Graduate Requirements Engineering Courses: The Impact on Student Motivation
Marian Daun, Andrea Salmon, Bastian Tenbergen, Thorsten Weyer, and Klaus Pohl (University of Duisburg-Essen, Germany) University education in software engineering instructs sound theoretical concepts together with method competence. It seeks to provide hands-on experience with the learning content along with insights into its application in practice. Even theoretical disciplines are beginning to adopt more experience-oriented instruction as opposed to passive, lecture-oriented instruction. One favored way for experience-oriented instructions is using case studies in lecture-accompanying assignments and/or tutorials. Compared with real-world scenarios, such case studies are often simplified in order to illustrate specific challenges related to the instructed material. This paper reports on our experience in using realistic industry-oriented case studies in a requirements engineering course with graduate students. The experience indicates a strong positive effect on student motivation as well as the degree of comprehension of the instructed theoretical material. These findings are confirmed by evaluations of the learning experience as self-reported through students’ questionnaires. Comparing the exam results with previous years indicates substantial improvement in final exam scores. @InProceedings{CSEE&T14p3, author = {Marian Daun and Andrea Salmon and Bastian Tenbergen and Thorsten Weyer and Klaus Pohl}, title = {Industrial Case Studies in Graduate Requirements Engineering Courses: The Impact on Student Motivation}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {3--12}, doi = {}, year = {2014}, } |
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Pötter, Henrique |
CSEE&T '14: "InspectorX: A Game for Software ..."
InspectorX: A Game for Software Inspection Training and Learning
Henrique Pötter, Marcelo Schots, Leticia Duboc, and Vera Werneck (UERJ, Brazil; UFRJ, Brazil) Software inspections are recommended for improving the quality of software artifacts, but their effectiveness heavily depends on properly training inspectors and other stakeholders in the inspection process. We previously proposed InspectorX, a serious game for learning and training on software inspections, whose design accounts for an optimized cognitive load by offering different levels of difficulty. The game has already been evaluated regarding its learning potential in the detection of defects, revealing positive outcomes. Since then, InspectorX has extended its coverage to other stages of the inspection process, for a more realistic simulation. This paper presents the game’s novel features and a new experiment that evaluates them with a bigger sample. Results indicate that there was considerable knowledge retention with just 20 minutes of gameplay. Suggestions on its design made by the experiment volunteers are also discussed. @InProceedings{CSEE&T14p55, author = {Henrique Pötter and Marcelo Schots and Leticia Duboc and Vera Werneck}, title = {InspectorX: A Game for Software Inspection Training and Learning}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {55--64}, doi = {}, year = {2014}, } |
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Prikladnicki, Rafael |
CSEE&T '14: "An Experiment on Teaching ..."
An Experiment on Teaching Coordination in a Globally Distributed Software Engineering Class
Martin Nordio, H.-Christian Estler, Bertrand Meyer, Nazareno Aguirre , Elisabetta Di Nitto, Rafael Prikladnicki, and Anthony Savidis (ETH Zurich, Switzerland; Universidad Nacional de Río Cuarto, Argentina; Politecnico di Milano, Italy; PUCRS, Brazil; University of Crete, Greece) The importance of planning and management skills in software development is very difficult to convey in software engineering courses. We present the synopsis of an assignment whose purpose is to demonstrate the significance of such skills, including effective communication, team coordi- nation and collaboration, and overall project planning. The assignment is organized in the context of a distributed software engineering course carried out in collaboration with 12 universities in South America, Europe and Africa. The assignment is a globally distributed contest issued before most development activities related to the course’s software project are performed, aiming at favor- ing the collaboration between students prior to project development. The contest does not involve any programming, and is not related to the project development activities. Instead, it consists of making teams in different countries compete in collaboratively solving a set of very simple tasks. The complexity of the activity is in team collaboration and coordination, and their lack is evident when the tasks are not correctly solved, or not solved in time. Despite the simplicity of the as- signment, students have found it useful in helping them understand the significance of management and planning challenges in distributed software development. Moreover, the assignment helped in team building, by creating a better team atmosphere and contributing in identifying team members better suited for management. @InProceedings{CSEE&T14p109, author = {Martin Nordio and H.-Christian Estler and Bertrand Meyer and Nazareno Aguirre and Elisabetta Di Nitto and Rafael Prikladnicki and Anthony Savidis}, title = {An Experiment on Teaching Coordination in a Globally Distributed Software Engineering Class}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {109--118}, doi = {}, year = {2014}, } |
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Rong, Guoping |
CSEE&T '14: "Where Does Experience Matter ..."
Where Does Experience Matter in Software Process Education? An Experience Report
Guoping Rong, He Zhang, and Dong Shao (Nanjing University, China) In order to enhance the understanding of important concepts and strengthen the awareness of software process, we designed a special project-practicing course in Nanjing University as an attempt to solve typical issues in these courses (e.g., focusing on aspects of software process, participation, limited time in a regular semester, etc. ). The course is composed of 6-hour lecture and 32-hour bidding game. Preliminary results indicated several advantages with this new education approach on process-specific practicing course, which we already reported on CSEE&T2013. Since this course has been delivered to students from school (less experiences) and industry (more experiences), we noticed students’ different performances on this course. In this paper, we collected course results from six classes, based on a comprehensive analysis from 8 different aspects; we try to understand where “EXPERIENCE” impacts students’ difference performance and benefit from the understanding to improve our education on software engineering. @InProceedings{CSEE&T14p129, author = {Guoping Rong and He Zhang and Dong Shao}, title = {Where Does Experience Matter in Software Process Education? An Experience Report}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {129--138}, doi = {}, year = {2014}, } |
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Salmon, Andrea |
CSEE&T '14: "Industrial Case Studies in ..."
Industrial Case Studies in Graduate Requirements Engineering Courses: The Impact on Student Motivation
Marian Daun, Andrea Salmon, Bastian Tenbergen, Thorsten Weyer, and Klaus Pohl (University of Duisburg-Essen, Germany) University education in software engineering instructs sound theoretical concepts together with method competence. It seeks to provide hands-on experience with the learning content along with insights into its application in practice. Even theoretical disciplines are beginning to adopt more experience-oriented instruction as opposed to passive, lecture-oriented instruction. One favored way for experience-oriented instructions is using case studies in lecture-accompanying assignments and/or tutorials. Compared with real-world scenarios, such case studies are often simplified in order to illustrate specific challenges related to the instructed material. This paper reports on our experience in using realistic industry-oriented case studies in a requirements engineering course with graduate students. The experience indicates a strong positive effect on student motivation as well as the degree of comprehension of the instructed theoretical material. These findings are confirmed by evaluations of the learning experience as self-reported through students’ questionnaires. Comparing the exam results with previous years indicates substantial improvement in final exam scores. @InProceedings{CSEE&T14p3, author = {Marian Daun and Andrea Salmon and Bastian Tenbergen and Thorsten Weyer and Klaus Pohl}, title = {Industrial Case Studies in Graduate Requirements Engineering Courses: The Impact on Student Motivation}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {3--12}, doi = {}, year = {2014}, } |
|
Savidis, Anthony |
CSEE&T '14: "An Experiment on Teaching ..."
An Experiment on Teaching Coordination in a Globally Distributed Software Engineering Class
Martin Nordio, H.-Christian Estler, Bertrand Meyer, Nazareno Aguirre , Elisabetta Di Nitto, Rafael Prikladnicki, and Anthony Savidis (ETH Zurich, Switzerland; Universidad Nacional de Río Cuarto, Argentina; Politecnico di Milano, Italy; PUCRS, Brazil; University of Crete, Greece) The importance of planning and management skills in software development is very difficult to convey in software engineering courses. We present the synopsis of an assignment whose purpose is to demonstrate the significance of such skills, including effective communication, team coordi- nation and collaboration, and overall project planning. The assignment is organized in the context of a distributed software engineering course carried out in collaboration with 12 universities in South America, Europe and Africa. The assignment is a globally distributed contest issued before most development activities related to the course’s software project are performed, aiming at favor- ing the collaboration between students prior to project development. The contest does not involve any programming, and is not related to the project development activities. Instead, it consists of making teams in different countries compete in collaboratively solving a set of very simple tasks. The complexity of the activity is in team collaboration and coordination, and their lack is evident when the tasks are not correctly solved, or not solved in time. Despite the simplicity of the as- signment, students have found it useful in helping them understand the significance of management and planning challenges in distributed software development. Moreover, the assignment helped in team building, by creating a better team atmosphere and contributing in identifying team members better suited for management. @InProceedings{CSEE&T14p109, author = {Martin Nordio and H.-Christian Estler and Bertrand Meyer and Nazareno Aguirre and Elisabetta Di Nitto and Rafael Prikladnicki and Anthony Savidis}, title = {An Experiment on Teaching Coordination in a Globally Distributed Software Engineering Class}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {109--118}, doi = {}, year = {2014}, } |
|
Schots, Marcelo |
CSEE&T '14: "InspectorX: A Game for Software ..."
InspectorX: A Game for Software Inspection Training and Learning
Henrique Pötter, Marcelo Schots, Leticia Duboc, and Vera Werneck (UERJ, Brazil; UFRJ, Brazil) Software inspections are recommended for improving the quality of software artifacts, but their effectiveness heavily depends on properly training inspectors and other stakeholders in the inspection process. We previously proposed InspectorX, a serious game for learning and training on software inspections, whose design accounts for an optimized cognitive load by offering different levels of difficulty. The game has already been evaluated regarding its learning potential in the detection of defects, revealing positive outcomes. Since then, InspectorX has extended its coverage to other stages of the inspection process, for a more realistic simulation. This paper presents the game’s novel features and a new experiment that evaluates them with a bigger sample. Results indicate that there was considerable knowledge retention with just 20 minutes of gameplay. Suggestions on its design made by the experiment volunteers are also discussed. @InProceedings{CSEE&T14p55, author = {Henrique Pötter and Marcelo Schots and Leticia Duboc and Vera Werneck}, title = {InspectorX: A Game for Software Inspection Training and Learning}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {55--64}, doi = {}, year = {2014}, } |
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Sedelmaier, Yvonne |
CSEE&T '14: "Using Business Process Models ..."
Using Business Process Models to Foster Competencies in Requirements Engineering
Yvonne Sedelmaier and Dieter Landes (University of Applied Sciences and Arts Coburg, Germany) Requirements are of paramount importance for the quality of software systems. For various reasons, however, university students encounter difficulties in understanding the role of requirements and appropriately applying relevant methods to deal with requirements. This paper describes the concept for teaching requirements engineering that was devised at Coburg University of Applied Sciences. As a key idea, teaching requirements starts out from business process models. From these models, requirements for a workflow appli¬cation can be derived and specified in a requirements document. A main benefit of this approach lies in the fact that requirements are not just presented as an abstract concept. Furthermore, students are exposed to the complexity of an almost realistic workflow application. Being more realistic than a toy project, the latter also improves understanding why requirements should be described precisely and provides opportunities to also exercise non-technical competencies that are important for successful requirements engineering. @InProceedings{CSEE&T14p13, author = {Yvonne Sedelmaier and Dieter Landes}, title = {Using Business Process Models to Foster Competencies in Requirements Engineering}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {13--22}, doi = {}, year = {2014}, } |
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Shalaby, Tarek Al |
CSEE&T '14: "Enhancing the Software Engineering ..."
Enhancing the Software Engineering Curriculums: A Case Study of the Jordanian Universities
Samer Hanna, Hayat Jaber, Fawze Abu Jaber, Tarek Al Shalaby, and Ayad Almasalmeh (Philadelphia University Jordan, Jordan) Software Engineering is about creating high-quality software in a systematic, controlled, and efficient manner. Although the Software Engineering discipline had been recognized since 1968, there is still no agreement among the Universities worldwide about what should be included in the Software Engineering curriculums or study plans. This problem has resulted in that different knowledge areas are being taught to the Software Engineering students in different universities. Also this problem has resulted in that many universities now include courses in the Software Engineering curriculum that are not related to Software Engineering. A case study of the Jordanian Universities had proved that more than 60% of the courses taught at the Software Engineering departments of the Jordanian Universities are non Software Engineering related courses. An analysis had been conducted to compare the current Software Engineering courses taught at the different Jordanian Universities and the guidance provided by the ACM/IEEE about what should constitute an undergraduate Software Engineering education. Also an analysis of the Software Engineering courses taught at different countries such as UK and USA had been conducted where these countries were chosen because they contain many of the top ranked Universities in the world. The analysis had resulted in determining the knowledge areas that should be added to the curriculum of each Jordanian University. Enhancing the curriculum will result in a SE graduates that are equipped with the needed knowledge to join the software market. @InProceedings{CSEE&T14p84, author = {Samer Hanna and Hayat Jaber and Fawze Abu Jaber and Tarek Al Shalaby and Ayad Almasalmeh}, title = {Enhancing the Software Engineering Curriculums: A Case Study of the Jordanian Universities}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {84--93}, doi = {}, year = {2014}, } |
|
Shao, Dong |
CSEE&T '14: "Where Does Experience Matter ..."
Where Does Experience Matter in Software Process Education? An Experience Report
Guoping Rong, He Zhang, and Dong Shao (Nanjing University, China) In order to enhance the understanding of important concepts and strengthen the awareness of software process, we designed a special project-practicing course in Nanjing University as an attempt to solve typical issues in these courses (e.g., focusing on aspects of software process, participation, limited time in a regular semester, etc. ). The course is composed of 6-hour lecture and 32-hour bidding game. Preliminary results indicated several advantages with this new education approach on process-specific practicing course, which we already reported on CSEE&T2013. Since this course has been delivered to students from school (less experiences) and industry (more experiences), we noticed students’ different performances on this course. In this paper, we collected course results from six classes, based on a comprehensive analysis from 8 different aspects; we try to understand where “EXPERIENCE” impacts students’ difference performance and benefit from the understanding to improve our education on software engineering. @InProceedings{CSEE&T14p129, author = {Guoping Rong and He Zhang and Dong Shao}, title = {Where Does Experience Matter in Software Process Education? An Experience Report}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {129--138}, doi = {}, year = {2014}, } |
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Slany, Wolfgang |
CSEE&T '14: "Enhancing Software Engineering ..."
Enhancing Software Engineering Student Team Engagement in a High-Intensity Extreme Programming Course using Gamification
Bilal Sercan Akpolat and Wolfgang Slany (Graz University of Technology, Austria) The use of game thinking and game mechanics in non-gaming context is becoming more and more popular. This has been known as gamification. Recent studies have shown that this attempt seems very promising in different areas. In this paper we explore the value of gamification in a software development team. This paper describes one approach to add gamification into the software development process in teams of ten students each. We have conducted a gamification study with 50 volunteer students. In this paper we explain the rules, terms, and findings of this study. @InProceedings{CSEE&T14p149, author = {Bilal Sercan Akpolat and Wolfgang Slany}, title = {Enhancing Software Engineering Student Team Engagement in a High-Intensity Extreme Programming Course using Gamification}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {149--153}, doi = {}, year = {2014}, } |
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Steppe, Kevin |
CSEE&T '14: "Teaching Analysis of Software ..."
Teaching Analysis of Software Designs using Dependency Graphs
Kevin Steppe (Singapore Management University, Singapore) We present the use of a new type of dependency graph to aid students in analyzing the modifiability of software designs. Though a variety of software design concepts, such as information hiding, separation of concerns and patterns are taught to undergraduate students, they often have difficulty applying these concepts to the analysis of designs and particularly to comparing designs, perhaps due to the subjective nature of these concepts. Our new technique complements design structure matrix and ‘uses’ techniques to handle asymmetric dependency impacts and provide a deterministic approach to comparing alternative designs. A major goal of this technique was for students to be able to quickly learn about dependencies and use them to make design decisions. In this paper we present findings from a study with thirty third- and fourth-year undergraduates indicating that most were able to use the technique to analyze and compare designs after a single short workshop and indicate that they are likely to continue use the technique in the future. @InProceedings{CSEE&T14p65, author = {Kevin Steppe}, title = {Teaching Analysis of Software Designs using Dependency Graphs}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {65--73}, doi = {}, year = {2014}, } CSEE&T '14: "Automated Mentor Assignment ..." Automated Mentor Assignment in Blended Learning Environments Chris Boesch and Kevin Steppe (Singapore Management University, Singapore) In this paper, we discuss the addition of automatic assignment of mentors during in-class lab work to an existing online platform for programming practice. SingPath is an web based tool for users to practice programming in several software languages. The platform started as a tool to provide students with online feedback on solutions to programming problems and expanded over time to support different of blended learning needs for a variety of classes and classroom settings. The SingPath platform supports traditional self-directed learning mechanisms such as badges and completion metrics as well as features for use in classrooms, such as tournaments. We evaluate the addition of the mentor assignment feature during two short workshops designed to introduce students to the Python and JavaScript programming languages. The introduction of the mentor assignment features provided a more collaborative and engaging experience compared with previous courses. @InProceedings{CSEE&T14p94, author = {Chris Boesch and Kevin Steppe}, title = {Automated Mentor Assignment in Blended Learning Environments}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {94--98}, doi = {}, year = {2014}, } |
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Tamaki, Manabu |
CSEE&T '14: "The Impacts of Personal Characteristic ..."
The Impacts of Personal Characteristic on Educational Effectiveness in Controlled-Project Based Learning on Software Intensive Systems Development
Yusuke Yamada, Shota Inaga, Hironori Washizaki, Katsuhiko Kakehi, Yoshiaki Fukazawa, Shoso Yamato, Masashi Okubo, Teruhiko Kume, and Manabu Tamaki (Waseda University, Japan; University of Tsukuba, Japan; NEC, Japan) In practical courses on software-intensive business systems, students work in teams to acquire practical skills in systems acquisition and provisioning. However, we do not yet have an established method to determine the optimal team composition to achieve maximum educational effectiveness. In this study, we quantitatively and qualitatively investigate how personal characteristics and the learning process of team members affect educational effectiveness by examining a university course in which students work in teams on a realistic project in a classroom setting. We use the Five Factors and Stress (FFS) theory and the modified grounded theory approach (M-GTA) to measure the personal characteristics and to identify the learning process of each team member. Additionally, we compare the learning process of a team with a high educational effectiveness to one with a low educational effectiveness based on number of topics about the learning process and the kind of topics. As a result, we find that it is better for a team to have members with different personal characteristic as defined by FFS theory in order for the students to acquire more knowledge and skills through the course. Additionally, teams that focus on fewer learning process topics acquire more knowledge and skills. We expect that our findings will help increase the educational effectiveness in similar practical courses. @InProceedings{CSEE&T14p119, author = {Yusuke Yamada and Shota Inaga and Hironori Washizaki and Katsuhiko Kakehi and Yoshiaki Fukazawa and Shoso Yamato and Masashi Okubo and Teruhiko Kume and Manabu Tamaki}, title = {The Impacts of Personal Characteristic on Educational Effectiveness in Controlled-Project Based Learning on Software Intensive Systems Development}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {119--128}, doi = {}, year = {2014}, } |
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Tenbergen, Bastian |
CSEE&T '14: "Industrial Case Studies in ..."
Industrial Case Studies in Graduate Requirements Engineering Courses: The Impact on Student Motivation
Marian Daun, Andrea Salmon, Bastian Tenbergen, Thorsten Weyer, and Klaus Pohl (University of Duisburg-Essen, Germany) University education in software engineering instructs sound theoretical concepts together with method competence. It seeks to provide hands-on experience with the learning content along with insights into its application in practice. Even theoretical disciplines are beginning to adopt more experience-oriented instruction as opposed to passive, lecture-oriented instruction. One favored way for experience-oriented instructions is using case studies in lecture-accompanying assignments and/or tutorials. Compared with real-world scenarios, such case studies are often simplified in order to illustrate specific challenges related to the instructed material. This paper reports on our experience in using realistic industry-oriented case studies in a requirements engineering course with graduate students. The experience indicates a strong positive effect on student motivation as well as the degree of comprehension of the instructed theoretical material. These findings are confirmed by evaluations of the learning experience as self-reported through students’ questionnaires. Comparing the exam results with previous years indicates substantial improvement in final exam scores. @InProceedings{CSEE&T14p3, author = {Marian Daun and Andrea Salmon and Bastian Tenbergen and Thorsten Weyer and Klaus Pohl}, title = {Industrial Case Studies in Graduate Requirements Engineering Courses: The Impact on Student Motivation}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {3--12}, doi = {}, year = {2014}, } |
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Washizaki, Hironori |
CSEE&T '14: "The Impacts of Personal Characteristic ..."
The Impacts of Personal Characteristic on Educational Effectiveness in Controlled-Project Based Learning on Software Intensive Systems Development
Yusuke Yamada, Shota Inaga, Hironori Washizaki, Katsuhiko Kakehi, Yoshiaki Fukazawa, Shoso Yamato, Masashi Okubo, Teruhiko Kume, and Manabu Tamaki (Waseda University, Japan; University of Tsukuba, Japan; NEC, Japan) In practical courses on software-intensive business systems, students work in teams to acquire practical skills in systems acquisition and provisioning. However, we do not yet have an established method to determine the optimal team composition to achieve maximum educational effectiveness. In this study, we quantitatively and qualitatively investigate how personal characteristics and the learning process of team members affect educational effectiveness by examining a university course in which students work in teams on a realistic project in a classroom setting. We use the Five Factors and Stress (FFS) theory and the modified grounded theory approach (M-GTA) to measure the personal characteristics and to identify the learning process of each team member. Additionally, we compare the learning process of a team with a high educational effectiveness to one with a low educational effectiveness based on number of topics about the learning process and the kind of topics. As a result, we find that it is better for a team to have members with different personal characteristic as defined by FFS theory in order for the students to acquire more knowledge and skills through the course. Additionally, teams that focus on fewer learning process topics acquire more knowledge and skills. We expect that our findings will help increase the educational effectiveness in similar practical courses. @InProceedings{CSEE&T14p119, author = {Yusuke Yamada and Shota Inaga and Hironori Washizaki and Katsuhiko Kakehi and Yoshiaki Fukazawa and Shoso Yamato and Masashi Okubo and Teruhiko Kume and Manabu Tamaki}, title = {The Impacts of Personal Characteristic on Educational Effectiveness in Controlled-Project Based Learning on Software Intensive Systems Development}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {119--128}, doi = {}, year = {2014}, } |
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Werneck, Vera |
CSEE&T '14: "InspectorX: A Game for Software ..."
InspectorX: A Game for Software Inspection Training and Learning
Henrique Pötter, Marcelo Schots, Leticia Duboc, and Vera Werneck (UERJ, Brazil; UFRJ, Brazil) Software inspections are recommended for improving the quality of software artifacts, but their effectiveness heavily depends on properly training inspectors and other stakeholders in the inspection process. We previously proposed InspectorX, a serious game for learning and training on software inspections, whose design accounts for an optimized cognitive load by offering different levels of difficulty. The game has already been evaluated regarding its learning potential in the detection of defects, revealing positive outcomes. Since then, InspectorX has extended its coverage to other stages of the inspection process, for a more realistic simulation. This paper presents the game’s novel features and a new experiment that evaluates them with a bigger sample. Results indicate that there was considerable knowledge retention with just 20 minutes of gameplay. Suggestions on its design made by the experiment volunteers are also discussed. @InProceedings{CSEE&T14p55, author = {Henrique Pötter and Marcelo Schots and Leticia Duboc and Vera Werneck}, title = {InspectorX: A Game for Software Inspection Training and Learning}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {55--64}, doi = {}, year = {2014}, } |
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Weyer, Thorsten |
CSEE&T '14: "Industrial Case Studies in ..."
Industrial Case Studies in Graduate Requirements Engineering Courses: The Impact on Student Motivation
Marian Daun, Andrea Salmon, Bastian Tenbergen, Thorsten Weyer, and Klaus Pohl (University of Duisburg-Essen, Germany) University education in software engineering instructs sound theoretical concepts together with method competence. It seeks to provide hands-on experience with the learning content along with insights into its application in practice. Even theoretical disciplines are beginning to adopt more experience-oriented instruction as opposed to passive, lecture-oriented instruction. One favored way for experience-oriented instructions is using case studies in lecture-accompanying assignments and/or tutorials. Compared with real-world scenarios, such case studies are often simplified in order to illustrate specific challenges related to the instructed material. This paper reports on our experience in using realistic industry-oriented case studies in a requirements engineering course with graduate students. The experience indicates a strong positive effect on student motivation as well as the degree of comprehension of the instructed theoretical material. These findings are confirmed by evaluations of the learning experience as self-reported through students’ questionnaires. Comparing the exam results with previous years indicates substantial improvement in final exam scores. @InProceedings{CSEE&T14p3, author = {Marian Daun and Andrea Salmon and Bastian Tenbergen and Thorsten Weyer and Klaus Pohl}, title = {Industrial Case Studies in Graduate Requirements Engineering Courses: The Impact on Student Motivation}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {3--12}, doi = {}, year = {2014}, } |
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Whittle, Jon |
CSEE&T '14: "Observations of a Software ..."
Observations of a Software Engineering Studio: Reflecting with the Studio Framework
Christopher N. Bull and Jon Whittle (Lancaster University, UK) Studio-based learning for software engineering is a well-received concept, despite its apparent lack of uptake across institutions worldwide. Studio education affords a variety of highly desirable benefits, and is also popular amongst its students. This paper presents Lancaster University’s software engineering studio, details of its implementation, observations made throughout its first year, evidence of its successes, and reflections against the recently defined studio framework. This paper aims to provide useful information for anyone that is considering utilizing a studio-based approach. @InProceedings{CSEE&T14p74, author = {Christopher N. Bull and Jon Whittle}, title = {Observations of a Software Engineering Studio: Reflecting with the Studio Framework}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {74--83}, doi = {}, year = {2014}, } |
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Yamada, Yusuke |
CSEE&T '14: "The Impacts of Personal Characteristic ..."
The Impacts of Personal Characteristic on Educational Effectiveness in Controlled-Project Based Learning on Software Intensive Systems Development
Yusuke Yamada, Shota Inaga, Hironori Washizaki, Katsuhiko Kakehi, Yoshiaki Fukazawa, Shoso Yamato, Masashi Okubo, Teruhiko Kume, and Manabu Tamaki (Waseda University, Japan; University of Tsukuba, Japan; NEC, Japan) In practical courses on software-intensive business systems, students work in teams to acquire practical skills in systems acquisition and provisioning. However, we do not yet have an established method to determine the optimal team composition to achieve maximum educational effectiveness. In this study, we quantitatively and qualitatively investigate how personal characteristics and the learning process of team members affect educational effectiveness by examining a university course in which students work in teams on a realistic project in a classroom setting. We use the Five Factors and Stress (FFS) theory and the modified grounded theory approach (M-GTA) to measure the personal characteristics and to identify the learning process of each team member. Additionally, we compare the learning process of a team with a high educational effectiveness to one with a low educational effectiveness based on number of topics about the learning process and the kind of topics. As a result, we find that it is better for a team to have members with different personal characteristic as defined by FFS theory in order for the students to acquire more knowledge and skills through the course. Additionally, teams that focus on fewer learning process topics acquire more knowledge and skills. We expect that our findings will help increase the educational effectiveness in similar practical courses. @InProceedings{CSEE&T14p119, author = {Yusuke Yamada and Shota Inaga and Hironori Washizaki and Katsuhiko Kakehi and Yoshiaki Fukazawa and Shoso Yamato and Masashi Okubo and Teruhiko Kume and Manabu Tamaki}, title = {The Impacts of Personal Characteristic on Educational Effectiveness in Controlled-Project Based Learning on Software Intensive Systems Development}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {119--128}, doi = {}, year = {2014}, } |
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Yamato, Shoso |
CSEE&T '14: "The Impacts of Personal Characteristic ..."
The Impacts of Personal Characteristic on Educational Effectiveness in Controlled-Project Based Learning on Software Intensive Systems Development
Yusuke Yamada, Shota Inaga, Hironori Washizaki, Katsuhiko Kakehi, Yoshiaki Fukazawa, Shoso Yamato, Masashi Okubo, Teruhiko Kume, and Manabu Tamaki (Waseda University, Japan; University of Tsukuba, Japan; NEC, Japan) In practical courses on software-intensive business systems, students work in teams to acquire practical skills in systems acquisition and provisioning. However, we do not yet have an established method to determine the optimal team composition to achieve maximum educational effectiveness. In this study, we quantitatively and qualitatively investigate how personal characteristics and the learning process of team members affect educational effectiveness by examining a university course in which students work in teams on a realistic project in a classroom setting. We use the Five Factors and Stress (FFS) theory and the modified grounded theory approach (M-GTA) to measure the personal characteristics and to identify the learning process of each team member. Additionally, we compare the learning process of a team with a high educational effectiveness to one with a low educational effectiveness based on number of topics about the learning process and the kind of topics. As a result, we find that it is better for a team to have members with different personal characteristic as defined by FFS theory in order for the students to acquire more knowledge and skills through the course. Additionally, teams that focus on fewer learning process topics acquire more knowledge and skills. We expect that our findings will help increase the educational effectiveness in similar practical courses. @InProceedings{CSEE&T14p119, author = {Yusuke Yamada and Shota Inaga and Hironori Washizaki and Katsuhiko Kakehi and Yoshiaki Fukazawa and Shoso Yamato and Masashi Okubo and Teruhiko Kume and Manabu Tamaki}, title = {The Impacts of Personal Characteristic on Educational Effectiveness in Controlled-Project Based Learning on Software Intensive Systems Development}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {119--128}, doi = {}, year = {2014}, } |
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Zahn, Carmen |
CSEE&T '14: "Teaching and Learning Agile ..."
Teaching and Learning Agile Collaboration
Martin Kropp, Magdalena Mateescu, Andreas Meier, and Carmen Zahn (University of Applied Sciences Northwestern Switzerland, Switzerland; Zurich University of Applied Sciences, Switzerland) Agile methods are widely adopted in software development. They are based on agile principles that sharply contrast to traditional command-and-control management methods. Such methods emphasize the importance of highly interactive self-organizing teams and close collaboration of all stakeholders, as well as values like courage, openness and respect. However, recent studies show that graduates and undergraduates of computer science often lack the collaborative and communicative skills necessary for agile methods and, thus, are not yet well enough educated for agile development approaches. Therefore, new approaches or more adequate educational methods for teaching the necessary communication and collaboration skills need to be developed. In a recent interview study, the authors elicited specific collaboration and communication skills needed in agile teams. In this paper, we present results from this study and discuss teaching concepts for collaboration skills from both engineering and psychological points of view. We suggest an approach on how to integrate these concepts into university courses, that focuses on active learning of agile collaboration. We have started implementing the proposed concept in a software engineering course and report on the experiences we have made and on the challenges that we have encountered. @InProceedings{CSEE&T14p139, author = {Martin Kropp and Magdalena Mateescu and Andreas Meier and Carmen Zahn}, title = {Teaching and Learning Agile Collaboration}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {139--148}, doi = {}, year = {2014}, } |
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Zhang, He |
CSEE&T '14: "Where Does Experience Matter ..."
Where Does Experience Matter in Software Process Education? An Experience Report
Guoping Rong, He Zhang, and Dong Shao (Nanjing University, China) In order to enhance the understanding of important concepts and strengthen the awareness of software process, we designed a special project-practicing course in Nanjing University as an attempt to solve typical issues in these courses (e.g., focusing on aspects of software process, participation, limited time in a regular semester, etc. ). The course is composed of 6-hour lecture and 32-hour bidding game. Preliminary results indicated several advantages with this new education approach on process-specific practicing course, which we already reported on CSEE&T2013. Since this course has been delivered to students from school (less experiences) and industry (more experiences), we noticed students’ different performances on this course. In this paper, we collected course results from six classes, based on a comprehensive analysis from 8 different aspects; we try to understand where “EXPERIENCE” impacts students’ difference performance and benefit from the understanding to improve our education on software engineering. @InProceedings{CSEE&T14p129, author = {Guoping Rong and He Zhang and Dong Shao}, title = {Where Does Experience Matter in Software Process Education? An Experience Report}, booktitle = {Proc.\ CSEE&T}, publisher = {IEEESMALL}, pages = {129--138}, doi = {}, year = {2014}, } |
55 authors
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