2:00 - 2:30 |
An Inverted Classroom Experience: Engaging Students in Architectural Thinking for Agile Projects
This case study presents our experiences using architecturally savvy personnas in the classroom. The personas were used to help students analyze and prioritize architecturally significant requirements, and then to drive and evaluate architectural design. The activity was designed to equip students with a technique for integrating architectural thinking into the agile development process. We describe our learning goals and the activity, discuss student learning outcomes,lessons learned from running the activity, and propose an improved structuring. All materials including training videos, hand outs, and instructions are available online at http://re.cs.depaul.edu/pedagogy/ASP.
|
|
Jane Cleland-Huang, Muhammad Ali Babar, and Mehdi Mirakhorli |
|
Depaul University, United States; IT University of Copenhagen, Denmark; Depaul University, United States |
|
2:30 - 3:00 |
Quantitative Assessment with Using Ticket Driven Development for Teaching Scrum Framework
Developing software by teams which adopted the agile development methodology such as Scrum seems totally natural in industry. On the other hand, students belonging to graduate schools of information science who have some experience on the agile team software development are rare. In the initial education on the Scrum, there exists some challenges. The first one is a concept of self-organization. In the Scrum project, members of the team determine how best to accomplish the tasks by themselves. However, it is challenging for students with less experience on team software development to cultivate the self-organizing team by themselves. The 2nd one is inequality on task assignment. In the Scrum project, each member pulls tasks to perform, and do not wait to be assigned by Project Manager. The assignment behavior may cause inequality on task assignment. As a result, such inequality may also cause inequality on learning opportunities to acquire skills and knowledge on the process and the product. In this paper, we propose quantitative assessment methods for the Scrum project with using TiDD (Ticket Driven Development) for the initial education on the Scrum framework and web application production. We report on our basic PBL (Project-Based Learning) course which involved 49 students. The use of quantitative criteria enabled students and teachers to assess the Scrum projects in the viewpoints of quality, assignment, and delivery of projects.
|
|
Hiroshi Igaki, Naoki Fukuyasu, Sachio Saiki, Shinsuke Matsumoto, Shinji Kusumoto |
|
Osaka University, Japan; Wakayama University, Japan; Kobe University, Japan; Kobe University, Japan; Osaka University, Japan |
|
3:00 - 3:30 |
Teaching Students Scrum using LEGO blocks
In this paper, we present a LEGO-based Scrum simulation game that we used twice with Master’s level students at Aalto University. The game was initially developed as an internal training tool in F-Secure Corporation, a Finnish security software company, to support their agile adoption. In the game, student teams learn the Scrum roles, events and concepts in practice by simulating several development Sprints, while incrementally planning and building a product of LEGO blocks. Student satisfaction was measured by a survey at the end of the course, and student learning evalu- ated by learning diaries. Our results show that the students were highly satisfied with the game, and that students with various degrees of experience with Scrum all learned a lot. In particular, students reported gaining insights about require- ments management and customer collaboration, effective teamwork, and the Scrum roles.
|
|
Maria Paasivaara, Ville T. Heikkil, Casper Lassenius, and Towo Toivola |
|
Aalto University, Finland; Aalto University, Finland; Aalto University, Finland; F-Secure Corp, Finland |
|
3:30 - 4:00 |
A Compiler Project with Learning Progressions
We describe the design of an undergraduate compilers course that is explicitly intended to teach software engineering concepts and skills in addition to compiler concepts. This objective is accomplished by structuring the course around two parallel learning progressions rather than around the logical structure of a compiler. The nominal purpose of the project is to develop a simulator and synthesizer for simple circuits written in a subset of VHDL. This subset of VHDL is translated to a simple LL(1) boolean formula language. The circuit simulator reads and writes binary waveforms according to a regular grammar. The students start working with the simple waveform language and work their way up to the subset of VHDL. As the complexity of the input language and transformations increases, new software engineering concepts are introduced to help manage that complexity. At the end of the project the students can simulate and synthesize simple circuits such as a ripple-carry adder or a multiplexer.
|
|
Derek Rayside |
|
University of Waterloo, Canada |
|