DevOps is a set of principles and practices to improve collaboration between development and IT Operations. Against the backdrop of the growing adoption of DevOps in a variety of software development domains, this paper describes empirical research into factors influencing its implementation. It presents findings of an in-depth exploratory case study that explored DevOps implementation in a New Zealand product development organisation. The study involved interviewing six experienced software engineers who continuously monitored and reflected on the gradual implementation of DevOps principles and practices. For this case study the use of DevOps practices led to significant benefits, including increase in deployment frequency from about 30 releases a month to an average of 120 releases per month, as well as improved natural communication and collaboration between IT development and operations personnel. We found that the support of a number of technological enablers, such as implementing an automation pipeline and cross functional organisational structures, were critical to delivering the expected benefits of DevOps. CCS CONCEPTS• Software creation and its engineering → Software creation and management KEYWORDS DevOps enablers and practices, DevOps benefits and challenges

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The coronavirus (COVID-19) pandemic has forced an unprecedented global shift within higher education in the ways that we communicate with and educate students. This necessary paradigm shift has compelled educators to take a critical look at their teaching styles and use of technology. Computing education traditionally focuses on experiential, in-person activities. The pandemic has mandated that educators reconsider their use of student time and has catalysed overnight innovations in the educational setting.Even in the unlikely event that we return entirely to pre-COVID-19 norms, many new practices have emerged that offer valuable lessons to be carried forward into our post-COVID-19 teaching. This working group will explore what the post-COVID-19 academic landscape might look like, and how we can use lessons learned during this educational shift to improve our subsequent practice. The exploration will strive to identify practices within computing that appear to have been improved through exposure to online tools and technologies, and that should therefore continue to be used in the online space. In the broadest sense, our motivation is to explore what the post-COVID-19 educational landscape will look like for computing education. CCS CONCEPTS• Social and professional topics → Computing education.

The aim of the research is to derive a framework for the evaluation of Computer Aided Software Engineering (CASE) tool learnability in educational environments. Drawing from the literature of Human Computer Interaction and educational research, a framework for evaluating CASE tool learnability in educational environments is derived. The two main differences between this framework and existing evaluation frameworks is that 1) it is specific to educational environments and 2) it recognizes the significance of contextual factors such as learning environment and teaching and learning methodologies in evaluating learnability. The framework is oriented towards learnability and is customisable. It helps to define the important issues related to CASE tool learnability, and allows conclusions to be drawn about all influential factors on learning in the given context.A detailed case study describes the application of the framework to evaluate the learnability of Rational Rose, a CASE tool used in an undergraduate Systems Analysis and Design course.

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Against the backdrop of the growing adoption of Kanban in a variety of software development domains, this paper reports on how a Systems Thinking approach was used to implement Kanban within a business unit of a government organization. Based on an in‐depth case study in the development organization, we describe how Kanban practices such as visualization, manage flow, classes of service, and board design were implemented. Stages in the double diamond design thinking process of exploring an issue more widely (divergent thinking) and then taking focused action (convergent thinking) were incorporated to adapt Kanban practices such as board design. Positive experiences included improved visibility, improved collaboration, and improvements in lead time. Challenges included lack of team buy‐in, setting work‐in‐progress limits, and short‐term Kanban coach. We present the key lessons learned and offer practical recommendations on how teams can better produce knowledge work in today's fast‐paced dynamic business environment.

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