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The most effective setting for training in Global Software Engineering is to provide a distributed environment for students. In such an environment, students will meet challenges in recognizing problems first-hand. Teaching in a distributed environment is, however, very demanding, challenging and unpredictable compared to teaching in a local environment. Based on nine years of experience, in this paper we present the most important issues that should be taken into consideration to increase the probability of success in teaching a Global Software Engineering course.

Teaching Distributed Software Development with real distributed settings is a challenging and rewarding task. Distributed courses are idiosyncratically more challenging than standard local courses. We have experienced this during our distributed course, which has been run for 14 consecutive years. In this article, we present and analyze the emerging diversities specific to distributed project-based courses. We base our arguments on our experience, and we exploit a three-layered distributed course model, which we use to analyze several course elements throughout the 14-years lifetime of our distributed project-based course. In particular, we focus on the changes that the course underwent throughout the years, combining findings obtained from the analyzed data with our own teaching perceptions. Additionally, we propose insights on how to manage the various diversity aspects. CCS Concepts: • Social and professional topics → Software engineering education;• Applied computing → Collaborative learning;•Software and its engineering → Software development methods;

Various software engineering (SE) curricula in higher education have started including courses on global software engineering (GSE), carried out as internationally distributed project-based courses. These courses, known for their closeness to “real-world” work experience, emphasize the importance of involving industry partners as customers and focus on soft skills essential for employment, an aspect often neglected in engineering education. However, not many such courses are long-lived or consistent in form throughout the years, making their impact and relevance hard to assess. The Distributed Software Development course (DSD), currently run among three universities in Croatia, Italy, and Sweden, has now been carried out for 15 years consecutively, providing a rich source of in-course and post-graduation data. To evaluate the students’ experiences of the course after they graduate and start working, a study has been carried out among former DSD students from the University of Zagreb, Croatia. Its goal is to understand how useful this course was in students’ early careers, both in first and current employment, as well as related factors at the workplace (magnitude of distributed collaboration, company size). The study results show the relevance of such distributed course experiences for future employment, as well as the importance of building upon soft skills as part of the software engineering curricula. Higher education institutions are invited to consider including such courses in the software engineering curriculum, for the benefit of their students and, indirectly, students’ future employers.

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Internet of things (IoT) will connect a huge amount of devices to the Internet. There will also be many applications that will use the generated data to provide a service to end-user. This presents a problem in situations when the application owner is not the device owner. Application owner needs to find and contact the owners of the devices that provide the data he needs. When done by a human, this process lasts a long time and costs a lot of money. In this paper, we propose a middleware architecture that connects the appropriate devices and applications. It is based on software agents representing devices and applications negotiating between each other on the terms by which the data can be used.

Abstract-In formal education, a majority of e-learning courses is still conducted in a learning management system (LMS). Teachers and authors of educational resources can make use of context-aware recommender systems, which would recommend relevant learning objects to be included in the course. Context data can be obtained, among other sources, from an existing learning environment. This paper describes a two-phase survey of four LMSs -Chamilo, Claroline, Ilias and Moodle -and their characteristics suitable for creating an LMS part of a context model, which would be relevant to implement in recommender systems for this purpose. A sample set of use cases is given, which describes how teachers and content authors could use the system. Based on the survey results, a set of context model dimensions is proposed.