A virtual, global classroom to teach global software engineering: A Mongolian-German team-teaching project

Ende, Markus; Lämmermann, Ralf; Brockmann, Patricia; Ayurzana, Ganchimeg

doi:10.1109/icelete.2013.6644379

Cited by 3 publications

(3 citation statements)

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“…Initial experiences from the individual teaching experiments between two countries have been described in previous publications [1,2,3,4,5]. This work integrates results from these previous publications in order to draw new cultural comparisons between virtual, distributed courses held by universities in four countries, Germany, Japan, Mexico and Mongolia.…”

Section: Introductionmentioning

confidence: 78%

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Virtual, Distributed Courses to Teach Global Software Engineering

Marutschke

Kryssanov

Olivares-Ceja

et al. 2019

Proceedings of the Annual Hawaii International Conference on System Sciences

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In addition to knowledge of distributed project management techniques, software engineering courses need to teach students the intercultural communication skills necessary to cooperate effectively with team members from different cultural backgrounds. Because many students do not have the time or financial resources to spend a semester in a foreign country, participation in virtual, distributed courses at their home universities can provide opportunities to gain international experiences for a larger group of students. Experiences, results and lessons learned from several iterations of distributed, virtual courses conducted between universities in Mongolia, Mexico, Japan and Germany are presented.Instead of classic, instructor-based lectures, a project-based learning approach was implemented to simulate a real-world, global software engineering project.

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Section: Introductionmentioning

confidence: 78%

“…Virtual, team-teaching courses with two universities in Germany and Mongolia were conducted in 2012 and 2013 and are described in detail by Beier, et al [1] and by Ende, et al [2].…”

Section: Experiences From the Mongolia -Germany Experimentsmentioning

confidence: 99%

Virtual, Distributed Courses to Teach Global Software Engineering

Marutschke

Kryssanov

Olivares-Ceja

et al. 2019

Proceedings of the Annual Hawaii International Conference on System Sciences

Self Cite

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“…The inclusion of computers in the teachinglearning process is an alternative that provides contributions that help to follow the progress of students learning although adaptations accord with theme under discussion, the student characteristics and cultural patterns (Ende, Lammermann, Brockmann, & Ayurzana, 2013).…”

Section: Introductionmentioning

confidence: 99%

Software Development Integrating Methodology with Epistemology Promoting Knowledge Production

Ceja

Cervantes²

2014

International Journal of Technology and Educational Marketing

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Currently, many specialties should be mastered to produce software, consequently they fall in different levels of knowledge: project, system, program, or routine. This consideration was obtained through an epistemological approach in software development. Therefore, this article develops this consideration for students learning software production. The epistemological approach compliments the methodologies used during software generation. The main focus in this proposal is on applying learning principles, combining both the epistemological approach and methodologies to promote student knowledge production for software development. The implementation of the proposal provides students with a framework that prepares them to face software development problems with different levels of complexity. Evaluation is based on verifying which of the different epistemological categories the student masters.

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