Agile Methodologies in Education: A Review

Salza, Pasquale; Musmarra, Paolo; Ferrucci, Filomena

doi:10.1007/978-981-13-2751-3_2

Cited by 44 publications

(20 citation statements)

References 46 publications

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“…We note that that evolving teaching methods with Agile or XP [28,35] is out of this paper's scope. Instead, we examine methods for teaching Agile/XP.…”

Section: Related Workmentioning

confidence: 99%

What Agile Processes Should We Use in Software Engineering Course Projects?

Hemani

Dimitriadis

et al. 2020

Proceedings of the 51st ACM Technical Symposium on Computer Science Education

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While project-based software engineering courses aim to provide learning opportunities grounded in professional processes, it is not always possible to replicate every process in classrooms due to course constraints. Previous studies observed how students react to various processes and gave retroactive recommendations. In this study, we instead combine a field study on professional Agile (eXtreme Programming, XP) teams and an established team process taxonomy to proactively select team processes to incorporate in a project-based software engineering course. With collected knowledge from the field study, we choose three XP processes to augment the design of a mature software engineering project course. We choose processes that are 1) considered important by professionals, and 2) complete with respect to coverage of the taxonomy's main categories. We then compare the augmented course design with the original design in a case study. Our results suggest that 1) even without extra resources, adding these new processes does not interfere with learning opportunities for XP processes previously existing in the course design; 2) student teams experience similar benefits from these new processes as professional teams do, and students appreciate the usefulness and value of the processes. In other words, our approach allows instructors to make conscious choices of XP processes that improve student learning outcomes while exposing students to a more complete set of processes and thus preparing them better for professional careers. Course designers with limited resources are encouraged to use our methodology to evaluate and improve the designs of their own project-based courses.

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“…We note that that evolving teaching methods with Agile or XP [28,35] is out of this paper's scope. Instead, we examine methods for teaching Agile/XP.…”

Section: Related Workmentioning

confidence: 99%

What Agile Processes Should We Use in Software Engineering Course Projects?

Hemani

Dimitriadis

et al. 2020

Proceedings of the 51st ACM Technical Symposium on Computer Science Education

View full text Add to dashboard Cite

show abstract

“…With the increasing spread of agile methods in practice, more and more researchers and lecturers were interested in using agile methods in an educational context. The increasing interest is shown by several studies (e.g., [24], [25]). According to Otero et al, models such as Scrum or Extreme Programming are being adapted in university teaching and, in particular, the area of computer science [24].…”

Section: Related Workmentioning

confidence: 99%

Agile Methods in Higher Education: Adapting and Using eduScrum with Real World Projects

Neumann¹,

Baumann²

2021

Preprint

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This Innovative Practice Full Paper presents our learnings of the process to perform a Master of Science class with eduScrum integrating real world problems as projects. We prepared, performed, and evaluated an agile educational concept for the new Master of Science program Digital Transformation organized and provided by the department of business computing at the University of Applied Sciences and Arts -Hochschule Hannover in Germany. The course deals with innovative methodologies of agile project management and is attended by 25 students. We performed the class due the summer term in 2019 and 2020 as a teaching pair. The eduScrum method has been used in different educational contexts, including higher education. During the approach preparation, we decided to use challenges, problems, or questions from the industry. Thus, we acquired four companies and prepared in coordination with them dedicated project descriptions. Each project description was refined in the form of a backlog (list of requirements). We divided the class into four eduScrum teams, one team for each project. The subdivision of the class was done randomly. Since we wanted to integrate realistic projects into industry partners' implementation, we decided to adapt the eduScrum approach. The eduScrum teams were challenged with different projects, e.g., analyzing a dedicated phenomenon in a real project or creating a theoretical model for a company's new project management approach. We present our experiences of the whole process to prepare, perform and evaluate an agile educational approach combined with projects from practice. We found, that the students value the agile method using real world problems. However, the results are mainly based on the summer term 2019, this paper also includes our learnings from virtual distance teaching during the Covid 19 pandemic in summer term 2020. The paper contributes to the distribution of methods for higher education teaching in the classroom and distance learning.

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“…Cubric (2013) finds that these provisions of an agile approach are beneficial in preparing students for life-long learning. Salza et al (2019) reviewed multiple applications of agile approaches in education and found that they can be effective when active and project-based learning is applied. A strength of agile IJSHE 21,7 methods, they conclude, is the transformation of learning and teaching from knowledge transfer to knowledge generated from rich collaboration and experience, where instructors assume a facilitating and coaching role for self-directed learners (Salza et al, 2019).…”

Section: An Agile Social Learning Propositionmentioning

confidence: 99%

“…Salza et al (2019) reviewed multiple applications of agile approaches in education and found that they can be effective when active and project-based learning is applied. A strength of agile IJSHE 21,7 methods, they conclude, is the transformation of learning and teaching from knowledge transfer to knowledge generated from rich collaboration and experience, where instructors assume a facilitating and coaching role for self-directed learners (Salza et al, 2019). L opez-Alcarria et al (2019) carried out a systematic review that reveals how core competencies associated with ESD are shared with core competencies in which agile education is rooted, as shown in Table 1.…”

Section: An Agile Social Learning Propositionmentioning

confidence: 99%

Agile social learning – capacity-building for sustainable development in higher education

Bolmsten

Kitada

2020

IJSHE

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Purpose The purpose of this paper is to understand the usefulness of an agile social learning method in higher education to build capacity for sustainable development at the community level. Social learning methods intend to empower students (and instructors) to work together in connection with real-life issues – combined with acquiring a conceptual understanding – to analyze issues at hand and work out solutions. The agile format of the method was aimed at a subject that is adaptive and responsive to change to empower the students to take action toward sustainable development. Design/methodology/approach This study was based on a case study methodology where the running of the subject was documented and analyzed for two years. The target student group was maritime professionals who had an interest or were in a position to work with developing sustainable solutions in their home organizations (mostly in developing countries). Findings The results of the analysis indicate how the students learned about environmental, social and economic spheres of sustainable development and their linkages; how the subject format stimulated the students to develop different “learning paths” between the three spheres of sustainable development, which enabled a multi-faceted understanding of sustainable development issues; and, finally, how the students were able to design evolvable sustainable development solutions. Originality/value The results indicate both the novelty and usefulness of the agile social learning method to build capacity for sustainable development through the subject designed for higher education.

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Agile Methodologies in Education: A Review

Cited by 44 publications

References 46 publications

What Agile Processes Should We Use in Software Engineering Course Projects?

What Agile Processes Should We Use in Software Engineering Course Projects?

Agile Methods in Higher Education: Adapting and Using eduScrum with Real World Projects

Agile social learning – capacity-building for sustainable development in higher education

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