An experiment in teaching innovation in software engineering

Bruegge, Bernd; Stangl, Harald; Reiss, Michael

doi:10.1145/1449814.1449868

Cited by 11 publications

(9 citation statements)

References 2 publications

(1 reference statement)

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“…Their results reveal quantitative and qualitative differences in discovered requirements due to the presented scenario form. Bruegge et al [25] used video techniques to define requirements in a large-scale educational student project course. The videos were an addition to textual descriptions of scenarios in order to ease the communication between developers and customers.…”

Section: Related Workmentioning

confidence: 99%

Video as a By-Product of Digital Prototyping: Capturing the Dynamic Aspect of Interaction

Karras

Unger‐Windeler

Glauer

et al. 2017

2017 IEEE 25th International Requirements Engineering Conference Workshops (REW)

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Abstract-Requirements engineering provides several practices to analyze how a user wants to interact with a future software. Mockups, prototypes, and scenarios are suitable to understand usability issues and user requirements early. Nevertheless, users are often dissatisfied with the usability of a resulting software. Apparently, previously explored information was lost or no longer accessible during the development phase.Scenarios are one effective practice to describe behavior. However, they are commonly notated in natural language which is often improper to capture and communicate interaction knowledge comprehensible to developers and users. The dynamic aspect of interaction is lost if only static descriptions are used.Digital prototyping enables the creation of interactive prototypes by adding responsive controls to hand-or digitally drawn mockups. We propose to capture the events of these controls to obtain a representation of the interaction. From this data, we generate videos, which demonstrate interaction sequences, as additional support for textual scenarios.Variants of scenarios can be created by modifying the captured event sequences and mockups. Any change is unproblematic since videos only need to be regenerated. Thus, we achieve video as a by-product of digital prototyping. This reduces the effort compared to video recording such as screencasts. A first evaluation showed that such a generated video supports a faster understanding of a textual scenario compared to static mockups.

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Section: Related Workmentioning

confidence: 99%

Video as a By-Product of Digital Prototyping: Capturing the Dynamic Aspect of Interaction

Karras

Unger‐Windeler

Glauer

et al. 2017

2017 IEEE 25th International Requirements Engineering Conference Workshops (REW)

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“…Instead, the open problems tackled in the courses that are observed in our data collection are amenable to having an external stakeholder represent the problem experts. The level of involvement thus seems to differ from the majority of the instances reported in the literature, where the external stakeholder sponsors a case and acts as pure customer, as in the case of the Munich Airport [Bruegge et al 2008] and many others, e.g., [Gabrysiak et al 2012;Penzenstadler et al 2014;Boehm et al 1998]. This is not only on the level of technical support, but also about communicating and collaborating between students and external stakeholders.…”

Section: Lessons Learned About Involving External Stakeholders From A...mentioning

confidence: 94%

“…In the late nineties universities began with integrating real customers into project courses. Since then, a multitude of universities have followed by integrating start-ups [Gabrysiak et al 2012], NGOs and other non-profit partners [Gabrysiak et al 2013;Penzenstadler et al 2014], public institutions such as libraries [Boehm et al 1998], or industry partners, e.g., BMW AG [Penzenstadler et al 2013], Munich Airport [Bruegge et al 2008], and others [Kornecki et al 1997;Daun et al 2016;Bruegge et al 2015;Daun et al 2014;Tahmoush et al 2009;Hadfield and Jensen 2007;Rosiene and Rosiene 2006]. The course content varies from specific topics, such as requirements engineering and software project management, to software engineering in general.…”

Section: Structure Of the Papermentioning

confidence: 99%

Involving External Stakeholders in Project Courses

Steghöfer¹,

Burden²,

Hebig³

et al. 2018

Preprint

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The involvement of external stakeholders in capstone projects and project courses is desirable due to its potential positive effects on the students. Capstone projects particularly profit from the inclusion of an industrial partner to make the project relevant and help students acquire professional skills. In addition, an increasing push towards education that is aligned with industry and incorporates industrial partners can be observed. However, the involvement of external stakeholders in teaching moments can create friction and could, in the worst case, lead to frustration of all involved parties. Contribution: We developed a model that allows analysing the involvement of external stakeholders in university courses both in a retrospective fashion, to gain insights from past course instances, and in a constructive fashion, to plan the involvement of external stakeholders. Key Concepts: The conceptual model and the accompanying guideline guide the teachers in their analysis of stakeholder involvement. The model is comprised of several activities (define, execute, and evaluate the collaboration). The guideline provides questions that the teachers should answer for each of these activities. In the constructive use, the model allows teachers to define an action plan based on an analysis of potential stakeholders and the pedagogical objectives. In the retrospective use, the model allows teachers to identify issues that appeared during the project and their underlying causes. Drawing from ideas of the reflective practitioner, the model contains an emphasis on reflection and interpretation of the observations made by the teacher and other groups involved in the courses. Key Lessons: Applying the model retrospectively to a total of eight courses shows that it is possible to reveal hitherto implicit risks and assumptions and to gain a better insight into the interaction between external stakeholders and students. Our empirical data reveals seven recurring risk themes that categorise the different risks appearing in the analysed courses. These themes can also be used to categorise mitigation strategies to address these risks pro-actively. Additionally, aspects not related to external stakeholders, e.g., about the interaction of the project with other courses in the study program, have been revealed. The constructive use of the model for one course has proved helpful in identifying action alternatives and finally deciding to not include external stakeholders in the project due to the perceived cost-benefit-ratio. Implications to practice: Our evaluation shows that the model is viable and a useful tool that allows teachers to reason about and plan the involvement of external stakeholders in a variety of course settings, and in particular in capstone projects.CCS Concepts: •Social and professional topics → Computing education; Project and people management; •Applied computing → Education; •Software and its engineering → Collaboration in software development;

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“…The target video producers were mainly members of the development team, i.e., requirements engineers or arbitrary team members. Two approaches [39,40] focused on the use of videos created by users and four approaches [4,5,41,42] introduced the role of a video producer which was fulfilled by either a member of the development team or an external video professional. Only five out of 20 approaches [28,38,41,43,44] provided a few brief tips, hints, or lessons learned for the production of videos for the respective approach.…”

Section: Vision Videos In Rementioning

confidence: 99%