Applying PBL in Software Engineering Education

Santos, Simone C. dos; Batista, Maria da Conceição Moraes; Cavalcanti, Ana; Albuquerque, Jones; Meira, Sílvio R. L.

doi:10.1109/cseet.2009.39

Cited by 24 publications

(16 citation statements)

References 4 publications

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“…It is widely used in modern education. There is also extensive research literature that describes the use of PBL techniques in the context of programming courses (dos Santos, da Conceição Moraes Batista, Cavalcanti, Albuquerque, & Meira, 2009;Tseng, Chiang, & Hsu, 2008;Zhang & Du, 2008). Nuutila, Törmä, Kinnunen, and Malmi (2008) apply this methodology with a significant reduction in attrition rate.…”

Section: Learning Scriptsmentioning

confidence: 99%

Addressing drop-out and sustained effort issues with large practical groups using an automated delivery and assessment system

de-la-Fuente-Valentín

Pardo

Kloos

2013

Computers & Education

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Abstract:The acquisition of programming skills specially in introductory programming courses poses an important challenge for freshmen students of engineering programs. These courses require students to devote a sustained effort during the whole course and a failure to do so may contribute to not passing the course. However, it is difficult for the teaching staff to deploy measures to enforce a pattern of continuous work without significantly increasing the required management tasks. A significant reduction of this workload can be achieved with the automation of time consuming tasks such as the delivery of activities or submission grading. This paper presents a case of study where a technology based orchestration of learning scripts was applied in a large enrollment course to promote student sustained effort through the course and keep the workload on teaching staff within reasonable margins. The orchestration system, based on IMS Learning Design and Generic Service Integration, automatically evaluated the student submissions and gradually unlocked the following activities depending on the received results. Such system was used during a semester supporting 425 students and 8 instructors. The analysis of the case of study followed a mixed method based on qualitative and quantitative data, and revealed a significant reduction of the orchestration workload on the teaching staff, allowing the strategy of continuous work to be applied in a course with high enrollment. Additionally, the application of these techniques show statistically significant differences in the drop out rate with respect to previous editions of the course.

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Section: Learning Scriptsmentioning

confidence: 99%

Addressing drop-out and sustained effort issues with large practical groups using an automated delivery and assessment system

de-la-Fuente-Valentín

Pardo

Kloos

2013

Computers & Education

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“…The first experience with PBL was described in [8], in which an innovative pedagogical methodology was proposed to improve the effectiveness of learning in software engineering courses, by setting up software factories, where students worked together to solve real problems. The main contributions of this paper set out the methodology elements -human capital and processes -throughout the software factory lifecycles, emphasizing some key components: a process to build the software factory; a process to track the software projects and a specific role: that of the software factory monitor, who is responsible for guaranteeing the quality of applying and conducting the process.…”

Section: The Origin Of Xpbl Methodology: Prior Case Studiesmentioning

confidence: 99%

“…This proposal is an evolution of the work presented in [8], which set out the structure of the main elements of a PBL methodology based on its principles, supported by the experiences commented on in Section II.…”

Section: The Xpbl Methodologymentioning

confidence: 99%

xPBL: A methodology for managing PBL when teaching computing

Santos

Furtado

Lins

2014

2014 IEEE Frontiers in Education Conference (FIE) Proceedings

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In order to exploit the benefits of PBL and mitigate the risk of failure when implementing it, the NEXT (iNnovative Educational eXperience in Technology) research group has been working on methods and tools focused on managing the PBL approach as applied to Computing. In this context, this article proposes a teaching and learning methodology based on PBL, called xPBL, consisting of elements that reinforce PBL principles, namely: real and relevant problems; a practical environment; an innovative and flexible curriculum; an authentic assessment process; close monitoring by technical tutors and process tutors, and finally, professional practitioners as teachers and tutors. Based on these elements, the paper describes the design of a PBL approach for a Design course, grounded on acquired knowledge of Design content and past PBL experiences in Software Engineering courses. This approach provides an insightful guide to implementing PBL from xPBL methodology, and provides instruments based on management techniques such as 5W2H (what, why, who, when, where, how and how much) and the production of artifacts to support the conception process of courses based on PBL. PBL; Teaching and Learning Methodology; Management Processes; Design Course. I.978-1-4799-3922-0/14/$31.00 ©2014 IEEE

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“…Secondly, engagement and assessment of students is crucial [17]. states that "it is common knowledge that tutors face difficulties in fairly assessing individuals within groups as some students choose not to contribute.…”

mentioning

confidence: 99%

Toward effectiveness and authenticity in PBL: A proposal based on a virtual learning environment in computing education

Bessa

Santos

Duarte³

2018

Comp Applic In Engineering

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Problem‐Based Learning (PBL) has gained widespread approval as a constructive, student‐centered approach to teaching, and learning. Advocating the use of real‐life problems to initiate and motivate the learning process, PBL is an inductive strategy promoting the understanding of new concepts as well as the development of professional skills, abilities, and attitudes. Thus, it is paramount that teachers and students implement PBL in conformity to its core principles. However, such implementation becomes a challenge, considering that PBL is fundamentally different from traditional instruction methods. Without the appropriate pedagogical and technological support, PBL's quality, effectiveness, and authenticity are at risk. In an attempt to overcome these challenges, this paper presents the PBL‐Coach Virtual Learning Environment (VLE), built upon PBL learning theories. This paper describes in detail a scientific investigation on a practical PBL implementation, driven by the quest to achieve the following goals: (i) Scaffold teachers and students in implementing the PBL method; (ii) Investigate useful and usable technological resources in the PBL process; (iii) Maintain PBL core principles for an authentic and effective learning process. As a result, three case studies are described and one is detailed to validate our investigation, consisting of a real‐world setting with clients, teachers, tutors, and students. Each case study provided a good level of evidence that PBL‐Coach, used in a real‐world, authentic setting, can promote an effective learning process through a number of carefully designed technological resources. Encouraging results motivated to evolve PBL‐Coach through Augmented and Virtual Reality components as future works.

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Applying PBL in Software Engineering Education

Cited by 24 publications

References 4 publications

Addressing drop-out and sustained effort issues with large practical groups using an automated delivery and assessment system

Addressing drop-out and sustained effort issues with large practical groups using an automated delivery and assessment system

xPBL: A methodology for managing PBL when teaching computing

Toward effectiveness and authenticity in PBL: A proposal based on a virtual learning environment in computing education

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