Challenge Based Learning Applied to Mobile Software Development Teaching

Binder, Fabio; Nichols, Mark; Reinehr, Sheila; Malucelli, Andreia

doi:10.1109/cseet.2017.19

Cited by 29 publications

(22 citation statements)

References 15 publications

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“…However, CBL has its own frameworks, definitions, and approaches. Binder, Nichols, Reinehr, and Malucelli (2017) describe how CBL differs from PBL and PjBL with its absence of predefined study, content or challenge. Stakeholders from multiple settings are used in CBL to support students, as opposed to being supported solely by professors or project managers (Garay-Rondero, Rodríguez Calvo, & Salinas-Navarro, 2019), and act as co-researchers and designers, rather than facilitators (Membrillo-Hernández et al, 2018).…”

Section: Aligned Pedagogiesmentioning

confidence: 99%

“…Themes of global importance respond to the need for students to have skills in a global environment, a global mindset (Sternad, 2015), knowledge of global problems, and the ability to face global issues themselves (Suwono et al, 2019). Solutions to global issues should have a local focus (Binder et al, 2017) and applicability (Gama, Alencar, et al, 2019).…”

Section: Global Themesmentioning

confidence: 99%

“…Challenges faced with implementing CBL included a high level of uncertainty emerging from the challenges (Membrillo-Hernández, J. Ramírez-Cadena, et al, 2019), the need for flexibility when working with industry partners (Mora-Salinas et al, 2019), educator resistance to technology or non-traditional ways of teaching (Félix-Herrán et al, 2019;Lam, 2016;Lin & Chen, 2018), additional time needed by academics for evaluation (Díaz Martínez, 2019) and students for working on the challenge (Detoni et al, 2019), difficulties related to the generalizability of the curriculum design (Yang et al, 2018), the need for student support during the transition to CBL teaching (Dornfeld Tissenbaum & Jona, 2018), a lack of student technical skills (Binder et al, 2017), a need for additional technical resources, a lack of hierarchy causing student demotivation (Cheung et al, 2011), third level students being accustomed to traditional forms of learning (L. Johnson & Brown, 2011), accommodating multidisciplinary student groups, and decreased ability to offer subject specific feedback (Malmqvist et al, 2015). Some literature noted the importance of discussing CBL at a policy level within universities such as setting up a steering group (Lin & Chen, 2018) to mitigate for some of these challenges.…”

Section: Challenges With Implementing Cblmentioning

confidence: 99%

See 2 more Smart Citations

Challenge-based learning in higher education: an exploratory literature review

Gallagher

Savage

2020

Teaching in Higher Education

174

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Section: Aligned Pedagogiesmentioning

confidence: 99%

Section: Global Themesmentioning

confidence: 99%

Section: Challenges With Implementing Cblmentioning

confidence: 99%

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Challenge-based learning in higher education: an exploratory literature review

Gallagher

Savage

2020

Teaching in Higher Education

174

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“…This is a software studio program at PUC PR called Apple Developer Academy located in Curitiba-PR. It follows some partnership guidelines and requirements, as the use of a specific method called Challenge Based Learning (CBL) to support the development of the project [38,39].…”

Section: Fieldwork Contextualizationmentioning

confidence: 99%

Reflective Practice in Software Development Studios: Findings from an Ethnographic Study

Dors

Amstel

Binder

et al. 2020

2020 IEEE 32nd Conference on Software Engineering Education and Training (CSEE&T)

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Over the last two decades, software educators have adopted new approaches, techniques, and tools for practical learning. Previous research has found that studio-based learning, which has been in use by some design and architecture courses, is suitable for learning the practical aspects of software engineering. The studies available recognize the presence of reflective practice in software development studios; however, they do not show empirical evidence of its contribution to learning. The goal of this study is to understand the use of reflective practice in software development studios and its contributions to the practical learning of software engineering. The qualitative data were collected using an ethnographic method through participant observation and from written students' self-reflections, which were analyzed using Cycle Coding Method supported by Atlas.ti Qualitative Data Analysis tool. The findings suggest that reflective practice promotes the emergence of new ideas while contributing to the development of skills that are valuable to software engineering professional practice. This research presents a qualitative look at how these are developed in the context of a particular software development studio.

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“…A CBL é uma Metodologia Ativa que tem como ponto central o desenvolvimento de habilidades e competências para os desafios do século XXI, sua aplicação fomenta os alunos a solucionarem problemas reais contemporâneos; estimulando-os a planejarem ações, compartilharem experiências e discutirem sobre contextos relevantes que podem ser solucionados por eles (NICHOLS;CATOR;TORRES, 2016;BINDER et al, 2017;MORESI et al, 2017).…”

Section: Introductionunclassified

Aprendizagem Baseada Em Desafios Aplicada Em Curso De Engenharia De Computação

Caritá¹,

Junior²,

Mazzoni³

et al. 2020

Proceedings of the XLVIII Brasilian Congress of Engineering Education

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Resumo: Hodiernamente, responsáveis pela condução de cursos de engenharia devem adotar metodologias de ensino-aprendizagem que contribuam ativamente para que os estudantes adquiram as habilidades e competências previstas nas diretrizes curriculares, bem como almejadas pelo mercado de trabalho. O objetivo desse estudo é apresentar o uso da metodologia da Aprendizagem Baseada em Desafios no processo ensino-aprendizagem de um curso de Engenharia de Computação de uma universidade privada do interior paulista. Tratase de estudo exploratório-descritivo, de caráter quantiqualitativo. O estudo foi realizado no Curso de Engenharia de Computação de uma Instituição de Ensino Superior privada do interior paulista. Os dados foram coletados com o coordenador do curso e com uma amostra de 12 alunos finalistas das nove edições do Desafio. O coordenador do curso relatou a metodologia dos Desafios e os estudantes responderam sobre suas percepções ao participar das edições. Os resultados demonstraram que 100% dos alunos evidenciaram que o desafio contribui para a formação, permitindo aquisição de habilidades e competências; 92% mencionaram que a participação no desafio foi motivada pela busca de novos conhecimentos e enfatizaram que oportunizou o aprendizado de novas tecnologias, falar em público, trabalhar em equipe, estimular a criatividade, empreender e conseguir estágio. Considerando-se as percepções dos participantes, pode-se ratificar que a Aprendizagem Baseada em Desafios coadjuva significativamente para a aquisição de competências necessárias aos engenheiros, principalmente, aquelas rotuladas como do século XXI: "colaboração, solução de problemas, iniciativa e empreendedorismo, criatividade e inovação, comunicação oral e escrita eficaz".

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Challenge Based Learning Applied to Mobile Software Development Teaching

Cited by 29 publications

References 15 publications

Challenge-based learning in higher education: an exploratory literature review

Challenge-based learning in higher education: an exploratory literature review

Reflective Practice in Software Development Studios: Findings from an Ethnographic Study

Aprendizagem Baseada Em Desafios Aplicada Em Curso De Engenharia De Computação

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