Designing and implementing an environment for software start-up education: Patterns and anti-patterns

Fagerholm, Fabian; Hellas, Arto; Luukkainen, Matti; Kyllonen, Kati; Yaman, Sezin Gizem; Mäenpää, Hanna

doi:10.1016/j.jss.2018.08.060

Cited by 24 publications

(27 citation statements)

References 23 publications

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“…Já Aibin e Hunter [Aibin and Hunter 2018] concluíram que não há diferenças significativas entre os dois grupos em relação ao feedback do cliente (o grupo não supervisionadoé apenas um pouco melhor) eà satisfação dos alunos. A forma de distribuição dos conteúdos em uma ABP pode acontecer de inúmeras formas, entre elas, Instrução Direta [Cadenas et al 2014, Mahnič 2015, Mahnič 2017, Yuen 2015, Olszewska et al 2017, Coaching [Detmer et al 2010, Intayoad 2014, Cadenas et al 2014, Olszewska et al 2017, disponibilização de materiais de ensino para consumo fora de sala de aula [Cadenas et al 2014, Detmer et al 2010, Martinez-Arias and Sarria M. 2013, Abler et al 2011, Aibin and Hunter 2018, alunos ensinando outros alunos [Fagerholm et al 2018, Kilamo et al 2012, Abler et al 2011, aulas práticas ou de laboratório [Llopis and Guerrero 2018, Martinez-Arias and Sarria M. 2013, Intayoad 2014] e ensino sob demanda [Schefer-Wenzl and Miladinovic 2017].…”

Section: Resultados Da Rslunclassified

“…Um modelo bastante comum para instanciações de ABṔ e o Scrum [Rupakheti et al 2018, Aibin and Hunter 2018, Llopis and Guerrero 2018, Mahnič 2015, Mahnič 2017, Olszewska et al 2017, Yuen 2015, Kizaki et al 2014, Fagerholm et al 2018. O Scrumé capaz de prover controle sobre o progresso do projeto e de garantir um ritmo constante de desenvolvimento.…”

Section: Qp3unclassified

“…O Scrumé capaz de prover controle sobre o progresso do projeto e de garantir um ritmo constante de desenvolvimento. Sua configuração nem sempreé a mesma em todas as aplicações, havendo divergências no tamanho da Sprint (de 1 a 4 semanas) [Olszewska et al 2017, Yuen 2015, Mahnič 2015, Mahnič 2015, Mahnič 2017, Rupakheti et al 2018, Fagerholm et al 2018], e na forma como os eventos Sprint Planning, Daily Scrum (este sendo aplicado semanalmente e não diariamente), Sprint Review e Sprint Retrospective são conduzidos [Olszewska et al 2017, Yuen 2015, Fagerholm et al 2018, Mahnič 2017, Kizaki et al 2014. Embora Martinez-Arias e Gerardo [Martinez-Arias and Sarria M. 2013] não usem o Scrum no maior projeto de sua unidade ABP, faz uso dele em conjunto com o eXtremme Programming (XP) para ensinar métodoságeis aos alunos por meio de pequenos projetos que também são autênticos.…”

Section: Qp3unclassified

“…Os autores dos estudos primários identificados nessa RSL fazem uso de integração contínua [Rupakheti et al 2018, Mahnič 2015, Kilamo et al 2012] e test-driven development [Schefer-Wenzl and Miladinovic 2017]. Também existem relatos do uso de ticket driven development [Kizaki et al 2014], acompanhamento de bugs [Kilamo et al 2012, Olszewska et al 2017, Kizaki et al 2014, rastreamento de trabalho executado [Llopis and Guerrero 2018, Detmer et al 2010, Schefer-Wenzl and Miladinovic 2017, Abler et al 2011, Marques et al 2018], e ferramentas de "desenvolvimento puxado"como o Kanban [Mahnič 2015, Fagerholm et al 2018, Rupakheti et al 2018. Embora os métodoságeis sejam populares em unidades de ABP para desenvolvimento de software, Marques et al [Marques et al 2018] argumentam que o uso de métodos prescritivos seja mais recomendados para alunos inexperientes e faz a aplicação de um modelo chamado Simple Software Process.…”

Section: Qp3unclassified

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Autenticidade na aprendizagem baseada em projetos para desenvolvimento de software: Uma Revisão Sistemática de Literatura

Ferreira¹,

Canedo²

2019

Anais Do XXX Simpósio Brasileiro De Informática Na Educação (SBIE 2019)

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This paper presents a systematic literature review (SLR) aimed at investigating how Project-Based Learning (PBL) can contribute to making software authentic. As a result of the RSL, it was identified that the Scrum is the most widely used software development process in PBL units that generate authentic software. The identified papers also report that students are usually divided into groups of 2 to 5 people during activities and that monitors plays an important role in the quality of the software produced. These results allow professors to establish guidelines that can be used in the formation of their PBL units for software development that aims at authenticity of the produced artifact.

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Section: Resultados Da Rslunclassified

Section: Qp3unclassified

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Autenticidade na aprendizagem baseada em projetos para desenvolvimento de software: Uma Revisão Sistemática de Literatura

Ferreira¹,

Canedo²

2019

Anais Do XXX Simpósio Brasileiro De Informática Na Educação (SBIE 2019)

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“…University laboratories emulate a real working setting where teams of students implement a project for real customers and real deadlines [33]. Similarly, Fagerholm et al [10] report another experience of developing the software factory approach. They provide a collection of patterns and anti-patterns to support the design, implementation and operation of project-based startups [10].…”

Section: B Agile Methodologies In Capstone Projects and Coursesmentioning

confidence: 99%

Participating in an Industry Based Social Service Program: a Report of Student Perception of What They Learn and What They Need

Morales-Trujillo

García-Mireles

2019

Proceedings of the 2019 Federated Conference on Computer Science and Information Systems

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Skills demanded by the IT industry from graduates should be aligned with the curricula of Computer Science undergraduate programs. It is well-known that theoretical knowledge undergraduate students acquire during their studies needs to be complemented with practical experience; therefore, participating in university supported real life projects is a viable option for the students to get prepared for the industry. This paper reports findings from a survey applied to students who had been involved in an industry-based program meant to fulfill their graduation requirements, including the opportunity to develop a capstone project. We gathered their perceptions regarding what they learned during their studies, what they acquired in the industrybased program and what they consider useful for their current jobs. The results show that most topics are aligned between the Bachelor's degree program and the industry needs, but there is a strong separation in the cognitive levels students achieve at each stage. The paper provides insight into the needs of Computer Science students and contributes to finding ways of increasing undergraduate student satisfaction with skills acquired at university and their application in real contexts.

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Education 4.0 in higher education and computer science: A systematic review

Rienties

Ferguson

Gonda

et al. 2023

Comp Applic In Engineering

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Education 4.0 is a recently introduced concept focused on innovation, novelty, use of technology and connections with employment and industry. In particular, in engineering disciplines like computer science (CS) it is essential that educators keep up to date with industry developments. Indeed, how CS educators effectively design and implement innovative teaching and learning deserves more systematic attention. This study aims to catalogue and synthesise learning design approaches to teaching and learning within CS: (1) Which innovative pedagogic approaches are used in teaching of CS? (2) Which approaches align with Education 4.0? (3) What skills and competences do educators require to align CS teaching with Education 4.0? Our systematic literature review (SLR) included CS papers published between 2016 and 2020. Two hundred and thirty‐one studies were identified of which 66 were included in the final phase, which were coded by a multidisciplinary team. The findings indicated that many CS educators included Education 4.0 learning design elements. We found a clear distinctive three‐cluster solution: (1) EDU4 light, (2) project‐based/hands‐on learning and (3) full EDU4 (refer to Reference [7] conceptualisation, while Education 4.0 refers to our own definition [Reference 71]. These findings suggest three broad flavours when designing innovative CS practices, which might help educators align their practice.

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Designing and implementing an environment for software start-up education: Patterns and anti-patterns

Cited by 24 publications

References 23 publications

Autenticidade na aprendizagem baseada em projetos para desenvolvimento de software: Uma Revisão Sistemática de Literatura

Autenticidade na aprendizagem baseada em projetos para desenvolvimento de software: Uma Revisão Sistemática de Literatura

Participating in an Industry Based Social Service Program: a Report of Student Perception of What They Learn and What They Need

Education 4.0 in higher education and computer science: A systematic review

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