Dimensions of software engineering course design

Bernhart, Mario; Grechenig, Thomas; Hetzl, Jennifer; Zuser, Wolfgang

doi:10.1145/1134285.1134387

Cited by 14 publications

(5 citation statements)

References 20 publications

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“…Such a "design framework" would have multiple dimensions (e.g., choices of the degree of theory versus practice, and choices of pedagogical approach) that will enable educators to systematically design and deliver a given testing course. Similar design frameworks have been proposed in other areas of CS education research, e.g., [105,106], but we are not aware of any for testing education, in particular. While this SLM provides some insights about such a design task, we recognize the need for such a framework in future works.…”

Section: Recommendations For Educatorsmentioning

confidence: 96%

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Software-testing education: A systematic literature mapping

Garousi

Rainer

Lauvås

et al. 2020

Journal of Systems and Software

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Context: With the rising complexity and scale of software systems, there is an ever-increasing demand for sophisticated and cost-effective software testing. To meet such a demand, there is a need for a highly-skilled software testing work-force (test engineers) in the industry. To address that need, many university educators worldwide have included software-testing education in their software engineering (SE) or computer science (CS) programs. Many papers have been published in the last three decades (as early as 1992) to share experience from such undertakings.Objective: Our objective in this paper is to summarize the body of experience and knowledge in the area of software-testing education to benefit the readers (both educators and researchers) in designing and delivering software testing courses in university settings, and to also conduct further education research in this area. Method: To address the above need, we conducted a systematic literature mapping (SLM) to synthesize what the community of educators have published on this topic. After compiling a candidate pool of 307 papers, and applying a set of inclusion/exclusion criteria, our final pool included 204 papers published between 1992 and 2019.Results: The topic of software-testing education is becoming more active, as we can see by the increasing number of papers. Many pedagogical approaches (how to best teach testing), course-ware, and specific tools for testing education have been proposed. Many challenges in testing education and insights on how to overcome those challenges have been proposed.Conclusion: This paper provides educators and researchers with a classification of existing studies within software-testing education. We further synthesize challenges and insights reported when teaching software testing. The paper also provides a reference ("index") to the vast body of knowledge and experience on teaching software testing. Our mapping study aims to help educators and researchers to identify the best practices in this area to effectively plan and deliver their software testing courses, or to conduct further education-research in this important area.

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Section: Recommendations For Educatorsmentioning

confidence: 96%

“…Testing often not well accepted by students frameworks have been proposed in other areas of CS education research, e.g., [105,106], but we are not aware of any for testing education, in particular. While this SLM provides some insights about such a design task, we recognize the need for such a framework in future works.…”

Section: Instructors Studentsmentioning

confidence: 97%

Software-testing education: A systematic literature mapping

Garousi

Rainer

Lauvås

et al. 2020

Journal of Systems and Software

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“…The educators face many difficulties in choosing the most suitable project type for each level of program (diploma, degree or master level). The educator should form a project team and identify their roles [6,37]. In order to initiate the Project-Based Learning (PjBL) for educators and students, Problem-Based Learning (PBL) form the basic step for the student to start the project.…”

Section: Project-based Learning (Pjbl)mentioning

confidence: 99%

Challenges of a Project-based Learning Approach Towards Requirement Engineering

AzlianaAkmalJamaludin¹,

Sahibuddin²

2012

IJCA

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Higher Learning Education (HLE) fails to deliver undergraduates with employability skills that expert in Requirement Engineering. The objective of this research is to identify challenges in the current practice of teaching Software Engineering at the undergraduate level in Requirement Engineering. To that reason, the Project-Based Learning (PjBL) proposed as well as a mechanism for educators in their delivery to assist students in enhancing their skill. The skills enhanced from the elicitation process until the management of requirement which students can easily apply in their employability skills. Future work will discuss on the analysis of the weaknesses in the current Requirement Engineering practices. General TermsRequirement Engineering, Project-based Learning.

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“…Some instructors emphasize the process (e.g., Bernhart, Grechenig, Hetzl, & Zuser, 2006) and some use real world development methods, such as agile (Coppit, 2006), etc. Students, however, go to an instructional laboratory to learn something that practicing engineers are assumed to already know (Feisel & Rosa, 2005).…”

Section: Organizational Modelmentioning

confidence: 99%

Concurrent Software Engineering Project

Stankovic¹,

Tillo²

2009

InSITE Conference

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Executive SummaryConcurrent engineering or overlapping activities is a business strategy for schedule compression on large development projects. Design parameters and tasks from every aspect of a product's development process and their interdependencies are overlapped and worked on in parallel. Concurrent engineering suffers from negative effects such as excessive rework and increased social and communication complexity that negatively affect gains.In the university environment, however, these difficulties and negative effects, if controlled, can help in promoting our educational goals such that they should be exploited rather than avoided. Although linear (i.e., waterfall) has been the most often used model in teaching, time constraints and an opportunity-driven learning process should make the concurrent model suitable for student projects. This paper elaborates on these ideas and reports on our students' experience.

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Dimensions of software engineering course design

Cited by 14 publications

References 20 publications

Software-testing education: A systematic literature mapping

Software-testing education: A systematic literature mapping

Challenges of a Project-based Learning Approach Towards Requirement Engineering

Concurrent Software Engineering Project

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