Distributed development

Richardson, Ita; Milewski, Allen E.; Mullick, Neel; Keil, Patrick

doi:10.1145/1134285.1134390

Cited by 45 publications

(3 citation statements)

References 28 publications

(16 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although these courses implement global software engineering projects, the educational setting can still alter the challenge. For example, Richardson et al [59] note that because the participants are students and have other coursework to balance, they face additional scheduling challenges and competing draws on their time that a full-time professional development team might not encounter. McDermott et al [46] also notes that in projects that engage with an external client, the clients' other obligations can limit their availability, making access to them problematic.…”

Section: Global Software Engineering In the Classroommentioning

confidence: 99%

Taking a Studio Course in Distributed Software Engineering from a Large Local Cohort to a Small Global Cohort

Billingsley

Torbay

Fletcher

et al. 2019

ACM Trans. Comput. Educ.

View full text Add to dashboard Cite

One of the challenges of global software engineering courses is to bring the practices and experience of large geographically distributed teams into the local and time-limited environment of a classroom. Over the last 6 years, an on-campus studio course for software engineering has been developed at the University of Queensland (UQ) that places small teams of students on different features of a common product. This creates two layers of collaboration, as students work within their teams on individual features, and the teams must interoperate with many other teams on the common product. The class uses continuous integration practices and predominantly asynchronous communication channels (Slack and GitHub) to facilitate this collaboration. The original goal of this design was to ensure that students would authentically experience issues associated with realistically sized software projects, and learn to apply appropriate software engineering and collaboration practices to overcome them, in a course without significant extra staffing. Data from the development logs showed that most commits take place outside synchronous class hours, and the project operates as a temporally distributed team even though the students are geographically co-located. Since 2015, a course adapted from this format has also been taught at the University of New England (UNE), an Australian regional university that is also a longstanding provider of distance education. In this course, most students study online, and the class has to be able to work globally, because as well as students taking part from around Australia, there are also typically a small number of students taking part from overseas. Transferring the course to a smaller but predominantly online institution has allowed us to evaluate the distributed nature of the course, by considering what aspects of the course needed to change to support students who are geographically distributed, and comparing how the two cohorts behave. This has produced an overall course design, to teach professional distributed software engineering practices, that is adaptable from large classes to small, and from local to global.

show abstract

Section: Global Software Engineering In the Classroommentioning

confidence: 99%

Taking a Studio Course in Distributed Software Engineering from a Large Local Cohort to a Small Global Cohort

Billingsley

Torbay

Fletcher

et al. 2019

ACM Trans. Comput. Educ.

View full text Add to dashboard Cite

show abstract

“…The Global Studio Project involves students from five universities in four countries shadowing a global software development project in Siemens [33]. The Global Studio Project identified the importance of improvisation during the project.…”

Section: ) Project Distributionmentioning

confidence: 99%

“…For some projects staff involvement in participating institutions is primarily focused on "highly-qualified, self motivated" participant selection [37]. Students on the Siemens Global Studio Project were volunteers that had already attended traditional software engineering courses on software processes, requirements, architecture design and human-computer interaction [33].…”

Section: ) Participant Selectionmentioning

confidence: 99%