Do students recognize ambiguity in software design? a multi-national, multi-institutional report

Blaha, Ken; Monge, Alvaro; Sanders, Dean; Simon, Beth; VanDeGrift, Tammy

doi:10.1145/1062455.1062567

Cited by 9 publications

(6 citation statements)

References 4 publications

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“…Removing inherent ambiguities and uncertainties by applying requirements engineering and risk management techniques becomes challenging when the communication with remote problem owners relies on computer-mediated means that introduce delays and misunderstandings [9]. Teaching students these skills is difficult as most often our SE curricula includes toy-or well-defined problems [11], and studies show that students find it difficult to recognize ambiguity in software specifications [4].…”

Section: A Gsd Instructional Design Frameworkmentioning

confidence: 99%

Instructional design and assessment strategies for teaching global software development

Damian

Hadwin

Al-Ani

2006

Proceedings of the 28th International Conference on Software Engineering

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In the context of increasing pressure to adopt global approaches to software development, the importance of teaching skills for geographically distributed software development (GSD) becomes essential. This paper reports the experience of teaching a course to prepare graduates for software engineering (SE) in global customer-developer teams, and which was taught in three-University collaboration (Canada, Australia and Italy). The course emphasized the learning of requirements management activities in frequent synchronous computer-mediated client-developer relationships and created a GSD environment with significant time zone and language differences. We describe our instructional approach and assessment strategies within a GSD instructional design framework which integrates (a) required GSD skills and strategies for aligning classroom projects with contemporary and authentic GSD conditions, (b) strategies for assessment of learning of GSD skills and (c) examples from our GSD course.

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Section: A Gsd Instructional Design Frameworkmentioning

confidence: 99%

Instructional design and assessment strategies for teaching global software development

Damian

Hadwin

Al-Ani

2006

Proceedings of the 28th International Conference on Software Engineering

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“…The "scaffolding" experiment [1,2,9] was a multi-national, multi-institutional study that looked at several aspects of software design. It included 314 subjects from 21 institutions in the US, UK, Sweden, and New Zealand.…”

Section: The "Scaffolding" Experimentsmentioning

confidence: 99%

Can graduating students design software systems?

Eckerdal

McCartney

Moström

et al. 2006

Proceedings of the 37th SIGCSE Technical Symposium on Computer Science Education

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“…Other papers focused primarily on differences in design between participants at different education levels (e.g. [2,5,6,15]). …”

Section: Methodsmentioning

confidence: 99%

Relationship of early programming language to novice generated design

2006

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What measurable effect do the language and paradigm used in early programming classes have on novice programmers' ability to do design? This work investigates the question by using data collected from 136 "first competency" students as part of a multinational, multi-institutional study of students' approach to and attitudes toward design. Analysis of a number of surface characteristics of their designs found strikingly few differences between designs produced by students at schools that teach using objects-early, imperative-early, and functional-early paradigms. A similar lack of difference was found between students at C++-first and Java-first schools. While statistically significant differences are found for three characteristic comparisons across language and paradigm, these results seem to have little meaning for teaching given the complexity of the null hypotheses tested in those three cases. In particular, for the following design characteristics no statistically significant differences across language or paradigm of early instruction were found: attempt to address requirements, type of design produced, number of parts in design, recognition of ambiguity in design, and connectedness of design.

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Do students recognize ambiguity in software design? a multi-national, multi-institutional report

Cited by 9 publications

References 4 publications

Instructional design and assessment strategies for teaching global software development

Instructional design and assessment strategies for teaching global software development

Can graduating students design software systems?

Relationship of early programming language to novice generated design

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