From tacit to acknowledged knowledge

Proceedings of the 2nd International Workshop on Software Engineering Education for Millennials

Khakurel

Ikonen

et al. 2018

Self Cite

Hackathons are currently a hot topic in industrial learning settings. Like intensive collaborative courses (e.g. code camps), hackathons have been shown to be successful tools for learning. However, current research has failed to adequately compare the two approaches with respect to who benefits, which stakeholders are involved, and what the practical arrangement differences are. We used a literature review, our own multi-year learning experiences, and written and interview material from students and industry participants to present an overview of hackathons and code camps. Based on the results of our analysis, we present a taxonomy, based on our experiences, to help practitioners decide which kind of intensive event approach is suitable for them, depending on their industry and educational needs. This synthesis and the study results provide the first steps towards a functional definition that covers intensive collaborative working events involving real-life problems, such as code camps, hackathons, and 24-hour innovation workshops. Currently, the terminology is diverse, but there are commonalities and differences across each of these events and their purposes.

Section: Introductionmentioning

confidence: 99%

Hackathons in software engineering education

Proceedings of the 2nd International Workshop on Software Engineering Education for Millennials

Khakurel

Ikonen

et al. 2018

Self Cite

“…However, any course requires a coherent pedagogical concept in order to enable the learning of multiple skills. One of the teaching concepts, which we have developed, is a Code Camp (Porras et al 2007;Ikonen et al 2009;Heikkinen et al 2009) that is designed to promote skill integration into learning. We have previously compared traditional teaching methods for programming and the intensive Code Camp approach (Porras et al 2007) and have presented some analysis of our previous Code Camps (Porras et al 2005).…”

Section: Introductionmentioning

confidence: 99%

Experiences of learning styles in an intensive collaborative course

Alaoutinen

Heikkinen

2010

Int J Technol Des Educ

Self Cite

Computer science as a field requires curricular guidance, as new innovations are filtered into teaching its knowledge areas at a rapid pace. Furthermore, another trend is the growing number of students with different cultural backgrounds. These developments require taking into account both the differences in learning styles and teaching methods in practice in the development of curricular knowledge areas. In this paper, an intensive collaborative teaching concept, Code Camp, is utilized to illustrate the effect of learning styles on the success of a course. Code Camp teaching concept promotes collaborative learning and multiple skills and knowledge in a single course context. The results indicate that Code Camp as a concept is well liked, increases motivation to learn and is suitable for both intuitive and reflective learners. Furthermore, it appears to provide interesting creative challenges and pushes students to collaborate and work as a team. In particular, the concept also promotes intuition.

“…In her influential study, Cimatti [3] pointed that in order to acquire soft skills, only the realistic simulation of professional experience in the university environment is not enough and requires the support of more experienced people who have already achieved professional results is fundamental, followed by experts' seminars, coaching, and tutoring. A likely explanation is that universities and industry do not always see the importance of different skills in the same way [16], [17].…”

Section: Introductionmentioning

confidence: 99%

The Effect of Real-World Capstone Project in an Acquisition of Soft Skills among Software Engineering Students

Khakurel

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

2020

Self Cite

Research suggests that employers value various soft skills highly when recruiting software engineering (SE) graduates in the software industry; however, SE graduate students tend to lack those soft skills. This study examines the effects of a capstone course with a problem/project-based approach in the acquisition of soft skills. In this capstone, the graduate students worked closely on a real-world project with the customers from Finnish public and private organizations. Moreover, the study maps out the identified soft skills from the capstone course to the desired requirements of soft skills in various roles in the software industry. Thematic data analysis of reflections given by 48 students identified fifteen soft skill categories that are mainly acknowledged by the students after the completion of the course. In particular, we have shown that the majority of identified soft skills in this course correspond to the desirable soft skills in the software industry. To conclude, the approach taken in this course is a powerful means to improve the soft skills of the graduate students to meet the needs of employers, and thus increase their employment prospects.