Innovation and active learning for training mobile app developers

Binder, Fabio; Albuquerque, Regina; Reinehr, Sheila; Malucelli, Andreia

doi:10.1145/3377814.3381713

Cited by 7 publications

(4 citation statements)

References 11 publications

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“…VII. Re l a t e d Wo r k Existing projects have evaluated the application of PBL methods to promote SE education and focused on different methods [6], [7], [10], [11], [30]. However, to our knowledge, none of them divide activities among students from different programs, at different levels of SE education, and have a consistent plan to avoid pitfalls highlighted in the literature when involving external stakeholders in academic projects.…”

Section: Lesson #2: We Must Encourage Students To Use Their Communications Skills But It Is Recommended To Have a Plan B Just In Case O Fmentioning

confidence: 99%

Supporting Real Demands in Software Engineering with a Four Steps Project-Based Learning Approach

Silva¹,

Castro²,

Guimaraes³

2021

2021 IEEE/ACM 43rd International Conference on Software Engineering: Software Engineering Education and Training (ICSE-SEET)

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Project-based learning (PBL) is a student-centered and learn-by-doing approach that organizes learning around projects. While entrepreneurship and PBL in SE education are thrilling research topics, there seems to be very little work focusing on the pros and cons of involving external stakeholders to support real demands in software engineering education. Working on real projects also supports students to acquire leadership skills, such as communication, project management, and teamwork. This paper describes a case study integrating students from different Software Engineering programs and involving external stakeholders, underpinned by PBL concepts. We present how this study was designed and implemented in a large institution, in four steps, summarized as follows: (I) requirements gathering and design; (II) information system development and implementation; (III) integration tests and deployment process; (IV) support and maintenance activities.The study had the participation of 59 students from a professional technical course in step one, working in teams, and 10 undergraduate students from a Bachelor's program in Information Systems in the following steps, working in pairs. Overall, the feedback from stakeholders and students exceeded expectations, although it increased the workload of teachers. We were able to distill a new set of lessons learned, and we expect that at least some of them will be useful for anyone implementing a similar course. As a consequence of this study, we plan to institutionally formalize the PBL course improvement process by defining specific outcomes and measurements.

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Section: Lesson #2: We Must Encourage Students To Use Their Communications Skills But It Is Recommended To Have a Plan B Just In Case O Fmentioning

confidence: 99%

Supporting Real Demands in Software Engineering with a Four Steps Project-Based Learning Approach

Silva¹,

Castro²,

Guimaraes³

2021

2021 IEEE/ACM 43rd International Conference on Software Engineering: Software Engineering Education and Training (ICSE-SEET)

View full text Add to dashboard Cite

show abstract

“…Existing projects have evaluated the application of PBL methods to promote SE education and focused on different methods [6], [7], [10], [11], [30]. However, to our knowledge, none of them divide activities among students from different programs, at different levels of SE education, and have a consistent plan to avoid pitfalls highlighted in the literature when involving external stakeholders in academic projects.…”

Section: Related Workmentioning

confidence: 99%

Supporting Real Demands in Software Engineering with a Four Steps Project-Based Learning Approach

Silva¹,

Castro²,

Guimaraes³

2021

Preprint

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Project-based learning (PBL) is a student-centered and learn-by-doing approach that organizes learning around projects. While entrepreneurship and PBL in SE education are thrilling research topics, there seems to be very little work focusing on the pros and cons of involving external stakeholders to support real demands in software engineering education. Working on real projects also supports students to acquire leadership skills, such as communication, project management, and teamwork. This paper describes a case study integrating students from different Software Engineering programs and involving external stakeholders, underpinned by PBL concepts. We present how this study was designed and implemented in a large institution, in four steps, summarized as follows: (I) requirements gathering and design; (II) information system development and implementation; (III) integration tests and deployment process; (IV) support and maintenance activities.The study had the participation of 59 students from a professional technical course in step one, working in teams, and 10 undergraduate students from a Bachelor program in Information Systems in the following steps, working in pairs. Overall, the feedback from stakeholders and students exceeded expectations, although it increased the workload of teachers. We were able to distill a new set of lessons learned, and we expect that at least some of them will be useful for anyone implementing a similar course. As a consequence of this study, we plan to institutionally formalize the PBL course improvement process by defining specific outcomes and measurements.

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“…The analysis of information from different job portals, as Monster or Indeed, shows that companies clearly differentiate the vacancies for MAD from the rest for typical desktop or web application development: this indicates that the companies' needs for MAD positions are different. A study performed by Jia et al [15] identifies specific differences on the soft skills requested for traditional software and for MAD in job ads. The differences in requirements for app development do not only involve those personal skills but also technical competence in specific and different software development processes, project management or testing skills, even including aspects not strictly confined to the traditional field of software development such as, e.g., product and project management, and communication skills with people from different cultures to develop distributed systems [15].…”

Section: Introductionmentioning

confidence: 99%

“…A study performed by Jia et al [15] identifies specific differences on the soft skills requested for traditional software and for MAD in job ads. The differences in requirements for app development do not only involve those personal skills but also technical competence in specific and different software development processes, project management or testing skills, even including aspects not strictly confined to the traditional field of software development such as, e.g., product and project management, and communication skills with people from different cultures to develop distributed systems [15]. These findings suggest that the professionals in MAD could benefit from a specific mix of some business and application marketing skills as well as specific security-related skills, among others.…”

Section: Introductionmentioning

confidence: 99%

Mobile Application Development Skills Set Aligned with the E-Cf Framework and Industry Needs

2023

Teh. vjesn.

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The number of mobile apps is continuously growing but development organisations are not sure of the good alignment of the skills of application developers with what the industry needs. A precise definition of the professional profile of the Mobile Application Developer (MAD) can help to better understand the needs of software development teams. This cooperation of several European organisations for analysing professional profile of MAD has led to a study of skills and competences resulting in a conceptual model with relevant characteristics: a) based on literature review, b) framed within the European standard e-Competence Framework, e-CF (EN16234) and the ESCO official labour classification and c) empirically validated with qualitative and quantitative data from many stakeholders in the field. This analysis might help to add homogeneity to talent management overcoming possible barriers for international mobility within EU as the concepts are taken from the EU reference models.

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Innovation and active learning for training mobile app developers

Cited by 7 publications

References 11 publications

Supporting Real Demands in Software Engineering with a Four Steps Project-Based Learning Approach

Supporting Real Demands in Software Engineering with a Four Steps Project-Based Learning Approach

Supporting Real Demands in Software Engineering with a Four Steps Project-Based Learning Approach

Mobile Application Development Skills Set Aligned with the E-Cf Framework and Industry Needs

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