Integrating collaborative problem solving throughout the curriculum

Daigle, Roy J.; Doran, Michael; Pardue, J. Harold

doi:10.1145/236452.236547

Cited by 15 publications

(2 citation statements)

References 7 publications

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“…A different mindset is necessary for true teamwork. [5] A team is a collection of individuals where there is no competition among the individuals. Each person on the team has certain skills and uses those skills for the benefit of the whole.…”

Section: The Project Teammentioning

confidence: 99%

Industry-based web services project as a classroom teaching tool

Zilora

2004

Proceedings of the 5th Conference on Information Technology Education

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Two of the problems that plague educators of computer programming are: fitting problems of sufficient complexity into a single course, and preparing students to work on real-world project teams. In a recent offering of a graduate-level XML (eXtensible Markup Language) programming course, the author tackled both these problems by treating the students as members of a project team that needed to develop a Web Services solution to an actual industrial problem.The XML Programming class initially introduced students to both fundamental work with SAX (Simple API for XML) and DOM (Document Object Model), and the problem domain for their project. In the second half of the course the students worked on their portion of an enterprise-wide project. The instructor, acting as project manager, described the entire project and the portion the team would work on, arranged visits by the actual client, and coordinated the activities. Students interviewed the client and conducted research in order to complete their requirements gathering.While students studied the web services protocol stack, they designed and developed the actual services. Students interacted with one another, depending on and helping one another so that the team could achieve its goal. The class team also interacted with other teams ensuring that APIs and other project standards were maintained.Students finished the course not only with a sense of true accomplishment but they also:Gained first-hand knowledge of the plusses and minuses of working with cutting-edge technologies;Worked as part of a cohesive team driven toward a common goal;Dealt with the issues of working with other teams and their products;Interacted directly with a client, dealing with fixed resources and all the ugliness and uncertainty that come with real world problems.

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Section: The Project Teammentioning

confidence: 99%

Industry-based web services project as a classroom teaching tool

Zilora

2004

Proceedings of the 5th Conference on Information Technology Education

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“…The structured group lab [6,15,16] was designed to motivate students to adopt the prescribed reflective approach over an impulsive approach to software development through the use of peer influence and reinforcement. Peer influence and reinforcement is posited to occur both within and across groups.…”

Section: The Pedagogy-structured Group Labsmentioning

confidence: 99%

Encouraging Students to Adopt Software Engineering Methodologies: The Influence of Structured Group Labs on Beliefs and Attitudes

Landry

Pardue

Doran

et al. 2002

J of Engineering Edu

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This study proposes that structured labs using groups can help foster individual student acceptance of software engineering methodologies. The technology acceptance model (TAM) is employed in an empirical test using students in freshman and sophomore‐level programming courses. Our findings suggest that a structured group lab experience does influence a student's belief system regarding the usefulness of a software engineering methodology, leading to an individual decision to accept and use the methodology on a voluntary basis. On average, the software engineering methodology was accepted by the students sampled. We recommend that structured group labs be designed to use peer groups, reinforce successful results, and use an iterative process design with phase‐by‐phase deliverables.

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Foundation software engineering practices for capstone projects and beyond

Goold

Horan

Proceedings 15th Conference on Software Engineering Education and Training (CSEE&T 2002)

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Integrating collaborative problem solving throughout the curriculum

Cited by 15 publications

References 7 publications

Industry-based web services project as a classroom teaching tool

Industry-based web services project as a classroom teaching tool

Encouraging Students to Adopt Software Engineering Methodologies: The Influence of Structured Group Labs on Beliefs and Attitudes

Foundation software engineering practices for capstone projects and beyond

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