PBL Integration into a Software Engineering Undergraduate Degree Program Curriculum

Guedes, Gilleanes Thorwald Araujo; Bordin, Andréa Sabedra; Mello, Ana Maria Lisboa de; Melo, Amanda Meincke

doi:10.1145/3131151.3131178

Cited by 9 publications

(5 citation statements)

References 12 publications

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“…The objective of the proposed study, using the collaborative methodology described in Section 2.1, is to develop a project. This point is common to methodologies such as project-based learning (PBL) [42,43] and cooperative-based learning [44]. The problem solving of some of the tasks proposed in the project, using the methodology of this study, is also a common element with methodologies such as cooperative problem-based learning (CPBL) [45].…”

Section: Academic Feedback Results and Discussionmentioning

confidence: 86%

Academic Proposal for Heritage Intervention in a BIM Environment for a 19th Century Flour Factory

et al. 2019

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The implementation of building information modeling (BIM) has become a reality worldwide, not only because of the advantages it offers, but also because of the obligatory nature of its use in construction and civil engineering projects in various countries around the world. An intervention project on an industrial heritage property requires a methodology that considers the condition of the building over time and its value for new use. The advantages of working with a precise 3D model that integrates engineering data in a collaborative work environment makes BIM and heritage BIM (HBIM) very useful tools in a project whose objective is the recovery of an industrial heritage real estate property. This work is part of the academic implementation of BIM in university technical education centers and aims to establish a methodology for shared and collaborative group work in a BIM environment through a Spanish industrial heritage case study of a flour factory dating to 1865. A rigorous historical study and the elaboration of a central BIM model loaded with real content on the industrial complex have allowed the immersion of the students into the BIM methodology, as well as the generation of a value proposition for the exploitation of the factory.

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Section: Academic Feedback Results and Discussionmentioning

confidence: 86%

Academic Proposal for Heritage Intervention in a BIM Environment for a 19th Century Flour Factory

et al. 2019

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“…Indeed, engineering courses were the most frequent major analysed in the articles. Two articles focused on Software Engineering (Guedes et al, 2017;Peixoto et al, 2010), two studies were about Electrical Engineering (Consonni and Seabra, 2001;De Lucena et al, 2006), one research analysed Chemical Engineering (Le Roux et al, 2009), and one focused on Environmental Engineering (S anchez, 2010). That is 38.9 per cent of the articles focused on engineering field.…”

Section: Discussionmentioning

confidence: 99%

“…Thus, active learning methodologies can be useful tools to develop problem solving and critical thinking skills in undergraduate students. The articles by Guedes et al (2017) and Da Costa and Moreira (2005) Research gaps in skills required for Industry 4.0 evaluated the insertion of Problem-Based Learning (PBL) into the Software Engineering Undergraduate curriculum, according to students' perceptions. This insertion was made using six problem-solving courses throughout the curriculum in a Brazilian university.…”

Section: Research Gapsmentioning

confidence: 99%

An investigation of research gaps in reported skills required for Industry 4.0 readiness of Brazilian undergraduate students

Rampasso

Mello

Walker

et al. 2020

HESWBL

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PurposeThe objective of this study is to identify research gaps related to skills required for Industry 4.0, considering research in the context of Brazilian undergraduate courses. In this sense, the question of this study was established: What are the educational gaps related to skills required in Industry 4.0 context, considering considering research in the previously mentioned?Design/methodology/approachTo answer this question, the ten top work-related skills required for professionals in Industry 4.0 published by the World Economic Forum were used to perform a systematic literature review. From this review, 100 articles were found in the searched databases. From them, 18 were within the research scope.FindingsThrough an analysis of their content, it was possible to verify that, from the 10 skills analyzed, only six were identified in the articles. That is, no research was found for: people management, service orientation, negotiation, and cognitive flexibility. Additionally, there are undergraduate courses that are not considered in current researches and should be analyzed.Originality/valueThe gaps pointed out in this study are relevant to guide future analyzes of the Brazilian educational model and may provide insights for research in other countries.

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“…Among the analyzed works, we can differentiate studies that specifically include full-stack development as part of the PBL's learning focus, from those that do not. Some studies have applied PBL to programming courses where the focus of those courses is to teach programming skills [17], [18]. Other studies have applied PBL in teaching software engineering concepts [19].…”

Section: Teaching Programming Languagementioning

confidence: 99%

Full-stack Development and Soft Skills: An Agile-based Learning Framework

Bahrehvar

Moshirpour²

2022

PCEEA

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Full-stack software development skills are highly sought after by the tech industry. These skills are often obtained through hands-on experience in addition to learning the fundamental knowledge. Therefore, in order to provide effective training to software engineering students, it is important that educational institutions invest in innovative and practical training strategies. constructivist teaching and learning activities such as Project-based learning (PBL) can serve as effective strategies to provide hands-on and practical learning experiences for software engineering students. However, given the complexities of software development life-cycle, it would be highly beneficial to tailor a PBL approach that supports student learning and provides effective training. This research proposes an agile-based learning framework to facilitate learning of full-stack software development and the soft-skills that complement it. This framework has been applied to a software development and architecture course at the University of Calgary in fall 2021. The student perception of the delivery of the course and their performance is presented through survey, and the analysis of their Git repositories.

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PBL Integration into a Software Engineering Undergraduate Degree Program Curriculum

Cited by 9 publications

References 12 publications

Academic Proposal for Heritage Intervention in a BIM Environment for a 19th Century Flour Factory

Academic Proposal for Heritage Intervention in a BIM Environment for a 19th Century Flour Factory

An investigation of research gaps in reported skills required for Industry 4.0 readiness of Brazilian undergraduate students

Full-stack Development and Soft Skills: An Agile-based Learning Framework

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