Reverse engineering: the challenge of large-scale real-world educational projects

Bothe, Klaus

doi:10.1109/csee.2001.913828

Cited by 12 publications

(7 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…At the same time, Bothe [18] proposed a categorization on the degree of realism in projects. The realism in this taxonomy signified that the project's requirements source is based on a real demand instead of an academic one, real-life application domains are used instead of typical system programs, commercial customers are involved instead of having a lecturer as a customer, product versions are preferred over prototypes, high priority is sought for in place of low priority, deadlines are preferred over no deadlines, large scale projects are commenced instead of small ones, all life-cycle phases are included instead of selected phases, and reverse engineering is preferred over mere maintenance.…”

Section: Taxonomic Studies On Projeect-based Educationmentioning

confidence: 99%

Open-ended projects opened up — aspects of openness

Nylén

Daniels

Isomöttönen

et al. 2017

2017 IEEE Frontiers in Education Conference (FIE)

View full text Add to dashboard Cite

Abstract-One of the most important areas of competence for professional engineers is the ability to function well in project work, in particular they need to be able to efficiently solve open-ended problems in different collaborative settings. The development of this ability is however not prominent in engineering education despite numerous authors suggesting openended problems as a pedagogical tool to promote development of collaborative problem solving competence by including elements of group or project work in courses. In our own long experience of using open-ended problems in collaborative student projects, we have identified a lack of systematic progression in learning outcomes and skill development. We see this as a major obstacle for fully exploiting the potentials of using open-ended problems as an educational tool. We present a framework that provides a structured view of challenges related to openness that students can encounter in educational projects and that has an impact on the overall complexity of the project. We argue that there are different categories of openness to consider when designing educational settings based on open-ended projects. The categories addressed in this paper are: Character of the problems addressed. Character of the teams. Time constraints. Faculty involvement. External factors. Aspects of openness in the different categories are presented and related to professional engineering competencies. Furthermore, it is discussed how variations in project complexity can be accomplished by variations within the aspects and combinations of aspects. In particular, the framework addresses development and progression of professional competencies.

show abstract

Section: Taxonomic Studies On Projeect-based Educationmentioning

confidence: 99%

Open-ended projects opened up — aspects of openness

Nylén

Daniels

Isomöttönen

et al. 2017

2017 IEEE Frontiers in Education Conference (FIE)

View full text Add to dashboard Cite

show abstract

“…Many studies on realistic project courses have described the students' overall learning goal roughly in the same way, as an exposure to a realistic experience, which also concerns group work (see [18,17,6,10,2,22]). Fincher et al [13] again defined project course models on the basis of actual practice at more than 50 organizations.…”

Section: Related Workmentioning

confidence: 99%

Making group processes explicit to student

Isomöttönen

2014

Proceedings of the 2014 Conference on Innovation &Amp; Technology in Computer Science Education - ITiCSE '14

View full text Add to dashboard Cite

This article considers student learning about group work in the context of project courses where student groups work under realistic expectations. Based on the literature, justice is explicated as a group work concept and regarded as a professional skill that can be practiced. Preliminary student feedback on teaching through continuous discussions on justice are presented together with teacher experiences.

show abstract

“…As stated in various other publications [MR99,Bot01,SSvdW99] the key achievements addressed by an educational software engineering programming project are experience with 'large" projects exposing students to the corresponding project complexity. Students should work in a team to train social skills and learn about project management, the importance of a common, well-understood design and about coordination efforts.…”

Section: O T I V a T I O Nmentioning

confidence: 99%

“…First of all the application must be large enough to expose students to the corresponding complexity problems. Next, many authors emphasize the importance of real-world applications that are used by real customers in order to motivate students [MR99,AL00,Bot01,Vau00,SSvdW99]. Third, like most industrial projects we should not start from scratch but with some existing system to train reverse engineering techniques and program comprehension.…”

Section: H O O S I N G An a P P L I C A T I O Nmentioning

confidence: 99%

Reporting about industrial strength software engineering courses for undergraduates

Gehrke

Giese

Nickel

et al. 2002

Proceedings of the 24th International Conference on Software Engineering - ICSE '02

View full text Add to dashboard Cite

A B S T R A C THow do you organize an 'Industrial strength" one semester educational programming project for up to 200 second year students? This paper reports on four years of experience with such projects at the University of Paderborn and the University of Braunschweig. Key properties of our project design are: starting with an existing large application, regular hard deadlines with peer reviews and presentations to a large audience, working in groups, applying project and configuration management tools, a standard system architecture with interchangeable components and competing software agents, quality assurance and standard conformance testing through final overall system integration spanning all groups, and exposure to real-world project threats.

show abstract

Reverse engineering: the challenge of large-scale real-world educational projects

Cited by 12 publications

References 8 publications

Open-ended projects opened up — aspects of openness

Open-ended projects opened up — aspects of openness

Making group processes explicit to student

Reporting about industrial strength software engineering courses for undergraduates

Contact Info

Product

Resources

About