Simulating Global Software Development Processes for Use in Education: A Feasibility Study

Monasor, Miguel J.; Vizcaíno, Aurora; Piattini, Mario; Noll, John; Beecham, Sarah

doi:10.1007/978-3-642-39179-8_4

Cited by 6 publications

(3 citation statements)

References 14 publications

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“…The next step consisted of designing VENTURE´s simulation platform and example training scenarios. A preliminary Expert Evaluation was conducted in order to get feedback on the initial architecture and proof of concept [28] (innovation and develop phase). This feedback informed the development of the Version one (phase 3 in Figure 4), the first working prototype of VENTURE that can be used by actual learners.…”

Section: Methodsmentioning

confidence: 99%

Walk before you run

Monasor

Noll

Vizcaíno

et al. 2014

Proceedings of the 18th International Conference on Evaluation and Assessment in Software Engineering

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Context: One of the chief challenges of Global Software Development (GSD) is for globally, culturally and linguistically diverse team members to communicate effectively. Failing to meet this challenge can lead to misunderstandings that impede project success. To prepare practitioners for remote and diverse forms of communication we have developed VENTURE: a simulationbased training platform that aims to increase cultural awareness.Aim of study: Having developed a prototype training platform, we now assess whether VENTURE can deliver real learning and increase cultural awareness.Method: A survey was designed based on educational theory. Using a heuristic evaluation approach, a group of potential users trialed the system and completed a proof of learning survey before and after using the platform. Survey results, and VENTURE's own automated assessment scores, were analysed and compared.Results: Results indicate that the platform has the potential to provide useful and meaningful training for cultural awareness in GSD. A secondary result is that the assessment scheme proved useful in providing both evidence of learning and highlighting areas where VENTURE could be improved.Conclusion: Researchers and practitioners can gain an understanding of how to evaluate, train and measure soft skills, such as communication, important to all forms of software development. The methodology applied served to adapt the environment to the needs of potential users and the actual problems of GSD.

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Section: Methodsmentioning

confidence: 99%

Walk before you run

Monasor

Noll

Vizcaíno

et al. 2014

Proceedings of the 18th International Conference on Evaluation and Assessment in Software Engineering

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“…Of particular relevance to this panel session is Sarah's supervision of a PhD student who developed an elearning tool (called 'VENTURE') for GSE teams [3]. VENTURE uses 'chatbots' to simulate real-life interactions between team members who are based in different countries.…”

Section: B Sarah Beechammentioning

confidence: 99%

Developments in Global Software Engineering Education

Clear

Beecham

Barr

et al. 2016

2016 IEEE Frontiers in Education Conference (FIE)

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Abstract-An ITiCSE 2015 conference working group report has recently delivered a comprehensive systematic review of the literature addressing the challenges and solutions in teaching global software engineering courses. In this panel session, a group of authors of that report will review the findings, and present their own views on teaching such courses, the pros and cons and their own motivations and experiences, together with strategies that have proven effective. We argue that these courses are critical for preparing students for practice as software engineers in today's global settings, but they are certainly not for the faint-hearted. After the review and presentation of position statements by panelists there will be a question and answer session with the audience and a discussion elaborating on the next frontiers in research and practice for global software engineering education. Keywords-GlobalSoftware Engineering Education; Distributed teams; Authentic learning. I. OVERVIEWPreparing Software Engineering students for the realities of current Software Engineering (SE) practice is challenging. This is especially so, when that practice increasingly involves globally distributed teams forced to surmount the challenges posed by the many forms of global distance (temporal, geographic, cultural -including institutional and linguistic aspects). Addressing this new reality in the classroom presents its own challenges that go beyond the global distance problems encountered in SE and include issues such as institutional collaboration, student skill differences, classroom management difficulties and other complications. This panel brings together six participants who have participated in a Working Group at the ITiCSE 2015 conference, which has resulted in a major report on Global Software Engineering Education (GSE-Ed) [1], titled: Challenges and Recommendations for the Design and Conduct of Global Software Engineering Courses: A Systematic Review.The Working Group Report is accompanied by a supporting protocol available online [2]. The challenges of GSE-Ed can be categorized as the working group report has demonstrated, yet, at the same time, experiences tend to be unique based on the characteristics of the participating institutions, the background of students and faculty participants, and the areas of SE addressed. As a result, the challenges of GSE-Ed are best presented from a variety of perspectives, which this panel will provide. The panellists will share their own experiences in teaching software engineering courses and in globalisation initiatives, and provide their personal perspectives on the challenges and solutions in providing such courses. These insights will be backed up by the findings from the panel members' report, as a recent and major review of the literature, that will be summarised for participants. After discussions with the audience, the panel will conclude by identifying emerging topics and recommendations for future developments in Global Software Engineering Courses.

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“…Monasor and colleagues created a different kind of simulator designed to give students experience communicating with colleagues from different cultures; their VENTURE simulator uses chatbots to simulate a remote colleague, and "virtual guide" who helps the student interact in a culturally appropriate manner [7].…”

Section: Module Dependenciesmentioning

confidence: 99%

Teaching Global Software Development through Game Design

Noll

Butterfield

2016

2016 IEEE 11th International Conference on Global Software Engineering Workshops (ICGSEW)

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Abstract-In order to be prepared for careers in todays global economy, software engineering students need to understand the issues, methods, and practices associated with Global Software Development (GSD). One approach to teaching GSD is to conduct a GSD project class involving student teams from different institutions in different countries. This approach has the advantage of giving students first-hand experience with the barriers to collaboration and other issues faced by software development teams engaged in GSD. However, this approach is resourceintensive and requires cooperation among institutions.This paper presents an alternate approach based on game design, where students learn GSD concepts by developing a GSD simulation game. Following this approach, students learn about GSD through implementing a game engine that simulates the effects of global distance on a distributed software project. The experience shows that students seem to grasp the concepts and issues as a side effect of implementing the game.

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Simulating Global Software Development Processes for Use in Education: A Feasibility Study

Cited by 6 publications

References 14 publications

Walk before you run

Walk before you run

Developments in Global Software Engineering Education

Teaching Global Software Development through Game Design

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