Teaching a software development methodology: the case of extreme programming

Hazzan, Orit; Dubinsky, Yael

doi:10.1109/csee.2003.1191375

Cited by 34 publications

(17 citation statements)

References 6 publications

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“…One way to do this is illustrated in the following mapping [8]. We believe that such a mapping can be suitable for the mapping of the main ideas of any SDM, and can thus assist instructors and facilitators in organizing their teaching.…”

Section: Principle 11: Use Metaphors or "Other World's Concepts"mentioning

confidence: 97%

Teaching framework for software development methods

Hazzan

Dubinsky

2006

Proceedings of the 28th International Conference on Software Engineering

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In this paper we suggest a framework for teaching software development methods (SDMs). Specifically, based on our accumulative research and in-practice experience of teaching SDMs, a set of principles, that guides our teaching of SDMs in different settings and teaching experiences, has been formulated. The teaching framework consists of 14 principles that their actual implementation is varied and adjusted in different teaching environments. This paper outlines the principles and addresses their contribution to learners' understanding of the said software development method.

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Section: Principle 11: Use Metaphors or "Other World's Concepts"mentioning

confidence: 97%

Teaching framework for software development methods

Hazzan

Dubinsky

2006

Proceedings of the 28th International Conference on Software Engineering

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“…In this paper, we describe how we have built on a mature Global Software Development (GSD) teaching initiative to explore such scenarios. The current research on using Agile methodologies in class settings has mostly concentrated on the use of Extreme Programming and pair programming for co-located teams [9]. One of its practices, pair programming, has been studied in a distributed context in education [1][8] [11].…”

Section: Introductionmentioning

confidence: 99%

Transitioning to Distributed Development in Students' Global Software Development Projects: The Role of Agile Methodologies and End-to-End Tooling

Scharff

Gotel²,

Kulkarni

2010

2010 Fifth International Conference on Software Engineering Advances

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From 2005 to 2008, we explored different models of collaboration in student software development projects. In the past, project roles were distributed across students in the US, Cambodia, India and Thailand. What was common to our previous models was the co-location of developers, the client and quality assurance roles being the ones that were commonly distributed. A loose waterfall software development process was always used and activities were supported by a mashup of technologies. In 2009, we distributed the developers across the US, India and Senegal to form a truly distributed developer role. We also switched to the use of Agile methodologies with Scrum and to an end-toend tooling solution, specifically the IBM Rational Team Concert environment. This paper describes the new model and reports on the evolution of our process and tooling infrastructure. In particular, it investigates how well Agile and Scrum practices supported our model and how important tooling is to their implementation. Initial guidelines for other educators are provided.

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“…Hazzan and Dubinsky [5] report on a course project that followed all twelve core practices of XP that include planning, small releases, system metaphor, simple design, continuous testing, refactoring, pair programming, collective code ownership, continuous integration, 40 hour work week, on-site customer, and coding standards.…”

Section: Related Workmentioning

confidence: 99%

“…These projects are either small in scale and expect the student to follow predefined steps already undertaken by experienced software engineers [2,3], or use medium sized programs in laboratory sessions closely supervised by experienced programmers [4][5][6]. These courses often require a commitment of substantial resources.…”

Section: Introductionmentioning

confidence: 99%