Teaching and Fostering Reflection in Software Engineering Project Courses

Burden, Håkan; Steghöfer, Jan-Philipp

doi:10.1007/978-981-13-2751-3_12

Cited by 6 publications

(8 citation statements)

References 29 publications

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“…On the other hand, the This means that course management and teachers have also learned (reflective learning). In comparison with Burden and Steghöfer's (2019) model, this matches well with Loops 2 and 3. How the students experience the implementation of the course in module form is more fragmented.…”

Section: Reflectionssupporting

confidence: 75%

“…Such courses often consider reflection as an implicit learning objective and do not explicitly address it in teaching activities. The triple learning cycle, adapted from Elmgren andHenriksson (2010, in Burden andSteghöfer, 2019), describes well how the learning model in this course has been structured. In reflective practice (reflection loops), both students' and teachers' learning are interconnected (Figure 1).…”

Section: Pedagogical Approach To the Implementation Of The Coursementioning

confidence: 99%

“…The chosen form of "exam," with sub-submissions and feedback from teachers and fellow students, contributes to reflective learning, also inspired by lean methodology (Burden and Steghöfer, 2019). A challenge of this type of course is grading.…”

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confidence: 99%

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Learning of quality improvement theory – experiences with reflective learning from a student perspective

Hellberg

Fauskanger

2022

IJLSS

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Purpose The purpose of this study is to investigate how professionals who are continuing their education rate a higher education quality management course with an emphasis on reflective learning and real problem-solving. The audited course consists of module-based teaching, while students work on an improvement project at their workplace between course sessions. This study has a twofold aim: to contribute to the design of quality improvement courses based on doing as we learn and to offer insight into the use of a final grading method that consist of a folder with reports from the intermediate work steps and a final report. Design/methodology/approach After completing the course, students received a survey with questions and statements about the course content, delivery and final grading methods. They answered these questions on a seven-point Likert scale and also answered open-ended questions. Findings It is clear that professional students value the interweaving of theory with real-life training, and they value module-based teaching in which theory is reviewed and applied to practical problems. Reflective learning was achieved through feedback from both teachers and fellow students on various interim reports. Students’ employers benefit from the course, as students gain experience with quality improvement. The grading of a final report on the improvement project based on three sub-assignments was highly appreciated. Practical implications Developers in courses in quality improvement benefit from learning how this course is structured, assessed and how participants perceived its components. Originality/value The course design with modules and intermediate work steps, where the students apply theory in quality improvement to a real project at their workplace, is an original concept. The modules correspond to the plan, do, check and act (PDCA) methodology.

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Section: Reflectionssupporting

confidence: 75%

Section: Pedagogical Approach To the Implementation Of The Coursementioning

confidence: 99%

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Learning of quality improvement theory – experiences with reflective learning from a student perspective

Hellberg

Fauskanger

2022

IJLSS

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“…When done well, it enhances the quality of research (Reason and Bradbury, 2001a), supports its validity (Czarniawska, 2016) and humanises the researcher (Cunliffe, 2018). And, as Doane (2003) and Burden and Steghöfer (2019) have experienced, there is great value in approaching reflexivity as a shared, rather than solitary, activity.…”

Section: Methodsmentioning

confidence: 99%

Improving the impact of remote Playing Lean workshops through action inquiry and critical reflexivity

Pešec

2022

IJLSS

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Purpose The purpose of this study is to share how the learning impact of a remote workshop was improved through action research practices, especially action inquiry and critical reflexivity. Design/methodology/approach Research design detailed herein consists of one complete cycle of action and reflection. Methods used include: journaling into four territories of experience, free-form journaling, individual and joint reflection using four parts of speech and extended ways of knowing. Findings Action inquiry and critical reflexivity have shown themselves to be a potent means of improving the learning outcomes of remote Playing Lean workshops. Drawing on early insight, the author suggests several venues for further inquiry. Originality/value This paper contributes a novel combination of action research practices that can be used for improving other learning initiatives as well, and an example of how to question the veracity of qualitative findings.

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“…Ideas & Opportunities: Valuing ideas, relating vision to delivered value; Resources: Describing and motivating the developed resources so they can be used by someone else Into Action: reflection on process implementation and value creation, decision making under uncertainty individual as well as a team level [35]. The reflection addresses many aspects such as stakeholder value, the use of resources, and the students ability to interact with the stakeholders as discussed in Section II.…”

Section: Reflection Reports and Supporting Artifactsmentioning

confidence: 99%

Facilitating Entrepreneurial Experiences through a Software Engineering Project Course

Burden

Steghöfer

Svensson

2019

2019 IEEE/ACM 41st International Conference on Software Engineering: Software Engineering Education and Training (ICSE-SEET)

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Skills and competencies in entrepreneurship, such as the ability to generate innovative ideas and the courage to engage with stakeholders and society, have gained importance in engineering curricula. In this case study paper, we report on how we have integrated entrepreneurial experiences into a software engineering project course and made the creation of value and reflection on the application of a structured process the heart and soul of the course. Based on current research on entrepreneurship education as well as the definition of entrepreneurial competencies used by the European Union, we show how the learning objectives, the teaching moments, the integration of external stakeholders, and the assessment work together to create an entrepreneurial environment in which students are encouraged and rewarded to work in an entrepreneurial way. Based on data from reflection reports, course evaluations, and interviews we discuss the pros and cons of our approach and how the student perception and expectations often run counter to the motivations of the course design. We thus contribute guidance for other teachers based on our own experiences in relation to the findings of our peers.

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Teaching and Fostering Reflection in Software Engineering Project Courses

Cited by 6 publications

References 29 publications

Learning of quality improvement theory – experiences with reflective learning from a student perspective

Learning of quality improvement theory – experiences with reflective learning from a student perspective

Improving the impact of remote Playing Lean workshops through action inquiry and critical reflexivity

Facilitating Entrepreneurial Experiences through a Software Engineering Project Course

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