Ten tips to succeed in Global Software Engineering education

Crnković, Ivica; Bosnić, Ivana; Žagar, Mario

doi:10.1109/icse.2012.6227020

Cited by 17 publications

(12 citation statements)

References 18 publications

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“…managing virtual teams and cross‐cultural collaboration) was hard to implement in the classroom environment. This was because I could not provide a distributed environment for students [13, 14] because of limited resources. To address this issue, different scenarios were created to develop this competency which is required in the global software engineering course.…”

Section: Discussionmentioning

confidence: 99%

Teaching global software engineering: experiences and lessons learned

Niazi

2015

IET softw.

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In this paper the author demonstrates how the GSE course was executed related to each level of the Bloom's taxonomy. It was observed that Bloom's taxonomy can play a vital role in order to effectively design and deliver a GSE course. Overall, the six levels of Bloom's cognitive domain were helpful in transforming students learning from the knowledge level to the evaluation level. However, it was observed that the knowledge level is not appropriate for higher calibre students because the content used in the knowledge level is often referred to as simple. The comprehension level seemed appropriate for all levels of students as they were able to produce different solutions based on their understanding of the problem domain. Many international students had problems with the application level as they were unable to apply the concepts and theories in the laboratories. For the analysis level, some students had difficulties in breaking down the bigger problem into smaller components. Students had mixed responses to the synthesis level. Students had some minor problems in the evaluation level. However, it was observed that if Bloom's taxonomy is used with other available teaching guidelines, the overall design and delivery of different courses can be improved.

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Section: Discussionmentioning

confidence: 99%

Teaching global software engineering: experiences and lessons learned

Niazi

2015

IET softw.

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“…There is a large body of knowledge on issues and challenges pertaining to team project courses in computing education ( [Crnković et al 2012;Ellis et al 2009;Fincher et al 2001;Hilburn and Humphrey 2002;Wikstrand and Börstler 2006] and problemand project-based learning in general ( [Helle et al 2006;Hmelo-Silver 2004] This and the subsequent issue present the experience and research of educators, which we believe can help those who want to improve the delivery of team project courses, and which supports the overall goal of preparing graduates for professional practice.…”

Section: Introductionmentioning

confidence: 91%

Team Projects in Computing Education

Börstler

Hilburn

2016

ACM Trans. Comput. Educ.

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Team projects are a way to expose students to conflicting project objectives and " [t]here should be a strong real-world element ... to ensure that the experience is realistic" (SE2014, [ACM/IEEE 2015b]). Team projects provide students an opportunity to put their education into practice and prepare them for their professional careers. The aim of this special issue is to collect and share evidence about the state-of-practice of team projects in computing education and to help educators in designing and running team projects. From a record number of 69 submitted abstracts, 19 were invited to submit a full paper. Finally, nine papers were accepted for publication in this and a subsequent issue. The papers presented in the present issue cover the following topics: real projects for real clients, open source projects, multidisciplinary team projects, student and team assessment, and cognitive and psychological aspects of team projects.

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“…One common approach has been to set up cross-institutional collaborations, whereby student teams from universities in different countries work together on a software project [16,18,36,47,54]. Each of the local teams meets together physically on a campus, but is geographically distant from their collaborators at the other institution.…”

Section: Global Software Engineering In the Classroommentioning

confidence: 99%

Taking a Studio Course in Distributed Software Engineering from a Large Local Cohort to a Small Global Cohort

Billingsley

Torbay

Fletcher

et al. 2019

ACM Trans. Comput. Educ.

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One of the challenges of global software engineering courses is to bring the practices and experience of large geographically distributed teams into the local and time-limited environment of a classroom. Over the last 6 years, an on-campus studio course for software engineering has been developed at the University of Queensland (UQ) that places small teams of students on different features of a common product. This creates two layers of collaboration, as students work within their teams on individual features, and the teams must interoperate with many other teams on the common product. The class uses continuous integration practices and predominantly asynchronous communication channels (Slack and GitHub) to facilitate this collaboration. The original goal of this design was to ensure that students would authentically experience issues associated with realistically sized software projects, and learn to apply appropriate software engineering and collaboration practices to overcome them, in a course without significant extra staffing. Data from the development logs showed that most commits take place outside synchronous class hours, and the project operates as a temporally distributed team even though the students are geographically co-located. Since 2015, a course adapted from this format has also been taught at the University of New England (UNE), an Australian regional university that is also a longstanding provider of distance education. In this course, most students study online, and the class has to be able to work globally, because as well as students taking part from around Australia, there are also typically a small number of students taking part from overseas. Transferring the course to a smaller but predominantly online institution has allowed us to evaluate the distributed nature of the course, by considering what aspects of the course needed to change to support students who are geographically distributed, and comparing how the two cohorts behave. This has produced an overall course design, to teach professional distributed software engineering practices, that is adaptable from large classes to small, and from local to global.

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Ten tips to succeed in Global Software Engineering education

Cited by 17 publications

References 18 publications

Teaching global software engineering: experiences and lessons learned

Teaching global software engineering: experiences and lessons learned

Team Projects in Computing Education

Taking a Studio Course in Distributed Software Engineering from a Large Local Cohort to a Small Global Cohort

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