The Agile Teaching/Learning Methodology and Its e-Learning Platform

Chun, Hon Wai

doi:10.1007/978-3-540-27859-7_2

Cited by 64 publications

(25 citation statements)

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“…Our experience also suggests agile provides an environment that encourages learning and acquiring the knowledge and skills necessary to produce software. In agreement with others, we see value in teaching agile [7] and in bringing the agile principles to the learning activity [2]. We also see evidence that students find it relevant and supportive.…”

Section: Introductionsupporting

confidence: 90%

The Value of Agile in Experiential Learning of Software Development

Coupal

Boechler

2007

Agile 2007 (Agile 2007)

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A primary measure of success in both student and commercial software development projects is the value delivered to the client. Of equal instructional importance is to what extent the student perceives value in the process used to achieve this goal: is it a support or an impediment? Previous experience with heavy weight processes produced anecdotal evidence that students perceived them as onerous and irrelevant.To determine student perceptions of the relevancy of agile principles, we conducted a year long study during senior student software development projects in which they applied agile principles working with industry clients under minimal supervision. Results indicate a strong relationship between student perception of value delivered to the client and their perception of the value of utilizing agile principles to achieve their goal. This paper describes our study and supports the validity of using agile principles in student experiential learning of software development.

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Section: Introductionsupporting

confidence: 90%

The Value of Agile in Experiential Learning of Software Development

Coupal

Boechler

2007

Agile 2007 (Agile 2007)

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“…3. Iterative Processes for ATLM adopted from [2] This paper has also stressed the teaching and learning best practices that consist of learning by sharing, teaching how to learn and using feedback to make necessary changes in ATLM when required. Feedback actually makes the ATLM more agile.…”

Section: Agile Methodology Towards Teaching and Learning Techniquesmentioning

confidence: 99%

“…The comparison of traditional project management, agile manifesto and the inferred principles for agile e-learning development is presented in the Table II below. TABLE II. THE AGILE E-LEARNING DEVELOPMENT ADOPTED BY [4] On the other hand, the ATLM (The Agile Teaching and Learning Methodology) has been designed and used in the City University of Hong Kong [2]. This paper explains the process architecture and objectives of the ATLM that emphasizes on agility, communication and learning processes.…”

Section: Agile Methodology Towards Teaching and Learning Techniquesmentioning

confidence: 99%

The agility of agile methodology for teaching and learning activities

Dewi

Muniandy

2014

2014 8th. Malaysian Software Engineering Conference (MySEC)

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This paper presents the review of literatures that shows the contribution of the agile methodology towards teaching and learning environment at university level. Teaching and learning at university has since migrated from traditional learning to active learning methodology where students are expected to learn by doing rather than listening passively to lectures alone. The agile methodology naturally has promoted the active participation of team members during system development phases. The nature of agile development methodology has been identified as abundantly compatible and supportive towards active academic learning. Some literature have proposed ways of adopting agile into active learning to improve teaching and learning processes and have highlighted this method as a great success. With the review presented in this paper, we would like to highlight how efficient the agile concept is in tackling several situations in academic learning as shown by an interesting mapping of agile principles to the classroom environment. With that, we hope to bring more options to improve active teaching and learning delivery by adopting agile methodology. On the other hand, few papers have used the academic environment to measure the agile principles. By highlighting this, we offer options for the agile evaluation framework to consider academic environment as a tool to obtain the agile performance feedback.

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“…Derntl and Motsching-Pitrik (2004) for instance describe patterns for blended, person-centered learning, while others like Chun (2004) work on teaching and learning methodology as well as corresponding e-learning platforms. The following concepts are especially designed to take into account critical success factors like the creation and maintenance effort, and they are based on our experiences from more than 6 years of teaching IR in blended learning and pure e-learning scenarios.…”

Section: Experiences and Graded Conceptsmentioning

confidence: 99%

Blended learning and pure e-learning concepts for information retrieval: experiences and future directions

Henrich

Sieber

2008

Inf Retrieval

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Today, teaching and learning are mostly supported by digital material and electronic communication ranging from the provision of slides or scripts in digital form to elaborate, interactive learning environments. This article describes the prospects and risks of blended learning and e-learning for information retrieval courses. It deals with adequate content presentation and representation, as well as with interaction concepts and didactic considerations concerning the cost-benefit ratio of animations, applets, and multimedia elements. We present lessons learnt from 6 years of teaching information retrieval in blended learning and pure e-learning scenarios, and derive graded concepts for basic and advanced topics based on a book-like content representation on the one side, and lecturerecordings on the other side. Each concept is complemented by a pragmatic and focussed use of auxiliary elements such as forums and self-tests. Examples for beneficial and misguided applets and animations are given, along with criteria for their differentiation. Finally, critical success factors for technology enhanced learning approaches in the information retrieval field are derived concerning the creation, utilisation, and maintenance of courses. In short, we will argue that taking into account the nature and stability of the presented content, as well as a thorough consideration of the affordable creation and maintenance effort, are crucial for the success of such concepts. In addition, the closer the concept is to pure e-learning, the more important a high digital presence of the lecturer becomes.

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The Agile Teaching/Learning Methodology and Its e-Learning Platform

Cited by 64 publications

References 0 publications

The Value of Agile in Experiential Learning of Software Development

The Value of Agile in Experiential Learning of Software Development

The agility of agile methodology for teaching and learning activities

Blended learning and pure e-learning concepts for information retrieval: experiences and future directions

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