Use of extreme programming (XP) in teaching introductory programming

Jovanovic, Vladan; Murphy, Tom; Greca, A.

doi:10.1109/fie.2002.1158141

Cited by 4 publications

(2 citation statements)

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“…In the past few years, with the spreading of Agile Methodologies (Beck, 2001), some experiments (Hazzan and Dubinsky, 2003;Jovanovic et al, 2002) were conducted aimed at combining two topics: Agile Development and Education. In this context, the implementation of Continuos Integration (CI) (Kim et al, 2008) concept within classrooms seems to be perfectly acceptable as a way of tracking the real evolution of the students in what concerns their programming skills and knowledge about the essential programming concepts, as will be discussed in Section 4.4.…”

Section: Computers In Educationmentioning

confidence: 99%

Partial Correctness and Continuous Integration in Computer Supported Education

Fonte

Boas

Oliveira

et al. 2014

Proceedings of the 6th International Conference on Computer Supported Education

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In this paper we support the idea that students and teachers will benefit from a computer-based system that assesses programming exercises and provide immediate and detailed feedback: students would be able to evolve in the right direction and teachers would follow and assess more fairly their students. This assessment should outperform the typical right/wrong evaluation returned by existing tools, allowing for a flexible partial evaluation. Moreover, we adopt a concept from Agile Development, the Continuous Integration (CI), to improve students' effectiveness. The applicability of CI reflects a better monitoring by the teams and their individual members, also providing the ability to improve the speed of the development. Besides the description of the capabilities that we require from an Automatic Grading System (AGS), we discuss iQuimera, an improved AGS that we are working on, that implements our teaching/learning principles.

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Section: Computers In Educationmentioning

confidence: 99%

Partial Correctness and Continuous Integration in Computer Supported Education

Fonte

Boas

Oliveira

et al. 2014

Proceedings of the 6th International Conference on Computer Supported Education

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“…Some of them are basically related to the course organization: lectures versus lab work, individual versus collaborative work [10] or objects from the very beginning with supplemental instruction [7]. Other approaches, are oriented to methodology, for instance the use of extreme programming practices [11,12], CRC-Cards [13] or software tools, such as simulation [8] or visualization tools [14]. Additionally, problem-solving strategies such as structuring, abstraction and formalisation, planning and revising, are important [13].…”

Section: Teaching and Learning Object Oriented Conceptsmentioning

confidence: 99%

Use of Morphisms as a Tool to Help Learning Object Oriented Concepts

Kereki

Crespo

Azpiazu

2006

Education for the 21st Century — Impact of ICT and Digital Resources

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Abstract. Software design implies searching for and establishing an adequate morphism between the real world and the desired software. Morphisms establish correspondences between different domains while some properties are preserved, at the same time. It allows seeing different things as the same, taking the substitute image for the real one. The more adjusted to reality the morphism is, the better the system models the real situation. We propose the use of morphisms as a pedagogical tool in order to teach object-oriented concepts and also to promote better software design. We developed a course based on the explicit use of morphisms. Through experimentation, we compared the results with an equivalent course not using morphisms. From the results we may infer that using morphisms helps to develop strategies to analyze and to construct adequate software models.

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Experiences teaching a course in programmer testing

Tinkham

Kaner

Agile Development Conference (ADC'05)

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Use of extreme programming (XP) in teaching introductory programming

Cited by 4 publications

References 0 publications

Partial Correctness and Continuous Integration in Computer Supported Education

Partial Correctness and Continuous Integration in Computer Supported Education

Use of Morphisms as a Tool to Help Learning Object Oriented Concepts

Experiences teaching a course in programmer testing

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