Drawing on Mishra and Koehler's "TPACK" model [1], we recognize that great Computer Science (CS) teaching demands great pedagogy, great technology skills and great subject knowledge. The main challenge facing any jurisdiction in implementing a CS curriculum within schools is the shortage of new teachers being trained in CS1 and to meet the demand many countries have focused on professional development (PD) for existing teachers across a diverse range of subjects. Some initial PD efforts in CS were often brief, with little follow-on support, and supported through external grant funding. As the need for CS at the K-12 level continues to grow, approaches should be sustainable and scalable. This includes preparing teachers at all levels, pre k-12 and some funding initiatives have included preservice teacher support as part of this [2]. Inside the European Union (EU) the Scientix project [3] represents a focus European Commission (EC) funded projects and is a repository for PD with resources for pedagogy, technology and subject knowledge . Besides this effort, spreading CS knowledge has been supported by volunteers led movements like CoderDojo . The panelists will discuss the following main topics: 1) Pre-service vs in-service, where do teachers come from? 2) Interdisciplinary ways of infusing CS. 3) Ways of replicating across countries CS teacher training initiatives aimed at sustaining and growing the number and quality of both in-service and pre-service teachers able to teach CS effectively. 4) Effective approaches to help teachers to build confidence in their ability to teach CS.
{"title":"Academic-Industry Collaborations: Effective Measures for Successful Engagement","authors":"I. Polycarpou, P. Andreou, C. Laxer, S. Kurkovsky","doi":"10.1145/3059009.3095098","DOIUrl":"https://doi.org/10.1145/3059009.3095098","url":null,"abstract":"Drawing on Mishra and Koehler's \"TPACK\" model [1], we recognize that great Computer Science (CS) teaching demands great pedagogy, great technology skills and great subject knowledge. The main challenge facing any jurisdiction in implementing a CS curriculum within schools is the shortage of new teachers being trained in CS1 and to meet the demand many countries have focused on professional development (PD) for existing teachers across a diverse range of subjects. Some initial PD efforts in CS were often brief, with little follow-on support, and supported through external grant funding. As the need for CS at the K-12 level continues to grow, approaches should be sustainable and scalable. This includes preparing teachers at all levels, pre k-12 and some funding initiatives have included preservice teacher support as part of this [2]. Inside the European Union (EU) the Scientix project [3] represents a focus European Commission (EC) funded projects and is a repository for PD with resources for pedagogy, technology and subject knowledge . Besides this effort, spreading CS knowledge has been supported by volunteers led movements like CoderDojo . The panelists will discuss the following main topics: 1) Pre-service vs in-service, where do teachers come from? 2) Interdisciplinary ways of infusing CS. 3) Ways of replicating across countries CS teacher training initiatives aimed at sustaining and growing the number and quality of both in-service and pre-service teachers able to teach CS effectively. 4) Effective approaches to help teachers to build confidence in their ability to teach CS.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123239914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ethical Hacking is an important course in any cyber security program. The objective of ethical hacking is to test a given network for possible vulnerabilities through authorized hacking and report the findings. The course requires a hacking lab where students can learn through hands on experience various tools and techniques used for hacking and gain insight into security fundamentals. The challenge is to ensure that the students have access to Internet in some stages of hacking but are prevented from accidentally hacking into unauthorized systems. In a small university like ours, the lab must also be cost-effective. We present here our approach to setting up such a lab.
{"title":"Building a Secure Hacking Lab in a Small University","authors":"N. Mahadev","doi":"10.1145/3059009.3072982","DOIUrl":"https://doi.org/10.1145/3059009.3072982","url":null,"abstract":"Ethical Hacking is an important course in any cyber security program. The objective of ethical hacking is to test a given network for possible vulnerabilities through authorized hacking and report the findings. The course requires a hacking lab where students can learn through hands on experience various tools and techniques used for hacking and gain insight into security fundamentals. The challenge is to ensure that the students have access to Internet in some stages of hacking but are prevented from accidentally hacking into unauthorized systems. In a small university like ours, the lab must also be cost-effective. We present here our approach to setting up such a lab.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121135134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. Mcdermott, Mark Zarb, M. Daniels, Ville Isomöttönen
The problem of how best to assess student learning is a fundamental one in education. Changes to computer science curricula seek to emphasise teaching practices that promote deep learning through direct, contextual examination of student performance on tasks that resemble those of practitioners, rather than more traditional methods. This kind of "authentic assessment" is becoming more popular as it appears to incorporate employability skills associated with professional practice into the curriculum in a natural way. In this paper, we report on an investigation into how computing students themselves understand the terminology of authentic assessment. We give a brief summary of some of the salient points of the theory before using a simple qualitative methodology to analyse responses from a cohort of first year students on their understanding of the term. We produce a learner characterisation of the concept and compare this to those found in educational models of this assessment approach. We comment on the similarities and differences that emerge and draw inferences about its use and the necessary scaffolding that should accompany it in order for it to be successful.
{"title":"First Year Computing Students' Perceptions of Authenticity in Assessment","authors":"R. Mcdermott, Mark Zarb, M. Daniels, Ville Isomöttönen","doi":"10.1145/3059009.3059062","DOIUrl":"https://doi.org/10.1145/3059009.3059062","url":null,"abstract":"The problem of how best to assess student learning is a fundamental one in education. Changes to computer science curricula seek to emphasise teaching practices that promote deep learning through direct, contextual examination of student performance on tasks that resemble those of practitioners, rather than more traditional methods. This kind of \"authentic assessment\" is becoming more popular as it appears to incorporate employability skills associated with professional practice into the curriculum in a natural way. In this paper, we report on an investigation into how computing students themselves understand the terminology of authentic assessment. We give a brief summary of some of the salient points of the theory before using a simple qualitative methodology to analyse responses from a cohort of first year students on their understanding of the term. We produce a learner characterisation of the concept and compare this to those found in educational models of this assessment approach. We comment on the similarities and differences that emerge and draw inferences about its use and the necessary scaffolding that should accompany it in order for it to be successful.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126921207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Barry Burd, A. Elahi, I. Russell, L. Barker, Félix Armando Fermín Pérez, Bill Siever, M. Divitini, Alcwyn Parker, Liviana Tudor, J. Guerra
Smart devices are everywhere, and the Internet of Things (IoT) revolution is only in its infancy. In the Internet of Things, everyday objects share data over networks, with or without human intervention. Self-driving cars, sensing thermostats, door locks, pet feeders, light bulbs, wearables of all kinds, and smart materials for manufacturing all belong to the new Internet of Things, applying sensors and cloud computing to allow for object-to-object communication. As computer science educators, we will soon be teaching students how to develop and maintain IoT technologies. This presents enormous challenges and even greater opportunities. How will we integrate IoT concepts and technologies into existing curricula? How will we handle the mix of software and hardware topics that most IoT projects involve? How will we deal with the legal, social, and ethical issues? How will we choose from the growing number of IoT industry standards? What kinds of equipment and lab spaces are optimal for small, medium, and large-scale programs, and how will we budget for all this? What are the opportunities for interdisciplinary studies? How will we leverage the enthusiasm students feel when they create projects that go beyond text, beyond graphics, beyond virtual reality, and into the tactile, three-dimensional, realm of moving real-world objects? In this working group, we study and document the current state of IoT education and interview educators with IoT teaching experience. We will then make recommendations to help educators integrate IoT topics in computer science curricula.
{"title":"The Internet of Things in CS Education: Current Challenges and Future Potential","authors":"Barry Burd, A. Elahi, I. Russell, L. Barker, Félix Armando Fermín Pérez, Bill Siever, M. Divitini, Alcwyn Parker, Liviana Tudor, J. Guerra","doi":"10.1145/3059009.3081331","DOIUrl":"https://doi.org/10.1145/3059009.3081331","url":null,"abstract":"Smart devices are everywhere, and the Internet of Things (IoT) revolution is only in its infancy. In the Internet of Things, everyday objects share data over networks, with or without human intervention. Self-driving cars, sensing thermostats, door locks, pet feeders, light bulbs, wearables of all kinds, and smart materials for manufacturing all belong to the new Internet of Things, applying sensors and cloud computing to allow for object-to-object communication. As computer science educators, we will soon be teaching students how to develop and maintain IoT technologies. This presents enormous challenges and even greater opportunities. How will we integrate IoT concepts and technologies into existing curricula? How will we handle the mix of software and hardware topics that most IoT projects involve? How will we deal with the legal, social, and ethical issues? How will we choose from the growing number of IoT industry standards? What kinds of equipment and lab spaces are optimal for small, medium, and large-scale programs, and how will we budget for all this? What are the opportunities for interdisciplinary studies? How will we leverage the enthusiasm students feel when they create projects that go beyond text, beyond graphics, beyond virtual reality, and into the tactile, three-dimensional, realm of moving real-world objects? In this working group, we study and document the current state of IoT education and interview educators with IoT teaching experience. We will then make recommendations to help educators integrate IoT topics in computer science curricula.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"134 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127375700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Monica Mcgill, Chris Johnson, J. Atlas, Durell Bouchard, L. Merkle, C. Messom, Ian Pollock, M. A. Scott
Educators have long used digital games as platforms for teaching. Games tend to have several qualities that aren't typically found in homework: they often situate problems within a compelling alternate reality that unfolds through intriguing narrative, they often draw more upon a player's intrinsic motivations than extrinsic ones, they can facilitate deliberate low intensity practice, and they often emphasize a spirit of play instead of work. At ITiCSE 2016, this working group convened to survey the landscape of existing digital games that have been used to teach and learn computer science concepts. Our group discovered that these games lacked explicitly defined learning goals and even less evaluation of whether or not the games achieved these goals. As part of this process, we identified and played over 120 games that have been released or described in literature as means for learning computer science concepts. In our report, we classified how these games support the learning objectives outlined in the ACM/IEEE Computer Science Curricula 2013. While we found more games than we expected, few games explicitly stated their learning goals and even fewer were evaluated for their capacity to meet these goals. Most of the games we surveyed fell into two categories: short-lived proof-of-concept projects built by academics or closed-source games built by professional developers. Gathering adequate learning data is challenging in either situation. Our original intent for the second year of our working group was to prepare a comprehensive framework for collecting and analyzing learning data from computer science learning games. Upon further discussion, however, we decided that a better next step is to validate the design and development guidelines that we put forth in our final report for ITiCSE 2016. We extend this working group to a second year---with a mission to collaboratively develop a game with clearly defined learning objectives and define a methodology for evaluating its capacity to meet its goals.
{"title":"Game Development for Computer Science Education","authors":"Monica Mcgill, Chris Johnson, J. Atlas, Durell Bouchard, L. Merkle, C. Messom, Ian Pollock, M. A. Scott","doi":"10.1145/3059009.3081325","DOIUrl":"https://doi.org/10.1145/3059009.3081325","url":null,"abstract":"Educators have long used digital games as platforms for teaching. Games tend to have several qualities that aren't typically found in homework: they often situate problems within a compelling alternate reality that unfolds through intriguing narrative, they often draw more upon a player's intrinsic motivations than extrinsic ones, they can facilitate deliberate low intensity practice, and they often emphasize a spirit of play instead of work. At ITiCSE 2016, this working group convened to survey the landscape of existing digital games that have been used to teach and learn computer science concepts. Our group discovered that these games lacked explicitly defined learning goals and even less evaluation of whether or not the games achieved these goals. As part of this process, we identified and played over 120 games that have been released or described in literature as means for learning computer science concepts. In our report, we classified how these games support the learning objectives outlined in the ACM/IEEE Computer Science Curricula 2013. While we found more games than we expected, few games explicitly stated their learning goals and even fewer were evaluated for their capacity to meet these goals. Most of the games we surveyed fell into two categories: short-lived proof-of-concept projects built by academics or closed-source games built by professional developers. Gathering adequate learning data is challenging in either situation. Our original intent for the second year of our working group was to prepare a comprehensive framework for collecting and analyzing learning data from computer science learning games. Upon further discussion, however, we decided that a better next step is to validate the design and development guidelines that we put forth in our final report for ITiCSE 2016. We extend this working group to a second year---with a mission to collaboratively develop a game with clearly defined learning objectives and define a methodology for evaluating its capacity to meet its goals.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117237647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Testing is an important, time-consuming, and often difficult part of the software development process. It is therefore critical to introduce testing early in the computer science curriculum, and to provide students with frequent opportunities for practice and feedback. This paper presents an automated system to help introductory students learn how to test software. Students submit test cases to the system, which uses a large corpus of buggy programs to evaluate these test cases. In addition to gauging the quality of the test cases, the system immediately presents students with feedback in the form of buggy programs that nonetheless pass their tests. This enables students to understand why their test cases are deficient and gives them a starting point for improvement. The system has proven effective in an introductory class: students that trained using the system were later able to write better test cases -- even without any feedback -- than those who were not. Further, students reported additional benefits such as improved ability to read code written by others and to understand multiple approaches to the same problem.
{"title":"An Automated System for Interactively Learning Software Testing","authors":"R. Smith, T. Tang, J. Warren, S. Rixner","doi":"10.1145/3059009.3059022","DOIUrl":"https://doi.org/10.1145/3059009.3059022","url":null,"abstract":"Testing is an important, time-consuming, and often difficult part of the software development process. It is therefore critical to introduce testing early in the computer science curriculum, and to provide students with frequent opportunities for practice and feedback. This paper presents an automated system to help introductory students learn how to test software. Students submit test cases to the system, which uses a large corpus of buggy programs to evaluate these test cases. In addition to gauging the quality of the test cases, the system immediately presents students with feedback in the form of buggy programs that nonetheless pass their tests. This enables students to understand why their test cases are deficient and gives them a starting point for improvement. The system has proven effective in an introductory class: students that trained using the system were later able to write better test cases -- even without any feedback -- than those who were not. Further, students reported additional benefits such as improved ability to read code written by others and to understand multiple approaches to the same problem.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130426389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. Qian, H. Shahriar, Fan Wu, Lixin Tao, P. Bhattacharya
This poster addresses the needs of pedagogical learning materials for Secure Mobile Software Development(SMSD) education and challenges of building SMSD capacity. In this poster, we present an innovative authentic learning approach for SMSD through real-world-scenario case studies. The primary goal of this learning approach is to create an engaging and motivating learning environment that encourages students in learning emerging security concepts and practices such as mobile software developments. It provides students with hands-on laboratory practices on real-world mobile app developments and security. Each module consists of a series of progressive sub-labs: a pre-lab, lab activities, and a student add-on post-lab. The preliminary feedback from students is positive. Students have gained hands-on real world experiences on mobile security with Android mobile devices, which also greatly promoted students' self-efficacy and confidences in their mobile security learning.
{"title":"Labware for Secure Mobile Software Development (SMSD) Education","authors":"K. Qian, H. Shahriar, Fan Wu, Lixin Tao, P. Bhattacharya","doi":"10.1145/3059009.3072983","DOIUrl":"https://doi.org/10.1145/3059009.3072983","url":null,"abstract":"This poster addresses the needs of pedagogical learning materials for Secure Mobile Software Development(SMSD) education and challenges of building SMSD capacity. In this poster, we present an innovative authentic learning approach for SMSD through real-world-scenario case studies. The primary goal of this learning approach is to create an engaging and motivating learning environment that encourages students in learning emerging security concepts and practices such as mobile software developments. It provides students with hands-on laboratory practices on real-world mobile app developments and security. Each module consists of a series of progressive sub-labs: a pre-lab, lab activities, and a student add-on post-lab. The preliminary feedback from students is positive. Students have gained hands-on real world experiences on mobile security with Android mobile devices, which also greatly promoted students' self-efficacy and confidences in their mobile security learning.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127889355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Tech Startup model is an approach to learning software engineering methods by partnering with students studying entrepreneurship to collaborate on real software products. Agile software development methods align with Lean Startup practices so that students in sister classes experience leading contemporary practices in their respective fields. This paper describes a pilot study of interdisciplinary Tech Startup projects with a heuristic evaluation of software engineering realism and formative assessment of students' surveyed experiences. The study found several similar student outcomes to other project models; however, it also identified limitations in the pilot with corresponding recommendations for future implementations.
{"title":"Learning Agile with Tech Startup Software Engineering Projects","authors":"K. Buffardi, Colleen C. Robb, David Rahn","doi":"10.1145/3059009.3059063","DOIUrl":"https://doi.org/10.1145/3059009.3059063","url":null,"abstract":"The Tech Startup model is an approach to learning software engineering methods by partnering with students studying entrepreneurship to collaborate on real software products. Agile software development methods align with Lean Startup practices so that students in sister classes experience leading contemporary practices in their respective fields. This paper describes a pilot study of interdisciplinary Tech Startup projects with a heuristic evaluation of software engineering realism and formative assessment of students' surveyed experiences. The study found several similar student outcomes to other project models; however, it also identified limitations in the pilot with corresponding recommendations for future implementations.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132594360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This poster presents an ongoing experience carried out by two international higher education institutions, Lakeland Community College, Ohio and CESI, France. Based on the introduction of a PBL cross-cultural cooperative project, this classroom innovation aims at introducing soft skills practice and self-reflection into the curriculum of computer science students. This poster explains our approach, the results of the first step of this project, perspectives to replicate cooperative workshops on a larger scale, and give students and academics tools to monitor soft skills development.
{"title":"Cross Cultural Project Based Learning & Soft Skills Practice","authors":"Alexandra Badets, B. Grasser, St Peltier","doi":"10.1145/3059009.3072988","DOIUrl":"https://doi.org/10.1145/3059009.3072988","url":null,"abstract":"This poster presents an ongoing experience carried out by two international higher education institutions, Lakeland Community College, Ohio and CESI, France. Based on the introduction of a PBL cross-cultural cooperative project, this classroom innovation aims at introducing soft skills practice and self-reflection into the curriculum of computer science students. This poster explains our approach, the results of the first step of this project, perspectives to replicate cooperative workshops on a larger scale, and give students and academics tools to monitor soft skills development.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"358 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114083457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Collaboration and communication are key to successful agile software development. Respect, openness, transparency and trust are core Agile values. However studies show, that there is a shortage of software developers with these skills. How can we teach these skills to software engineering students' This paper presents the approach of using a multi-week Scrum Paper City simulation game. The course execution was accompanied by a thorough evaluation to find out how effective this approach is compared to traditional ex-cathedra teaching. While the evaluation shows some aspects to be improved, it clearly shows that students like to experience the Agile approach directly in a project, that they enjoy more fun, and the collaboration in the team.
协作和沟通是成功的敏捷软件开发的关键。尊重、开放、透明和信任是敏捷的核心价值观。然而，研究表明，目前缺乏具备这些技能的软件开发人员。我们如何将这些技能传授给软件工程专业的学生?本文介绍了使用为期数周的Scrum paper City模拟游戏的方法。课程的实施伴随着全面的评估，以找出这种方法与传统的前教堂教学相比是如何有效的。虽然评估显示了一些需要改进的方面，但它清楚地表明，学生们喜欢在项目中直接体验敏捷方法，他们喜欢更多的乐趣，以及团队中的协作。
{"title":"Use of Gamification to Teach Agile Values and Collaboration: A multi-week Scrum simulation project in an undergraduate software engineering course","authors":"S. Hof, Martin Kropp, M. Landolt","doi":"10.1145/3059009.3059043","DOIUrl":"https://doi.org/10.1145/3059009.3059043","url":null,"abstract":"Collaboration and communication are key to successful agile software development. Respect, openness, transparency and trust are core Agile values. However studies show, that there is a shortage of software developers with these skills. How can we teach these skills to software engineering students' This paper presents the approach of using a multi-week Scrum Paper City simulation game. The course execution was accompanied by a thorough evaluation to find out how effective this approach is compared to traditional ex-cathedra teaching. While the evaluation shows some aspects to be improved, it clearly shows that students like to experience the Agile approach directly in a project, that they enjoy more fun, and the collaboration in the team.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122201848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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