Pub Date : 2020-08-01DOI: 10.1109/D4RE51199.2020.00006
Christoph Settelen, N. Seyff, Anne Hess
Jobs-To-Be-Done (JTBD) is a powerful innovation framework used in various industries to get a better understanding of a task (i.e., a job) that is to be supported by a solution. However, JTBD has not been widely adopted in software engineering yet. In this experience report, we describe our first lessons learned from applying JTBD in a students' software development pro-ject following Scrum. Early results suggest that JTBD has the potential to complement existing software engineering ap-proaches. In particular, we learned that the application of a Job Map in addition to a Story Map can be beneficial to identify the actual user of an application and understand what the user really wants to achieve with the help of the software solution.
job - to - be - done (JTBD)是一个强大的创新框架，用于各个行业，以便更好地理解解决方案支持的任务(即工作)。然而，JTBD在软件工程中还没有得到广泛的应用。在这份经验报告中，我们描述了在Scrum之后的一个学生软件开发项目中应用JTBD学到的第一课。早期的结果表明JTBD具有补充现有软件工程方法的潜力。特别是，我们了解到，除了故事地图之外，工作地图的应用程序可以有助于识别应用程序的实际用户，并了解用户在软件解决方案的帮助下真正想要实现的目标。
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Pub Date : 2020-08-01DOI: 10.1109/D4RE51199.2020.00007
Michael Burch
Teaching visualization courses typically requires some kind of small-scale software project in which the students collaboratively create a software product with the goal to practically apply visualization concepts. This software focuses on providing an interactive solution to a given dataset scenario supporting the detection of insights based on users' tasks at hand. However, while creating such a tool several software development stages have to be taken into account, with requirements engineering as one of the major repeating stages. In this paper we describe three different visualization project-based teaching strategies TS_H, TS_M, and TS_L depending on the degree of freedom for the student groups. Moreover, they differ in the way how requirements engineering is an inherent ingredient in order to design, implement, test, deploy, evaluate, maintain, and evolve a certain software product. We experienced with more than 1,000 students in a total of 9 courses running over 8 weeks each, in approximately 2 years of time. All of the three teaching strategies have their own benefits and drawbacks, however, requirements engineering is considered more or less important, mostly depending on the degree of freedom the student project groups got during the courses. As a major outcome we consider the courses successful, not only because we learned the importance of requirements engineering for teaching project-based visualization courses, but also because many students passed the courses, the student evaluation was quite positive, and the written reports showed that they had an immense learning effect.
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Pub Date : 2020-08-01DOI: 10.1109/d4re51199.2020.00003
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