Teaching Agile : Addressing the conflict between project delivery and application of Agile methods

• This paper analyses the changes we have made in teaching agile methodologies, practices, and principles in four courses in order to address a specific dilemma: students need to apply agile methods in order to learn them, but when complementing our courses with applied content, we face the problem that students perceive the learning and application of agile methods as less important than delivering a finished product at the end of the course. This causes students to not apply theoretical process knowledge and therefore to not develop necessary skills associated with working with defined processes in the industry. Concretely, we report on our experience with teaching Scrum with Lego, removing formal grading requirements on the delivered product, emphasising process application in post-mortem reports, and organisational changes to support the process during supervision. These changes are analysed in the context of student satisfaction, teacher observations, and achievements of learning outcomes. We also provide an overview of the lessons learnt to help guide the design of courses on agile methodologies. 

Ämnesord

NATURVETENSKAP  -- Data- och informationsvetenskap -- Programvaruteknik (hsv//swe)

NATURAL SCIENCES  -- Computer and Information Sciences -- Software Engineering (hsv//eng)

Nyckelord

Agile methodogies

Project-based learning

Scrum

Software engineering education

Teaching

Curricula

Education

Grading

Software engineering

Students

Agile Methodologies

Organisational change

Process applications

Process knowledge

Project based learning

Student satisfaction

Teaching

Agile Methodogies

Project-based Learning

Scrum

Software Engineering Education

Computer Science

Publikations- och innehållstyp

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