| 1. |
- Burden, Håkan, et al.
(author)
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A Little Goes a Long Way - Opportunities for Multidisciplinary Education
- 2016
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In: Design Education: Collaboration and Cross-Disciplinary. ; , s. 552-557
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Conference paper (peer-reviewed)abstract
- Ambitions about deep interdisciplinary education may face barriers. However, interaction between student groups does not have to be difficult. We report on a collaboration including more than 200 students from different subject areas, at different curricular stages in a multidisciplinary concept workshop. By engaging with an external event we avoided some of the challenges involved in aligning agendas, while remaining true to the ambitions of giving students Concrete Experience and opportunity to Reflect in and on actions, balancing the ambitions of raising awareness of the relation between subjects and engaging students in collaborating in problem solving based on skills and knowledge from their respective discipline. Our results show how collaborating with industry can help bridge some of the challenges with internal collaboration between students from different disciplines.
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| 2. |
- Burden, Håkan, 1976, et al.
(author)
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Facilitating entrepreneurial experiences through a software engineering project course
- 2019
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In: Proceedings - 2019 IEEE/ACM 41st International Conference on Software Engineering: Software Engineering Education and Training, ICSE-SEET 2019. - : IEEE. ; May 2019, s. 28-37
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Conference paper (peer-reviewed)abstract
- Skills and competencies in entrepreneurship, such as the ability to generate innovative ideas and the courage to engage with stakeholders and society, have gained importance in engineering curricula. In this case study paper, we report on how we have integrated entrepreneurial experiences into a software engineering project course and made the creation of value and reflection on the application of a structured process the heart and soul of the course. Based on current research on entrepreneurship education as well as the definition of entrepreneurial competencies used by the European Union, we show how the learning objectives, the teaching moments, the integration of external stakeholders, and the assessment work together to create an entrepreneurial environment in which students are encouraged and rewarded to work in an entrepreneurial way. Based on data from reflection reports, course evaluations, and interviews we discuss the pros and cons of our approach and how the student perception and expectations often run counter to the motivations of the course design. We thus contribute guidance for other teachers based on our own experiences in relation to the findings of our peers.
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| 3. |
- Burden, Håkan, 1976, et al.
(author)
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Teaching and Fostering Reflection in Software Engineering Project Courses
- 2019
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In: Agile and Lean Concepts for Teaching and Learning: Bringing Methodologies from Industry to the Classroom. - Singapore : Springer Singapore. - 9789811327513 ; , s. 231-262, s. 231-262
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Book chapter (other academic/artistic)abstract
- Reflection is an important part of agile software processes as witnessed, e.g., by the Sprint Retrospectives in Scrum or by the various learning feedback loops in XP. Engineering education also emphasises the importance of reflective practice, e.g., in Kolb's learning cycle and Schön's reflection-in/on-action. Our contribution in this chapter is a toolkit for reflective practice that shows how reflection can be used by software engineering students for two purposes: to reflect on the application of a software process and to reflect on their learning process. In order to help students understand the purpose of reflection and how to approach reflection, we follow a cognitive apprenticeship approach in which the teachers reflect about the events in the course, their own goals, and how they are aligned with the teaching. Students are asked to reflect during supervisions and as part of their written assignments from the very beginning of the course. We thus combine a meta-cognitive approach where reflection is taught as a learning strategy with a common software engineering practice of continuous improvement through reflection. We evaluate the reflective model and a course design based on it through the student, teacher, and theoretical lenses based on empirical data.
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| 4. |
- Burden, Håkan, 1976, et al.
(author)
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Teaching sustainable development through entrepreneurial experiences
- 2021
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In: International Journal of Sustainability in Higher Education. - : Emerald Group Publishing Ltd.. - 1467-6370 .- 1758-6739. ; 22:1, s. 142-156
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Journal article (peer-reviewed)abstract
- Purpose: The purpose of this study is to address the challenges of teaching sustainable development to computer engineering students. Part of the problem is that they perceive the topic as irrelevant for their future profession. Design/methodology/approach: To address this challenge, we introduced a project element into a course on sustainable development where the students developed applications for sustainable mobility together with the local public transport authority, an academic institution and a multinational telecom company. Findings: The findings conclude that the course changes improved the overall student satisfaction while succeeding in anchoring sustainable development in a context which the students can relate to. The collaboration was also perceived as fruitful by the external stakeholders who encouraged the students to stay in touch for their bachelor theses and internships. Research limitations/implications: The theoretical implication is a first attempt in integrating sustainable development education with entrepreneurial experiences, whereas the practical implication is a description of how the integration can be realized. Practical implications: The contribution is therefore of value for both educational researchers to open novel research opportunities and for teachers to describe new possibilities for sustainable development education. Originality/value: The contribution describes how entrepreneurial experiences can be used to motivate engineering students in mandatory courses on sustainable development and ethics. The approach is novel in that the approach has not been described earlier in this context.
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| 5. |
- Liebel, Grischa, 1987, et al.
(author)
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For Free: Continuity and Change by Team Teaching
- 2017
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In: Teaching in Higher Education. - : Informa UK Limited. - 1356-2517 .- 1470-1294. ; 22:1, s. 62-77
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Journal article (peer-reviewed)abstract
- Team teaching is advocated in education to offer students multiple explanations to complex concepts and to improve teacher development. However, team teaching is typically associated with high staff cost due to the increased amount of teachers involved. The authors argue that team teaching can be conducted in a cheap way by including novice teaching assistants in the lectures and train them ‘on the job’. Additionally, novice assistants cause reflection on action and prevent a mechanization of the course. The authors use Brookfield’s four lenses to reflect on the application of team teaching in a Swedish undergraduate course on software modeling over three years, involving 3 teachers and collecting evaluation data from close to 400 students. The reflection shows that team teaching can be used as a cost-effective way to introduce novice teachers to a course, while at the same time receiving benefits from their participation in lectures and course development.
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| 6. |
- Steghöfer, Jan-Philipp, 1983, et al.
(author)
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Teaching Agile : Addressing the conflict between project delivery and application of Agile methods
- 2016
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In: Proceedings - International Conference on Software Engineering. - New York, NY, USA : IEEE Computer Society. - 0270-5257. - 9781450341615 - 9781450342056 ; , s. 303-312
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Conference paper (peer-reviewed)abstract
- 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.
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| 7. |
- Södling, Josefine, 1991, et al.
(author)
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From Model to Rig – An Automotive Case Study
- 2016
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In: 4th International Conference on Model-Driven Engineering and Software Development, MODELSWARD 2016; Rome; Italy; 19 February 2016 through 21 February 2016. - : SCITEPRESS - Science and and Technology Publications. - 9789897581687 ; , s. 615-622
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Conference paper (peer-reviewed)abstract
- As the size and complexity of the software in a truck grows, new ways of managing the development are needed. Numerous reports show how MDE can be successfully applied for automotive software development. We complement previous research by conducting a case study on the impact of model-based testing for verifying and validating the behaviour of a truck's headlights. Our results are three-fold. First, we show how a model can be transferred from a model-in-the-loop setting to a hardware-in-the-loop via system simulation. Second, we supply an analysis of the shortcomings of the model that were found as the model was tested in more and more platform-specific settings. Third, our results show that the introduction of model-based testing practices will require organisational changes even if the used tools are familiar to the company.
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| 8. |
- Whittle, J., et al.
(author)
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A taxonomy of tool-related issues affecting the adoption of model-driven engineering
- 2017
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In: Software and Systems Modeling. - : Springer Science and Business Media LLC. - 1619-1366 .- 1619-1374. ; 16:2, s. 313-331
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Journal article (peer-reviewed)abstract
- Although poor tool support is often blamed for the low uptake of model-driven engineering (MDE), recent studies have shown that adoption problems are as likely to be down to social and organizational factors as with tooling issues. This article discusses the impact of tools on MDE adoption and practice and does so while placing tooling within a broader organizational context. The article revisits previous data on MDE use in industry (19 in-depth interviews with MDE practitioners) and reanalyzes that data through the specific lens of MDE tools in an attempt to identify and categorize the issues that users had with the tools they adopted. In addition, the article presents new data: 20 new interviews in two specific companies-and analyzes it through the same lens. A key contribution of the paper is a loose taxonomy of tool-related considerations, based on empirical industry data, which can be used to reflect on the tooling landscape as well as inform future research on MDE tools.
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