| 1. |
- Bosnic, Ivana, et al.
(författare)
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Avoiding Scylla and Charybdis in Distributed Software Development Course
- 2011
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Ingår i: Proceedings - International Conference on Software Engineering 2011. - New York, NY, USA : ACM. - 9781450305907 ; , s. 26-30
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Konferensbidrag (refereegranskat)abstract
- Teaching Distributed Software Development (DSD) is a challenging task. A convincing simulation of distributed environment in a local environment is practically impossible. Teaching DSD in distributed environment is more realistic since the students directly experience all its specifics. However, teaching in distributed environment, in which several geographically separated teams participate, is very demanding. Different types of obstacles occur, from administrative and organizational to technical ones. This paper describes some of the challenges, lessons learned, but also success stories of the DSD course performed now eight year in a row.
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| 2. |
- Bosnic, Ivana, et al.
(författare)
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Customers' Role in Teaching Distributed Software Development
- 2010
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Ingår i: Software Engineering Education Conference, Proceedings. - Pittsburgh, PA, USA. ; , s. 73-80
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Konferensbidrag (refereegranskat)abstract
- This paper describes different aspects of teaching distributed software development, regarding the types of project customers: industry and academia. These approaches enable students to be more engaged in real-world situations, by having customers from the industry, local or distributed customers in universities, distributed customers in software engineering contests or being involved in an ongoing project, thus simulating the company merging. The methods we describe are used in a distributed project-oriented course, which is jointly carried out by two universities from Sweden and Croatia. The paper presents our experiences of such projects being done during the course, the differences in each approach, issues observed and ways to solve them, in order to create a more engaging education for better-prepared engineers of tomorrow.
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| 3. |
- Bosnic, Ivana, et al.
(författare)
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Introducing SCRUM into a Distributed Software Development Course
- 2015
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Ingår i: Workshop on Enhancing Software Engineering Education WESEE2015. - Dubrovnik, Croatia : ACM. - 9781450333931
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Konferensbidrag (refereegranskat)abstract
- The growing enactment of Global Software Engineering in industry has triggered educational institutions to perceive the importance of preparing students for distributed software development. During the last twelve years we have disclosed advantages and pitfalls of GSE to our students through our Distributed Software Development course. After running the projects according to the iterative process model for eleven years, we decided to shift to an agile development model, SCRUM. This decision was due to the growing industrial adoption of agile methods, but more importantly to increase proactiveness, sense of responsibility, and to balance the workload among the project team members. In this paper we describe the process and outcomes of our first attempt at introducing SCRUM in our distributed course.
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| 4. |
- Bosnić, Ivana, et al.
(författare)
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Managing diversity in distributed software development education-A longitudinal case study
- 2019
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Ingår i: ACM Transactions on Computing Education. - : Association for Computing Machinery (ACM). - 1946-6226. ; 19:2
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Tidskriftsartikel (refereegranskat)abstract
- Teaching Distributed Software Development with real distributed settings is a challenging and rewarding task. Distributed courses are idiosyncratically more challenging than standard local courses. We have experienced this during our distributed course, which has been run for 14 consecutive years. In this article, we present and analyze the emerging diversities specific to distributed project-based courses. We base our arguments on our experience, and we exploit a three-layered distributed course model, which we use to analyze several course elements throughout the 14-years lifetime of our distributed project-based course. In particular, we focus on the changes that the course underwent throughout the years, combining findings obtained from the analyzed data with our own teaching perceptions. Additionally, we propose insights on how to manage the various diversity aspects.
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| 5. |
- Bosnic, Ivana, et al.
(författare)
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Multi-dimensional Assessment of Risks in a Distributed Software Development Course
- 2013
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Konferensbidrag (refereegranskat)abstract
- The organizational shift from local to global settings in many software development initiatives has triggered the need for entailing it when educating the future software engineers. Several educational institutions have embraced this need and started collaborating for the provision of global software engineering courses. The rather complex nature of such courses results in a wider range of risks, in comparison to standard software engineering courses, that arise in different dimensions, ranging from course- to result-related, and for different reasons. In this work we provide an assessment of such a variety of risks as well as their causes, and we give a hint on how they may affect each other based on our 10-year-long experience with a tightly integrated GSD course.
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| 6. |
- Bosnic, Ivana, et al.
(författare)
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Student Motivation in Distributed Software Development Projects
- 2011
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Ingår i: Proceedings - International Conference on Software Engineering 2011. - New York, NY, USA : ACM. - 9781450305907 ; , s. 31-35
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Konferensbidrag (refereegranskat)abstract
- In this paper we discuss challenges faced in conducting distributed student projects within a scope of a distributed software development university course. Student motivation and demotivation factors, along with perceived cultural differences, are identified and analyzed on the basis of data collected from a number of student projects.
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| 7. |
- Cavrak, Igor, et al.
(författare)
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Hall of Fame nomination paper: Distributed Software Development course
- 2017
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Ingår i: Conference on Software Engineering Education and Training. - 1093-0175. - 9781538625361 ; 2017-January, s. 7-8
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Konferensbidrag (refereegranskat)abstract
- Distributed Software Development course is a joint project-based course involving three universities, from Croatia, Sweden and Italy, running each year since 2003. Distributed student teams work on all phases of a complex software engineering project, solving several challenges of working in a global environment, thus obtaining a valuable experience for their future careers. The course is very well received by both the students and course partners from the industry.
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| 8. |
- Cavrak, Igor, et al.
(författare)
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Resilience of distributed student teams to stress factors : A longitudinal case-study
- 2019
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Ingår i: Information and Software Technology. - : ELSEVIER. - 0950-5849 .- 1873-6025. ; 114, s. 258-274
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Tidskriftsartikel (refereegranskat)abstract
- Context: Teaching global software engineering is continuously evolving and improving to prepare future software engineers adequately. Geographically distributed work in project-oriented software development courses is both demanding and rewarding for student teams, who are susceptible to various risks stemming from different internal and external factors, being the sources of stress and impacting team performance. Objective: In this paper, we analyze the resilience of teams of students working in a geographically fully distributed setting. Resilience is analyzed in relation to two representative stress factors: non-contributing team members and changes to customer project requirements. We also reason on team collaboration patterns and analyze potential dependencies among these collaboration patterns, team resilience and stress factors. Method: We conduct a longitudinal case-study over five years on our Distributed Software Development (DSD) course. Based on empirical data, we study team resilience to two stress factors by observing their impact on process and product quality aspects of team performance. The same performance aspects are studied for identified collaboration patterns, and bidirectional influence between patterns and resilience is investigated. Results: Teams with up to two non-contributing members experience graceful degradation of performance indicators. A large number of non-contributing students almost guarantees the occurrence of educationally undesirable collaboration patterns. Exposed to requirements change stress, less resilient teams tend to focus on delivering the functional product rather than retaining a proper development process. Conclusions: Practical recommendations to be applied in contexts similar to our case have been provided at the end of the study. They include suggestions to mitigate the sources of stress, for example, by careful planning the team organization and balancing the number of regular and exchange students, or by discussing the issue of changing requirements with the external customers before the start of the project.
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| 9. |
- Crnkovic, Ivica, et al.
(författare)
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Ten Tips to Succeed in Global Software Engineering Education
- 2012
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Ingår i: Proceedings - International Conference on Software Engineering. ; , s. 1225-1234
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Konferensbidrag (refereegranskat)abstract
- The most effective setting for training in Global Software Engineering is to provide a distributed environment for students. In such an environment, students will meet challenges in recognizing problems first-hand. Teaching in a distributed environment is, however, very demanding, challenging and unpredictable compared to teaching in a local environment. Based on nine years of experience, in this paper we present the most important issues that should be taken into consideration to increase the probability of success in teaching a Global Software Engineering course.
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| 10. |
- Feljan, Juraj, et al.
(författare)
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Distributed Software Development Course: Students’ and Teachers’ Perspectives
- 2012
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Ingår i: 2012 2nd International Workshop on Collaborative Teaching of Globally Distributed Software Development, CTGDSD 2012 - Proceedings. - 9781467318181 ; , s. 16-20
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Konferensbidrag (refereegranskat)abstract
- Students and teachers do not necessarily have the same understanding of a course – of the purpose, the objective, and in particular of the course elements – the way the course is performed, the examination procedure, and similar. In distributed-development courses, in which students and teachers are dispersed over different locations, this difference can be larger than in “ordinary” courses, but also less visible, due to limited communication. In this paper we discuss these different perspectives, their rationales, possible consequences on the course performance and on the result, as well as lessons learned from students’ feedback.
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