| 11. |
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| 12. |
- 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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| 13. |
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| 14. |
- Edholm, Henrik, et al.
(author)
-
Crunch time : The reasons and effects of unpaid overtime in the games industry
- 2017
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In: Proceedings - 2017 IEEE/ACM 39th International Conference on Software Engineering. - : IEEE. - 9781538627174 ; , s. 43-52
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Conference paper (peer-reviewed)abstract
- The games industry is notorious for its intense work ethics with uncompensated overtime and weekends at the office, also known as crunch or crunch time. Since crunch time is so common within the industry, is it possible that the benefits of crunch time outweigh the disadvantages? By studying postmortems and conducting interviews with employees in the industry, we aim to characterise crunch time and discover its effects on the industry. We provide a classification of crunch, i.e., four types of crunch which all have distinct characteristics and affect the product, employees and schedule in various ways. One of the crunch types stands out from the others by only having positive effects on product and schedule. A characteristic that all of the types have in common is an increase in stress levels amongst the employees. We identify a set of reasons for crunch and show that crunch is less pronounced in game studios where prioritisation of features is a regular practice.
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| 15. |
- 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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| 16. |
- Smith, Göran, et al.
(author)
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Catalyzing knowledge transfer in innovation ecosystems through contests
- 2016
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In: AMCIS 2016.
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Conference paper (peer-reviewed)abstract
- Open innovation practices are gaining traction. Hence, the relevance of measures for engaging and managing heterogeneous groups of distributed complementors is rising. This mixed-method case study defines a pilot demonstration of emergent technology as an innovation ecosystem and utilizes a knowledge transfer lens to explore the impact of an open innovation contest. The contribution to the IS research stream is threefold. Firstly, the paper portrays that open innovation contests can spark coupled open innovation and facilitate innovation management, without lowering the generative capability. Secondly, it explains these gains by concluding that contests can catalyze cross-border knowledge transfer within innovation ecosystems. Thirdly, the paper moreover proposes that additional innovation deployment measures are needed in order for sustaining established relations and for aiding the implementation of innovation ideas beyond the contests.
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| 17. |
- Smith, Göran, et al.
(author)
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ElectriCity innovation challenge 2015 : Experiences
- 2016
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In: World Electric Vehicle Journal. - : MDPI AG. - 2032-6653. ; 8:3, s. 690-698
-
Journal article (peer-reviewed)abstract
- ElectriCity Innovation Challenge 2015 was an open innovation contest in Gothenburg, Sweden. The main purpose was to surge public interest and involvement in ElectriCity, a demonstration arena for next-generation's electrified bus systems. The contest furthermore aimed to catalyse innovation that can contribute to making public transport more attractive, and to test a novel innovation platform that assembles data from buses and bus stops. The outcome was six events with a total of more than 800 attendants, 48 viable prototypes with potential to increase the modal share of electrified public transport and feedback on the innovation platform's potential for development.
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| 18. |
- Steghöfer, Jan-Philipp, 1983, et al.
(author)
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Involving External Stakeholders in Project Courses
- 2018
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In: ACM Transactions on Computing Education. - : Association for Computing Machinery (ACM). - 1946-6226. ; 18:2
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Journal article (peer-reviewed)abstract
- Problem: The involvement of external stakeholders in capstone projects and project courses is desirable dueto its potential positive effects on the students. Capstone projects particularly profit from the inclusion ofan industrial partner to make the project relevant and help students acquire professional skills. In addition,an increasing push towards education that is aligned with industry and incorporates industrial partners canbe observed. However, the involvement of external stakeholders in teaching moments can create friction andcould, in the worst case, lead to frustration of all involved parties.Contribution: We developed a model that allows analysing the involvement of external stakeholders inuniversity courses both in a retrospective fashion, to gain insights from past course instances, and in aconstructive fashion, to plan the involvement of external stakeholders.Key Concepts: The conceptual model and the accompanying guideline guide the teachers in their analysisof stakeholder involvement. The model is comprised of several activities (define, execute, and evaluate thecollaboration). The guideline provides questions that the teachers should answer for each of these activities.In the constructive use, the model allows teachers to define an action plan based on an analysis of potentialstakeholders and the pedagogical objectives. In the retrospective use, the model allows teachers to identifyissues that appeared during the project and their underlying causes. Drawing from ideas of the reflectivepractitioner, the model contains an emphasis on reflection and interpretation of the observations made bythe teacher and other groups involved in the courses.Key Lessons: Applying the model retrospectively to a total of eight courses shows that it is possible toreveal hitherto implicit risks and assumptions and to gain a better insight into the interaction betweenexternal stakeholders and students. Our empirical data reveals seven recurring risk themes that categorisethe different risks appearing in the analysed courses. These themes can also be used to categorise mitigationstrategies to address these risks pro-actively. Additionally, aspects not related to external stakeholders, e.g.,about the interaction of the project with other courses in the study program, have been revealed. Theconstructive use of the model for one course has proved helpful in identifying action alternatives and finallydeciding to not include external stakeholders in the project due to the perceived cost-benefit-ratio.Implications to practice: Our evaluation shows that the model is viable and a useful tool that allowsteachers to reason about and plan the involvement of external stakeholders in a variety of course settings,and in particular in capstone projects.
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| 19. |
- Steghöfer, Jan-Philipp, 1983, et al.
(author)
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No silver brick : Opportunities and limitations of teaching Scrum with Lego workshops
- 2017
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In: Journal of Systems and Software. - : Elsevier BV. - 0164-1212 .- 1873-1228. ; 131, s. 230-247
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Journal article (peer-reviewed)abstract
- Education in Software Engineering has to both teach technical content such as databases and programming but also organisational skills such as team work and project management. While the former can be evaluated from a product perspective, the latter are usually embedded in a Software Engineering process and need to be assessed and adapted throughout their implementation. The in-action property of processes puts a strain on teachers since we cannot be present throughout the students’ work. To address this challenge we have adopted workshops to teach Scrum by building a Lego city in short sprints to focus on the methodological content. In this way we can be present throughout the process and coach the students. We have applied the exercise in six different courses, across five different educational programmes and observed more than 450 participating students. In this paper, we report on our experiences with this approach, based on quantitative data from the students and qualitative data from both students and teachers. We give recommendations for learning opportunities and best practices and discuss the limitations of these workshops in a classroom setting. We also report on how the students transferred their methodological knowledge to software development projects in an academic setting.
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| 20. |
- 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
-
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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