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V.", "lastName": "Wilkins" }, { "creatorType": "author", "firstName": "J. C.", "lastName": "Georgas" } ], "abstractNote": "While design and designing are core elements in computer science and software engineering, conventional curricular structures do not adequately support design learning. Current methods tend to isolate the study of design within specific subject matter and lack a strong emphasis on reflection. This paper reports on insights and lessons learned from a user study in the context of ongoing work on developing an educational intervention that better supports design learning with a particular emphasis on learner-driven reflection. 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organisations today adopt global software engineering (GSE) and agile models, requiring software engineers to collaborate and develop software in flexible, distributed, online teams. However, many employers have expressed concern that graduates lack teamwork skills and one of the most commonly occurring problems with GSE models are issues with project management. Team managers and educators often oversee a number of teams and the large corpus of data, in combination with agile models, make it difficult to efficiently assess factors such as team role distribution and emotional climate. Current methods and tools for monitoring software engineering (SE) teamwork in both industry and education settings typically focus on member contributions, reflection, or product outcomes, which are limited in terms of real-time feedback and accurate behavioural analysis. We have created a dashboard that extracts and communicates team role distribution and team emotion information in real-time. Our proof of concept provides a real-time analysis of teamwork discussions and visualises team member emotions, the roles they have adopted and overall team sentiment during the course of a collaborative problem-solving project. We demonstrate and discuss how such a tool could be useful for SE team management and training and the development of teamwork skills in SE university courses.", "proceedingsTitle": "2015 IEEE/ACM 37th IEEE International Conference on Software Engineering", "conferenceName": "2015 IEEE/ACM 37th IEEE International Conference on Software Engineering", "publisher": "", "place": "", "date": "May 2015", "eventPlace": "", "volume": "2", "issue": "", "numberOfVolumes": "", "pages": "380-388", "series": "", "seriesNumber": "", "DOI": "10.1109/ICSE.2015.170", "ISBN": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "IEEE Xplore", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "GSE", "type": 1 }, { "tag": "Industries", "type": 1 }, { "tag": "Monitoring", "type": 1 }, { "tag": "SE team management", "type": 1 }, { "tag": "SE university courses", "type": 1 }, { "tag": 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"lastName": "Rasmussen" } ], "abstractNote": "We report upon our experiences in developing and delivering a programme of part-time education in Software and Systems Security at the University of Oxford. The MSc in Software and Systems Security is delivered as part of the Software Engineering Programme at Oxford - a collection of one-week intensive courses aimed at individuals who are responsible for the procurement, development, deployment and maintenance of large-scale software-based systems. 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With equal emphasis on software engineering and robotics, the course teaches students how software engineering applies to robotics. Students learn independently and interactively and gain hands-on experience by implementing robotics algorithms on a real robot. To understand the effects of the course, we conducted an exit and an 8-month survey and measured software quality of the students' solutions. The analysis shows that the hands-on experience helped everyone learn and retain robotics well, but the students' knowledge gain in software engineering depended on their prior programming knowledge. Based on these findings, we propose improvements to the course. Lastly, we reflect our experience on andragogy, minimalism, and interactive learning.", "proceedingsTitle": "2015 IEEE/ACM 37th IEEE International Conference on Software Engineering", "conferenceName": "2015 IEEE/ACM 37th IEEE International Conference on Software Engineering", "publisher": "", "place": "", "date": "May 2015", "eventPlace": "", "volume": "2", "issue": "", "numberOfVolumes": "", "pages": "370-379", "series": "", "seriesNumber": "", "DOI": "10.1109/ICSE.2015.169", "ISBN": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "IEEE Xplore", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Computer science", "type": 1 }, { "tag": "Education", "type": 1 }, { "tag": "Robot sensing systems", "type": 1 }, { "tag": "Software engineering", "type": 1 }, { "tag": "andragogy", "type": 1 }, { "tag": "computer science education", "type": 1 }, { "tag": "concurrency control", "type": 1 }, { "tag": "concurrent software engineering", "type": 1 }, { "tag": "control engineering computing", "type": 1 }, { "tag": "control engineering education", "type": 1 }, { "tag": "hands-on experience", "type": 1 }, { "tag": "interactive learning", "type": 1 }, { "tag": "minimalism", "type": 1 }, { "tag": "multidisciplinary robotics programming course", "type": 1 }, { "tag": "programming knowledge", "type": 1 }, { "tag": "robot programming", "type": 1 }, { "tag": "robotics algorithms", "type": 1 }, { "tag": "robotics education", "type": 1 }, { "tag": "software quality", "type": 1 }, { "tag": "student knowledge gain", "type": 1 }, { "tag": "students independent learning", "type": 1 }, { "tag": "teaching", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2016-04-12T20:09:03Z", "dateModified": "2016-04-12T20:09:03Z" } }, { "key": "CURCWVCB", "version": 22, "library": { "type": "group", "id": 511754, "name": "ICSE-JSEET (Papers review)", "links": { "alternate": { "href": "https://www.zotero.org/groups/icse-jseet_papers_review", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/511754/items/CURCWVCB", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/icse-jseet_papers_review/items/CURCWVCB", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/511754/items/G8EJXI5Q", "type": "application/json" } }, "meta": { "createdByUser": { "id": 2247324, "username": "savelascod", "name": "Alejandro Velasco", "links": { "alternate": { "href": "https://www.zotero.org/savelascod", "type": "text/html" } } } }, "data": { "key": "CURCWVCB", "version": 22, "parentItem": "G8EJXI5Q", "itemType": "attachment", "linkMode": "linked_url", "title": "IEEE Xplore Full Text PDF", "accessDate": "2016-04-12T20:07:52Z", "url": "http://ieeexplore.ieee.org.ezproxy.unal.edu.co/ielx7/7174815/7202933/07202973.pdf?tp=&arnumber=7202973&isnumber=7202933", "note": "", "contentType": "application/pdf", "charset": "", "tags": [], "relations": {}, "dateAdded": "2016-04-12T20:07:52Z", "dateModified": "2016-04-12T20:07:52Z" } }, { "key": "G8EJXI5Q", "version": 22, "library": { "type": "group", "id": 511754, "name": "ICSE-JSEET (Papers review)", "links": { "alternate": { "href": "https://www.zotero.org/groups/icse-jseet_papers_review", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/511754/items/G8EJXI5Q", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/icse-jseet_papers_review/items/G8EJXI5Q", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2247324, "username": "savelascod", "name": "Alejandro Velasco", "links": { "alternate": { "href": "https://www.zotero.org/savelascod", "type": "text/html" } } }, "creatorSummary": "Szabo", "parsedDate": "2015-05", "numChildren": 2 }, "data": { "key": "G8EJXI5Q", "version": 22, "itemType": "conferencePaper", "title": "Novice Code Understanding Strategies during a Software Maintenance Assignment", "creators": [ { "creatorType": "author", "firstName": "C.", "lastName": "Szabo" } ], "abstractNote": "Existing efforts on teaching software maintenance have focussed on constructing adequate codebases that students with limited knowledge could maintain, with little focus on the learning outcomes of such exercises and of the approaches that students employ while performing maintenance. An analysis of the code understanding strategies employed by novice students as they perform software maintenance exercises is fundamental for the effective teaching of software maintenance. In this paper, we analyze the strategies employed by second year students in a maintenance exercise over a large codebase. We analyze student reflections on their code understanding, maintenance process and the use of tools. We show that students are generally capable of working with large codebases. 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believing that the solutions they are told actually work for a problem that they never encountered themselves. In order to overcome this problem, this paper describes an approach which allows students to better understand why software engineering and several of its core methods and techniques are needed, thus preparing them better for their professional life. This approach builds on active and inductive learning. Exercises that make students actively discover relevant software engineering issues are described in detail together with their pedagogical underpinning.", "proceedingsTitle": "2015 IEEE/ACM 37th IEEE International Conference on Software Engineering", "conferenceName": "2015 IEEE/ACM 37th IEEE International Conference on Software Engineering", "publisher": "", "place": "", "date": "May 2015", "eventPlace": "", "volume": "2", "issue": "", "numberOfVolumes": "", "pages": "418-427", "series": "", "seriesNumber": "", "DOI": "10.1109/ICSE.2015.174", "ISBN": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "IEEE Xplore", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Capability maturity model", "type": 1 }, { "tag": "Education", "type": 1 }, { "tag": "Programming profession", "type": 1 }, { "tag": "Software", "type": 1 }, { "tag": "Software engineering", "type": 1 }, { "tag": "Vehicles", "type": 1 }, { "tag": "active learning", "type": 1 }, { "tag": "computer science education", "type": 1 }, { "tag": "didactical approach", "type": 1 }, { "tag": "higher education", "type": 1 }, { "tag": "inductive learning", "type": 1 }, { "tag": "lecture-oriented style students", "type": 1 }, { "tag": "software engineering education", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2016-04-12T20:06:48Z", "dateModified": "2016-04-12T20:06:48Z" } }, { "key": "JJFQBCA6", "version": 20, "library": { "type": "group", "id": 511754, "name": "ICSE-JSEET (Papers review)", "links": { "alternate": { "href": "https://www.zotero.org/groups/icse-jseet_papers_review", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/511754/items/JJFQBCA6", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/icse-jseet_papers_review/items/JJFQBCA6", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2247324, "username": "savelascod", "name": "Alejandro Velasco", "links": { "alternate": { "href": "https://www.zotero.org/savelascod", "type": "text/html" } } }, "creatorSummary": "Rupakheti and Chenoweth", "parsedDate": "2015-05", "numChildren": 2 }, "data": { "key": "JJFQBCA6", "version": 20, "itemType": "conferencePaper", "title": "Teaching Software Architecture to Undergraduate Students: An Experience Report", "creators": [ { "creatorType": "author", "firstName": "C. R.", "lastName": "Rupakheti" }, { "creatorType": "author", "firstName": "S. V.", "lastName": "Chenoweth" } ], "abstractNote": "Software architecture lies at the heart of system thinking skills for software. Teaching software architecture requires contending with the problem of how to make the learning realistic – most systems which students can learn quickly are too simple for them to express architectural issues. We address here the ten years' history of teaching an undergraduate software architecture course, as a part of a bachelor's program in software engineering. Included are descriptions of what we perceive the realistic goals to be, of teaching software architecture at this level. We go on to analyze the successes and issues of various approaches we have taken over the years. 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