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arXiv 2102.01631cs.SE
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支持软件工程实际需求的四步项目学习法

Supporting Real Demands in Software Engineering with a Four Steps Project-Based Learning Approach

Leonardo Humberto Silva, Renata Xavier Castro, Marice Costa Guimaraes

摘要:

基于项目的学习(PBL)是一种以学生为中心,边做边学的方法,它围绕项目组织学习。虽然企业家精神和PBL在SE教育是激动人心的研究课题,似乎有很少的工作集中在涉及外部利益相关者的利弊,以支持真正的需求,在软件工程教育。在实际项目中工作也有助于学生获得领导技能,如沟通,项目管理和团队合作。本文介绍了一个案例研究整合学生从不同的软件工程计划,并涉及外部利益相关者,支持PBL的概念。我们介绍了这项研究是如何设计和实施的一个大型机构,在四个步骤,总结如下:(一)需求收集和设计;(二)信息系统开发和实施;(三)集成测试和部署过程;(四)支持和维护活动。该研究有59名学生的参与,从专业技术课程的第一步,在团队中工作,和10名本科生从学士学位课程在信息系统在以下步骤中,成对工作。总体而言,利益攸关方和学生的反馈超出了预期,但增加了教师的工作量。我们能够提炼出一套新的经验教训,我们希望其中至少有一些对任何实施类似课程的人都有用。作为这项研究的结果,我们计划通过定义具体的成果和测量,在制度上正式的PBL课程改进过程。

英文摘要:

Project-based learning (PBL) is a student-centered and learn-by-doing approach that organizes learning around projects. While entrepreneurship and PBL in SE education are thrilling research topics, there seems to be very little work focusing on the pros and cons of involving external stakeholders to support real demands in software engineering education. Working on real projects also supports students to acquire leadership skills, such as communication, project management, and teamwork. This paper describes a case study integrating students from different Software Engineering programs and involving external stakeholders, underpinned by PBL concepts. We present how this study was designed and implemented in a large institution, in four steps, summarized as follows: (I) requirements gathering and design; (II) information system development and implementation; (III) integration tests and deployment process; (IV) support and maintenance activities. The study had the participation of 59 students from a professional technical course in step one, working in teams, and 10 undergraduate students from a Bachelor's program in Information Systems in the following steps, working in pairs. Overall, the feedback from stakeholders and students exceeded expectations, although it increased the workload of teachers. We were able to distill a new set of lessons learned, and we expect that at least some of them will be useful for anyone implementing a similar course. As a consequence of this study, we plan to institutionally formalize the PBL course improvement process by defining specific outcomes and measurements.

机构、总结、中文摘要均由AI分析而来,可能存在错误,请以论文正文为准。

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