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Software Engineering is a very complex theme including abstract processes. Thus its university education is even more challenging; in particular in the course of study in mechatronics, in which various subjects are integrated and combined. Due to our experience the students are low motivated concerning the subject "Software Engineering", because of the mixture of technical and interdisciplinary competencies, therefore the subject matter is difficult to teach.
In this paper, we share some experiences, as we have tried to activate students and therefore attempt to deepen their understanding of Software Engineering and its processes. As a central tool of the seminar phase, which is used to combine active and passive learning styles, a Wiki embedded in our learning management system Moodle was introduced.
Collaborative Knowledge Transfer via Wiki: A Project Based Learning Approach in Software Engineering
(2014)
Due to the high complexity and numerous abstract processes in the subject Software Engineering (SWE), both, challenges in teaching and in learning arise. The teaching of Software Engineering is attempted by a new didactic approach to convey a deeper understanding of the complexity and the processes of Software Engineering in the context of the course.
The approach complements the classical ex-cathedra lecture with a seminar and a project phase, whereby the direct application of theoretical knowledge is achieved in real-world situations. In addition to the consolidation of factual knowledge, transferable skills, such as presentation, communication and teamwork skills, can be encouraged.
The approach focuses on self-studying as well as collaborative learning. The knowledge gained from team working is multiplied by the Wiki and spread over the whole semester.
The development of competencies and also the usage of E-Learning and distance education in higher education are key aspects of the Bologna Process. Through the use of E-Learning, individual learning styles (e.g., different learning conditions, speeds and pathways) and competence orientation can be supported and promoted. The combination of traditional classroom teaching and self-study as well as the use of information and communication technologies promise a better quality of teaching. As a result a variety of projects were launched to develop new teaching and learning arrangements while optimizing existing approaches.
To handle heterogeneity within students, to foster needed generic
competencies, to motivate them, and to increase their employability, a didactical method to teach and learn programming in non-major degree programs shall be found. Therefore, this paper covers strategies and the theoretical underpinning concerning these four challenges and gives solutions how to cope with them. Finally, Pair Programming is presented as a method that addresses the issues introduced here.
A Validated Educational Format in Software Engineering Targeting Students’ Collaboration Skills
(2016)
In the context of the Bologna process the “shift from teaching to learning” is postulated to meet two central goals: To increase the students’ employability and to foster needed competencies.
To be in a position to process methods and find solutions for highly complex, abstract, large, and multilayered problems, a Software Engineer has to have a lot of subject knowledge and technical competencies; but above all, he/she has to be able to work in – at least one – team.
For the purpose of preparing the students with professional know-how and moreover with teamwork skills, the approach shown in this paper supplements an ex-cathedra teaching by a seminar and a project phase. This combination is dedicated to acquire theoretical knowledge in a collaborative and self-directed way. This is done in order to be able to deepen the learned matter, to share content through learning-by-teaching in groups and furthermore to apply the knowledge and skills in a simulated project, which constitutes a realistic situation and teamwork of an engineer as good as possible.