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A New Approach to Collaborative Learning in Software Engineering Focussed on Embedded Systems
(2013)
Software Engineering is a very complex and abstract process and therefore hard to learn and hard to teach. Especially in mechatronics software engineering is not the main focus of the university studies. Therefore students have little understanding and low motivation to spend time on it. In this paper, we share some experiences on how we tried to give students a deeper understanding for software engineering, its processes and the complexity of software engineering projects. To that end, we chose a new didactical approach consisting of direct instruction and activating learning styles in parallel. The classical lectures were supplemented by a seminar and a project phase to allow students to apply their theoretical learned knowledge without delay in realistic settings. We combined active and passive learning styles to give students the opportunity to consolidate factual knowledge, foster soft skills (e.g. presentation and communication skills), improve team work and gain a deeper understanding of software engineering processes. The experiences of our courses in summer semesters 2010 and 2012 lead to a further development of our didactical approach in 2013. As a consequence, we tried further methods to spread needed information across the student working groups by using a wiki-system, a market of knowledge or mixing the groups between seminar and project phase. At the end of the seminar phase quality gates were implemented and also awards at the end of the project phase. Systematically evaluations at the end of the seminar phase and at the end of the project work show the learning outcomes and possible further improvements of our didactical approach.
In this paper a new teaching-learning-method including
the LEGO Mindstorms EV3 is presented. This computer
sciences course is part of the studies of mechatronics in the first
two semesters. The programming language being mediated is
ANSI-C. Computer science is not the most popular subject in
the interdisciplinary engineering field of mechatronics, therefore
the EV3 should be included to increase motivation. For the new
approach the former course – without the usage of EV3s – was
evaluated and a competency profile was identified. On this basis
a new didactical method was designed and implemented.
The EV3 is programmed with the IDE Eclipse and with a self
programmed plug-in.
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.
University education in Software Engineering is a challenge for both lecturers and students. Software Engineering is a very complex theme requiring various technical and nontechnical skills. At the beginning of a research project we asked which competencies our graduates need in their everyday working life. In this paper the course survey of graduates is described to gain information about necessary expert and interdisciplinary competencies. First of all, the conceptual approach and the research goals are explained. In a second step the research design in detail will be illustrated. Afterwards analyses take place considering this survey in order to get information concerning competencies and to evaluate the course retrospectively considering this expertise. Furthermore it is required to determine whether improvements or deteriorations in chronological sequence through the semesters can be detected. The students' attitude towards this course is not that positive, so also the survey includes this bias. But, as the learning and teaching arrangement shall be designed more attractive for students as well, first their evaluation has to be analysed. The last chapter provides a summary and an outlook how the results of this survey will be used to improve the quality of teaching. All of this combined is intended to contribute towards the development of a Competency Profile and in a wider context to reach the top goal of the project, to obtain recommendations for teaching and learning methods to improve the quality of teaching.
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.
Planning adaptive learning paths for students’ progress throughout a course can be a challenging task, although it can be helpful for their learning progress. Within the HASKI-System, students should be able to get their own, personalized learning paths. In this paper, we present an approach towards the learning path sequencing problem. This idea is based on a novel proposal for arranging learning objects in a multi-dimensional space, bringing the relationship and similarities of these objects into a new relationship. We show, that we can use both, the Ant Colony Optimization Algorithm and the Genetic Algorithm with the idea of the Traveling-Salesman-Problem and get results, that are comparable with a proposed literature-based adaption mechanism. Nevertheless, the learning paths are all personalized based on the Felder & Silverman Learning Style Model and the hyperspace model will allow us later on to include more dimensions for other influencing factors.