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Good requirements are an essential prerequisite for successful IT projects. Consequently, IT students should already be exposed to requirements-related intricacies at universities. Some authors argue that requirements engineering education should include an external customer for making things more tangible and realistic. In this paper, we present and analyze two learning settings involving such a customer that we used at our universities for several years.
The main contribution of this paper lies in identifying significant differences in how customers may be involved in requirements engineering education. Although the two settings look quite similar at first sight, a detailed analysis reveals important differences that are rooted in different intended learning outcomes. Consequently, there is no single "ideal" setting, not even for involving a customer in requirements engineering education, which stands out against the others. Besides, no such setting may be used as a best practice right away without paying crucial attention to the context and, in particular, the underlying intended learning outcomes.
In this paper we describe a proposed framework for Cooperative Adaptive Personalized Education for Life-long Learning and Activation (CAPELLA). CAPELLA comprises four models: A Knowledge Organization Model, a Learning Process Model, a Community Collaboration Model and a Gaming Model. The underlying pedagogical approach is based on the four pillars of learning: Learning to know, learning to do, learning to collaborate and learning to be. Based on these models and principles, CAPELLA provides a theoretical framework that may assist IT developers to develop state-of-the-art educational platforms and advanced learning applications. Using an example of a UML Diagramming Workshop we demonstrate how CAPELLA incorporates the principles of Adaptive Learning.
Scrum LPC
(2021)
To foster students´ agile process of learning in team and to pervade their own self-regulated and self-reflecting thriving process by value-based Scrum Learning Process Coaching is the motivation of the author as researcher and practitioner in both software engineering and other STEM-education. This article describes the introduction the most famous Framework Scrum as an agile methodology, partic-ular with regard to increase awareness of values. As a first step, it appears rele-vant to find out whether there exists a positive effect on the learning outcomes of participants in value-based scrum and what are the impacts of value-based sup-port. The research question is as follows: Do team values in the frame of value-based Scrum Learning Process Coaching influence the performance of the stu-dents’ team? In order to answer the question an experimental study was conduct-ed with students in German higher education of Software Engineering (N=78). The research is qualified by using mixed methods. The authors use both ques-tionnaires of the Team Climate Inventory for value education in teamwork and semi-structured interviews. Therefore, we research the impacts of using value-based Scrum Learning Process Coaching as a framework of agile self-regulated and more self-motivated learning. The results show that groups with dedicated values benefit from their intensive teamwork with higher performance and better grades. This study consider many articles describing the use of scrum teaching in Software Engineering establishing a virtual or real capstone project. However, there is no awareness, that Scrum Framework could be a sustainable self-development tool for an agile thriving mindset.
Development of a Short Form of the Index of Learning Styles for the Use in Adaptive Learning Systems
(2023)
The aim of this research was to propose a short form of the Index of Learning Styles questionnaire for use in an adaptive learning system in the context of higher education. Learning Styles have been used as the basis for user-centered adaptive learning in numerous cases. Although the empirical evidence is still questionable, there are studies that have concluded that LS have an effect on education. Due to their wide usage in technology-enhanced adaptive learning systems, there is a demand for efficient ways to discover the learning styles of individuals. Questionnaires are useful in solving the cold start problem which these systems can encounter. The original Index of Learning Styles, based on the Felder-Silverman Learning Style Model, consists of 44 dichotomous questions which are evenly split into four dimensions. This research paper advocates for a short version of the Index of Learning Styles with 20 questions, which includes five questions referring to each dimension. These questions were selected using Exhaustive Feature Selection and evaluating different models using cross-validation. After statistical analysis, we deem the results as adequate for the desired purpose and promising for practical use. We are publishing our anonymized dataset, as well as the source code used for data analysis in the context of the HASKI project.<fn id="fn1">1 https://github.com/HASKI-RAK/paper/tree/main/ShortFormILS </fn>
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 multidimensional 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.
Flipped teaching is an approach which is becoming increasingly popular. There are already various field reports and scientific findings in different educational institutions and subjects. The approach of flipped teaching also appears to be promising in the university subject of software engineering. This paper explores the question of how this approach can be evaluated in teaching areas such as software engineering in comparison to traditional eaching approaches. A long-term study is presented in which courses with flipped teaching and courses without flipped teaching are compared. In total, 11 courses were analyzed over a period of six years (N=157). The results show that flipped teaching in software engineering has great potential and is rated better by students than traditional teaching in many areas. At the same time, the study also raises questions, for example, it is not clear from the results that active involvement is higher in flipped teaching than in traditional teaching.
This paper aims to gather tools from the scientific literature that can be used to teach software design patterns and software architecture patterns. The underlying procedure is a systematic literture review based on Kitchenham’s methodology. In order to improve categorization and clarify the objectives and focus, this systematic literature review was classified according to Cooper’s taxonomy. The presentation of the results following the underlying research questions of the tools found and listed includes the general description, the presentation of the functionalities, the support of the tools in teaching as well as a classification of the functionalities into the five areas: description, detection, selection, application, and implementation.
Development of an Authoring Tool for the Creation of Individual 3D Game-Based Learning Environments
(2023)
Game-based learning in general and serious games in particular have a promising potential in higher education. In this article we going to show the capability of serious games with regard to current challenges in higher education. The focus of this article is the presentation of the AdLer authoring tool, which offers lecturers the possibility to design and generate virtual 3D learning environments in which students can interact with learning content according to the principles of game-based learning.
This paper describes an investigation into the possibility of defining a customized course in Moodle, a popular learning management system. The aim was to define a course independently of Moodle, and to implement the course without making any modifications
to the configuration of the Moodle system. Two methods were considered: The Moodle REST-API and the restore functionality of Moodle. The latter method was chosen, and the paper details the structure of Moodle backup zip (MBZ) files and the creation of a generator that builds the required file and folder structure. The generator reads a Domain-Specific Language (DSL) document, parses it, and creates the required backup folders and XML files, which are then packed into an MBZ file. This paper provides technical details about the MBZ file structure and the implementation of the generator, as well as a flow chart that describes the steps needed to create an H5P-File into the MBZ file structure. This work has implications for the development of customized courses in Moodle without modifying the Moodle instance.