Müller-Amthor, Martina
Refine
Year of publication
Document Type
Has Fulltext
- no (15)
Publication reviewed
- begutachtet (14)
- nicht begutachtet (1)
Keywords
- EVELIN I (7)
- EVELIN II (3)
- Higher Education (2)
- Requirements Engineering (2)
- Software Engineering (2)
- Agile Learning (1)
- Agile Method Scrum (1)
- Customer involvement (1)
- Higher education (1)
- Kompetenzorientiertes Lehren (1)
Institute
Geragogische Forschungs- und Entwicklungsvorhaben im Kontext lebensbegleitenden Lernens streben zunehmend nach einer Strategie-, Modell- und Strukturbildung, um technologiegetriebenen Herausforderungen der Praxis effizient und effektiv begegnen zu können. Dabei auch die Aufmerksamkeit auf biografisch angeeignete Ambivalenzen seitens Pflegender und Pflegebedürftiger in Bezug auf den Einsatz von digitaler Technik zu richten, kann einen Prozess des Lernens anregen, der durch Selbstlernkompetenz zu erhöhter Selbstwirksamkeit sowie Identitätsbildung einerseits und Technikwirksamkeit andererseits führt. Sensibilität für Ambivalenzen zu entwickeln, stellt neben anderen Fähigkeiten und Fertigkeiten eine wichtige Kompetenz für alle Beteiligten eines Pflegesettings im häuslichen Umfeld dar. Dies gilt sowohl für wissenschaftlich arbeitendes als auch für pflegerisch tätiges Klientel. Die individuellen Lernaufgaben (selbst-)reflexiv wahrzunehmen und souveräne Selbstbestimmung zu leben, begünstigen das erstrebenswerte Ziel einer Gesundheits- und Alter(n)skompetenz. Ein mögliches Gedeihen-Modell wird hier vorgestellt.
The interest in agile concepts for teaching and learning as well as in introducing methods from industry into education in general and the Scrum approach in particular has increased in the last decades. The purpose of the structured literature review is to explore the hitherto existing Scrum activities in higher education environment. In this context, the author would like to find out whether the hypothesis can be formulated that the learning experience of mastering Scrum improves the agile learning process of the students if individual Scrum Learning Process Coaching (LPC) can be used to harmonize the personal learning strategies and to foster the self-regulated learning. Although the findings promote the essential Scrum skills and practices, the analyses of the Scrum implementation variants used as a well-planned instructional designs and didactical approaches lack insights for a sustainable effect on the students´ individual process of learning. Subsequently, several research gaps are identified that requires a research concept of Design-based Research.
The Systematic Literature Review (SLR) gives an overview to the readers who are interested in starting or improving Scrum Education not only in the field of higher engineering education. The author provides insights into how Scrum teaching can arise, because it seems to be currently an experimental approach and the conclusions were not so satisfying. Therefore, the sources of the structured literature research allow us to identify the most important categories for didactical approaches for the use of Scrum. The result of the SLR should be to gain insights into the technical and didactical approach of Scrum and its required elements of values, principles, events, artifacts and roles, techniques and tools, especially for retrospectives, which have currently been described by scholars and practitioners. It serves as part of the research agenda to provide further analysis steps as input for Scrum as a learning process coaching in the STEM education context by answering the following questions: Which Scrum Framework components are used in the teaching and learning setting? Do the described application scenarios strengthen certain soft skills of students? How could we organize, introduce and connect the agile methodology Scrum with respect to their application in the higher education environment?
All these new research results can be related to a subsequent Scrum LPC domain concept by formulating the following research questions: What are the prime categories of the Scrum settings in education context, according to published literature? What Scrum challenges have been reported in Scrum-oriented didactical approaches, in general? What are the existing success factors to cope with Learning Process Coaching in general, as per educational Scrum literature? Only the first research question can be published here due to the limitation of characters and pages.
The searching procedure is conducted in nine databases. The search strings and their descriptions are “Scrum” - the dedicated and mostly mentioned word is the expression for the methodology for “Agile” and “Education” as inclusion of schools, universities and other educational institutions as well as various training and consulting services and “Coaching” which is the all-encompassing term for service-based guidance. The publication year was from 01/2015 to 03/2020. From 598 selected papers, 12 papers deliver a valuable approach.
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.
Wie kann man Studierende in ihrer individuellen Persönlichkeitsentwicklung unterstützen und Kompetenzen vermitteln und fördern, damit sie für das spätere Berufsleben gut vorbereitet sind? Im Masterstudiengang für Fahrerassistenzsysteme und Advanced Driver Assistance Systems (ADAS) werden – unterstützt durch den Forschungsschwerpunkt „Innovative Lehr- und Lernformen“ – angehende Ingenieurinnen und Ingenieure konfrontiert mit neuen Lehr-/Lernformaten. Dazu zählen das agile Projektmanagement-Tool Scrum ebenso wie Design-Thinking-Workshops, die auch in Unternehmen eingesetzt werden, um neue Ideen zu entwickeln und in Teams strukturiert Lösungen für Herausforderungen der Zukunft zu finden.
“Perfekte Requirements Engineers” – Ansatz einer Kompetenzanalyse zur Bestimmung des Lehrumfangs
(2014)
Welche fachlichen und überfachlichen Kompetenzen sollte eine
Absolventin oder ein Absolvent der (Wirtschafts-)Informatik haben, wenn sie oder er der zukünftigen Aufgabe eines Requirements Engineers gewachsen sein möchte? Die vorliegende systematische Analyse von zahlreichen Basiskompetenzen birgt die Möglichkeit, einen Entwicklungsdialog zu führen. Stimmige und geeignete Lehr- und Lernarrangements mit passgenauen Rahmenbedingungen sollen die Lehrenden für das gewünschte Kompetenzprofil sensibilisieren und Motivation zum Lehrprozess erzeugen. Das analytische und Erfahrungsbasierte Vorgehen wird anhand ausgewählter Experimente erprobt, untersucht und bewertet.
ask-based Programming Learning (TBPL) is an approach which is based on ideas of Task-based Language Learning in second language acquisition. It can use output-prompting and input-providing tasks. This paper describes the theoretical background and methodical aspects of the input-providing TBPL variant and its implementation in higher education courses. The approach was implemented and evaluated in five different programming courses from both students (N=165) and lecturers (N=4). It became clear that the TBPL-approach has several positive aspects and that it can serve as a valuable instrument for learning and teaching programming in higher education.