@inproceedings{TaoLiuMottoketal., author = {Tao, Ye and Liu, Guozhu and Mottok, J{\"u}rgen and Hackenberg, Rudolf and Hagel, Georg and Mottok, J{\"u}rgen}, title = {Just-in-Time Teaching in software engineering: A Chinese-German empirical case study}, series = {2014 IEEE Global Engineering Education Conference (EDUCON), 3-5 April 2014, Istanbul, Turkey}, booktitle = {2014 IEEE Global Engineering Education Conference (EDUCON), 3-5 April 2014, Istanbul, Turkey}, publisher = {IEEE}, doi = {10.1109/EDUCON.2014.6826220}, pages = {983 -- 986}, abstract = {Learning centered teaching becomes an important factor in a global perspective of learning software engineering. The Just-in-Time Teaching approach is used in a Chinese-German empirical case study. In a one year terminated project we will analyze the performance of our students in an active learning scenario with Just-in-Time Teaching and Peer Instruction. We will contribute an inter-cultural comparison of achieved competencies by student's self-assessment and teacher's observation.}, language = {en} } @inproceedings{YeTaoGuozhuLiuMottoketal., author = {Ye Tao, and Guozhu Liu, and Mottok, J{\"u}rgen and Hackenberg, Rudolf and Hagel, Georg}, title = {Just-in-Time-Teaching experience in a Software Design Pattern course}, series = {2015 IEEE Global Engineering Education Conference (EDUCON), 18-20 March 2015, Tallinn, Estonia}, booktitle = {2015 IEEE Global Engineering Education Conference (EDUCON), 18-20 March 2015, Tallinn, Estonia}, pages = {915 -- 919}, language = {en} } @inproceedings{TaoLiuMottoketal., author = {Tao, Ye and Liu, Guozhu and Mottok, J{\"u}rgen and Hackenberg, Rudolf and Hagel, Georg}, title = {Ranking task activity in teaching software engineering}, series = {IEEE Global Engineering Education Conference (EDUCON), 10-13 April 2016, Abu Dhabi, UAE}, booktitle = {IEEE Global Engineering Education Conference (EDUCON), 10-13 April 2016, Abu Dhabi, UAE}, doi = {10.1109/EDUCON.2016.7474678}, pages = {1023 -- 1027}, abstract = {In this research, we investigate the possibility of applying ranking task activity in teaching and learning software engineering courses. We introduce three types of ranking tasks, conceptual-, contextual- and sequential ranking questions, which cover most core topics such as requirement analysis, architecture design and quality validation in the course. We have also done experiments on a group of students to see if ranking tasks could increase their conceptual knowledge in specific areas. Assessments were given in order to evaluate the effectiveness of this activity, showing an obvious increase in complex conceptual understanding.}, language = {en} }