TY - CHAP A1 - Klopp, Marco A1 - Gold-Veerkamp, Carolin A1 - Abke, Jörg A1 - Borgeest, Kai A1 - Reuter, Rebecca A1 - Jahn, Sabrina A1 - Mottok, Jürgen A1 - Sedelmaier, Yvonne A1 - Lehmann, Alexander A1 - Landes, Dieter T1 - Totally Different and yet so Alike: Three Concepts to Use Scrum in Higher Education T2 - Proceedings of the 4th European Conference on Software Engineering Education (ECSEE '20): June 2020, Seeon/Bavaria, Germany N2 - Software process models are important in software projects in order to give the work of a project guidelines or a framework. However, teaching process models in higher education seems to be quite challenging. This has to do with the fact that undergraduates have no experience with projects in which process models are used. The theoretical mediation of process models is initially on a very abstract level. For this reason, we chose to combine two didactic approaches, namely problem-based learning and project work. Various traditional plan-driven process models have been expanded in courses in Software Engineering with agile process models. The Scrum Framework is the focus of consideration of this paper. Three Universities of Applied Sciences which cooperate in the EVELIN project focused on Scrum as a process model and integrated it into their teaching. Since the respective concepts of implementation differ, they should be presented and compared in this article to presents some practice approaches. The goal of this presentation of is a uniform evaluation in order to obtain insights from different perspectives. This comparison can draw conclusions for possible necessary improvements of the respective concepts. Y1 - 2020 U6 - https://doi.org/10.1145/3396802.3396817 SP - 12 EP - 21 ER - TY - CHAP A1 - Reuter, Rebecca A1 - Stark, Theresa A1 - Sedelmaier, Yvonne A1 - Landes, Dieter A1 - Mottok, Jürgen A1 - Wolff, Christian T1 - Insights in Students’ Problems during UML Modeling T2 - 2020 IEEE Global Engineering Education Conference (EDUCON): Proceedings N2 - UML (Unified Modeling Language) is the current de facto as well as de jure standard (ISO/IEC 19505:2012) notation to visualize models in software development. UML provides essential guidelines and rules to visualize and understand complex software systems. This is the reason why it has become part of curricula for software engineering courses at many universities worldwide. It is well known, however, that UML is hard to grasp for novices, mainly due to its complexity. In order to tackle the problem of teaching UML to novice students appropriately, it is inevitable to understand their needs and problems much better than we do now. This paper presents empirical insights into students' problems when developing common UML diagrams. Identified problems are generalized, giving rise to a problem catalogue that is derived from our empirical findings, thus establishing a basis for addressing these problems through focused learning arrangements. KW - UML KW - UML problems KW - software engineering KW - higher education KW - visual notation Y1 - 2020 U6 - https://doi.org/10.1109/EDUCON45650.2020.9125110 SP - 592 EP - 600 ER - TY - CHAP A1 - Landes, Dieter A1 - Sedelmaier, Yvonne A1 - Pfeiffer, Volkhard A1 - Mottok, Jürgen A1 - Hagel, Georg T1 - Learning and teaching software process models T2 - Proceedings of the 2012 IEEE Global Engineering Education Conference (EDUCON), 17-20 April 2012, Marrakech, Morocco N2 - Software process models are fairly abstract tools for organizing large, complex software development projects. Since particularly undergraduate students commonly do not have any experience in being part of such a project, their understanding of the benefits and shortcomings of particular process models is very limited. Even more, frequently they are not aware of the need to follow a particular process model since their previous one-person software assignments were too small for requiring any such model at all. Y1 - 2012 U6 - https://doi.org/10.1109/EDUCON.2012.6201191 ER -