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Forschungsbericht 2011 / Hochschule für Angewandte Wissenschaften - Fachhochschule Regensburg
(2011)
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.
Learning tasks play an important role in education and especially in higher education. However, there is a significant lack in research regarding these in higher education. A learning task shows several characteristics, whereas the didactic function of a task is mostly considered. Two characteristics of learning tasks are focused in this paper: The didactic function and the type knowledge. Existing types of learning tasks are presented as well as a proposal for learning tasks in software engineering education that considers didactic functions, like elaboration, training or application and types of knowledge, i.e. factual, conceptual, procedural and metacognitive knowledge. This paper aims to serve as a guidance for lecturers who have the purpose to create learning tasks that address both characteristics -- the didactic function and the type of knowledge.
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.
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.
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.