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  • 1.
    Börstler, Jürgen
    et al.
    Blekinge Tekniska Högskola, Fakulteten för datavetenskaper, Institutionen för programvaruteknik.
    Hilburn, Thomas B.
    Team Projects in Computing Education2015Ingår i: ACM Transactions on Computing Education, ISSN 1946-6226, E-ISSN 1946-6226, Vol. 15, nr 4, s. 16:1-16:4, artikel-id 16Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

    Team projects are a way to expose students to conflicting project objectives, and "[t]here should be a strong real-world element … to ensure that the experience is realistic" [ACM/IEEE-CS 2015b]. Team projects provide students an opportunity to put their education into practice and prepare them for their professional careers. The aim of this special issue is to collect and share evidence about the state-of-practice of team projects in computing education and to help educators in designing and running team projects. From a record number of 69 submitted abstracts, 19 were invited to submit a full paper. Finally, nine papers were accepted for publication in this and a subsequent issue. The articles presented in the present issue cover the following topics: real projects for real clients, open source projects, multidisciplinary team projects, student and team assessment, and cognitive and psychological aspects of team projects.

  • 2.
    Börstler, Jürgen
    et al.
    Blekinge Tekniska Högskola, Fakulteten för datavetenskaper, Institutionen för programvaruteknik.
    Hilburn, Thomas B.
    Team Projects in Computing Education II2016Ingår i: ACM Transactions on Computing Education, ISSN 1946-6226, E-ISSN 1946-6226, Vol. 16, nr 2, s. 4:1-4:4, artikel-id 4Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

    Team projects are a way to expose students to conflicting project objectives, and "[t]here should be a strong real-world element … to ensure that the experience is realistic" [ACM/IEEE-CS 2015b]. Team projects provide students an opportunity to put their education into practice and prepare them for their professional careers. The aim of this special issue is to collect and share evidence about the state-of-practice of team projects in computing education and to help educators in designing and running team projects. From a record number of 69 submitted abstracts, 19 were invited to submit a full paper. Finally, nine papers were accepted for publication in this and a subsequent issue. The articles presented in the present issue cover the following topics: real projects for real clients, open source projects, multidisciplinary team projects, student and team assessment, and cognitive and psychological aspects of team projects.

  • 3.
    Börstler, Jürgen
    et al.
    Umeå universitet, Institutionen för datavetenskap.
    Nordström, Marie
    Umeå universitet, Institutionen för datavetenskap.
    Paterson, James H
    Glasgow Caledonian University, Scotland, UK.
    On the quality of examples in introductory Java textbooks2011Ingår i: ACM Transactions on Computing Education, ISSN 1946-6226, E-ISSN 1946-6226, Vol. 11, nr 1, s. 1-21, artikel-id 3Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Example programs play an important role in the teaching and learning of programming. Students as well as teachers rank examples as the most important resources for learning to program. Ex- ample programs work as role models and must therefore always be consistent with the principles and rules we are teaching.

    However, it is difficult to find or develop examples that are fully faithful to all principles and guidelines of the object-oriented paradigm and also follow general pedagogical principles and practices. Unless students are able to engage with good examples, they will not be able to tell desirable from undesirable properties in their own and others’ programs.

    In this paper we report on a study in which experienced educators evaluated the quality of object-oriented example programs for novices from popular Java textbooks. The evaluation was accomplished using an on-line checklist that elicited responses on the technical, object-oriented, and didactic quality of examples.

    In total 25 reviewers contributed 215 reviews to our data set, based on 38 example programs from 13 common introductory programming textbooks. Results show that the evaluation instru- ment is reliable in terms of inter-rater agreement. Overall, example quality was not as good as one might expect from common textbooks, in particular regarding certain object-oriented properties.

    We conclude that educators should be careful when taking examples straight out of a textbook.

  • 4.
    Šāblis, Aivars
    et al.
    Blekinge Tekniska Högskola, Fakulteten för datavetenskaper, Institutionen för programvaruteknik.
    Gonzalez-Huerta, Javier
    Blekinge Tekniska Högskola, Fakulteten för datavetenskaper, Institutionen för programvaruteknik.
    Zabardast, Ehsan
    Blekinge Tekniska Högskola, Fakulteten för datavetenskaper, Institutionen för programvaruteknik.
    Šmite, Darja
    Blekinge Tekniska Högskola, Fakulteten för datavetenskaper, Institutionen för programvaruteknik.
    Building lego towers: An exercise for teaching the challenges of global work2019Ingår i: ACM Transactions on Computing Education, ISSN 1946-6226, E-ISSN 1946-6226, Vol. 19, nr 2, artikel-id a15Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Global software engineering has changed the way software is developed today. To address the new challenges, many universities have launched specially tailored courses to train young professionals to work in globally distributed projects. However, a mere acknowledgment of the geographic, temporal, and cultural differences does not necessarily lead to a deep understanding of the underlying practical implications. Therefore, many universities developed alternative teaching and learning activities, such as multi-university collaborative projects and small-scale simulations or games. In this article, we present a small-scale exercise that uses LEGO bricks to teach skills necessary for global work. We describe the many different interventions that could be implemented in the execution of the exercise. We had seven runs of the exercises and report our findings from executing seven runs of the exercise with the total of 104 students from five different courses in two different universities. Our results suggest that the exercise can be a valuable tool to help students dealing with troublesome knowledge associated with global software engineering and a useful complement to the courses dedicated to this subject. © 2019 Copyright is held by the owner/author(s)

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