| Publikationstyp: | Konferenz: Paper |
| Art der Begutachtung: | Keine Angabe |
| Titel: | Collaboration and human factors in software development : teaching agile methodologies based on industrial insight |
| Autor/-in: | Meier, Andreas Kropp, Martin |
| DOI: | 10.1109/EDUCON.2016.7474675 |
| Tagungsband: | 2016 IEEE Global Engineering Education Conference (EDUCON) |
| Seite(n): | 1003 |
| Seiten bis: | 1011 |
| Angaben zur Konferenz: | 2016 IEEE Global Engineering Education Conference (EDUCON2016), Abu Dhabi, 10-13 April 2016 |
| Erscheinungsdatum: | 2016 |
| Verlag / Hrsg. Institution: | IEEE |
| ISBN: | 978-1-4673-8633-3 |
| ISSN: | 2165-9567 |
| Sprache: | Englisch |
| Schlagwörter: | Agile; Software Development; Collaboration; Teaching; Education |
| Fachgebiet (DDC): | 005: Computerprogrammierung, Programme und Daten |
| Zusammenfassung: | Recent studies show that many companies have successfully adopted agile methodologies. In this paper the authors present results of their quantitative and qualitative studies, showing that only experienced companies apply agile collaboration practices properly. The studies also suggest that successful professional agile teams tend to use more collaboration practices and consciously live the agile values. This leads to the conclusion that applying the collaborative practices and living the agile values is difficult. Thus we educators should pay special attention to teaching these practices and values in courses on agile software development. This paper presents how agile collaboration is being taught in the classroom in a fourth semester software engineering module and explains the underlying assumptions. We use an agile coaching game as introduction to Scrum and discuss the mechanics of agile teams in the classroom. We present the setup of a hands-on agile student project with large student teams and the observations we made. Last but not least, we show and discuss how modern online collaboration tools act as enablers for agile collaboration in the classroom. |
| URI: | https://digitalcollection.zhaw.ch/handle/11475/7551 |
| Volltext Version: | Publizierte Version |
| Lizenz (gemäss Verlagsvertrag): | Lizenz gemäss Verlagsvertrag |
| Departement: | School of Engineering |
| Organisationseinheit: | Institut für Informatik (InIT) |
| Publiziert im Rahmen des ZHAW-Projekts: | Swiss Agile Study 2014 |
| Enthalten in den Sammlungen: | Publikationen School of Engineering |
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Meier, A., & Kropp, M. (2016). Collaboration and human factors in software development : teaching agile methodologies based on industrial insight [Conference paper]. 2016 IEEE Global Engineering Education Conference (EDUCON), 1003–1011. https://doi.org/10.1109/EDUCON.2016.7474675
Meier, A. and Kropp, M. (2016) ‘Collaboration and human factors in software development : teaching agile methodologies based on industrial insight’, in 2016 IEEE Global Engineering Education Conference (EDUCON). IEEE, pp. 1003–1011. Available at: https://doi.org/10.1109/EDUCON.2016.7474675.
A. Meier and M. Kropp, “Collaboration and human factors in software development : teaching agile methodologies based on industrial insight,” in 2016 IEEE Global Engineering Education Conference (EDUCON), 2016, pp. 1003–1011. doi: 10.1109/EDUCON.2016.7474675.
MEIER, Andreas und Martin KROPP, 2016. Collaboration and human factors in software development : teaching agile methodologies based on industrial insight. In: 2016 IEEE Global Engineering Education Conference (EDUCON). Conference paper. IEEE. 2016. S. 1003–1011. ISBN 978-1-4673-8633-3
Meier, Andreas, and Martin Kropp. 2016. “Collaboration and Human Factors in Software Development : Teaching Agile Methodologies Based on Industrial Insight.” Conference paper. In 2016 IEEE Global Engineering Education Conference (EDUCON), 1003–11. IEEE. https://doi.org/10.1109/EDUCON.2016.7474675.
Meier, Andreas, and Martin Kropp. “Collaboration and Human Factors in Software Development : Teaching Agile Methodologies Based on Industrial Insight.” 2016 IEEE Global Engineering Education Conference (EDUCON), IEEE, 2016, pp. 1003–11, https://doi.org/10.1109/EDUCON.2016.7474675.
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