Teaching software design with social engagement

Onderzoeksoutput: Hoofdstuk in Boek/Rapport/CongresprocedureConferentiebijdrageAcademicpeer review

1 Citaat (Scopus)

Uittreksel

Software designers constantly mediate with various stakeholders, agree with requirement engineers and interact with coders. Software design is a socially-intensive activity. Teaching software design should be equally socially-intensive. However academic courses still lack a beneficial balance between theory, practice and social engagement. This paper provides details on how we address this problem in our course on software design. The course is designed to engage students with real-life projects and using peer-review sessions within collaborative team clusters. These instruments embed the social conditions of software design within the students' learning process. We show the effectiveness of the course by discussing student evaluations.
Originele taal-2Engels
Titel2013 IEEE 26th Conference on Software Engineering Education and Training (CSEE&T)
Plaats van productiePiscataway
UitgeverijInstitute of Electrical and Electronics Engineers
Pagina's61-69
Aantal pagina's9
ISBN van elektronische versie978-1-4673-5140-9
DOI's
StatusGepubliceerd - 2013
Extern gepubliceerdJa
Evenement2013 26th International Conference on Software Engineering Education and Training (CSEE&T) - San Francisco, Verenigde Staten van Amerika
Duur: 19 mei 201321 mei 2013

Congres

Congres2013 26th International Conference on Software Engineering Education and Training (CSEE&T)
LandVerenigde Staten van Amerika
StadSan Francisco
Periode19/05/1321/05/13

Vingerafdruk

Software design
Teaching
Students
Engineers

Citeer dit

Tamburri, D. A., Lago, P., & Razavian, M. (2013). Teaching software design with social engagement. In 2013 IEEE 26th Conference on Software Engineering Education and Training (CSEE&T) (blz. 61-69). Piscataway: Institute of Electrical and Electronics Engineers. https://doi.org/10.1109/CSEET.2013.6595237
Tamburri, D.A. ; Lago, P. ; Razavian, M. / Teaching software design with social engagement. 2013 IEEE 26th Conference on Software Engineering Education and Training (CSEE&T). Piscataway : Institute of Electrical and Electronics Engineers, 2013. blz. 61-69
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abstract = "Software designers constantly mediate with various stakeholders, agree with requirement engineers and interact with coders. Software design is a socially-intensive activity. Teaching software design should be equally socially-intensive. However academic courses still lack a beneficial balance between theory, practice and social engagement. This paper provides details on how we address this problem in our course on software design. The course is designed to engage students with real-life projects and using peer-review sessions within collaborative team clusters. These instruments embed the social conditions of software design within the students' learning process. We show the effectiveness of the course by discussing student evaluations.",
author = "D.A. Tamburri and P. Lago and M. Razavian",
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Tamburri, DA, Lago, P & Razavian, M 2013, Teaching software design with social engagement. in 2013 IEEE 26th Conference on Software Engineering Education and Training (CSEE&T). Institute of Electrical and Electronics Engineers, Piscataway, blz. 61-69, 2013 26th International Conference on Software Engineering Education and Training (CSEE&T), San Francisco, Verenigde Staten van Amerika, 19/05/13. https://doi.org/10.1109/CSEET.2013.6595237

Teaching software design with social engagement. / Tamburri, D.A.; Lago, P.; Razavian, M.

2013 IEEE 26th Conference on Software Engineering Education and Training (CSEE&T). Piscataway : Institute of Electrical and Electronics Engineers, 2013. blz. 61-69.

Onderzoeksoutput: Hoofdstuk in Boek/Rapport/CongresprocedureConferentiebijdrageAcademicpeer review

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Tamburri DA, Lago P, Razavian M. Teaching software design with social engagement. In 2013 IEEE 26th Conference on Software Engineering Education and Training (CSEE&T). Piscataway: Institute of Electrical and Electronics Engineers. 2013. blz. 61-69 https://doi.org/10.1109/CSEET.2013.6595237