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Bansal, Srividya K.
- Repository of Instructional and Assessment Techniques for OBE-Based Instructional Module Development System
Abstract Views :156 |
PDF Views:3
Authors
Affiliations
1 School of Computing, Informatics, and Decision Systems Engineering, Arizona State University, Mesa, TX, US
2 Shiley-Marcos School of Engineering, University of San Diego, San Diego, CA, US
1 School of Computing, Informatics, and Decision Systems Engineering, Arizona State University, Mesa, TX, US
2 Shiley-Marcos School of Engineering, University of San Diego, San Diego, CA, US
Source
Journal of Engineering Education Transformations, Vol 29, No 3 (2016), Pagination: 93-100Abstract
Instructional Module Development System (IMODS) project IMODS) project aims to assist educators in developing a STEM-based curriculum, even if the educator has not had extensive or formal training in educational methods. Research shows that choice of appropriate curriculum and assessment methods are critical in successfully teaching students and having the students retain the information taught. The IMODS strives to be a tool to assist educators in building that curriculum which will include an instructional and assessment plan. To successfully achieve this goal, a variety of educational, instructional, and assessment strategies are required to be integrated into the program. In this paper, we present the design and implementation of a repository of current best pedagogical and assessment practices that will be part of IMODS. We also present integration of this repository into the IMODS software to present options for assessment and instruction that align with the type/level of student learning desired based on selections the user makes when defining the learning objectives of the course.Keywords
Instruction Design, Outcome-Based Education, Instructional & Assessment Techniques, Semantic Web-Based Software Tool.
- Experiences Translating Project-Based Software Engineering Courses into Online Courses
Abstract Views :156 |
PDF Views:3
Authors
Affiliations
1 School of Computing, Informatics, and Decision Systems Engineering, Arizona State University, Mesa, TX, US
1 School of Computing, Informatics, and Decision Systems Engineering, Arizona State University, Mesa, TX, US
Source
Journal of Engineering Education Transformations, Vol 29, No Spl Iss (2016), Pagination:Abstract
Online education has seen an enormous growth in the last few years. In this paper we describe the design of three project-centric Software Engineering courses in an undergraduate software engineering program to be delivered online. The study examined three courses offered in face-to-face and online environments. The course goals, structure, learning objectives, and assessments were exactly the same. The courses were designed with hands-on and project-based activities in a cooperative learning environment using a Software enterprise pedagogical model. The paper presents a comparison of student performance on various course outcomes, working in teams, success/failure rates and lessons learned from translating a face-to-face course into an online course. These results can be useful to other educators and institutions in how to improve student learning outcomes and learner satisfaction in online environments and further improve quality of online course offerings.Keywords
Online Education, Learn-By-Doing, Projectbased Learning, Software Engineering Education.- Experiences Translating Project-Based Software Engineering Courses into Online Courses
Abstract Views :204 |
PDF Views:2
Authors
Affiliations
1 School of Computing, Informatics, and Decision Systems Engineering, Arizona State University, Mesa, TX, US
1 School of Computing, Informatics, and Decision Systems Engineering, Arizona State University, Mesa, TX, US
Source
Journal of Engineering Education Transformations, Vol 30, No 2 (2016), Pagination: 57-64Abstract
Online education has seen an enormous growth in the last few years. In this paper we describe the design of three project-centric Software Engineering courses in an undergraduate software engineering program to be delivered online.The study examined three courses offered in face-to-face and online environments. The course goals, structure, learning objectives, and assessments were exactly the same. The courses were designed with hands-on and project-based activities in a cooperative learning environment using a Software enterprise pedagogical model. The paper presents a comparison of student performance on various course outcomes, working in teams, success/failure rates and lessons learned from translating a face-to-face course into an online course. These results can be useful to other educators and institutions in how to improve student learning outcomes and learner satisfaction in online environments and further improve quality of online course offerings.Keywords
Online Education, Learn-By-Doing, Project-Based Learning, Software Engineering Education.References
- Andhare, K., Dalrymple, O., & Bansal, S. (2012). Learning Objectives Feature for Instructional Module Development System. Presented at the PSW American Society for Engineering Education Conference,San Luis Obispo,California.
- Bansal, S., Bansal, A., & Dalrymple, O. (2015). Outcome-based Education Model for Computer Science Education. Journal of Engineering Education Transformations, 28(2&3), 113-121.
- Bansal, S., Dalrymple, O., & Bansal, A. (2015). Building Faculty Expertise in Outcome-based Education Curriculum Design. In Proceedings of Frontiers in Education Conference (FIE).
- Burge, J. (2015). Insights into Teaching and Learning: Reflections on MOOC Experiences. In Proceedings of the 46th ACM Technical Symposium on Computer Science Education (pp. 600-603).
- Capdeferro, N., & Romero, M. (2012). Are online learners frustrated with collaborative learning experiences? The International Review of Research in Open and Distributed Learning, 13(2), 26-44.
- Cary, K. A. (2008). The software enterprise: Practicing best practices in software engineering education. International Journal of Engineering Education, 24(4), 705.
- Estell, J. K. (2009). Streamlining the assessment process with the faculty course assessment report. International Journal of Engineering Education, 25(5), 941.
- Gary, K., Lindquist, T., Bansal, S., & Ghazarian, A. (2013). A project spine for software engineering curricular design. In Software Engineering Education and Training (CSEE&T), 2013 IEEE 26th Conference on (pp. 299-303).
- Kolb, D.A. (2014). Experiential learning: Experience as the source of learning and development. Pearson Education.
- Lin, P.-C., Hou, H.-T., Wang, S.-M., & Chang, K.-E. (2013). Analyzing knowledge dimensions and cognitive process of a project-based online discussion instructional activity using Facebook in an adult and continuing education course. Computers & Education, 60(1), 110-121.
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- Phase, I. I., & others. (2005). Educating the Engineer of 2020::Adapting Engineering Education to the New Century. National Academies Press.
- Sheppard, S. D., Macatangay, K., Colby, A., & Sullivan, W. M. (2008). Educating engineers: Designing for the future of the field (Vol. 2). Jossey Bass.
- Sun, P.-C., Tsai, R. J., Finger, G., Chen, Y.-Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50(4), 1183-1202.
- Tseng, H. W., & Yeh, H.-T. (2013). Team members' perceptions of online teamwork learning experiences and building teamwork trust: A qualitative study. Computers&Education;, 63, 1-9.
- Scrumify:A Software Game to Introduce Agile Software Development Methods
Abstract Views :187 |
PDF Views:0
Authors
Affiliations
1 School of Computing, Informatics, and Decision Systems Engineering, Arizona State University, Mesa, AZ 85212, US
1 School of Computing, Informatics, and Decision Systems Engineering, Arizona State University, Mesa, AZ 85212, US
Source
Journal of Engineering Education Transformations, Vol 30, No Sp Iss (2017), Pagination:Abstract
Software Engineering courses are perceived as being dry and boring. The education community has been looking at active learning and hands-on training techniques to engage students better and thereby provide a better understanding of concepts. This paper presents a web-based game called Scrumify, developed by undergraduate students, that is designed to introduce students to the Scrum software development process through story elements, and quiz mechanics. The game is designed to reinforce software engineering concepts more specifically agile software processes. Quizzes within the game are designed to grant points that inject a sense of competition for the users and motivation to learn the agile methodology concepts. Scrumify serves two objectives: software engineering education for audience of the game and web-based game development and software testing education for the developers of the game. Use of this game in classroom provides an active learning technique for agile software processes. Students are more engaged with games and thereby absorb the concepts better. The game was evaluated in a sophomore software engineering class and the results are presented.Keywords
Software Engineering Education, Scrum, Agile Methods.References
- I. Sommerville, “Software Engineering” (9th ed.), Chapter 2: Software processes: Software process models and Chapter 3: Agile Software Development, Boston, MA, 2011.
- J. Pieper, “Learning Software Engineering Processes through Playing Games,” IEEE Intl. Workshop on Games and Software Engineering (GAS) at Intl. Conf. on Software Engineering, June 2012.
- N. Tillman, et al, “Pex4Fun: Teaching and Learning Computer Science via Social Gaming”, Conf. on Software Engg. Education & Training (CSEET) at Intl. Conf. on Software Engg., June 2012.
- D. Ismailovic, et al, “Adaptive Serious Game Development”, IEEE International Workshop on Games and Software Engineering (GAS) at International Conference on Software Engineering, June 2012.
- A. Baker, E. O. Navarro, A. Hoek, “An experimental card game for teaching software engineering processes”, Journal of Systems and Software, IEEE, pp. 3–16, 2005.
- E. O. Navarro, “SimSE: A software engineering simulation environment for software process education”, Doctoral Dissertation, School of Information & Computer Sciences, UC Irvine, 2006.
- A. Rusu, R. Russell, R. Cocco, “Simulating the Software Engineering Interview Process using a Decision-based Serious Computer Game”, IEEE Intl. Conference on Computer Games (CGAMES), 2011.
- A. Chua, “The Design and Implementation of a Simulation Game for Teaching Knowledge Management”, Journal of American Society for Information Science & Technology , pp. 1207–1216, 2005.
- G. Taran, “Using Games in Software Engineering Education to Teach Risk Management”, IEEE Conf. on Software Engineering Education & Training (CSEET), pp. 211-220, 2007.
- A. Ampatzoglou, A. Chatzigeorgiou, “Evaluation of object-oriented design patterns in game development”, Elsevier Informaiton and Software Technology, Vol. 49, pp. 445-454, 2007.
- D. Maggiorini, L. A. Ripamonti, E. Zanon, “Supporting Seniors Rehabilitation through Videogame Technology”, Workshop on Games & Software Engg. (GAS) at Intl. Conf. on Soft. Engg, 2012.
- “Impact: Javascript engine” [Online]. Available: http://impactjs.com [Accessed: Oct-16]
- “Weltmeister: Level Editor”[Online]. Available: http://impactjs.com/documentation/weltmeister [Accessed: Oct-16]
- S. Potineni, S. Bansal, A. Amresh. “ScrumTutor: Web-based Interactive Tutorial for Scrum Software Development". In IEEE ICACCI: Intl. Symposium on Women in Computing and Informatics (WCI), 2013.
- MOOClink:An Aggregator for MOOC Offerings from Various Providers
Abstract Views :191 |
PDF Views:5
Authors
Affiliations
1 School of Computing, Informatics, and Decision Systems Engineering, Arizona State University, Mesa, AZ 85212, US
1 School of Computing, Informatics, and Decision Systems Engineering, Arizona State University, Mesa, AZ 85212, US