Teaching software engineering and project management to 300 participants without drain of quality or intensity
Abstract
The paper discusses the setting, goals, timing, workload, organization, roles, and communication issues of an established large-scale software engineering workshop course. In order to assess trends of changes introduced this year and success factors for the course in general the technology support for the flow of work products between distributed work places and the lab as well as the integration and exchange of components in the lab is illustrated. Experiences with work teams on team building and distribution of work are summarized briefly.
References
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Finkelstein, A. (ed.) (1994). Software Engineering Education Resources, Proc. of A CM/IEEE Int. Workshop on SE Education, May, Sorrento, Italy.
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Knox, D. et al (1996). Use of Laboratories in Computer Science Education: Guidelines for good Practice, Working Group Report, Proc. of ITiCSE'96, June, Barcelona, Spain, pp. 167-181.
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Pilgrim, C.J. and Leung (1996). Appropriate Use of the Internet in Computer Science Courses, Proc. of ITiCSE'96, June, Barcelona, Spain, pp. 81-86.
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Sharon, S. (ed.) (1994). Handbook of Cooperative Learnmg Methods, The Greenwood Educator's Reference Collection, Greenwood Press.
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Tucker, A.B. (ed.) et al (1991). Summary of the ACM/ IEEE-CS Joint Curriculum Task Force Report Computing Curricula 199I, Comm. of the A CM, Vol.34, No.6, pp. 68-84.
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Teaching software engineering and project management to 300 participants without drain of quality or intensity
ITiCSE '97: Proceedings of the 2nd conference on Integrating technology into computer science educationThe paper discusses the setting, goals, timing, workload, organization, roles, and communication issues of an established large-scale software engineering workshop course. In order to assess trends of changes introduced this year and success factors for ...
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Association for Computing Machinery
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Publication History
Published: 04 June 1997
Published in SIGCSE Volume 29, Issue 3
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