Using Project-Based-Learning in a mobile application development course—An experience report

In this paper, we report the experience gained in a Mobile Application Development course. We involved students in Computer Science at the University of Salerno, who in teams had to conduct a project. The goal of this project was to design and develop applications (or simply app) for Android-based devices. The adopted teaching approach was based on Project-Based-Learning and enhanced collaboration and competition. Collaboration took place among members of the same team (intra-team), while competition among different teams of students (extra-team). To allow intra-team collaboration, students used GitHub as Computer-Supported-Collaborative-Learning tool. It provided support for implicit and explicit communication among members in each team and for distributed revision control and management of software artifacts (e.g., source code and requirements models). Developed apps underwent a final public competition prized by IT managers of national and international software companies. This is how we implemented extra-team competition. IT managers expressed a positive judgment on both students׳ competition and developed apps. Also, students provided very good feedback on used teaching approach and support GitHub provided.     

POLizied e-Learning using contract management

We present an innovative way to manage online learning by administering experiential learning activities during a semester-long, web-based course that is designed with the Project Oriented Learning methodology. A consulting-style guiding thread for in-class and remote workshops is implemented using a professionally relevant project contract that describes teamwork actions. Specific project goals and deliverables are negotiated and a workplan is asserted in an XML database. Performance by a team is measured according to cumulative success or failure in one or more milestones that lead to such goals. We present an inference mechanism that reveals the behavior of a team, in terms of compromise, competition, precision, self-motivation, or individualism on every milestone session. Such behavior becomes evidence used by the instructor to scaffold students, both individually and as groups. This research embraces both content and activity management.     

Unanimously acceptable agreements for negotiation teams in unpredictable domains

A negotiation team is a set of agents with common and possibly also conflicting preferences that forms one of the parties of a negotiation. A negotiation team is involved in two decision making processes simultaneously, a negotiation with the opponents, and an intra-team process to decide on the moves to make in the negotiation. This article focuses on negotiation team decision making for circumstances that require unanimity of team decisions. Existing agent-based approaches only guarantee unanimity in teams negotiating in domains exclusively composed of predictable and compatible issues. This article presents a model for negotiation teams that guarantees unanimous team decisions in domains consisting of predictable and compatible, and alsounpredictable issues. Moreover, the article explores the influence of using opponent, and team member models in the proposing strategies that team members use. Experimental results show that the team benefits if team members employ Bayesian learning to model their teammates’ preferences.     

Preparing to work in the virtual organization

Forming virtual organizations (VOs) is a new workplace strategy that is also needed to prepare information, technology, and knowledge workers for functioning well in inter-organizational teams. University information studies programs can simulate VOs in courses and teach certain skill sets that are needed in VO work: critical thinking, analytical methods, ethical problem solving, stakeholder analysis, and writing policy are among the needed skills and abilities. Simulated virtual teams allow participants to learn to trust team members and to understand how communication and product development can work effectively in a virtual workspace. It is hoped that some of these methods could be employed in corporate training programs also.In an innovative course, inter-university VOs were created to develop information products. Groups in four geographically dispersed universities cooperated in the project; at its conclusion, students answered a self-administered survey about their experience. Each team’s success or difficulties were apparently closely related to issues of trust in the team process. Access to and ease of communication tools also played a role in the participants’ perceptions of the learning experience and teamwork.     

The Process Enactment Tool Framework—Transformation of software process models to prepare enactment

Rich development process models contain information about structures for project organization and also for concrete outcomes of a project. However, rich processes are hard to implement. They often contain hundreds of pages of documentation. Development teams tend to be skeptical about rich processes in fear of additional effort, risking the benefits of rich tool support for enactment. Process enactment is a challenging task. There is no common methodology to quickly “implement” a development process in a tool or a set of tools. Often specialized tools are used to provide assistance during the project and it is the project manager’s task to consolidate the information with the rest of the team.The Process Enactment Tool Framework (PET) is a software tool that supports the transformation of a given formal development process into a format that project tools can work with. PET is an instrument to import processes based on a metamodel and provide exports for a specific project environment. PET takes an input software development process model and transforms it into an intermediate format that serves as the basis for a second transformation step into data formats of tools such as office suites or comprehensive ALM platforms. In this paper we present the tool framework and show how metamodel-based processes can be transformed into an environment that is ready to use for a project team. We show how PET is applied for the German V-Modell XT and for SPEM-based processes to generate, e.g., process templates for the Team Foundation Server or work product document templates.     

Shallow strategy development in a teachable agent environment designed to support self-regulated learning

To support self-regulated learning (SRL), computer-based learning environments (CBLEs) are often designed to be open-ended and multidimensional. These systems incorporate diverse features that allow students to enact and reveal their SRL strategies via the choices they make. However, research shows that students' use of such features is limited; students often neglect SRL-supportive tools in CBLEs. In this study, we examined middle school students' feature use and strategy development over time using a teachable agent system called Betty's Brain. Students learned about climate change and thermoregulation in two units spanning several weeks. Learning was assessed using a pretest–posttest design, and students' interactions with the system were logged. Results indicated that use of SRL-supportive tools was positively correlated with learning outcomes. However, promising strategy patterns weakened over time due to shallow strategy development, which also negatively impacted the efficacy of the system. Although students seemed to acquire one beneficial strategy, they did so at the cost of other beneficial strategies. Understanding this phenomenon may be a key avenue for future research on SRL-supportive CBLEs. We consider two hypotheses for explaining and perhaps reducing shallow strategy development: a student-centered hypothesis related to “gaming the system,” and a design-centered hypothesis regarding how students are scaffolded via the system.     

A distributed rendering environment for teaching animation and scientific visualization

This article outlines the development of a DRE at Purdue University. Faculty and students are currently beta testing the DRE. The project's goal is to make DREs available to faculty and students throughout the US at no cost. The design addresses several pedagogical paradigms that are critical for enhanced positive learning outcomes. Critical to the development of Purdue's DRE is the notion of an enhanced positive user experience. To address this goal, the project team is focusing on engineering methods for one-touch job deployment; ease of job status monitoring; anywhere, anytime job submission; rendering and animation error correction; and reduced job wait times.     

Radio Gaga? Intra-team communication of Australian Rules Football umpires – effect of radio communication on content,structure and frequency

Intra-team communication plays an important role in team effectiveness in various domains including sport. As such, it is a key consideration when introducing new tools within systems that utilise teams. The difference in intra-team communication of Australian Rules Football (AFL) umpiring teams was studied when umpiring with or without radio communications technology. A cross-sectional observational study was conducted to analyse the verbal communication of seven umpiring teams (20 participants) grouped according to their experience with radio communication. The results identified that radio communication technology increased the frequency and altered the structure of intra-team communication. Examination of the content of the intra-team communication identified impacts on the ‘Big Five’ teamwork behaviours and associated coordinating mechanisms. Analysis revealed that the communications utilised did not align with the closed-loop form of communication described in the Big Five model. Implications for teamwork models, coaching and training of AFL umpires are discussed.

Practitioner Summary: Assessing the impact of technology on performance is of interest to ergonomics practitioners. The impact of radio communications on teamwork is explored in the highly dynamic domain of AFL umpiring. When given radio technology, intra-team communication increased which supported teamwork behaviours, such as backup behaviour and mutual performance monitoring.     

Retrain your code czar

Many software organizations have two classes of technical staff: normal employees and royalty. The royalty-those kings, queens, and czars of software development-initiate central controlling project roles. They see a dire project need and act on it, though no one asked them to. Royalty believe they provide unique project and product skills for the organization. They may, but, in my experience, their controlling actions prevent the project and the team from developing products and cohesive processes. When one team member takes on the royalty role, it prevents the rest of the group from learning what she already knows. The team becomes fragmented and can't work together; the problems that created the royalty become even worse. Royalty delay projects because they interrupt the normal development loop of creating the product, testing it, fixing it, integrating it, and getting feedback. The royalty must stay in their chosen role, because the participants eventually come to believe that the project cannot make any progress without them     

Computer-supported team-based learning: The impact of motivation,enjoyment and team contributions on learning outcomes

The benefits of teamwork and collaboration have long been advocated by many educational theories, such as constructivist and social learning models. Among the various applications of collaborative learning, the iterative team-based learning (TBL) process proposed by Michaelsen, Fink, and Knight (2002) has been successfully used in the classroom without computer support. This paper describes the implementation and evaluation results of a classroom application of the TBL process, which was modified to include computer mediation. We call this process computer-supported team-based learning (CS-TBL). This work extends learning in small teams from the traditional classroom to the hybrid classroom where students meet both face-to-face and online by emphasizing the importance of online team interactions. The outcomes are assessed through an evaluation model that considers the impact of motivation, enjoyment and team contributions on learning outcomes. The study results indicate that motivation influences the relationship between team interactions and perceived learning. Enjoyment is affected by motivation and perceptions of team members’ contributions, with the implication that students who perceive that the team interactions are adding value to their education will better enjoy learning and will experience higher-level learning outcomes.     

Process and learning outcomes from remotely-operated,simulated, and hands-on student laboratories

A large-scale, multi-year, randomized study compared learning activities and outcomes for hands-on, remotely-operated, and simulation-based educational laboratories in an undergraduate engineering course. Students (N = 458) worked in small-group lab teams to perform two experiments involving stress on a cantilever beam. Each team conducted the experiments in one of three lab formats (hands-on, remotely-operated, or simulation-based), collecting data either individually or as a team. Lab format and data-collection mode showed an interaction, such that for the hands-on lab format learning outcomes were higher when the lab team collected data sets working as a group rather than individually collecting data sets to be combined later, while for remotely-operated labs individual data collection was best. The pattern of time spent on various lab-related activities suggests that working with real instead of simulated data may induce higher levels of motivation. The results also suggest that learning with computer-mediated technologies can be improved by careful design and coordination of group and individual activities.     

Learning in cyberspace:shaping the future

Proponents of multimedia and Internet based educational tools have long claimed their potential, but the absence of broad based quantitative research from controlled experimental use, continues to mitigate the transfer of that potential to reality. This paper reports on experimental work in Singapore, which was designed to establish a supportable theoretical foundation for the hypothesis that the use of information technology (IT) resources in education, does improve pedagogic outcomes. The authors reach a positive conclusion, and attribute those improved outcomes to the use of IT resources through the conduit of improved student motivation. The paper also draws the important distinction between using multimedia and the Internet as a facilitator of learning rather than teaching, and reports upon the research project in detail, particularly improvements in student understanding and results, quantified at 11% in one semester. There were also productivity gains of 16% for educators as a result of effective use of Internet resources and use of the Internet to deliver course material for learning. Based on the research work done, this paper draws the statistically valid conclusion that use of IT resources does improve student learning.     

Stocks and flows underlying organizations’ knowledge management capability: Synergistic versus contingent complementarities over time

What are the components of a knowledge management (KM) capability and how do they impact firm performance? Based on prior research, we modeled a firm's KM capability in terms of its accumulations of stock – in the areas of human resources, technology infrastructures, and strategic templates – and regulation of flow, via institutionalization and internal and external learning processes. We then considered the extent to which these components complement one another in their impact on two types of firm performance – efficiency, based return on assets, and value creation, assessed as Tobin's q (the ratio of the capital market value of the firm to the replacement value of its assets). We posited differential types of stock-flow complementarities across these two performance outcomes over time – stable, positive effects on firm efficiency, synergistic complementarity, and initially positive, but subsequently negative effects on value creation, contingent complementarity. Data gathered from 218 Korean firms supported this premise. Implications for practice in the evolving fields of organizational capability and complementarities were explored.     

A case study-based investigation of students’ experiences with social software tools

The term “social software” covers a range of tools which allow users to interact and share data with other users, primarily via the web. Blogs, wikis, podcasts and social networking websites are some of the tools that are being used in educational, social and business contexts. We have examined the use of social software in the UK further and higher education to collect evidence of the effective use of social software in student learning and engagement. We applied case study methodology involving educators and students from 26 initiatives. In this paper, we focus on the student experience: educational goals of using social software; benefits to the students; and the challenges they experience. Our investigations have shown that social software supports a variety of ways of learning: sharing of resources; collaborative learning; problem-based and inquiry-based learning; and reflective learning. Students gain transferable skills of team working, negotiation, communication and managing digital identities. Although these tools enhance a student's sense of community, the need to share and collaborate brings in additional responsibility and workload, which some students find inflexible and “forced”. Our findings show that students have concerns about usability, privacy and the public nature of social software tools for academic activities.     

Students' attitudes towards programming: The effects of structured walk-throughs

The effectiveness of classroom team activities in eliciting more favorable attitudinal outcomes was empirically assessed with a sample of 215 undergraduate Business Administration majors enrolled in an introductory COBOL programming course. For each assigned program. students in the experimental group read and critiqued team members' program listings.Attitudinal outcomes were measured by a “Programming Attitude Survey” constructed for the experiment. This survey consisted of positive and negative statements about programming which were measured on a Likert-type scale. The survey was administered at the beginning (pre-test) and at the end (post-test) of the quarter. Analysis of covariance was used to statistically adjust post-test responses for pre-test responses. Nonparametric tests for differences in proportions were also used.The experimental group exhibited statistically significant differences (P < 0.05) in the following areas: (a) more favorable index scores on one-third of the survey items analyzable with covariance methods, (b) a greater proportion of positive pre-test-to-post-test changes in responses to the survey and (cl a greater proportion of more favorable post-test responses to the attitude survey.The findings provide empirical support for incorporating team activities into the programming learning process to more effectively develop positive attitudinal outcomes in students.     

How can one amplify the effect of e-learning? An examination of high-tech employees’ computer attitude and flow experience

While numerous studies have focused on the effectiveness and benefits of e-learning, this study elicits the determinants of the IT professionals’ e-learning outcomes by investigating the effect of IT professionals’ computer attitudes on two personal outcomes: self-perceived flow experience and learning outcomes. Data collected from 50 technological companies which located in Hsinchu Science Parks in Taiwan (N = 239) were analyzed using structural equation modeling. Results confirm that both computer attitude and flow experience generate positive and direct influence on learning outcome. Specially, the effect of personal computer attitude is amplified on learning outcome through experience of flow in an e-learning environment. Managerial implications are proposed and research limitations are discussed.     

Interpretative case studies on agile team productivity and management

ContextThe management of software development productivity is a key issue in software organizations, where the major drivers are lower cost and shorter time-to-market. Agile methods, including Extreme Programming and Scrum, have evolved as “light” approaches that simplify the software development process, potentially leading to increased team productivity. However, little empirical research has examined which factors do have an impact on productivity and in what way, when using agile methods.ObjectiveOur objective is to provide a better understanding of the factors and mediators that impact agile team productivity.MethodWe have conducted a multiple-case study for 6 months in three large Brazilian companies that have been using agile methods for over 2 years. We have focused on the main productivity factors perceived by team members through interviews, documentation from retrospectives, and non-participant observation.ResultsWe developed a novel conceptual framework, using thematic analysis to understand the possible mechanisms behind such productivity factors. Agile team management was found to be the most influential factor in achieving agile team productivity. At the intra-team level, the main productivity factors were team design (structure and work allocation) and member turnover. At the inter-team level, the main productivity factors were how well teams could be effectively coordinated by proper interfaces and other dependencies and avoiding delays in providing promised software to dependent teams.ConclusionTeams should be aware of the influence and magnitude of turnover, which has been shown negative for agile team productivity. Team design choices remain an important factor impacting team productivity, even more pronounced on agile teams that rely on teamwork and people factors. The intra-team coordination processes must be adjusted to enable productive work by considering priorities and pace between teams. Finally, the revised conceptual framework for agile team productivity supports further tests through confirmatory studies.     

Antecedents and consequences of team potency in software development projects

Developing new software quickly, successfully, and at low cost is critical in organizations. Ways of assessing the effectiveness of development teams has highlighted measures of factors, such as teamwork, group cohesiveness, and team integration, but the use of group potency theory (the collective belief of a group that it can be effective) is rare. In our study, we investigated antecedents of and consequences to group potency in software development project teams. By examining 53 software development project teams collected from small and medium-sized software firms in Turkey, we found, that team potency positively affected speed-to-market, development cost, and market success of the product. We also found that trust among project team members, past experiences of the members, and team empowerment had a positive impact on the team potency during the project. Managerial and theoretical implications are discussed.