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Teaching Software Development using a Mock Software Coding Company. Phil Campbell C.I.S.E. London South Bank University. HEA-ICS Dublin Conference 2006. Addressing a distinct set of problems. Higher National Diploma Students with some Weak students Attendance problems

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teaching software development using a mock software coding company
Teaching Software Development using a Mock Software Coding Company

Phil Campbell

C.I.S.E.

London South Bank University

HEA-ICS Dublin Conference 2006

HEA-ICS Dublin Conference 2006

why do this

Addressing a distinct set of problems.

Higher National Diploma Students with some

Weak students

Attendance problems

Disenchantment with education

Reluctance to engage with the material

Strongly bi-modal groups

Why do this?

HEA-ICS Dublin Conference 2006

to the large software building unit
To the

Large

Software

Building

Unit

Welcome

at

London

South

Bank

University

Simulating the workplace they just don't get paid

HEA-ICS Dublin Conference 2006

why use a simulation to teach software development
Why use a simulation to teach Software Development?

To engage students

Make it...

real

relevant

enjoyable

and...

engender ownership of learning process

and autonomous learning.

HEA-ICS Dublin Conference 2006

why use a simulation to teach software development1

To combat some student expectations.

Weak Students view

You give me things to do,

I do them with as little effort as I can,

You give me a piece of paper (Cert),

I get a job with lots of money.

Supermarket education

Get what you want with the minimum effort

Why use a simulation to teach Software Development?

HEA-ICS Dublin Conference 2006

why use a simulation to teach software development2

I want to help you to:

acquire as much knowledge and as many skills as you are able to.

develop confidence and self reliance working in this domain.

work at the higher levels of Blooms taxonomy

Why use a simulation to teach Software Development?

HEA-ICS Dublin Conference 2006

make it real

Large programming projects deliver very different learning environments from lots of small programs.

Different set of problems to solve

communication between developers

design / specification more important

development process control

strategic rather than tactical.

Provides a clear rationale for the use of tools and techniques. Ant, CVS, JUnit, UML....

Make it real?

HEA-ICS Dublin Conference 2006

problems in adopting this approach

Approach does not lie easily with rigidly written "Learning Outcomes".

Requires flexibility and a higher level of technical engagement from the teaching staff.

It cannot guarantee a consistent learning environment for each student.

Problems in adopting this approach

HEA-ICS Dublin Conference 2006

slide9
Teaching the use of CVS system

Traditional:

Lecture on CVS

Handouts and supporting material

Exercise using CVS

Just how different?

HEA-ICS Dublin Conference 2006

just how different

Weeks 1-2 Writing own versions (lots of talk about sharing code) Floppies / pen drives..

Weeks 3-4 Use discussion boards to upload the latest version of a class

Weeks 5+ All work uploaded onto CVS (And having to live with the consequences)

Handouts and supporting material available on Blackboard

Reflective commentary written in logbook.

Just how different?

HEA-ICS Dublin Conference 2006

car park tickets
Car Park TicketsTypical Scenarios

Sure Pay Parking Systems

28/09/05

07:06:54, 1200001, IN,

07:09:00, 1200002, IN,

07:12:10, 1200003, IN,

07:15:40, 1200004, IN,

07:23:58, 1200005, IN,

07:24:15, 1200005, PAY, 0.30

07:29:55, 1200003, PAY, 0.30

07:30:18, 1200006, IN,

07:33:05, 1200007, IN,

07:33:12, 1200005, OUT,

07:35:49, 1200008, IN,

07:36:47, 1200006, PAY, 0.30

07:38:52, 1200003, OUT,

07:41:39, 1200009, IN,

...... another 700 lines

Find

Number of cars

Total amount taken

Total number of each payment amount

Average time of stay

Number of lost tickets

Maximum number of cars in the car park at any one time

HEA-ICS Dublin Conference 2006

slide12
Car Park Tickets

Large text file, each Ticket appears 3 times ( or with a corresponding 'lost' entry) in csv format.

Typical Scenarios

Reader

Ticket

Date

*

Summary

CarPark

Controller

Student solution

HEA-ICS Dublin Conference 2006

multiple choice exam analysis
Multiple Choice Exam AnalysisTypical Scenarios

StNo [,QuNo, attempted, timetaken, confident, correct]*

810004,Q111,Y,62 ,3,N,Q183,Y,120,2,N,Q112,Y,186,2,N ...x50

810006,Q154,Y,54 ,3,N,Q149,Y,107,2,Y,Q174,Y,86 ,3,N

810010,Q121,Y,125,2,Y,Q103,Y,91 ,2,N,Q185,Y,153,1,N

...450 lines

Which were the easiest questions

Which were the hardest questions

How did each student score

HEA-ICS Dublin Conference 2006

slide14

To : The Large Software Building Unit

From: S.W. Indle [indle@slate.ac.uk]

Date: 01/02/06

RE : Discussions on proposed program

-------------------------------------

Hi,

Just to put into words our recent conversation.

First, thank you for supplying the Multiple Choice question system which is working better than we would have thought possible, unfortunately, we are having a bit of trouble with the statistics coming out of the program. would it be possible to have a program to read the data file and produce a summary of the results for us. it would help if you could include the following.

1. A list of the final scores for each student.

2. An analysis of each question as to how difficult it was, how many people got it wrong or right and how long an average students spent answering the question. It would help to see how confident students were for each question too.

HEA-ICS Dublin Conference 2006

slide15

3. We would like to know which marking scheme is the better for the students. Should we use the confidence scores or should we just allocate 1 mark for each correct answer and multiply by 2 to make it up to 100% ?

4. Might it be possible to password protect the program so that it cannot be run by just anyone.

5. Since we would be doing this every time we have an examination session, could we somehow specify the file to process?

thanks

Steve Indle

Program Director.

Slate School of Art

HEA-ICS Dublin Conference 2006

logbook assessment

Mark Weight Score

Understanding and use of Java 8 1.0 8.0

Development of Software

Analysis 6 0.5 4.0

Program Code 3 0.7 2.1

Debugging 0.5

Refactoring 0.5

Using Tools

Javadoc 0.8

CVS 0.8

JUnit 0.8

Research 0.5

Working with others 0.4

Support to programming team 0.5

Logbook quality 0.5

Personal Evaluation 0.5

Total ____ / 80

Overall group Mark ____ / 20

Final ______%

Logbook Assessment

HEA-ICS Dublin Conference 2006

if you are going to try this

Establish the ethos right from the start.

Choose scenarios that are not run of the mill.

Have a number of different scenarios ready at different levels.

If you are going to try this

HEA-ICS Dublin Conference 2006

if you are going to try this1

Be prepared to go through the requirements many times.

Do not give a scenario to students if you cannot produce an answer yourself.

Try very hard not to steer students to your solution.

(This is difficult)

If you are going to try this

HEA-ICS Dublin Conference 2006

if you are going to try this2

Weak students need to know what "understanding" means.

Students being told to "go and find out" can think they are being ignored (legacy thinking?).

Watch out for "Analysis Paralysis" it is an easy cop out. Let the design cover only what is needed at the moment.

Encourage refactoring and insist on unit testing.

If you are going to try this

HEA-ICS Dublin Conference 2006

if you are going to try this3

Give additional marks to those helping the group process.

Give a clear indication what deliverables are required. Weak students especially need the structure as a support.

If the requirements are not made clear you will get a lot of irrelevant program code and other materials stuck into the portfolio.

If you are going to try this

HEA-ICS Dublin Conference 2006

phil campbell c i s e london south bank university campbep@lsbu ac uk
Phil Campbell

C.I.S.E

London South Bank University

campbep@lsbu.ac.uk

More information

Questions ?

HEA-ICS Dublin Conference 2006