Abstract
0 0 1 130 820 Hochschule Coburg 6 1 949 14.0 96 Normal 0 21 false false false DE JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Normale Tabelle"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman";} Various issues make learning and teaching software engineering a challenge for both students and instructors. Since there are no standard curricula and no cookbook recipes for successful software engineering, it is fairly hard to figure out which specific topics and competencies should be learned or acquired by a particular group of students. Furthermore, it is not clear which particular didactic approaches might work well for a specific topic and a particular group of students. This contribution presents a research agenda that aims at identifying relevant competencies and environmental constraints as well as their effect on learning and teaching software engineering. To that end, an experimental approach will be taken. As a distinctive feature, this approach iteratively introduces additional or modified didactical methods into existing courses and carefully evaluates their appropriateness. Thus, it continuously improves these methods.
Highlights
Software is a core part of the modern world
Based on deficiencies which are identified in the “asis”, and "to-be" analysis we focus on target competencies that students should acquire and build hypothesis about the influence of structural and process variables we analysed
Software engineering is difficult to learn and teach at universities since there is no "one-size-fits-all" curriculum for the subject. The lack of such a generic curriculum is due to the fact that software engineering involves many competencies
Summary
Software is a core part of the modern world. Nearly each aspect of our everyday life is heavily influenced by software. Software engineering is concerned with building complex systems in a team of developers over an extended period of time for a more or less precisely known group of users This implies that software engineers need to have various social and personal competencies on top of their technical skills. SWEBOK, does not take into account to what extent these areas are relevant for which role, nor does is provide any indication which didactic approach might be best suited to learn and teach a particular topic. This is aggravated by the fact that SWEBOK does not. We will give a short summary of key issues and an outlook on intended steps
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