Abstract
In this paper we report on the practical outcomes of Software Studio (SS) undergraduate course, but also on a graduate Software Engineering for Internet Applications (SEIA) course, both of which are taught collaboratively by IT and non-IT faculty members. In the latter, students are assigned to projects proposed by actual customers and work together in teams to deliver quality results under time and resource constraints. We are interested in the learning results, such as skills acquired, e.g. by analysing the interaction between students and customers to determine how and to what degree the students transform through project based collaborative learning. As for the SEIA course, the primary goal is to allow students to manage a relatively large number of tools with little prior knowledge and having to work out how to obtain detailed information about given features, when required. In other words, students have to understand the key ideas of web application development in order to be able not only to apply technical knowledge, but also to successfully interact with all the stakeholders involved. In the process, we look for the added value of collaborative teaching, aiming at equipping the participants with both technical and non-technical skills required for their prospective jobs.
Highlights
INTRODUCTIONFollowing Vygotsky [2], we assume that since knowledge construction takes place within social context, participation in a given course involves student-student and ‘expert’student collaboration in solving real-world problems or tasks that are shaped by each individual’s culture and relate to each person’s language, skills, and experience
This paper is concerned with the practical outcomes of two courses taught in a Computer Science and Engineering university in Japan
We focus on Software Studio (SS) - an undergraduate course, taught collaboratively for the last three years, and discuss some benefits of a graduate course in Software Engineering for Web Applications (SEIA), taught collaboratively for a year so far
Summary
Following Vygotsky [2], we assume that since knowledge construction takes place within social context, participation in a given course involves student-student and ‘expert’student collaboration in solving real-world problems or tasks that are shaped by each individual’s culture and relate to each person’s language, skills, and experience. We are interested in finding out collaborative learning outcomes and analysing interactions between students and customers, which are directly reflected in the changing course content and progress reports. For this we carried out pre-and post-course assessment of the SS course participants, applying certain predefined characteristics and drawing on so-called transactional analysis (TA) [4]. What are the tangible course outcomes both from the student and instructor perspectives? What skills emerge as crucial for software development?
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