Informatics Education Europe – The consistency of informatics curricula across Europe –...

Informatics Education Europe – The consistency of informatics curricula across Europe – 09/11/2006Informatics Education Europe – The consistency of informatics curricula across Europe – 09/11/2006

Software engineering education

Learning by doing software engineering

Apprenticeship by immersion

Software engineering education

Learning by doing software engineering

Apprenticeship by immersion

Philippe Saliou and Vincent RibaudPhilippe Saliou and Vincent RibaudDépartement Informatique - Université de Bretagne OccidentaleDépartement Informatique - Université de Bretagne Occidentale

Philippe Saliou and Vincent RibaudPhilippe Saliou and Vincent RibaudDépartement Informatique - Université de Bretagne OccidentaleDépartement Informatique - Université de Bretagne Occidentale


PlanPlan

• Introduction

• Immersion principles

• Donald Schön’s reflective practicum

• Some elements of the immersion system

• The Guide to the Software Engineering Body of Knowledge

• TEMPO: Thales’s corporate baseline

• Apprenticeship repository

• Linking knowledge and skills

• Shifting the immersion paradigm

• Conclusion

• Introduction

• Immersion principles

• Donald Schön’s reflective practicum

• Some elements of the immersion system

• The Guide to the Software Engineering Body of Knowledge

• TEMPO: Thales’s corporate baseline

• Apprenticeship repository

• Linking knowledge and skills

• Shifting the immersion paradigm

• Conclusion


Introduction Introduction

• Immersion– Students are immersed in a virtual software company

– The apprenticeship guideline is the project

– A reflective practicum – Donald Schön (1987)

• Environment– ISO 9001 software processes and organization

– Model-driven engineering for n-tier Information Systems (MIS)

– Professional frameworks

• Apprenticeship process– Apprenticeship repository

– One turn to learn, a second turn to do

– Redefinition of roles for students and teachers

– Continuous assessment

• Immersion– Students are immersed in a virtual software company

– The apprenticeship guideline is the project

– A reflective practicum – Donald Schön (1987)

• Environment– ISO 9001 software processes and organization

– Model-driven engineering for n-tier Information Systems (MIS)

– Professional frameworks

• Apprenticeship process– Apprenticeship repository

– One turn to learn, a second turn to do

– Redefinition of roles for students and teachers

– Continuous assessment


Immersion principlesImmersion principles

Company YCompany YCompany XCompany XMeeting roomMeeting room

• An immersion in a realistic project

• 2 companies of 6 students, led by a tutor

• A staged apprenticeship system

• Tutors’ continuous feedback and assessment

• A software development process sustainedby a corporate baseline

• A professional technological framework

• Dedicated fitted-out rooms : landscape rooms, meeting room, machine room

• An immersion in a realistic project

• 2 companies of 6 students, led by a tutor

• A staged apprenticeship system

• Tutors’ continuous feedback and assessment

• A software development process sustainedby a corporate baseline

• A professional technological framework

• Dedicated fitted-out rooms : landscape rooms, meeting room, machine room

Iteration 3Iteration 3 « Training period »« Training period »

Iteration 3Iteration 3 « Training period »« Training period »

Iteration 1 Iteration 1 « Tutored apprenticeship »« Tutored apprenticeship »

Iteration 1 Iteration 1 « Tutored apprenticeship »« Tutored apprenticeship »

Iteration 2 Iteration 2 « Accompanied application »« Accompanied application »

Iteration 2 Iteration 2 « Accompanied application »« Accompanied application »

StudentsStudentsStudentsStudents

4 months4 months4 months4 months

2 months2 months2 months2 months

4 - 6 months4 - 6 months4 - 6 months4 - 6 months


Donald Schön’s reflective practicumDonald Schön’s reflective practicum

It’s a situation in which people learn by doing

Where they learn by doing in a practicum which is really a virtual world.

• A virtual world that represents the world of practice, but is not the world of practice.

• In that virtual world, students can run experiments cheaply and without great danger.

And they learn by doing with others in the virtual world of the practicum in interaction with someone who is in the role of coach

• more like a coach than like a teacher, because that coach is trying to help them do something.

It’s a situation in which people learn by doing

Where they learn by doing in a practicum which is really a virtual world.

• A virtual world that represents the world of practice, but is not the world of practice.

• In that virtual world, students can run experiments cheaply and without great danger.

And they learn by doing with others in the virtual world of the practicum in interaction with someone who is in the role of coach

• more like a coach than like a teacher, because that coach is trying to help them do something.


StagesSoftware project

management

Software development

engineering

Development

support

Stage 1

Stage 2

Stage 3

...

Area

Apprenticeship process – First iterationApprenticeship process – First iteration

Quality

insurance setup

Project

set-up

Means set-up

Technical

environment

validation

Configuration

management

Requirements

consolidation

Analysis

tailoring

Project

management

Technical

support

Functional

requirementsTechnical

requirements

Generic design

Technical

prototype

Analysis Framework

explorationMethods and

tools support

Design tailoringSoftware test

plan

Project

set-up

Functional

requirements

Generic design

Framework

exploration

Software test

plan

• Main element of the Tutor-Student relationship

• Structure– Role(s)– Actor(s)– Activity type :

analysis, design, ...– Work description and

pedagogical resources– Expected deliverables– Workload and lead-

time information

• Main element of the Tutor-Student relationship

• Structure– Role(s)– Actor(s)– Activity type :

analysis, design, ...– Work description and

pedagogical resources– Expected deliverables– Workload and lead-

time information

Number : 8 Date : 11-21-2002 Origin : Ph. SALIOU Action Program : SI2E-WP1

APPRENTICESHIP CARD

Analyst

L. Delemazure S. Le Livec

Area : Development engineering Activity : Requirements capture

Name : Requirements consolidation

WORK DESCRIPTION

This work aims to consolidate in a single document the set of requirements. The purposes of this work are :

To be in accordance with the TEMPO-ILI baseline and the Two-Track Unified Process. To bring together two requirements : functional and technical.

… The expected result will be materialized with a Software Requirements Specification document (SRS). This specification is a reference document for the software design. … Pedagogical resources can be helpful in order to write the SRS :

Simplified writing guide for the software requirements specification (TEMPO-IGQ347). SRS Examples

…

Products Version Milestone

Software Requirements Specification (SRS)

A

11-29-2002

WORK IN PROGRESS

Estimation Reality Start date End date Workload Start date End date Used workload 11-25-2002 12-03-2002 3,5 3,5

Date Used workload Deliveries-Observations


From apprenticeship to production – Second iterationFrom apprenticeship to production – Second iteration

• Accompanied autonomy

• Real-world simulation– Fixed organisation

– This iteration should end with the delivery of the required information system, qualified according to the validation protocol written by the project team

• The apprenticeship process becomes a development process

• Progress– The company’s tutor stands back

– Apprenticeship Card (AC) -> Manufacturing Card (MC)

– The student acting as project manager chairs progress report meetings

• Accompanied autonomy

• Real-world simulation– Fixed organisation

– This iteration should end with the delivery of the required information system, qualified according to the validation protocol written by the project team

• The apprenticeship process becomes a development process

• Progress– The company’s tutor stands back

– Apprenticeship Card (AC) -> Manufacturing Card (MC)

– The student acting as project manager chairs progress report meetings


Authentic assessmentAuthentic assessment

Regulation assessment

• Tutor-Author cycle– Carefully examination of deliverables

– Feedback

– Reworking

• Apprenticeship supervision and regulation– Writing, planning and assigning Apprenticeship Cards

– Bi-weekly regulation meeting

Verification and validation assessment

• Validation and reviews– Contribute to the important role play

– Still a formative experience


• Tutor-Author cycle– Carefully examination of deliverables

– Feedback

– Reworking

• Apprenticeship supervision and regulation– Writing, planning and assigning Apprenticeship Cards

– Bi-weekly regulation meeting


• Validation and reviews– Contribute to the important role play

– Still a formative experience






The SWEBOKThe SWEBOK

The Guide to the Software Engineering Body of Knowledge (SWEBOK) was established with five objectives:

• To promote a consistent view of software engineering worldwide

• To clarify the place—and set the boundary—of SE with respect to other disciplines such as computer science, ...

• To characterize the contents of the SE discipline

• To provide a topical access to the SE Body of Knowledge

• To provide a foundation for curriculum development and for individual certification and licensing material

The Guide to the Software Engineering Body of Knowledge (SWEBOK) was established with five objectives:

• To promote a consistent view of software engineering worldwide

• To clarify the place—and set the boundary—of SE with respect to other disciplines such as computer science, ...

• To characterize the contents of the SE discipline

• To provide a topical access to the SE Body of Knowledge

• To provide a foundation for curriculum development and for individual certification and licensing material


The SWEBOK Knowledge Areas (KAs)The SWEBOK Knowledge Areas (KAs)

Software requirements

Software design

Software construction

Software testing

Software maintenance

Software configuration management

Software engineering management

Software engineering process

Software engineering tools and methods

Software quality

Software requirements

Software design

Software construction

Software testing

Software maintenance


Software engineering management

Software engineering process

Software engineering tools and methods

Software quality


Third objective—a characterization of the contents of SEThird objective—a characterization of the contents of SE

The Guide uses a hierarchical organization to decompose each KA into a set of topics.

The Guide treats the selected topics in a manner compatible with breakdowns generally found in industry and in SE literature and standards.

Each topic only describes the generally accepted nature of the topic and helps to find reference material.

After all, the Body of Knowledge is found in the reference material themselves, not in the Guide.

The Guide uses a hierarchical organization to decompose each KA into a set of topics.

The Guide treats the selected topics in a manner compatible with breakdowns generally found in industry and in SE literature and standards.

Each topic only describes the generally accepted nature of the topic and helps to find reference material.

After all, the Body of Knowledge is found in the reference material themselves, not in the Guide.


TEMPO: Thales’s corporate baselineTEMPO: Thales’s corporate baseline

The company’s “corporate baseline”, TEMPO

• a vital tool for demonstrating the ability of its quality system to meet general requirements (such as ISO).

TEMPO is the foundation of corporate culture and is the basis for sustaining good working practices.

TEMPO is a set of procedures, guides and instructions :

• defining how the company operates and how it is organised,

• providing a framework for programme management, software development and system integration activities.

The company’s “corporate baseline”, TEMPO

• a vital tool for demonstrating the ability of its quality system to meet general requirements (such as ISO).

TEMPO is the foundation of corporate culture and is the basis for sustaining good working practices.

TEMPO is a set of procedures, guides and instructions :

• defining how the company operates and how it is organised,

• providing a framework for programme management, software development and system integration activities.


Apprenticeship by immersion repositoryApprenticeship by immersion repository

Apprenticeship repositoryApprenticeship repository• TEMPO-ILITEMPO-ILI

• Technical frameworks supportTechnical frameworks support

• Technical libraries and forumTechnical libraries and forum

• Books and self-training mediaBooks and self-training media

• Apprenticeship process descriptionApprenticeship process description

• Role playRole play

•Development cycleDevelopment cycle

• StagesStages

• Work cardsWork cards

• Pedagogical resourcesPedagogical resources

• Expected deliverablesExpected deliverables

• Previous deliverablesPrevious deliverables

Apprenticeship repositoryApprenticeship repository• TEMPO-ILITEMPO-ILI

• Technical frameworks supportTechnical frameworks support

• Technical libraries and forumTechnical libraries and forum

• Books and self-training mediaBooks and self-training media

• Apprenticeship process descriptionApprenticeship process description

• Role playRole play

•Development cycleDevelopment cycle

• StagesStages

• Work cardsWork cards

• Pedagogical resourcesPedagogical resources

• Expected deliverablesExpected deliverables

• Previous deliverablesPrevious deliverables

ISO 9001ISO 9001

ClearCaseClearCase

WebSphereWebSphere

RationalRequisiteProRationalRequisitePro

XDEXDE

Rational EntrepriseRational Entreprise

J2EEJ2EEEJBEJB

HTTPHTTP

Session Session BeanBean

HTMLHTML

JDBCJDBC

Entity BeanEntity BeanJavaJavaJava RMIJava RMI

XMLXMLSCMSCM

DesignerDesignerJDeveloperJDeveloper

ReportsReports


CompanyCompany X X Company YCompany Y

JSPJSPServletServlet

BC4JBC4J

OracleOracle

IBMIBM

Oracle 9iASOracle 9iAS

WebSphere WebSphere Application ServerApplication Server

DBDB22

Oracle9i DatabaseOracle9i Database

UMLUML

TopLinkTopLink

JHeadStartJHeadStart

MVC Framework for J2EEMVC Framework for J2EE

ClearCaseClearCase

WebSphereWebSphere

RationalRequisiteProRationalRequisitePro

XDEXDE


J2EEJ2EEEJBEJB

HTTPHTTP

Session Session BeanBean

HTMLHTML

JDBCJDBC

Entity BeanEntity BeanJava RMIJava RMI

XMLXMLSCMSCM

DesignerDesignerJDeveloperJDeveloper

ReportsReports


BC4JBC4J

OracleOracle

IBMIBM

Oracle 9iASOracle 9iAS

WebSphere WebSphere Application ServerApplication Server

DBDB22

Oracle9i DatabaseOracle9i Database

UMLUML

TopLinkTopLink



Manufacturing Manufacturing processesprocesses

Corporate Corporate baselinebaseline

BuildingBuildingBuildingBuilding


Linking knowledge and skillsLinking knowledge and skills

Diploma supplement → establish two lists per unit :

• one for the knowledge covered in the unit,

• the other for the abilities linked to the unit.

The abilities (competencies) list : description of activities and tasks from

• the corporate baseline

• the work cards of the immersion system

The knowledge list :

• more difficult to extract the knowledge really covered

• even with the help of the SWEBOK

For others curricula, it may be the other way round

Diploma supplement → establish two lists per unit :

• one for the knowledge covered in the unit,

• the other for the abilities linked to the unit.

The abilities (competencies) list : description of activities and tasks from

• the corporate baseline

• the work cards of the immersion system

The knowledge list :

• more difficult to extract the knowledge really covered

• even with the help of the SWEBOK

For others curricula, it may be the other way round


Unification reference frameworkUnification reference framework

Software engineeringApprenticeship by immersion

SCM

PM

SPMSoftware project

management

SDE

TS

MTS

SDS

RC

AQ

SA

TA

SD

CUT

IV

UD

ID

Requirements captureProject

management

Quality Insurance


Technical support

Software analysis

User’s documentation

Methods and tools support

Installation - Deployment

Integration - Validation

Coding – Unit testing

Software design

Technical requirements

Software development engineering

Software development

support

StudentsPedagogical team

Professional branch

University


Shifting the immersion paradigmShifting the immersion paradigm

Duffy and Cunningham, Constructivism :

• learning is defined as an active process for knowledge building rather than a knowledge acquisition process

• teaching is essentially aimed at helping students in this process rather than transmitting knowledge

At the organizational level, the shift involves at least two dimensions.

• First, lectures are replaced with student learning.

• Secondly, the whole immersion system should operate as a learning organization.

The main goal of the system is to educate skilled but also reflective practitioners

Duffy and Cunningham, Constructivism :

• learning is defined as an active process for knowledge building rather than a knowledge acquisition process

• teaching is essentially aimed at helping students in this process rather than transmitting knowledge

At the organizational level, the shift involves at least two dimensions.

• First, lectures are replaced with student learning.

• Secondly, the whole immersion system should operate as a learning organization.

The main goal of the system is to educate skilled but also reflective practitioners


Conclusion Conclusion

• Last year of a Master in Computer Engineering– A new kind of learning, but also a new kind of teaching

– Strong commitment is required

• Last year of a Master in Computer Engineering– A new kind of learning, but also a new kind of teaching

– Strong commitment is required

• Pros– Immersion in a real project

– Working in a team

– Complex technological frameworks

– Model-driven development

– Apprenticeship repository of the software engineering

• Pros– Immersion in a real project

– Working in a team

– Complex technological frameworks

– Model-driven development

– Apprenticeship repository of the software engineering

• Cons– A fragile system : everybody has to play the roles

– Heavy assessment

• Cons– A fragile system : everybody has to play the roles

– Heavy assessment


More detailsMore details


Immersion environmentImmersion environmentPedagogical objectives• Model-driven engineering

• N-tier information systems

• Complexity of infrastructures

• Market frameworks and tools

Pedagogical objectives• Model-driven engineering

• N-tier information systems

• Complexity of infrastructures

• Market frameworks and tools

2-Track Unified Process2-Track Unified Process

ISO 9001ISO 9001ISO 9001 corporate baselineISO 9001 corporate baseline

ClearCaseClearCase

WebSphereWebSphereRational ArchitectRational Architect

EJBEJBRational RequisiteProRational RequisitePro

J2EEJ2EE

EJBEJB

HTTPHTTP

Session BeanSession Bean

HTMLHTML

Web ServicesWeb ServicesBeansBeans

JavaJava

Java RMIJava RMI

XMLXML

SCMSCM

DesignerDesignerJDeveloperJDeveloperADFADF

Business ComponentsBusiness Components

Company XCompany X Company YCompany YJSPJSPServletServlet

UIXUIX

OracleOracle

IBMIBM

OAS 10gOAS 10g WebSphere WebSphere Application ServerApplication Server

DB2DB2

Oracle10g databaseOracle10g database

UMLUML

TopLinkTopLink



Each company uses a different frameworkEach company uses a different framework


Tutors’ and students’ rolesTutors’ and students’ roles• « Coordinator »

– prepares the logistics, consolidates and tailors the apprenticeship repository, supervises the pedagogical system.

• « Company’s tutor »– defines the new project, leads the student’s team, coordinates and regulates

students’ apprenticeships (individual and collective).

• « Coordinator »– prepares the logistics, consolidates and tailors the apprenticeship repository,

supervises the pedagogical system.

• « Company’s tutor »– defines the new project, leads the student’s team, coordinates and regulates

students’ apprenticeships (individual and collective).

• « A builder »– In turn architect, project manager, manufacturer, inventor, artist.

– Provides / uses pieces of the puzzle, understands long-term issues, works regularly.

• « An explorer »– Sometimes there is no pre-defined way.

– Has to discover new skills, to invent personal solutions.

• « A team member »– Be aware that nothing can be done without others.

– Cooperates truly rather negotiating mutual services.

• « A citizen »

• « A builder »– In turn architect, project manager, manufacturer, inventor, artist.

– Provides / uses pieces of the puzzle, understands long-term issues, works regularly.

• « An explorer »– Sometimes there is no pre-defined way.

– Has to discover new skills, to invent personal solutions.

• « A team member »– Be aware that nothing can be done without others.

– Cooperates truly rather negotiating mutual services.

• « A citizen »


Characteristics of authentic assessment Embedding assessment into apprenticeships

Characteristics of authentic assessment Embedding assessment into apprenticeships

The assessment of complex tasks is replaced by the continuous assessment of activities and deliverables.

Two kind of assessment :

• Direct support to the knowldege building with a continuous feedback to learners, called regulation assessment (De Ketele)

• Verification and validation (V & V) activities

The assessment of complex tasks is replaced by the continuous assessment of activities and deliverables.

Two kind of assessment :

• Direct support to the knowldege building with a continuous feedback to learners, called regulation assessment (De Ketele)

• Verification and validation (V & V) activities


An example - The Software Quality KA An example - The Software Quality KA

The Software Quality KA transcends the software life cycle processes

• it is also considered in many of the other KAs

The description of this KA covers three subareas :

• Software Quality Fundamentals (4 subtopics)– software engineering culture and ethics, the value and costs of quality,

models and quality characteristics, and quality improvement.

• Software Quality Management Processes (3 subtopics)– software quality assurance, verification and validation, reviews and

audits

• Practical Considerations (4 subtopics)– software quality requirements, defect characterization, software quality

management techniques, and software quality measurement

The Software Quality KA transcends the software life cycle processes

• it is also considered in many of the other KAs

The description of this KA covers three subareas :

• Software Quality Fundamentals (4 subtopics)– software engineering culture and ethics, the value and costs of quality,

models and quality characteristics, and quality improvement.

• Software Quality Management Processes (3 subtopics)– software quality assurance, verification and validation, reviews and

audits

• Practical Considerations (4 subtopics)– software quality requirements, defect characterization, software quality

management techniques, and software quality measurement

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