Search

Submitted by Christina Chavez (flach@ufba.br) on 2020-12-07T17:42:07Z No. of bitstreams: 1 preprint_CSE_2015-DeboraCoelho-journal.pdf: 846247 bytes, checksum: ceeb12b24683cb10b1345563f2b7e27e (MD5) Approved for entry into archive by Solange Rocha (soluny@gmail.com) on 2020-12-10T23:18:13Z (GMT) No. of bitstreams: 1 preprint_CSE_2015-DeboraCoelho-journal.pdf: 846247 bytes, checksum: ceeb12b24683cb10b1345563f2b7e27e (MD5) Made available in DSpace on 2020-12-10T23:18:13Z (GMT). No. of bitstreams: 1 preprint_CSE_2015-DeboraCoelho-journal.pdf: 846247 bytes, checksum: ceeb12b24683cb10b1345563f2b7e27e (MD5) Previous issue date: 2015-05-12 Context: It is common practice in academia to have students work with “toy” projects in software engineering (SE) courses. One way to make such courses more realistic and reduce the gap between academic courses and industry needs is getting students involved in open source projects (OSP) with faculty supervision. Objective: This study aims to summarize the literature on how OSP have been used to facilitate students’ learning of SE. Method: A systematic mapping study was undertaken by identifying, filtering and classifying primary studies using a predefined strategy. Results: 72 papers were selected and classified. The main results were: (a) most studies focused on comprehensive SE courses, although some dealt with specific areas; (b) the most prevalent approach was the traditional project method; (c) studies’ general goals were: learning SE concepts and principles by using OSP, learning open source software or both; (d) most studies tried out ideas in regular courses within the curriculum; (e) in general, students had to work with predefined projects; (f) there was a balance between approaches where instructors had either inside control or no control on the activities performed by students; (g) when learning was assessed, software artefacts, reports and presentations were the main instruments used by teachers, while surveys were widely used for students’ self-assessment; (h) most studies were published in the last seven years. Conclusions: The resulting map gives an overview of the existing initiatives in this context and shows gaps where further research can be pursued. London

Modern robots, like today’s smartphones, are complex devices with intricate software systems. Introductory robot programming courses must evolve to reflect this reality, by teaching students to make use of the sophisticated tools their robots provide rather than reimplementing basic algorithms. This paper focuses on teaching with Tekkotsu, an open source robot application development framework designed specifically for education. But, the curriculum described here can also be taught using ROS, the Robot Operating System that is now widely used for robotics research.

The final report of the Joint Task Force on Computing Curricula (CC2001) suggests that an updated computer science curricula must reflect the broadening nature of our discipline. Two areas that are included in the CC2001 are software engineering (SE) and human-computer interaction (HCI). While the first inclination might be to incorporate HCI concepts into a traditional SE course, we propose a different approach. This paper outlines a project-oriented HCI course in which we are able to emphasize some SE notions in the context of HCI concepts. Our course is also a maturation class for our students because they are exposed to a number of non-programming computer science activities, including project specification, software and interface design, user testing, prototyping and use of guidelines. We include an overview of course content that illustrates our approach. We also describe our coverage of specific CC2001 knowledge units and provide some feedback data for our course.

This paper summarizes the RESOLVE approach for introducing component-based software engineering (CBSE) early in the undergraduate CS curriculum, and an evaluation of its impact at two institutions. Principles taught include a modular style of software development, human understandable, yet formally-specified component behavior, maintainability, as well as ‘classical’ issues such as efficiency analysis and reasoning. Qualitative and quantitative evaluations of student outcomes and end-to-end changes in student attitudes show mostly positive results that are statistically significant, confirming that (1) CBSE principles can be taught without displacing essential classical principles, (2) students can understand and reuse components based on mathematical specifications, and (3) student attitudes towards software engineering can be altered in directions heretofore often assumed to be difficult to achieve.

Summary A network-centric university teaching and research environment based around mobile robots is described. It supports teaching a wide spectrum of computer science and engineering subjects (eg digital electronics, computer architecture, operating systems, communications, distributed processing, software engineering, machine vision, artificial intelligence, embedded computer design, real-time computing, HCI, Computer Graphics, Virtual Reality etc) within a single unified experimental environment. This enables students to combine their coursework so as to build more complex, interesting and industrially relevant systems thereby significantly increasing their motivation and knowledge. The laboratory infrastructure makes extensive use of networks to produce a versatile and cost effectiveness teaching and research environment. This paper will focus on the teaching aspects of the laboratory describing the technical infrastructure showing how it is used to support the Essex University information technology curriculum and report on the effectiveness of the approach. Finally, to demonstrate the more general academic synergy provided by this laboratory a short overview of some of the research applications is presented.

This paper discusses the teaching of computer science and engineering in the laboratory. A case is made for the use of laboratory experiences together with the classification of the types of laboratories both in and out of the university environment. Emphasis is placed on the design component. The current problems in establishing, developing, and maintaining laboratory programs are addressed and the response to these from the IEEE Computer Society and the ACM are presented. Typical costs are given to set up the components of a laboratory program for a full curriculum.