Teaching Agile: Addressing the Conflict Between Project Delivery and Application of Agile Methods
Paper in proceedings, 2016

This paper analyses the changes we have made in teaching agile methodologies, practices, and principles in four courses in order to address a specific dilemma: students need to apply agile methods in order to learn them, but when complementing our courses with applied content,we face the problem that students perceive the learning and application of agile methods as less important than delivering a finished product at the end of the course. This causes students to not apply theoretical process knowledge and therefore to not develop necessary skills associated with working with defined processes in the industry. Concretely, we report on our experience with teaching Scrum with Lego, removing formal grading requirements on the delivered product, emphasising process application in post-mortem reports, and organisational changes to support the process during supervision. These changes are analysed in the context of student satisfaction, teacher observations, and achievements of learning outcomes. We also provide an overview of the lessons learnt to help guide the design of courses on agile methodologies.

Teaching

Agile Methodogies

Project-based Learning

Software Engineering Education

Scrum

Author

Jan-Philipp Steghöfer

University of Gothenburg

Eric Knauss

University of Gothenburg

Emil Alégroth

Chalmers, Computer Science and Engineering (Chalmers), Software Engineering (Chalmers)

Imed Hammouda

University of Gothenburg

Håkan Burden

Viktoria Swedish ICT

Morgan Ericsson

Linnaeus University

Proceedings of 38th International Conference on Software Engineering (ICSE 2016)

0270-5257 (ISSN)

303-312

Subject Categories

Software Engineering

DOI

10.1145/2889160.2889181

ISBN

978-1-4503-4205-6

More information

Latest update

9/6/2018 2