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Artifacts delivered in each activity 

Artifacts delivered in each activity 

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Article
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The growing presence of the software in the products and services consumed daily by the society demands a level of completely dependent quality not only of technology, but of its development process and of the involved professionals. By focusing on the professionals responsible for quality assurance, as the Test Engineer, the skills and competences...

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Context 1
... Design, concern the creation of charters in which the test ideas and planning are registered by the tester, (3) Session is the implementation of the charter, where each session is based on a charter, including the time of preparing the testing environment, investigation, execution and recording of faults (bugs); (4) Debrief is a quick conversation between the test manager and tester about the results of the session in order to verify if what was inside the plan was actually tested, and to plan new test sessions, (5) Bug Tracking, relate to the follow-up phase of recorded bugs, until they reach a conclude state. The Figure 4 illustrates the artifacts delivered to each stage of this process.  Tools: the TestLink (managing and running tests) and Mantis (incident management) tools were defined as tools to support testing and; the tool DotProject was used to manage the test project. ...

Citations

... The author says the assessment, in this conception, "measures [...] the quantity and the accuracy of the information that [the student] can reproduce". In this perspective, the assessment is summative, applied at control points at the end of the exposure of specific content, as opposed to the formative assessment that allows the construction of learning procedurally, based on continuous feedback (Figuerêdo, dos Santos, Borba, & Alexandre, 2011). ...
Article
Full-text available
One of the challenges of Computing Education Research is the proposition of new learning methods. Researches indicate active learning methods are more effective than traditional ones. Peer Instruction is one of these learning methods that promotes a student-centered class, enabling (s)he constructs his/her comprehension through a structured approach with questions and peer discussions, used in Computing in the last years. Nevertheless, researches about the use of this method are very scarce in South America. Accordingly, this research aims to discuss the impact of Peer Instruction use on higher education from a Logic in Brazilian Computer Science course. The research context is an undergraduate course in Computer Science in the first term of 2018 at the Federal University of Jataí. Sufficient evidence was found for the veracity of two propositions related to this study: (i) Peer Instruction use guarantees a learning gain of students, and (ii) Peer Instruction is well accepted by students. Therefore, it concluded that Peer Instruction use is suitable for Logic courses in Computing Higher Education in Brazil, with good acceptance from students.
... Despite the existence of initiatives, however, many teachers reveal that they are unable to teach the practice of software testing by due to the time available for classes [34]. Most teachers who work in the software testing area employ traditional teaching methods, and when they teach this subject with another method, they use methods that mirror the traditional model in which most learning activities have to be done by the students at home, without teacher's support [16]. In this sense, activities are still to be done outside the classroom while that the time inside the classroom is mostly spent with lectures in which students are not actively engaged [35]. ...
Conference Paper
Computer science programs have been delivering newly undergraduate students to the software industry without sufficient knowledge on how to perform software testing activities. It occurs because that activity is usually taught as part of Software Engineering courses, which means that teachers have to put a lot of efforts to teach the main testing techniques and criteria along with many other contents. In this way, the content is mostly addressed in a theoretical way as the teacher has to stick to the course schedule and has no time to address the testing practice. On the other hand, some studies reported the efforts of professors to optimize the time during classes and attract students to the software testing area. These efforts are associated with the employment of activities in which students are actively engaged in the classroom, solving problems, developing real projects, or dealing with real cases. A pedagogical model that seeks to leverage such an approach is the flipped classroom model. However, while some have praised that model, others have criticized it. In the state of the art, there is no consensus about the appropriateness of flipped classroom for specific learning contents. In this paper, we present an experimental study that was conducted to verify the suitability of the flipped classroom model to teach software testing, especially black-box testing. This study comprised an analysis of students' learning gains when subject to the flipped model and the workload introduced when compared to the traditional teaching model.
... One of the inherent characteristics of PBL is that it is strongly oriented to processes [5]. This means that adopting it can only be effective when it is ensured that the steps of the process are managed and conducted in alignment with each other. ...
... This can arise by the students endeavoring to use their prior knowledge (4) and it may happen that the team´s knowledge is insufficient. In this case, the process branches into an alternative flow, which means that students need to conduct a survey of their learning needs (5). Learning issues are topics of potential relevance to the problem and are considered as points/ issues, an understanding of which the students are unaware or simply do not have. ...
Conference Paper
Ensuring satisfactory results by using problem-based learning in education in the Computing area is challenging. Faithfully maintaining the philosophy of PBL requires not only full compliance with its principles but also that its processes are managed efficiently. To facilitate the adoption of PBL, especially as to managing its processes, this article puts forward a framework based on Demig's PDCA cycle. The framework highlights its ability to re-use artifacts and recommends models for the stages of planning, implementation, monitoring and corrective actions. Special attention is paid to the components that are essential to the framework: xPBL methodology, maturity models, such as PBL-Test and valuation models, and authentic assessment. Results on the applicability of the framework during an under-graduate modular Computing course are also presented.
... The PBL-SEE model has been applied in courses with a professional emphasis since 2007 such as: 10-year groups of a Master in Software Engineering [11]; one professional training course in Software Testing [17]; and a Software residency for developing a mobile platform [18]. In this section, two case studies are highlighted. ...
Article
The problem-based learning (PBL) approach has been successfully applied to teaching software engineering thanks to its principles of group work, learning by solving real problems, and learning environments that match the market realities. However, the lack of well-defined methodologies and processes for implementing the PBL approach represents a major challenge. The approach requires great flexibility and dynamism from all involved, whether in mapping content, in teacher performance, or laying out the process of how learners should go about solving problems. This paper suggests that management processes can help in implementing PBL throughout its life cycle (planning, implementation, monitoring, and enhancement), and proposes an assessment model called PBL-SEE for use in software engineering education (SEE). Two examples of its use are provided. The results show how the model can be applied and how the resulting information can be used to make the PBL initiatives "authentic," in that they bring the reality of the labor market to the learning environment, while keeping to PBL principles.
... @BULLET Módulos Educacionais: São unidades concisas de estudo, compostas por conteúdos teóricos combinados com atividades práticas e avaliações, apoiadas por recursos tecnológicos e computacionais [Barbosa e Maldonado 2011]; @BULLET Jogos Educacionais: São jogos que proporcionam práticas educacionais atrativas e inovadoras, nos quais os usuários podem aprender de forma mais ativa, dinâmica e motivadora [Farias et al. 2012]; @BULLET Ensino Conjunto de Teste com Programação: É o ensino conjunto de conceitos básicos de programação e de teste de software. Muitas pesquisas demonstram que o ensino conjunto dessas disciplinas possui benefícios [de Souza et al. 2012]; @BULLET Quiz: É uma forma interativa de avaliar o conhecimento de usuários, por meio de questionários [Mustakerov e Borissova 2005]; @BULLET Revisão por Pares: Utilizar essa técnica para auxiliar o ensino de teste de software, permite um aprendizado lúdico e competitivo, no qual os estudantes aprendem uns com os outros [Smith et al. 2012]; @BULLET Desenvolvimento Dirigido por Testes (TDD): Nessa técnica o desenvolvedor escreve um caso de teste e em seguida produz um código que possa ser validado pelo teste [Edwards 2003]; @BULLET Tutorial: É uma ferramenta de ensino e aprendizagem que pode ser um programa de computador ou um texto que contém ou não imagens que auxiliam no processo de aprendizagem, demonstrando o passo a passo para a realização de alguma atividade [Liu et al. 2010]; @BULLET Rede Social: Essa abordagem permite que usuários comuniquem-se uns com outros trocando experiências no decorrer do processo de aprendizagem [Clarke et al. 2011]; @BULLET Modelo de Residência de Software: Essa abordagem inclui o ensino tradicional de conceitos relevantes de um determinado conteúdo e em seguida a realização de atividades práticas de com profundidade e/ou com especialização em algum assunto específico [Sampaio et al. 2005]; @BULLET Aprendizagem Baseada em Problemas: Essa abordagem permite que os estudantes trabalhem em equipe com o intuito de resolverem problemas, incentivando o desenvolvimento de habilidades como atitudes, auto iniciativa e cooperação [Figuerêdo et al. 2011]; @BULLET Aprendizagem Baseada em Desempenho: Essa abordagem utiliza a medição do desempenho dos usuários para esclarecer os principais objetivos e demonstrar as necessidades da aprendizagem individual do usuário [Wang et al. 2011]; Como pode ser observado, aproximadamente 60% dos trabalhos analisados abordaram conteúdos relacionados com todas as fases de teste de software. Nos trabalhos analisados, a fase de projeto de caso de teste é a fase mais abordada no ensino dos conteúdos relacionados com o teste de software, sendo utilizado em aproximadamente 84% dos trabalhos selecionados. ...
Conference Paper
Full-text available
Context: Software testing is an important activity to ensure quality for software products. However, there is a lack of qualified professionals and a lack of motivation to work with software testing. Objective: To identify the state of art about teaching software testing. Method: We performed a systematic mapping based on digital libraries and manual search. Results: We identified the main approaches of teaching software testing, as well as how to develop and evaluate them. Futhermore, we idenfied the languages addressed to teaching and the testing phases considered in these approaches. Conclusion: We characterized the state of art about teaching software testing approaches, observing that the most used ones are educational games and teaching software testing combined programming.
... In this context, PBL fits. Frequently defined as a learning instructional method where the learners are immersed in a practical environment, developing relationships between apprentices and improving themselves initiatives [1], PBL represents an excellent alternative to form professionals aligned to the software industry needs, proven by success of several initiatives as described in [2], [3], and [4]. ...
Article
Full-text available
The increasing and continuous presence of software products and services consumed daily by the society is gaining momentum with the development of the mobile device market. In this scenario, the demand for trained professionals in specific technologies for mobile platforms like Google Android and Samsung BADA, is growing rapidly. The Problem Based Learning method was used to solve practical and real problems inside a Program for teaching Software Engineering techniques to develop Mobile Devices; this program was inspired in the Medical Residency concept, and is called “Software Residency”, in which students learn by doing mobile applications in a real working environment implemented by a software factory. To execute this approach, a teaching and learning method was defined and applied based on authentic environment and authentic assessment, approach that brought relevant results towards the learning effectiveness in this context.
Article
Full-text available
Learning Analytics (LA) is a systematic and interdisciplinary field that uses methods and analysis techniques to measure the effectiveness of different pedagogical approaches such as problem based learning (PBL), project based learning etc. Analysis of data helps to bring improvements in the curriculum and content delivery in higher education. According to recent predictions, for educational technology, research seeks to analyze the learners’ behavior, engagement time in learning, feedback, problem solving skills, ability to participate in team discussion. Teacher’s involvement in designing an activity, keeping the student motivated and to induce them to participate in the activity sessions is a challenging task. Students’ performance is always directly proportional to teachers’ involvement. Combining PBL and LA helps to collect data and analyze in a structured way to make decisions for an academic purpose. The benefits include targeted course offerings to the students, students’ learning outcomes, their behavior, performance, improved curriculum development, and improved personalized learning. Hence, this research enriches the application of PBL pedagogy with LA in engineering education.
Article
The area of Computer Networks requires an educational model based on real market practices that can provide students with consistent technological training. However, it should be noted that a Network Project is subject to a wide range of restrictions (such as time constraints, budgeting, and the use of other necessary resources) which means there is a need to work with real cases and in the presence of a client. The purpose of this paper is to describe the effects of the application of PBL‐Maestro in the area of Network Design. PBL‐Maestro consists of a LMS (Learning Management System) that has been designed to underpin a methodological workflow for implementing PBL (Problem‐Based Learning) in the teaching of Computing, called xPBL, which provides support for Authentic Assessment. By taking xPBL as a benchmark, the course management can be carried out by following the dynamics of the cycle and stages. The topics was taught in an entirely ̈hands‐on̈ format with the use of real equipment installed inside the classroom, and it included situations and problems arising from real circumstances. Clients took part in the whole process and took on the responsibility of making requests, monitoring, guiding, and evaluating the development of the problem solution, together with the teacher. In addition, the fact that they were immersed in a practical environment and could make use of the devices employed in companies enabled them to solve problems when requested, with more facility and assertiveness. Semi‐structured interviews were conducted with the users who used the LMS.
Conference Paper
Traditional approaches to teach software testing lack to align theory with practice in higher education. Problem Based Learning (PBL) is an alternative that allows learning through individual practical experiences. The objective of this paper is to report experiences to teach software testing by using PBL in Software Engineering undergraduate course of Federal University of Pampa. The report covers two editions of Problem Solving course that involved 51 students and focused on students creating and running test cases across software components developed by professors. Data collection had been made by questionnaires with open and closed questions, and data was examined by statistics and Content Analysis technique. As results, we notice evidences of knowledge and perceptions maturing by students about software testing and software quality. We also verify it's possible to mix PBL with other teaching methodologies such as gamification and to amplify their benefits.