Parsons / MacCallum Agile and Lean Concepts for Teaching and Learning

Bringing Methodologies from Industry to the Classroom
1. Auflage 2018
ISBN: 978-981-13-2751-3
Verlag: Springer Nature Singapore
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 447 Seiten

This book explores the application of agile and lean techniques, originally from the field of software development and manufacturing, to various aspects of education. It covers a broad range of topics, including applying agile teaching and learning techniques in the classroom, incorporating lean thinking in educational workflows, and using team-based approaches to student-centred activities based on agile principles and processes.
Demonstrating how agile and lean ideas can concretely be applied to education, the book offers practical guidance on how to apply these ideas in the classroom or lecture hall, as well as new concepts that could spark further research and development.

Dr David Parsons is National Postgraduate Director of The Mind Lab by Unitec, where he runs a digital and collaborative learning programme for in-service teachers. He holds a PhD in Information Technology (IT) and has extensive experience in academia and the IT industry in the UK and Australasia. He is the founding editor-in-chief of the International Journal of Mobile and Blended Learning and the author of numerous books, chapters and articles on various aspects of technology-enhanced learning and the teaching of software engineering. He also has substantial experience in agile and lean software development, and provides industry training on applying these techniques. Associate Professor Kathryn MacCallum (PhD) has over 10 years' experience in teaching and research, and a passion for technology and education. Her research focuses on digital and educational technology, and as a former practitioner in the Information Technology (IT) industry she has a strong desire to align these professional IT skills with teaching. With a PhD in Information Systems and a history of research within the education technologies sector, she has authored a broad range of journal papers, book chapters and conference articles in this area. She also serves as an editor for three academic education journals. 

Autoren/Hrsg.

Parsons, David

MacCallum, Kathryn

Inhaltsverzeichnis

1;Foreword;5
2;Preface;7
2.1;Introduction: The Motivation for This Book;7
2.2;The Selection Process;8
2.3;Book Structure;8
2.4;Part I: Agile and Lean Concepts in Education;9
2.5;Part II: Agile Methods in the School Classroom;10
2.6;Part III: Reconceptualising Learning Environments Using Agile and Lean Approaches;10
2.7;Part IV: Agile and Lean Learning Processes;11
2.8;Part V: Using Agile and Lean Methods to Teach Software Development;12
2.9;Part VI: Agile and Lean Activities and Games for the Classroom;13
3;Acknowledgements;15
3.1;International Review Board;15
4;Contents;17
5;Contributors;19
6;Part I Agile and Lean Concepts in Education;22
7;Agile Education, Lean Learning;23
7.1;1 Introduction;23
7.1.1;1.1 Using Agile to Teach Agile and Lean to Teach Lean;24
7.1.2;1.2 Agile and Lean Education;24
7.2;2 Agile Methods;25
7.2.1;2.1 Agile in Education;25
7.2.2;2.2 Mapping Agile Methods to Classroom Practice;26
7.3;3 Reinterpreting Agile Practice for Teaching and Learning;27
7.3.1;3.1 Agile Values;27
7.3.2;3.2 Agile Processes;29
7.3.3;3.3 Agile Techniques;30
7.4;4 Making Learning Agile;31
7.5;5 Lean Manufacturing;31
7.5.1;5.1 From the Toyota Production System to Lean Software Development;32
7.5.2;5.2 Lean Concepts in Education;32
7.6;6 Reinterpreting Lean Thinking for Teaching and Learning;33
7.6.1;6.1 Value, the Value Stream, and Perfection;33
7.6.2;6.2 Lean Processes;34
7.6.3;6.3 Lean Techniques;35
7.7;7 Making Learning Lean;37
7.8;8 Agile Education, Lean Learning;38
7.9;9 Conclusion;40
7.10;References;41
8;Agile Methodologies in Education: A Review;44
8.1;1 Introduction;44
8.2;2 Search Strategy;45
8.2.1;2.1 Search Goals;46
8.2.2;2.2 Source Engines and Search Keywords;46
8.2.3;2.3 Selected Papers;47
8.3;3 Agile;47
8.3.1;3.1 Agile in Education;50
8.4;4 eXtreme Programming;53
8.4.1;4.1 XP in Education;55
8.5;5 Scrum;57
8.5.1;5.1 Scrum in Education;58
8.6;6 Conclusions;60
8.7;References;60
9;Practices of Agile Educational Environments: Analysis from the Perspective of the Public, Private, and Third Sectors;65
9.1;1 Introduction;65
9.2;2 Agile Anywhere;66
9.3;3 HOT—Three Perspectives of Agile Environments;66
9.4;4 MERge—Management, Education, Research;69
9.5;5 Application of Agile Teaching Practices in the Three Sectors;71
9.5.1;5.1 First Sector: School Principal;72
9.5.2;5.2 Second Sector: Team Leader;73
9.5.3;5.3 Third Sector: Faculty Member;75
9.6;6 Sub-practices;75
9.7;7 Conclusion;78
9.8;References;78
10;Kaizen and Education;80
10.1;1 What Is Kaizen and Lean?;80
10.1.1;1.1 Defining Kaizen and Lean;81
10.1.2;1.2 A Brief Perspective on Recent History;82
10.1.3;1.3 The Purpose of Kaizen;84
10.1.4;1.4 Defining What ‘Change-for-the-Better’ Is in Education;85
10.2;2 Foundational Principles of Kaizen;89
10.2.1;2.1 Create Customer Value;89
10.2.2;2.2 Remove Inefficiencies or Waste;91
10.2.3;2.3 Engage and Develop People;94
10.2.4;2.4 Focus on Gemba;96
10.2.5;2.5 Manage Visually;97
10.2.6;2.6 Process and Results;98
10.2.7;2.7 Pull and Flow;100
10.3;3 Kaizen and Education;101
10.3.1;3.1 Where and How to Start with Kaizen in Education?;102
10.4;4 Conclusion;106
10.5;References;106
11;Part II Agile Methods in the School Classroom;110
12;Transforming Education with eduScrum;111
12.1;1 Introduction: Change, Education, and Agile Methods;111
12.1.1;1.1 The Origins of eduScrum;112
12.1.2;1.2 What Is eduScrum?;113
12.2;2 An Outline of eduScrum;114
12.2.1;2.1 Teams;114
12.2.2;2.2 The Teacher as Product Owner and Servant Leader to the Student Teams;115
12.2.3;2.3 Start with the Why;115
12.2.4;2.4 Framework and Process;116
12.2.5;2.5 eduScrum Sprint;116
12.2.6;2.6 Planning Meeting;117
12.2.7;2.7 Stories;117
12.2.8;2.8 Celebration Criteria;118
12.2.9;2.9 Working Agreements/Definition of Doing and Fun;118
12.2.10;2.10 Stand-up;118
12.2.11;2.11 Review;119
12.2.12;2.12 Personal and Team Retrospective and Reflection;119
12.2.13;2.13 Team and Personal Development;120
12.3;3 The Flap;120
12.3.1;3.1 To Do, Busy and Done;120
12.3.2;3.2 Run-Up Chart;121
12.3.3;3.3 Impediments;122
12.4;4 The Pillars of eduScrum;122
12.4.1;4.1 Transparency;122
12.4.2;4.2 Investigation;123
12.4.3;4.3 Adaptation;123
12.5;5 eduScrum Principles and Values;123
12.5.1;5.1 Trust;124
12.5.2;5.2 Communication;124
12.5.3;5.3 Commitment;124
12.5.4;5.4 Accountability;124
12.5.5;5.5 Result;124
12.6;6 Challenges of eduScrum;125
12.7;7 Practitioner Report from Alisa Stolze;125
12.8;8 Student Experiences;127
12.8.1;8.1 Lars’ Student Experience with eduScrum;127
12.8.2;8.2 Marente’s Student Experience with eduScrum;128
12.9;9 Summary;129
12.10;References;130
13;Getting Agile at School;131
13.1;1 Introduction;132
13.1.1;1.1 The Agile Mindset;132
13.1.2;1.2 The Core of Agile in Education;133
13.1.3;1.3 Our Context;133
13.2;2 Ten Actionable Practices;135
13.2.1;2.1 Exploration;135
13.2.2;2.2 Growth Mindset;136
13.2.3;2.3 Trust;137
13.2.4;2.4 Transparency;139
13.2.5;2.5 Adaptability;140
13.2.6;2.6 Smallify;141
13.2.7;2.7 Value;141
13.2.8;2.8 Collaboration;143
13.2.9;2.9 Redo;144
13.2.10;2.10 Uplift;145
13.3;3 Conclusion;146
13.4;References;147
14;Bringing the Benefits of Agile Techniques Inside the Classroom: A Practical Guide;149
14.1;1 End-User Software Engineering in K-12: Introduction;149
14.2;2 End-User Software Engineering in K-12: State of the Art;151
14.3;3 Bringing Agile to K-12 Education;152
14.3.1;3.1 Why Agile?;152
14.3.2;3.2 Why Extreme Programming?;154
14.4;4 Mapping XP Practices to K-12 Practices: A Toolbox ?;155
14.4.1;4.1 User Stories;156
14.4.2;4.2 Small Releases;159
14.4.3;4.3 Metaphors;159
14.4.4;4.4 Coding Standards;160
14.4.5;4.5 Collective Ownership;160
14.4.6;4.6 Simple Design;160
14.4.7;4.7 Refactoring;161
14.4.8;4.8 Testing;161
14.4.9;4.9 Pair Programming;162
14.4.10;4.10 Continuous Integration;162
14.4.11;4.11 On-site Customer;163
14.5;5 Getting the Right Practice from the Toolbox: A Selection Strategy;163
14.6;6 Conclusion?;164
14.7;References;166
15;Part III Reconceptualising Learning Environments Using Agile and Lean Approaches;169
16;Lean and Agile Higher Education: Death to Grades, Courses, and Degree Programs?;170
16.1;1 Introduction;170
16.2;2 Lean and Agile as a Departure from Plan-Based Education;172
16.2.1;2.1 Meaning of Lean and Agile;172
16.2.2;2.2 Key Differences from Plan-Based Education;173
16.2.3;2.3 Pursuing the Minimum Viable Competence;174
16.3;3 Obstacles to Lean and Agile;175
16.4;4 IT as an Enabler for Lean and Agile Education;177
16.4.1;4.1 E-learning and Crowdsourcing;177
16.4.2;4.2 The Future of Grades and Grade Transcripts;179
16.4.3;4.3 Ontologies of Learning Outcomes;180
16.5;5 Conclusion: Death to Grades, Courses, and Degree Programs?;181
16.6;References;182
17;Leveraging Agile Methodology to Transform a University Learning and Teaching Unit;185
17.1;1 Introduction;186
17.2;2 Case Study Context;189
17.2.1;2.1 Working Group;189
17.2.2;2.2 The Agile Methodology Framework;190
17.3;3 Process of Agile Methodology;193
17.4;4 Agile Methodology Projects Within Organisational Culture;194
17.5;5 Professional Learning Needs;195
17.6;6 Unexpected Gains in Staff Self-confidence;195
17.7;7 Implications for Practice;196
17.8;8 Conclusion;197
17.9;References;198
18;Lean and Agile Assessment Workflows;200
18.1;1 Introduction;200
18.2;2 Kernel for Educational Assessment;202
18.2.1;2.1 Area of Concern ‘Content’;203
18.2.2;2.2 Area of Concern ‘People’;206
18.2.3;2.3 Area of Concern ‘Logistics’;209
18.3;3 Sample Workflow Definitions;212
18.4;4 Tool Support;215
18.5;5 Summary and Discussion;216
18.6;References;217
19;Part IV Agile and Lean Learning Processes;218
20;Criterion-Based Grading, Agile Goal Setting, and Course (Un)Completion Strategies;219
20.1;1 Introduction;219
20.2;2 Agile Course Setting;221
20.2.1;2.1 Versatile Needs;221
20.2.2;2.2 Practical Arrangements;222
20.2.3;2.3 Grading;223
20.2.4;2.4 Individual Learning Goals and Learning Paths;225
20.3;3 Research Questions and Methodology;227
20.3.1;3.1 Research Questions;227
20.3.2;3.2 Data;227
20.3.3;3.3 Methods;228
20.4;4 Results;228
20.4.1;4.1 Comparison of Grades and Targets;229
20.4.2;4.2 Students’ Strategies;230
20.4.3;4.3 Student Feedback;236
20.5;5 Discussion;236
20.5.1;5.1 Criterion-Referenced Grading with Automated Feedback;237
20.5.2;5.2 (Un)Selecting the Assignments;237
20.5.3;5.3 Learning the Necessary Skills;238
20.5.4;5.4 The Requirements of Passing the Course;238
20.5.5;5.5 Over Performing;239
20.5.6;5.6 Summarizing Different Student Strategies;239
20.5.7;5.7 Further Observations;239
20.6;6 Conclusions;240
20.7;References;241
21;Teaching and Fostering Reflection in Software Engineering Project Courses;243
21.1;1 Introduction;244
21.2;2 Background;245
21.2.1;2.1 Reflection and Education;245
21.2.2;2.2 Reflection in Software Engineering;246
21.3;3 Methodology;248
21.3.1;3.1 Action Design Research Applied to Education;248
21.3.2;3.2 Data Collection and Analysis;250
21.3.3;3.3 Threats to Validity;251
21.4;4 The Old Course Design;252
21.4.1;4.1 Intended Learning Outcomes;252
21.4.2;4.2 Learning Activities;253
21.4.3;4.3 Assessment;254
21.4.4;4.4 Constructive Alignment and Student Perception;254
21.5;5 A Toolkit for Reflective Practice;255
21.5.1;5.1 Model of Reflective Practice;256
21.5.2;5.2 Course Structure;257
21.5.3;5.3 Learning Activities;258
21.5.4;5.4 Assessment Tasks;259
21.5.5;5.5 Professional Practices;260
21.6;6 The New Course Design;260
21.6.1;6.1 Intended Learning Outcomes;260
21.6.2;6.2 Learning Activities;261
21.6.3;6.3 Assessment;263
21.6.4;6.4 Constructive Alignment and Student Perception;264
21.7;7 Reflections on the Toolkit;266
21.7.1;7.1 Student Lens;266
21.7.2;7.2 Teacher Lens;268
21.7.3;7.3 Theoretical Lens;269
21.8;8 Applying the Toolkit Outside SE Education;271
21.9;9 Conclusions;271
21.10;References;272
22;Lean Learning of Risks in Students’ Agile Teams;275
22.1;1 Introduction;276
22.2;2 Background and Related Work;277
22.3;3 Software Engineering Courses;278
22.4;4 Results and Analysis;279
22.4.1;4.1 Collaborative Nature of Risks;280
22.4.2;4.2 Lean Nature of Risks;282
22.4.3;4.3 Collaborative Meets Lean;287
22.5;5 Discussion;288
22.6;6 Conclusion;291
22.7;References;291
23;Part V Using Agile and Lean Methods to Teach Software Development;294
24;Applying Lean Learning to Software Engineering Education;295
24.1;1 Introduction;295
24.1.1;1.1 Perspectives on Teaching;296
24.1.2;1.2 The Rest of This Chapter;297
24.2;2 Lecture Courses;297
24.2.1;2.1 Reducing Cycle Time;299
24.2.2;2.2 Peer Coaching;300
24.2.3;2.3 Automation;301
24.2.4;2.4 Summary;303
24.3;3 Project-Based Courses;303
24.3.1;3.1 Second Year—Web Application Development Projects;304
24.3.2;3.2 Third Year—Software Engineering Group Projects;305
24.3.3;3.3 Sustainable Pace;306
24.3.4;3.4 Customer Relationships;308
24.3.5;3.5 Lecturing Versus Coaching;308
24.3.6;3.6 Checkpoints;309
24.3.7;3.7 Summary;310
24.4;4 Future Directions;311
24.5;References;311
25;Developing a Spiral Curriculum for Teaching Agile at the National Software Academy;313
25.1;1 Introduction;313
25.2;2 Related Work;314
25.3;3 Programme Overview;315
25.4;4 Developing Spiral Learning for Teaching Agile;317
25.4.1;4.1 Our First Year—2015–16;319
25.4.2;4.2 Our Second Year—2016–17;320
25.5;5 Summer Placements;324
25.5.1;5.1 First Cohort—Summer 2016;325
25.5.2;5.2 First and Second Cohorts—Summer 2017;325
25.6;6 Reflection;326
25.6.1;6.1 Pedagogical Constraints on Teaching Agile;326
25.6.2;6.2 Individuals and Interactions over Processes and Tools;327
25.6.3;6.3 Working Software over Comprehensive Documentation;328
25.6.4;6.4 Customer Collaboration over Contract Negotiation;329
25.6.5;6.5 Responding to Change over Following a Plan;330
25.7;7 Conclusions;331
25.8;References;332
26;Agile Approaches for Teaching and Learning Software Architecture Design Processes and Methods;334
26.1;1 Introduction;335
26.2;2 Key Dimensions of Agile Learning;337
26.2.1;2.1 Key Elements and Roles in an Agile Process;337
26.2.2;2.2 Correspondence of Agile Education to Key Agile Elements and Roles;338
26.2.3;2.3 Structure of a Software Engineering Course for Agile and Lean Learning;339
26.3;3 Agility, Software Architecture and Lean Learning;339
26.3.1;3.1 Activities of the Software Architects in Agile Projects;341
26.3.2;3.2 Impact of Agility on Architecture Quality;342
26.3.3;3.3 Impact of Distribution of Agile Teams on Software Architecture;343
26.3.4;3.4 Impact of Complexity and Domain of the Projects on Agile Processes;343
26.4;4 Methodology for Agile and Lean Software Architecture Education;343
26.4.1;4.1 Key Elements of the Agile Software Architecture Course and Students' Activities;345
26.4.2;4.2 Iterative Delivery of the Course Contents Combined with Short Hands-On Exercises;346
26.4.3;4.3 Using Digital Platform(s) for Communication, Collaboration and Feedback;348
26.4.4;4.4 Incremental Deliverables and Rapid Feedback;348
26.4.5;4.5 Learning Software Architecture Design;349
26.4.6;4.6 Learning Agile Software Architecture Evaluation;350
26.4.7;4.7 Learning Agile Software Architecture Evolution;350
26.5;5 Case Studies on Application of the Proposed Methodology;351
26.5.1;5.1 Course Structure and Distribution of the Roles;352
26.5.2;5.2 Digital Platform Structure;352
26.5.3;5.3 Weekly Architecture Analysis and Design Sessions Using Drawing Boards and CASE Tools;353
26.5.4;5.4 Deliverable and Feedback Cycles;354
26.5.5;5.5 Architecture Design Sessions;354
26.5.6;5.6 Architecture Evaluation Sessions;355
26.5.7;5.7 Using Architecture Meta-models and a Reference Architecture to Support Architecture Evolution;356
26.6;6 Students Feedback and Discussion on Application of the Proposed Methodology on General Software Engineering Education;356
26.7;7 Related Work;358
26.8;8 Conclusions;359
26.9;References;359
27;Part VI Agile and Lean Activities and Games for the Classroom;361
28;A Practical Approach to Teaching Agile Methodologies and Principles at Tertiary Level Using Student-Centred Activities;362
28.1;1 Introduction;362
28.2;2 Agile Methodologies and Principles;363
28.2.1;2.1 Scrum Methodology;364
28.2.2;2.2 User Stories;365
28.2.3;2.3 Extreme Programming;366
28.2.4;2.4 Lean;367
28.2.5;2.5 Kanban;368
28.2.6;2.6 Test-Driven Development;369
28.3;3 Practical Approaches;370
28.3.1;3.1 Classroom Activities;371
28.3.2;3.2 Lab Activities;385
28.4;4 Student Feedback;392
28.5;5 Conclusion;392
28.6;References;394
29;Using Agile Games to Invigorate Agile and Lean Software Development Learning in Classrooms;397
29.1;1 Introduction;397
29.2;2 Background and Related Works;399
29.2.1;2.1 Agile and Lean Software Development;399
29.2.2;2.2 Learning Agile and Lean Through Games;401
29.3;3 Research Context and Design;404
29.3.1;3.1 The Course Context;404
29.3.2;3.2 The Challenge;405
29.3.3;3.3 Introducing Games;405
29.3.4;3.4 Data Collection and Analysis;407
29.4;4 Findings;407
29.4.1;4.1 Classroom Observations;408
29.4.2;4.2 Games Survey Results: Specific Games;409
29.4.3;4.3 Games Survey Results: General Questions;410
29.4.4;4.4 Games Survey Results: Open-Ended Questions;412
29.5;5 Discussion;414
29.5.1;5.1 Limitations and Future Work;416
29.6;6 Conclusion;417
29.7;Appendix: Survey Questions;417
29.8;References;419
30;Red-Green-Go! A Self-Organising Game for Teaching Test-Driven Development;421
30.1;1 Introduction;422
30.2;2 Teaching Test-Driven Development;424
30.2.1;2.1 Background;424
30.2.2;2.2 The Challenges of Teaching TDD;426
30.2.3;2.3 Approaches to Teaching TDD;428
30.3;3 Information Radiator: The Red-Green-Go! Game Board;430
30.4;4 Self-Organisation and Trust in Red-Green-Go!;433
30.5;5 Reflections on Red-Green-Go! in Practice;439
30.5.1;5.1 The Game Board;439
30.5.2;5.2 The Guidance/Feedback Mechanisms;440
30.5.3;5.3 The Lecturer’s View;442
30.5.4;5.4 Limitations/Data Gathering;443
30.6;6 Conclusions;444
30.7;References;446