Annegret Goold

Foundation software engineering practices for capstone projects and beyond

This paper outlines an introductory course in software engineering undertaken by computing students at Deakin University. The course focuses on areas of that are often not emphasized in introductory software engineering. These areas include formal problem solving, management of software development, communication, and working in groups. The approach includes the application of concepts in a collaborative group setting. Enhancements to the course have been made over a number of semesters and evidence suggests that our overall approach is working. The skills acquired by students taking this course can be applied to later courses in software engineering, particularly the capstone project course, and to professional life.

Challenges in teaching capstone courses

Many of us run capstone project courses and do so in different ways. The members of this panel come from different countries, belong to different types of institutions, teach in different computing disciplines and the capstone projects they run also vary considerably. Yet, there is a strong sense of consensus about what a capstone project is and how valuable it is as a learning experience for students.The panel discussion will serve as an inspiration to develop new, and change old capstone project courses. The main aim is to discuss why, or why not, different approaches work in a capstone project. What are the learning objectives behind the approach? What are the problems? What are the benefits? How is assessment managed? What resources, tools and techniques are used to administer and manage the projects?Concrete examples of how capstone projects are run at the six institutions represented by the panellists will be given, and issues such as framework, methodologies, project examples and technologies used in the process of producing projects will be addressed.

Indicators of performance in first-year computing

A group of first-year university students majoring in computer science were the subjects of this research. The performances of these students in the study of information technology unit and two units of computer programming were examined against a range of factors. Although the performance in other units studied at university was directly related to performance for all three units, from unit to unit other significant determining factors varied. Learning style and problem-solving skill were important in the study of information technology; gender and secondary school performance were important in introductory programming, while dislike of programming features in both programming units. Observed factors account for between 43 and 65 per cent of examination mark and overall performance.

Virtual student teams: opportunities and challenges

In this panel presentation, the five members will discuss their experiences of working with students in virtual teams. They will share some of the issues and problems they have had and also highlight some of the opportunities and challenges for students working collaboratively together.The virtual student team is defined as a group of students who have come together to perform a certain task and who communicate electronically to achieve that task. Student groups are transformed into teams with structure, purpose and the potential to achieve effective project work. The teams are temporary in that they may exist for a semester or for the life of a particular assessment task or project. Virtual student teams are usually geographically dispersed and thus often have members who are culturally different. There is a heavy reliance on the use of ICT for communication and collaboration within the team.The members of the panel have all had some research experience with teams and teamwork. They have all had different experiences with setting up and managing virtual student teams.