Design-Based Research with AGILE Sprints to Produce MUVES in Vocational Education

2018 ◽  
pp. 607-624
Author(s):  
Todd Cochrane ◽  
Niki E. Davis ◽  
Julie Mackey
Keyword(s):  
Software Development ◽  
Vocational Education ◽  
Traffic Management ◽  
Design Thinking ◽  
Legitimate Peripheral Participation ◽  
Design Development ◽  
Pedagogical Content ◽  
Design Based Research ◽  
Agile Software ◽  
Software Development Techniques

An innovative approach to effective design, development and testing of Multi-User Virtual Environments (MUVE) in vocational education is provided. It blends Agile software development with design based research (DBR), seeded with educational frameworks and theories relevant to vocational education. Legitimate peripheral participation was used as a filter to inform design thinking for authentic vocational contexts because moving towards being work ready increases the student's legitimate practices particular to a vocation. Technological Pedagogical Content Knowledge TPACK (Mishra & Koehler 2006) provided a framework to link content and pedagogy with the MUVE technology. Software development techniques for MUVEs are shown to have characteristics compatible with design based research. A design based methodological process that introduces software development within phases is described. The approach is illustrated in the design of two MUVE to simulate (1) the hazardous situation of temporary traffic management and (2) communication on a maritime ship's bridge.

Design-Based Research with AGILE Sprints to Produce MUVES in Vocational Education

2015 ◽  
pp. 291-313
Author(s):  
Todd Cochrane ◽  
Niki E. Davis ◽  
Julie Mackey
Keyword(s):  
Software Development ◽  
Vocational Education ◽  
Traffic Management ◽  
Design Thinking ◽  
Legitimate Peripheral Participation ◽  
Design Development ◽  
Pedagogical Content ◽  
Design Based Research ◽  
Agile Software ◽  
Software Development Techniques

An innovative approach to effective design, development and testing of Multi-User Virtual Environments (MUVE) in vocational education is provided. It blends Agile software development with design based research (DBR), seeded with educational frameworks and theories relevant to vocational education. Legitimate peripheral participation was used as a filter to inform design thinking for authentic vocational contexts because moving towards being work ready increases the student's legitimate practices particular to a vocation. Technological Pedagogical Content Knowledge TPACK (Mishra & Koehler 2006) provided a framework to link content and pedagogy with the MUVE technology. Software development techniques for MUVEs are shown to have characteristics compatible with design based research. A design based methodological process that introduces software development within phases is described. The approach is illustrated in the design of two MUVE to simulate (1) the hazardous situation of temporary traffic management and (2) communication on a maritime ship's bridge.

A Proposed Theory Seeded Methodology for Design Based Research into Effective use of MUVEs in Vocational Education Contexts

2013 ◽  
Vol 4 (2) ◽  
pp. 50-64
Author(s):  
Todd Cochrane ◽  
Niki Davis ◽  
Donna Morrow
Keyword(s):  
Software Development ◽  
Vocational Education ◽  
Traffic Management ◽  
Legitimate Peripheral Participation ◽  
Pedagogical Content ◽  
Design Based Research ◽  
Simulation Based ◽  
Effective Development ◽  
Effective Use ◽  
Software Development Techniques

A methodology for design based research (DBR) into effective development and use of Multi-User Virtual Environments (MUVE) in vocational education is proposed. It blends software development with DBR with two theories selected to inform the methodology. Legitimate peripheral participation LPP (Lave & Wenger, 1991) provides a filter when thinking about vocational education because moving towards being work ready increases the student’s legitimate practices within the vocation. Technological Pedagogical Content Knowledge TPACK (Mishra & Koehler, 2006) provides framework to link content and pedagogy with the MUVE technology. Software development techniques necessary in the development of simulation based MUVEs are shown to have characteristics compatible with development research. A design based methodological process that introduces software development within phases is described. The authors reflect on the methodology after the first phase of research into a MUVE that simulates the hazardous situation of temporary traffic management.

The Agile Hour in a Virtual World

2014 ◽  
pp. 196-215
Author(s):  
David Parsons ◽  
Rosemary Stockdale
Keyword(s):  
Software Development ◽  
Virtual Teams ◽  
Research Process ◽  
Agile Software Development ◽  
Research Approach ◽  
Design Based Research ◽  
Learner Perceptions ◽  
The Subject ◽  
Agile Software ◽  
Software Development Techniques

Multi-User Virtual Environments (MUVEs) are the subject of increasing interest for educators and trainers. In the context of software development, they are beginning to see increasing use both as learning spaces and as a richer means of collaboration for virtual teams. This chapter reflects on a project that developed and evaluated a virtual agile software development workshop hosted in the Open Wonderland MUVE, designed to help learners to understand the basic principles of some core agile software development techniques. The work took a design-based research approach, following a reflective path of development through two major iterations. The authors trace the research process from a real world implementation of the “agile hour” workshop to its virtual incarnation, describing the design philosophy and the constructed virtual artifacts. They conclude by reflecting on the insights into learner perceptions and practical implementations gained from building and evaluating the Open Wonderland workshop.

The Agile Hour in a Virtual World

2015 ◽  
pp. 1386-1405
Author(s):  
David Parsons ◽  
Rosemary Stockdale
Keyword(s):  
Software Development ◽  
Virtual Teams ◽  
Research Process ◽  
Agile Software Development ◽  
Research Approach ◽  
Design Based Research ◽  
Learner Perceptions ◽  
The Subject ◽  
Agile Software ◽  
Software Development Techniques

Multi-User Virtual Environments (MUVEs) are the subject of increasing interest for educators and trainers. In the context of software development, they are beginning to see increasing use both as learning spaces and as a richer means of collaboration for virtual teams. This chapter reflects on a project that developed and evaluated a virtual agile software development workshop hosted in the Open Wonderland MUVE, designed to help learners to understand the basic principles of some core agile software development techniques. The work took a design-based research approach, following a reflective path of development through two major iterations. The authors trace the research process from a real world implementation of the “agile hour” workshop to its virtual incarnation, describing the design philosophy and the constructed virtual artifacts. They conclude by reflecting on the insights into learner perceptions and practical implementations gained from building and evaluating the Open Wonderland workshop.

A Virtual World Workshop Environment for Learning Agile Software Development Techniques

2012 ◽  
Vol 3 (1) ◽  
pp. 37-54 ◽  
Author(s):  
David Parsons ◽  
Rosemary Stockdale
Keyword(s):  
Software Development ◽  
Virtual Environments ◽  
Agile Software Development ◽  
Research Approach ◽  
Basic Principles ◽  
Design Based Research ◽  
Learner Perceptions ◽  
The Subject ◽  
Agile Software ◽  
Software Development Techniques

Multi-User Virtual Environments (MUVEs) are the subject of increasing interest for educators and trainers. This article reports on a longitudinal project that seeks to establish a virtual agile software development workshop hosted in the Open Wonderland MUVE, designed to help learners to understand the basic principles of some core agile software development techniques. The authors take a design-based research approach that allows for cycles of learning and reflection that has enabled following an iterative path of development through two major iterations. The authors trace the research path followed from the real world workshop to its virtual incarnation, describing the design philosophy and the constructed virtual artefacts. The authors conclude by reflecting on the insights into learner perceptions and practical implementations gained from building and evaluating the virtual workshop.

scholarly journals A Comparison between Agile and Traditional Software Development Methodologies

2020 ◽  
pp. 7-42
Author(s):  
A.K.M Zahidul Islam ◽  
Dr. Alex Ferworn
Keyword(s):  
Software Development ◽  
Design Development ◽  
Formal Approach ◽  
Individual Knowledge ◽  
Software Development Methodologies ◽  
Systems Requirements ◽  
The Individual ◽  
System Analyst ◽  
High Level ◽  
Agile Software

Agile and Traditional software development methodologies, both are being used in different projects of software development industry. Agile software development technology is an incremental software development process. On the other hand, Traditional software development methodologies or plan-driven software can be explained as a more formal approach to software development. These methodologies come with a fully completed set of systems requirements followed by an architectural and high level design development and inspiration. This research focuses on the software development life cycle, role and responsibilities of agile and traditional software development methodologies and their technical practices. It performs a comparison between both the software development methodologies. Here a questionnaire is used to collect data from the various experts of different IT related organizations of Bangladesh. In the questionnaire, there are three sections to bring out the individual knowledge from different organization, methodology knowledge of the respondents and software development experience of the respondents. The respondents are mainly software engineer, system analyst, software developer etc. A comparison is also performed between this survey result and a survey done by Ambler.

scholarly journals hybrid Design based research for Agile Software development (hDAS) in ISD contexts: a discovery from studying how to design MUVEs for VET.

2020 ◽  
Author(s):  
Todd Cochrane
Keyword(s):  
Software Development ◽  
Design Process ◽  
Educational Theory ◽  
Agile Software Development ◽  
Hybrid Design ◽  
Theoretical Understanding ◽  
Design Based Research ◽  
Instructional Situation ◽  
Paradigmatic Change ◽  
Agile Software

hDAS methodology in phases determines the tailored hDAS method. Enacting the hDAS method then leads to discoveries for and from method and methodology, which leads to further tailoring of the method. I posit, a class of ADDIE like ISD processes that intrinsically trend towards increasing complexity in their design, in order to meet newly formed theoretic perspectives. Using hDAS addresses an on-going increase in complexity of ISD, through a paradigmatic change, in which the outcome of the design is also the design process adapted to current theoretical understanding and discipline needs. The way forward, as formalised in hDAS, is tailoring of ISD through DBR and Agile software development. In this paper a context for hDAS is presented by reflection on hDAS in ISD that uses: ADDIE, Agile and explicitly tests educational theory. hDAS resolves gaps identified for each of these. By enacting hDAS a tailored ISD method is induced that meets the current theoretic and vocational understanding for the instructional situation

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