Teaching Software Engineering Through a Collaborative Game

2017 ◽  
pp. 874-895 ◽  
Author(s):  
Elizabeth Suescún Monsalve ◽  
Allan Ximenes Pereira ◽  
Vera Maria B. Werneck
Keyword(s):  
Software Engineering ◽  
Computer Games ◽  
Teaching And Learning ◽  
Software Engineer ◽  
Learning Experience ◽  
Real Life ◽  
Teaching Experience ◽  
Software Engineering Process ◽  
Correct Technique ◽  
Games And Simulations

This chapter addresses the application of computer games and simulations in order to explore reality in many educational areas. The Games-Based Learning (GBL) can improve the teaching and learning experience by training future professionals in real life scenarios and activities that enable them to apply problem-solving strategies by putting into use the correct technique stemming from their own skills. For that reason, GBL has been used in software engineering teaching. At Pontifical Catholic University of Rio de Janeiro, the authors have developed SimulES-W (Simulation in Software Engineering), a tool for teaching software engineering. SimulES-W is a collaborative software board game that simulates a software engineering process in which the player performs different roles such as software engineer, technical coordinator, project manager, and quality controller. The players can deal with budget, software engineer employment and dismissal, and construction of different software artifacts. The objective of this chapter is to describe the approach to teaching software engineering using SimulES-W and demonstrate how pedagogical methodology is applied in this teaching approach to improve software engineering education. The teaching experience and future improvements are also discussed.

Teaching Software Engineering through a Collaborative Game

2014 ◽  
pp. 310-331
Author(s):  
Elizabeth Suescún Monsalve ◽  
Allan Ximenes Pereira ◽  
Vera Maria B. Werneck
Keyword(s):  
Software Engineering ◽  
Computer Games ◽  
Teaching And Learning ◽  
Software Engineer ◽  
Learning Experience ◽  
Real Life ◽  
Teaching Experience ◽  
Software Engineering Process ◽  
Correct Technique ◽  
Games And Simulations

This chapter addresses the application of computer games and simulations in order to explore reality in many educational areas. The Games-Based Learning (GBL) can improve the teaching and learning experience by training future professionals in real life scenarios and activities that enable them to apply problem-solving strategies by putting into use the correct technique stemming from their own skills. For that reason, GBL has been used in software engineering teaching. At Pontifical Catholic University of Rio de Janeiro, the authors have developed SimulES-W (Simulation in Software Engineering), a tool for teaching software engineering. SimulES-W is a collaborative software board game that simulates a software engineering process in which the player performs different roles such as software engineer, technical coordinator, project manager, and quality controller. The players can deal with budget, software engineer employment and dismissal, and construction of different software artifacts. The objective of this chapter is to describe the approach to teaching software engineering using SimulES-W and demonstrate how pedagogical methodology is applied in this teaching approach to improve software engineering education. The teaching experience and future improvements are also discussed.

Games and Simulations

2011 ◽  
pp. 1398-1415 ◽  
Author(s):  
Göknur Kaplan Akilli
Keyword(s):  
Instructional Design ◽  
Learning Environments ◽  
Computer Games ◽  
Teaching And Learning ◽  
Theoretical Framework ◽  
Design Development ◽  
Starting Point ◽  
Games And Simulations ◽  
Definition Of ◽  
Shed Light

Computer games and simulations are considered powerful tools for learning with an untapped potential for formal educational use. However, the lack of available well-designed research studies about their integration into teaching and learning leaves unanswered questions, despite their more than thirty years’ existence in the instructional design movement. Beginning with these issues, this chapter aims to shed light on the definition of games and simulations, their educational use, and some of their effects on learning. Criticisms and new trends in the field of instructional design/development in relation to educational use of games and simulations are briefly reviewed. The chapter intends to provide a brief theoretical framework and a fresh starting point for practitioners in the field who are interested in educational use of games and simulations and their integration into learning environments.

Games and Simulations

2014 ◽  
pp. 272-289 ◽  
Author(s):  
Göknur Kaplan Akilli
Keyword(s):  
Instructional Design ◽  
Learning Environments ◽  
Computer Games ◽  
Teaching And Learning ◽  
Theoretical Framework ◽  
Design Development ◽  
Starting Point ◽  
Games And Simulations ◽  
Definition Of ◽  
Shed Light

Computer games and simulations are considered powerful tools for learning with an untapped potential for formal educational use. However, the lack of available well-designed research studies about their integration into teaching and learning leaves unanswered questions, despite their more than 30 years of existence in the instructional design movement. Beginning with these issues, this chapter aims to shed light on the definition of games and simulations, their educational use, and some of their effects on learning. Criticisms and new trends in the field of instructional design/development in relation to educational use of games and simulations are briefly reviewed. The chapter intends to provide a brief theoretical framework and a fresh starting point for practitioners in the field who are interested in educational use of games and simulations and their integration into learning environments.

scholarly journals In the digital age, physical learning materials still have their own space in education.

2019 ◽  
Vol 27 (8) ◽  
Author(s):  
Saher F. Ali ◽  
Mark A. Schier
Keyword(s):  
Teaching And Learning ◽  
Core Curriculum ◽  
Learning Experience ◽  
Teaching Experience ◽  
Hard Copy ◽  
Learning Materials ◽  
Laboratory Manual ◽  
Anatomy And Physiology ◽  
Student Cohorts ◽  
Student Laboratory

Swinburne University of Technology (SUT) has a large student cohort undertaking anatomy and physiology as part of their core curriculum. Large student cohorts (> 300) impact on the quality and amount of feedback students receive. Teaching and learning materials for students are generally necessary as part of the learning process, and also assist the instructor. This study evaluated whether the introduction of a student laboratory manual enhances student learning and the feedback they receive in the unit of Anatomy and Physiology. It also evaluated the addition of a teaching guide in the teaching experience of tutors in the unit. Anonymous online student and tutor surveys were conducted. Questions regarding the content, presentation and educational value were included in the survey. Students overwhelmingly responded positively to the student laboratory manual. They also believed the amount and quality of feedback received during the unit from their tutor was beneficial to their learning. Students also reported that having a hard copy of their laboratory manual enhanced their learning experience. Therefore, in conclusion the student laboratory manual is a positive introduction into the curriculum of anatomy and physiology. It also identifies potential areas of improvement for the anatomy and physiology curriculum.

Pre-service teachers’ beliefs about second language pronunciation teaching, their experience, and speech assessments

2020 ◽  
pp. 136216882093727
Author(s):  
Aki Tsunemoto ◽  
Pavel Trofimovich ◽  
Sara Kennedy
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Learning Experience ◽  
Teaching Experience ◽  
School Students ◽  
Online Questionnaire ◽  
Teacher Assessments ◽  
L2 Pronunciation

Teacher cognition has attracted increased attention among second language (L2) researchers and practitioners, likely because of its potential consequences for classroom practices, such as teaching and assessment. Prior research has revealed links between teacher beliefs about pronunciation teaching and teachers’ own experience (e.g. amount of teacher training and teaching experience). However, no research has to date focused on how teachers’ experience and their beliefs are intertwined, possibly affecting teacher assessments of L2 speakers’ pronunciation. For this study, 77 Japanese pre-service teachers of English completed an online questionnaire examining their beliefs about the teaching of English pronunciation and eliciting details about their L2 teaching and learning experience. Additionally, pre-service teachers assessed 40 Japanese secondary school students performing an extemporaneous speech task, rating these speakers for comprehensibility, accentedness, and fluency. Results showed that pre-service teachers could be categorized into two distinct profiles, defined by joint contributions of pre-service teachers’ experience (a mixture of language learning/teaching experience and pronunciation-related instruction) and their beliefs (teachability of L2 pronunciation and approaches to its teaching). Pre-service teachers with more experience appeared to be more skeptical about how (easily) L2 pronunciation can be learned and taught and also provided harsher accentedness ratings, compared to pre-service teachers with less experience, revealing links between experience, beliefs, and speech assessments. Taken together, the findings reveal how pre-service teachers’ experience might shape their beliefs and assessments, implying that teacher educators must encourage future teachers to hold positive views about the teachability of L2 pronunciation by shifting their attention toward communicatively oriented dimensions of L2 speech and by providing teachers with pedagogical skills to target these dimensions.

Games and Simulations

2009 ◽  
pp. 1354-1371
Author(s):  
Göknur Kaplan Akilli
Keyword(s):  
Instructional Design ◽  
Learning Environments ◽  
Computer Games ◽  
Teaching And Learning ◽  
Theoretical Framework ◽  
Design Development ◽  
Starting Point ◽  
Games And Simulations ◽  
Definition Of ◽  
Shed Light

Computer games and simulations are considered powerful tools for learning with an untapped potential for formal educational use. However, the lack of available well-designed research studies about their integration into teaching and learning leaves unanswered questions, despite their more than 30 years of existence in the instructional design movement. Beginning with these issues, this chapter aims to shed light on the definition of games and simulations, their educational use, and some of their effects on learning. Criticisms and new trends in the field of instructional design/development in relation to educational use of games and simulations are briefly reviewed. The chapter intends to provide a brief theoretical framework and a fresh starting point for practitioners in the field who are interested in educational use of games and simulations and their integration into learning environments.

scholarly journals MODEL PEMBELAJARAN PENANAMAN NILAI-NILAI PANCASILA PADA PELAJARAN KEWARGANEGARAAN MELALUI PENDEKATAN CONTECTUAL TEACHING AND LEARNING

Nuansa ◽  
2017 ◽  
Vol 10 (2) ◽  
Author(s):  
Irwan Satria
Keyword(s):  
Civic Education ◽  
Teaching And Learning ◽  
Life Experience ◽  
Learning Experience ◽  
Real Life ◽  
Contextual Learning ◽  
Life Itself ◽  
Main Thing ◽  
Relationship Of ◽  
The Relationship

Contextual learning, enabling the learner to be active, evolves according to its potential. In the learning pro- cess, the main thing  is to link all these aspects. To relate it can be done in various ways, such as material that is studied directly related to the factual  conditions associated with real life experience. CTL approach is the relationship of matter or topic  with real life. So in the contextual learning is how to have  the learning experience owned by students always associated with actual problems that  occur  in the  environment. Thus learning in civic education based on Pancasila values  through contextual learning emphasizes the introduction, love and  application of Pancasila values  to learners. Learners are led to adaptation to the values of Pancasila so that it becomes a prophetic man, a human that is useful both for life itself and society, nation and states.

scholarly journals Instructional Internships: Improving the teaching and learning experience for students, interns, and faculty

2015 ◽  
pp. 104-132
Author(s):  
Abby L. Hemmerich ◽  
Jerry K. Hoepner ◽  
Vicki M. Samelson
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Teaching Assistants ◽  
Training Programs ◽  
Learning Experience ◽  
Teaching Experience ◽  
Speech Language Pathology ◽  
Qualitative Research Design ◽  
Internship Experience ◽  
Language Pathology

Students training for clinical careers must acquire skills for teaching clients, their families, and fellow professionals. Guidelines for training programs in Communication Sciences and Disorders (Speech-Language Pathology), however, do not currently include standards for pedagogy. The aim of this study was to measure changes in undergraduate students' perceptions of teaching and learning following an Instructional Internship experience, where they served as teaching assistants for foundational knowledge courses in the major. Using a qualitative research design, we coded 31 participants' statements from pre- and post-internship essays and identified major themes and sub-themes.                Our results indicate that by participating in a teaching experience, students develop a deeper appreciation for the relationships between classroom pedagogy, their own learning, and clinical practice. While this study focuses on a pedagogical experience for undergraduate students in a Communication Sciences and Disorders program, the principles and results are generalizable to other professions that train students to provide clinical and educational services.Keywords: teaching assistants, instructional interns, mentoring, doctoral shortage, undergraduates

scholarly journals Teachers’ Practices and Perceptions of the Use of ICT in ELT Classrooms in the Pre-Covid 19 Pandemic Era and Suggestions for the 'New Normal'

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Ang Sher Ryn ◽  
Sandaran, SC
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Learning Experience ◽  
Teaching Experience ◽  
English Language Teaching ◽  
School Level ◽  
Ict Literacy ◽  
Ict Integration ◽  
New Normal

ICT is the acronym for Information and Communication Technology and refers to a varied set of technological tools and resources used communication to create, disseminate, store, and manage information. In the context of teaching and learning, the integration of ICT can assist students in acquiring English language competency as well as enhancing the quality of their learning experience. Previous research has shown that there exists barriers to implementing ICT in teaching and learning, i.e. teacher-level barriers and school-level barriers. Despite there being barriers for ICT integration in teaching and learning, the Covid 19 pandemic has fast tracked ICT integration, and today teachers and students worldwide have been forced to work online regardess of whether they are prepared in terms of knowledge, skills and resources for the 'technologisation' of teaching and learning. This study investigated teachers’ practices and perceptions in using ICT in English Language Teaching (ELT) with a focus on the obstacles faced by English language teachers in using ICT in their lessons, measures taken to increase their ICT usage and the perceptions of using ICT in the classroom. Respondents in this study were 18 teachers in a premier school with either a training in English language teaching or English background and at least 5 years' teaching experience. Using a 60-item questionnaire, data was gathered on respondent’s ICT literacy, obstacles faced, ICT usage and their perceptions of using ICT in the classroom. The findings of the research suggest the lack of ICT literacy and time allocated for teaching and learning process as the main obstacles faced by English teachers in using ICT. In addition, the overall ICT literacy of the teachers were still limited and needed to be improved especially in the use of internet so that they would gain more confidence in implementing ICT in their classroom. While the findings show that the main problems that had restricted the teachers in using ICT in their teaching is the lack of ICT skills and confidence in implementing ICT in the classroom, this study recommends that schools provide more training and ICT courses to teachers to improve teachers’ ICT literacy as a measure to embrace the new normal of the Covid 19 pandemic digitalised era.

scholarly journals PROJECT-BASED LEARNING IN AN EFL SETTING – A CASE STUDY AT A UNIVERSITY IN VIETNAM

2021 ◽  
Vol 6 (38) ◽  
pp. 223-236
Author(s):  
Le Thi Chi Giao ◽  
Bich Dieu Nguyen
Keyword(s):  
Foreign Language ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Real Life ◽  
Language Instruction ◽  
Project Based Learning ◽  
Local Context ◽  
The University ◽  
Enhanced Learning

Teaching for enhanced learning experience has well-received great interest from many teachers and educators around the world. In the EFL setting, tremendous efforts have been recognized in taking students out of a conventional classroom to experience a new way of learning which stimulates interest and creative thinking, which improves communication and collaborative skills, and which exposes students to more meaningful real-life situations. Project-based learning (PBL) is an answer to this, and it has developed as an alternative to teaching a foreign language with a focus on enhanced learning experience and increased creative teambuilding and group skills through meaningful projects. This paper presents how PBL has been adopted at the University of Foreign Language Studies – the University of Danang (UFLS-UD). It revisits the significance of PBL, the structure of a PBL activity, and reports how PBL has been situated in the local context of teaching English to students majoring in English in Vietnam. The reflections reported here showcase the gains through the path of action research enacted by individual teachers who act as change agents or enablers of this innovative teaching and learning approach and whose efforts have been recognized by means of several adaptations made to bring real life and a sense of community into language instruction.

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