#Wellesley library atlasti software

#Wellesley library atlasti software

On the importance of dialogue with industry about software engineering education. Computer Applications in Engineering Education, 9(4):265-272, 2001. Software quality and software process improvement course based on interaction with the local software industry. Journal of Computing in Small Colleges, 22(2):32-38, 2006. Integrating role-play into software engineering courses. Data generation through role-play: assessing oral proficiency. QED Information Sciences, Inc, Wellesley, MA, 1988. Parikh, editor, Techniques of program and system maintenance. Publications of the Astrononomical Society of Australia, 46(2):203-211, 1999. The use of role-playing exercises in teaching undergraduate astronomy and science. In Proceedings of the international conference on Reliable software, pages 114-121, New York, 1975. Programming-in-the large versus programming-in-the-small. Routhledge, New York, NY, 6 edition, 2007. Students working with a Large Software System: Experiences and Understandings. Making sense of physics in the first year of study. Dissertation, Acta Universitatis Gothoburgensis 89:1992, 1992. Learning to program: A phenomenogaphic perspective. Situated learning in computer science education.

Ritchie, editors, Metaphor and Analogy in Science Education, pages 93-104. Role play as analogical modelling in science. What happens when students do simulation-role-play in science? Journal Research in Science Education, 27(4):565-579, 1997. Role playing in an object-oriented world. Variation and commonality in phenomenographic research methods. From senior student to novice worker: learning trajectories in political science, psychology and mechanical engineering. The specific use of the described method resulted in empirical insights into how students experience object-oriented concepts in software engineering, such as the Java Interface. The more advanced ways to experience the phenomena was often expressed - and sometimes inspired - by the software's way to take advantage of the concepts. The subjects frequently expressed their understanding of theoretical concepts in relation to their experiences from working with the software. The phenomenographic analysis of the interview transcripts confirmed that the method was successful. This was immediately followed by a debriefing using phenomenographic research interviews when the participants still had the experience fresh in mind. In the outlined strategy, the role-playing involved realistic work with large-scale software. The approach suggested in this paper aims to stimulate participants to widen their perspectives by encouraging them to a deeper engagement with a specific activity, thereby enabling them to re ect actively on their actions and on concepts involved in a specific situated context. To address this problem, an innovative research method, combining role-playing with phenomenography is proposed. Traditional interview methods within qualitative research often capture the purely academic perspective on phenomena.