Towards an Open Repository for Teaching Software Modeling applying Active Learning Strategies

Modeling is a core topic in Software Engineering Education. Nevertheless, students face difficulties while learning software modeling. To teach software modeling effectively in computing courses, instructors who usually employed traditional methods could use active learning strategies. However, inst...

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Veröffentlicht in:Proceedings of the ACM/IEEE 42nd International Conference on Software Engineering: Software Engineering Education and Training S. 162 - 172
Hauptverfasser: Silva, Williamson, Gadelha, Bruno, Steinmacher, Igor, Conte, Tayana
Format: Tagungsbericht
Sprache:Englisch
Veröffentlicht: ACM 01.10.2020
Schlagworte:
Active Learning Strategies
Computational modeling
Education
Faces
Knowledge based systems
Modeling Education
Software
Software engineering
Software Engineering Education
UML
Unified modeling language
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Zusammenfassung:Modeling is a core topic in Software Engineering Education. Nevertheless, students face difficulties while learning software modeling. To teach software modeling effectively in computing courses, instructors who usually employed traditional methods could use active learning strategies. However, instructors are reluctant to change their teaching approaches due to several barriers that hinder the application of active learning strategies. Besides, relatively little research addresses how to mitigate them. The objective of this research is to help instructors implementing active learning strategies when teaching software modeling with UML diagrams. To achieve this objective, we conducted a Design Science Research (DSR). We proposed an artifact called OpenSMALS, an Open Repository for teaching Software Modeling applying Active Learning Strategies. OpenSMALS provides specific guidelines on how instructors can apply these strategies and helping instructors to identify the active learning strategies best suit their teaching context. We performed four DSR Design Cycles-in four different universities-to evaluate and evolve OpenSMALS. Our results show that OpenSMALS satisfactorily reduced the barriers faced by instructors, and it achieved an appropriate maturity level to be adopted by other instructors.
DOI:10.1145/3377814.3381709