Dissertations / Theses on the topic 'Software engineering education'
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1
Bull, Christopher Neil. "Studios in software engineering education." Thesis, Lancaster University, 2016. http://eprints.lancs.ac.uk/79064/.
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Computing has its roots in mathematics, where lectures are the dominant mode of education. Software engineering (SE) education, born from computer science, is also traditionally taught using lectures, but has grown beyond its mathematical roots; as the name implies, it is an engineering discipline. It is arguably necessary for SE to rethink its approach to education. Studio education is one alternative being explored. Studios originated from architecture and design, and are complex spaces used by collocated students to collaboratively and individually work on projects; they emphasise a physical “home” for students, problem-based and peer-based learning, and mentoring by academic staff rather than formal lectures. There are inherent similarities between SE and the original studio disciplines: e.g. we often use the architecture of buildings as metaphors when designing and describing software. This suggests that studios in SE should be further explored, despite its apparent lack of uptake across institutions worldwide. This thesis aims to provide useful information for anyone considering utilizing a studio-based approach. Initially, with no widely accepted definition for studio education available, a series of interviews with design/architecture studio educators was conducted, culminating in an understanding in the form of the ‘studio framework’. This is followed by further interviews, with SE studio educators, to determine their perspective of studio education, and exploring the SE specific elements to studio education. Finally, experiences and observations are shared of Lancaster University’s recent SE studio, comparing it to the studio framework.
2
Bondesson, Tobias. "Software Engineering Education Improvement : An Assessment of a Software Engineering Programme." Thesis, Blekinge Tekniska Högskola, Avdelningen för programvarusystem, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-5891.
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An assessment of a software engineering program has been carried out by reviewing state-of-the-art literature pertaining to software engineering education. Six surveys have been adopted and the result implies that the balance of the curriculum should be revised, and that software engineering education ought to expand the technical oriented knowledge areas somewhat. Relevant curriculum data have been derived hereby, which also confirms other studies in the area. This data, along with a benchmark of the software engineering program to the Software Engineering Body of Knowledge (SWEBOK), is very constructive to universities as it assists educators, trainers, and software engineering practitioners in evaluating, designing, and recommending existing and proposed curricula.This is the final revision of the thesis. Author may be contacted on +464458038. See also paper at the 18th Conference on Software Engineering Education and Training (CSEE&T), Ottawa, Canada.
3
Patterson, Andrew Joseph 1974. "Tool support for introductory software engineering education." Monash University, School of Computer Science and Software Engineering, 2002. http://arrow.monash.edu.au/hdl/1959.1/7738.
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Herold, Michael J. "Teaching Software Engineering for the Modern Enterprise." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374192225.
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Bok, Michael J. "Addressing the United States Navy need for software engineering education." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1999. http://handle.dtic.mil/100.2/ADA374507.
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Röder, Holger. "Software engineering education at university level in India and Germany." [S.l. : s.n.], 2006. http://nbn-resolving.de/urn:nbn:de:bsz:93-opus-26201.
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Wang, Shuo Yilmaz Levent. "Exploring the integration of model-based formal methods into software design education." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Fall/Thesis/WANG_SHUO_14.pdf.
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Vũ, John Huân. "Software Internationalization: A Framework Validated Against Industry Requirements for Computer Science and Software Engineering Programs." DigitalCommons@CalPoly, 2010. https://digitalcommons.calpoly.edu/theses/248.
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View John Huân Vũ's thesis presentation at http://youtu.be/y3bzNmkTr-c.
In 2001, the ACM and IEEE Computing Curriculum stated that it was necessary to address "the need to develop implementation models that are international in scope and could be practiced in universities around the world." With increasing connectivity through the internet, the move towards a global economy and growing use of technology places software internationalization as a more important concern for developers. However, there has been a "clear shortage in terms of numbers of trained persons applying for entry-level positions" in this area. Eric Brechner, Director of Microsoft Development Training, suggested five new courses to add to the computer science curriculum due to the growing "gap between what college graduates in any field are taught and what they need to know to work in industry." He concludes that "globalization and accessibility should be part of any course of introductory programming," stating:
A course on globalization and accessibility is long overdue on college campuses. It is embarrassing to take graduates from a college with a diverse student population and have to teach them how to write software for a diverse set of customers. This should be part of introductory software development. Anything less is insulting to students, their family, and the peoples of the world.
There is very little research into how the subject of software internationalization should be taught to meet the major requirements of the industry. The research question of the thesis is thus, "Is there a framework for software internationalization that has been validated against industry requirements?" The answer is no. The framework "would promote communication between academia and industry ... that could serve as a common reference point in discussions." Since no such framework for software internationalization currently exists, one will be developed here. The contribution of this thesis includes a provisional framework to prepare graduates to internationalize software and a validation of the framework against industry requirements. The requirement of this framework is to provide a portable and standardized set of requirements for computer science and software engineering programs to teach future graduates.
9
Mazen, Nadeem Abdelmagid. "High usability software for outpatient data-collection and health education." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/36726.
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Thesis (S.B.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 2006.Includes bibliographical references.
TechThesys is a web-deployable data-collection application intended for outpatient clinics. It was programmed in Flash and integrates visual crispness, video, voice-prompts, and clear user-flow towards high-usability across all user levels of computer-savvy. Informal usability feedback shows that the first version of TechThesys is a success among users new to computer technology and that the application is at least acceptable to more versed computer users. Some glitches and design flaws exist to be corrected in the next version of TechThesys. Users at all experience levels found themselves contributing personal information with TechThesys, motivated by the strong sense of security that it instilled.
by Nadeem Abdelmagid Mazen.
S.B.
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Pollard, Janelle. "A software engineering approach to the integration of computer technology into mathematics education /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18424.pdf.
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Chang, Angela N. (Angela Ni-Hwey). "A mobile instructor interface for collaborative software development education." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/76910.
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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2012.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 77-78).
Students are often asked to write code during lab sessions in software engineering courses. However, the overall progress and level of understanding of lecture material during the course of a single lab session is difficult for instructors to gauge, because they are limited in the amount of direct interaction they can have with students. We have built CollabodeTA, a web application optimized for Apple's iPad on top of the Collabode real-time collaborative web IDE. CollabodeTA is a tool that takes advantage of keystroke-by-keystroke and action-by- action data intercepted through Collabode to aid software lab instructors in determining student progress and understanding on in-class coding assignments. User studies using TAs from MIT's 6.005 Elements of Software Construction course and data recorded from a semester of 6.005 recitations with in-class coding assignments indicate that the mobile instructor interface shows potential as a useful tool for guiding the pace and content of such recitations based on demonstrated student understanding. Furthermore, the CollabodeTA mobile instructor interface illustrates a new use case for the Collabode real-time collaborative web IDE.
by Angela N. Chang.
M.Eng.
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Mwangi, Timothy M. "Software tools for elementary math education : animated mathematical proofs." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/85451.
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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2013.Cataloged from PDF version of thesis.
Includes bibliographical references (page 47).
The National Council of Teachers of Mathematics [6] has identified the learning of proofs as a critical goal for students from pre-kindergarten through grade 12 (p. 56). A proof for elementary students is not the highly structured mathematical argument seen in high school algebra classes. It is, however, a rational mathematical argument created by students using the appropriate vocabulary for their level of understanding. To aid students in learning to create mathematical proofs software that enables them to create simple animations is invaluable. This thesis looks at the characteristics, design, testing and evaluation of such software. An initial design is presented and the feedback gained from testing its implementation in a class setting is discussed along with the changes that were required to improve the software in light of the feedback. A comparison is then made between the final implementation of the software and other similar programs. The results indicate that the software enables students to create, share and discuss mathematical proofs in the form of simple animations.
by Timothy M. Mwangi.
M. Eng.
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Reed, James R. "Cotextual Android Education." DigitalCommons@CalPoly, 2010. https://digitalcommons.calpoly.edu/theses/441.
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With advances in mobile phone hardware, the demand for mobile applica- tions has risen drastically. This has resulted in mobile phones becoming a pop- ular new medium for application development. However, the body of knowledge for contextual examples and tutorials leaves much to be desired. As of January 2010, California Polytechnic State University has offered a mobile development class that teaches students how to write applications for phones running Google’s Android platform. This class aims at taking advantage of students’ current in- terest in mobile applications to teach them about difficult computer science topics. As a corollary, the class hopes to foster and encourage a sense of inde- pendence and entrepreneurship through having students design, implement, and publish their own applications to the Android Application Marketplace. The main contribution of this thesis project comes in the form of a series of detailed educational laboratory exercises and a system for grading student submissions in an automated fashion. These labs are designed to supplement the Android documentation by providing contextual examples, activities, and tutorials. It is therefore the goal of this thesis project to aid in transforming the class of mobile development students into a group of successful, practicing, mobile developers.
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Todd, Anita M. "Measuring the Effect of an Online Learning Community on Engineering Cooperative Education Students' Perceived and Measured Learning." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377866613.
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Cigeroglu, Huseyin. "Development Of A Tool For Web Based Control Engineering Education." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605466/index.pdf.
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It is obvious that learning is more productive with visual mediums and simulations. Especially in technical subjects, this approach is more important. Visual modification of parameters in a control system provides many benefits both in analyzing the system and in learning process. Additionally if this material is published on the internet, students can reach anywhere anytime to this material.
This thesis describes a Web-based system developed for control engineering education for both the instructor and the student. The system will generate learning material according to the instructor&rsquos requests. Instructors will design the system and define the borders to help students to learn rapidly the subject of the lesson. They will decide on the functions and which variables can be played with and present them to the students. This work will help the students that take the basic courses of control engineering. Students will interactively experiment with the system. They will see the effect by changing the variables via sliders of certain functions (e.g. step, bode, root locus...). The system is developed with the programming language JAVA to run over the internet and to be platform independent.
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He, Xingxi. "Haptics augmented undergraduate engineering education implementation and evaluation /." Ohio : Ohio University, 2003. http://www.ohiolink.edu/etd/view.cgi?ohiou1175092399.
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Roininen, E. (Elina). "Identifying the cultural challenges of Finnish and Chinese collaboration in university education of software engineering." Master's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201903071287.
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Abstract. In my thesis, I compare Chinese and Finnish software engineering (SE) educational cultures in university level. In the background, there is the education export from the Finnish University of Oulu (UO) to the Nanjing Institute of Technology (NJIT) in China. The Chinese who complete the programme will receive a Bachelor’s Degree (SE) from both universities. This thesis studies the cultural and practical challenges of collaboration between Finnish and Chinese education cultures. My goal is to discover the differences in conceptions of learning behind teaching and the reasons for these differences. The main targets to focus on are chosen teaching methods, independent information acquisition and status / relationship of teacher and students. The Chinese informants with SE studying experience at UO provided comparison between the educational cultures. Furthermore, I interviewed Finnish teachers who are going to teach at NJIT and Chinese students and teachers at NJIT. All my interviews are semi-structured theme interviews. In addition, I conducted classroom observations, both at UO and at NJIT. Research findings can be utilized when planning education collaboration between Finland and China. This study is ethnographic and theory-guided and it belongs to the field of educational anthropology. The main theories used are Mary Douglas’s Grid and Group theory (1982) and cultural theory of four ways of life (2003) by Mary Douglas, Marco Werveij and Michael Thompson. With these theories, I explain what kind of cultural factors affect an individual’s agency.
The main conclusion is that Chinese culture is hierarchic and fatalistic and Finnish culture is individualistic and egalitarian. For example, collective group pressure, high tolerance of control and hierarchy are impacting factors in Chinese culture, which is seen in individual’s agency. On contrary, individual and egalitarian culture restricts the agencies less and the tolerance for control is low. This is seen in educational cultures: Finnish education is student-centred and includes more conversations and several teaching methods. Chinese education is teacher-oriented: teaching is based mainly on lectures, right or wrong answers and lack of communication with a teacher. The practical group at NJIT gave an impression about change towards freer behaviour compared to the lectures. However, Chinese education faces challenges, such as the great number of students, lack of teachers’ time and teaching being often based on textbooks. These are some of the restricting factors for possible change efforts in teaching methods. However, also Confucianism has its effect on this; teachers are respected by listening to them and classrooms are silent, because students are used to that. Significant is that when individuals are moving e.g. from hierarchical culture towards a more individualistic one, their identity can change due to the weakening of restricting boundaries. With the globally oriented, the change is more significant and they adopt e.g. flexible teaching methods more easily, whereas the locally oriented may feel uncomfortable e.g. towards communicative teaching methods or tasks with too open instructions.Tiivistelmä. Tutkielmassani vertailen kiinalaista ja suomalaista yliopistokoulutusta. Taustalla on Oulun yliopiston ohjelmistotuotannon koulutusvienti Kiinan Nanjingiin. Kyseessä on kaksoistutkinto, jossa kiinalaiset opiskelijat saavat ohjelmistotuotannon kandidaatin tutkinnon sekä Nanjing Institute of Technology:sta (NJIT) että Oulun yliopistosta. Tutkin millaisia kulttuurisia ja käytännön haasteita suomalaisen ja kiinalaisen koulutuskulttuurien yhteistyön välillä on. Tavoitteenani on selvittää opetuksen taustalla olevat erot oppimiskäsityksissä sekä eroja selittävät syyt. Keskeisiä tutkimuskohteita ovat valitut opetusmenetelmät, itsenäinen tiedonhankinta sekä opettajan ja oppilaan suhde ja asema. Vertailupohjaa antavat kiinalaiset informantit, joilla on kokemusta ohjelmistotuotannon opiskelusta Oulun yliopistossa. Lisäksi haastattelen ohjelmistotuotannon suomalaisia NJIT:iin meneviä opettajia sekä kiinalaisia opiskelijoita ja opettajia NJIT:ssa. Kaikki haastattelut ovat puolistrukturoituja teemahaastatteluja. Teen myös luokkahuonehavainnointia molemmissa yliopistoissa. Tutkimustuloksia voi hyödyntää suunniteltaessa koulutusyhteistyötä Suomen ja Kiinan välillä. Tutkimukseni on etnografinen ja teoriaohjautuva.
Tärkeimmät tutkimustulokset kertovat, että suomalainen koulutuskulttuuri on opiskelijakeskeisempää ja sisältää enemmän keskustelua ja lukuisia erilaisia opetusmenetelmiä. Kiinalainen koulutus on taas opettajajohtoista: opetus perustuu pääasiassa luentoihin, oikein ja väärin -vastauksiin ja kommunikointi opettajan kanssa on vähäistä. Harjoitusryhmä NJIT:ssa antoi viitettä käyttäytymisen muuttumisesta vapaammaksi luentoihin verrattuna. Haasteita aiheuttaa opiskelijoiden suuri määrä, opettajien ajan puute sekä opetuksen rajoittuminen usein oppikirjoihin. Nämä toimivat rajoittavina tekijöinä mahdollisille opetusmenetelmien muutosyrityksille. Taustalla vaikuttaa myös kungfutselaisuus: opettajaa arvostetaan kuuntelemalla ja luokkahuoneissa ollaan hiljaa, koska siihen on totuttu. Tärkeimpiä käyttämiäni teorioita ovat Mary Douglasin Grid ja Group teoria (1982) sekä Mary Douglasin, Marco Werveijin ja Michael Thompsonin kulttuuriteoria neljästä elämätavan mallista (2003). Teorioiden avulla selitän, millaisia kulttuurisia tekijöitä yksilön toimijuuden taustalla vallitsee. Keskeinen johtopäätös on, että kiinalainen kulttuuri on fatalistinen ja hierarkkinen ja suomalainen kulttuuri on individualistinen ja egalitaristinen. Kollektiivinen ryhmäpaine, korkea kontrollin sietokyky ja hierarkia vaikuttavat kiinalaisessa kulttuurissa, mikä näkyy yksilön toimijuudessa. Sen sijaan individualistisessa ja egalitaristisessa kulttuurissa toimijuus on vähemmän rajoitettua ja kontrollin sietokyky on alhainen. Merkittävää on, että yksilön liikkuessa esimerkiksi hierarkkisesta kulttuurista kohti individualistisempaa, hänen identiteettinsä voi muuttua, mikä johtuu toimijuutta säätelevien rajojen vapautumisesta. Globaalisti orientoituneilla muutos on merkittävämpää ja esimerkiksi joustavien opetusmenetelmien omaksuminen on helpompaa, mutta lokaalisti suuntautunut saattaa vierastaa esimerkiksi kommunikointiin perustuvia tai liian vapaita tehtävänantoja.
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Oriogun, Peter Kehinde. "Towards understanding and improving the process of small group collaborative learning in software engineering education." Thesis, London Metropolitan University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529790.
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The research aim of this submission for PhD by Prior Output is to understand and improve the process of small group collaborative learning in software engineering education. The research portfolio supporting the submission specifically deals with a number of background studies (the establishment of an optimal software life cycle process model for teaching software engineering in the small group collaborative setting) leading to the development of an appropriate pedagogical approach for underpinning small group learning, understanding the type of learning interaction that was taking place within such small group learning, and finally, the development of appropriate methods for analysing collaborative small group learning in software engineering education. In the portfolio of work submitted for the PhD, I have systematically investigated my research aim and problem in studies involving 241 different students over a period of 8 years. I contend in my submission that I have made a significant contribution to knowledge in my quest to understand and improve the process of small group collaborative learning in software engineering education within higher education, in order to prepare students for employment in software engineering by (i) developing and testing a documentation toolkit for collaborative problem-based learning (ii) a methodological tool for analysing and understanding inter-rater reliability (iii) a framework for the development of teamwork and cognitive reasoning when learning in small groups.
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Nimmakayala, Akhilesh, and Venkata Sai Anurudh Gudivada. "The significance of Software Engineering Management in Software projects : A study on Project Management success factors, an ideal Project Manager and the current state of Project Management Education." Thesis, Blekinge Tekniska Högskola, Institutionen för programvaruteknik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-17247.
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Background. Management is an essential factor in any organization let alone its kind and size. Project management is the art and science of planning and implementing a project to achieve the desired outcome. Project Management (PM) plays a crucial role in businesses which are bound to function in a team-based environment regardless of the type of business. Although a variety of project management practices are employed in different kinds of industries, it is well understood that the style and level of employment of these project management practices have a significant impact on the project success. The software engineering industry has its own project management practices and the employment of these practices depends on the project manager who thus plays a key role in project management. Project manager has been a ubiquitous feature of traditional software projects. Project managers are a merger of personal characteristics and areas of competency that act together to integrate the various components of a project. In this study, the author discusses about the concept of software engineering management, various characteristics and key competencies of a project manager and also the factors influencing the overall success of a project. The authors also discuss about the current state and importance of PM education and its influence in the real time industry. Objectives. This research study is to analyze and make conclusions about the ideal features of a project manager and therefore attempt to understand its association with critical factors of PM for a project’s success in terms of delivering the product as scheduled and also understand various non-PM factors that are critical for project success. The study also attempts to show the significance of studying PM specifically in the context of Software Engineering as different from other contexts and the importance of PM education in academics and teaching PM in the industry. Methods. To achieve the objectives of this research, we attempt to study project management in the context of Software Engineering by conducting a literature review followed with a descriptive Survey as our research methods for this study to show how far literature complies to the present-day views and overall form a common opinion on this subject by comparing both the findings. Results. The results yielded by conducting a literature review conclude that Project Management or Software Engineering Management plays a vital role in software projects. Various factors that contribute towards successful project management were identified. Also, relevant literature was reviewed to identify the characteristics and competencies of an effective project manager and the status of project management education in academics and in the software engineering industry. The results obtained from the literature review were used in designing a survey and were further used to compare with and validate the results of this survey. A thorough analysis of these results yielded in capturing the current status and views with a snapshot of the situation in the present Software Engineering industry. A clear view on the subject area and results from a sample population of 73 software engineering professionals consisting of up to 41 experienced managers were analyzed, commented and documented. Conclusions. Various conclusions were drawn including discussions on the compliances and contradictions between present literature and software professionals in the present industry have been made. It was found that the majority of software professionals believe that project management in software engineering is unique from project management in other disciplines. It was found that professionals believe project management to be highly to very highly crucial for the overall success of software projects and that the most important key factors for successful project management were team motivation, communication and risk management. It was found that ‘Ability to foresee a problem’, ‘Decision making’ and ‘Inspires a shared vision’ were among the top three characteristics and ‘Team management’, ‘Leadership’ and ‘Ability to work under pressure’ were among the top three competencies of an effective project manager. It was found that managers feel the need to be taught about project management standards and that the ‘PMBoK’ and ‘ISO 9001’ were the most popular standards implemented. It was found that there are very contrasting views among companies on training project managers before promoting them to managerial positions whereas managers expect to be trained. Keywords: Software Engineering Management, Software Project Management, Project Manager, Project Success, Project Management Education, Software Engineering.
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Singley, Bradford G. "Computer-Based Instruction for Engineering Education in the Developing World." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2090.pdf.
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Kans, Mirka, and Ia Williamsson. "“Must have that Business Intelligence…!” How to illustrate complex processes by interactive exercises and role playing." Linnéuniversitetet, Institutionen för teknik, TEK, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-27095.
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In enterprises we find many complex processes consisting of several sub-processes and actors, each of them contributing to the end outcome. Teaching on complex processes is not easy if the aim is deep knowledge regarding the processes and how different activities and choices will affect the final outcomes. An example of a complex process is the Enterprise Recourse Planning (ERP) systems procurement. A lot of different business representatives are involved in the procurement project, each with their opinion on how the optimal solution looks like. These opinions are often conflicting and the demands too many to be included in the formal requirements specification. Sometimes the requirements are the same, but expressed in different terms. Definition and selection of requirements is one of many potential pitfalls of Information Technology (IT) procurement which is dealt with during a half day exercise in ERP procurement in the course “Integrated Business Solutions”. Through role playing the students experience the transformation of theories into practice by identifying, arguing for or against and thereafter agree upon a limited list of requirements. Another complex activity is the evaluation of alternatives, where the students first need to find suitable candidate systems and thereafter assess how well these satisfy the formulated requirements. The vendor web pages and an online search function provided by a consultant are used. This gives a good basis for discussions regarding assessment of information sources and how decision making is affected by available information. This article describes the purpose and implementation of the above mentioned exercise. The exercise serves as an exemplification of how to create active learning situations that provide hands-on experiences and puts the problem solving and analysis abilities in a real context. Different skills trained during the exercise are highlighted using the Conceive-Design-Implement-Operate (CDIO) syllabus. The article also identifies pitfalls to be avoided when creating this kind of learning situations.
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Luke, Joseph Abraham. "Continuously Collecting Software Development Event Data As Students Program." Thesis, Virginia Tech, 2015. http://hdl.handle.net/10919/52976.
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Teaching good software development practices is difficult, both in theory and in practice. Time management and project organization are skills often left by the wayside by students too focused on the coding itself. Educational research has been invested in developing strategies to combat these bad habits. In order to provide better support for interventions discouraging bad development habits, more data about student development is needed.
The purpose of this research is to design and implement software to collect data continuously as students work on programming projects and provide it in useful forms to instructors and researchers so that they may make headway in designing new curricula, assignments, and interventions that better help students to succeed.
The DevEventTracker is a software system that interfaces with existing Web-CAT services to track student development data continuously, without any student effort. Development and compilation events are tracked within the Eclipse IDE through a plugin and sent to a Web-CAT server. Code snapshots corresponding to each event are also committed to a server-side repository.
The system provides a dashboard as a set of instructor-visible web pages that display useful data in generated charts and tables. Data are presented in both class overview and individual student summaries.
The system presented will enable future research in education and specifically in intervention development. Particularly, the system can be used to allow instructors to identify students who have a tendency to procrastinate and design more effective interventions.Master of Science
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Karlson, Max, and Fredrik Olsson. "Investigating the Newly Graduated StudentsExperience after University." Thesis, Blekinge Tekniska Högskola, Institutionen för programvaruteknik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-18133.
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Today’s labor market is teeming with software development jobs, and employeesare needed more than ever. With this statement, one would believe it is easy fora newly graduated student to start their career. However, according to severalstudies, there are specific areas where newly graduated Software Engineeringstudents struggle when beginning their first job. Currently, there is a displace-ment about what the school should focus on when teaching their students. Thiscauses various challenges to arise for newly graduated students when they areinitially starting their career. To address this issue, this study aims to iden-tify whether or not there exists a gap between the education provided by theuniversities, and what is expected from the industry. In accordance with this,the purpose is also the point out which areas might be challenging for newlygraduated students, and highlight how the school and industry can benefit fromthe results of this study.By conducting interviews with both newly graduated student with one to threeyears working experience or personnel responsible for hiring new employees atcompanies, this study will give an insight on which common areas newly grad-uates may struggle with. Although the result specifies several areas which arechallenging to newly graduated students. The greatest challenges which thenewly graduated graduated students faced were areas revolving around softskills. This was in accordance with the opinions of the recruiters. Insinuatingthat these areas are what the school should focus more on. Other differencesbetween the newly graduated interviewee’s opinions and the recruiters are alsohighlighted in the report Several subjects in school could improve its way ofteaching. Furthermore, there are possibilities for companies to better adjusttheir on-boarding of newly graduated. By addressing the challenges which newlygraduated face they can provide their new employees with a better understand-ing of how to properly work and function in the industry today.
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Nag, Sreeja. "Collaborative competition for crowdsourcing spaceflight software and STEM education using SPHERES Zero Robotics." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/78499.
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Thesis (S.M. in Technology and Policy)--Massachusetts Institute of Technology, Engineering Systems Division, Technology and Policy Program; and, (S.M.)--Massachusetts Institute of Technology, Dept. of Aeronautics and Astronautics, 2012.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 231-236).
Crowdsourcing is being researched as a technique to develop small-scale spaceflight software by issuing open calls for solutions to large crowds of people with the incentive of prizes. There is widespread investment of resources in the fields of Science, Technology, Engineering, Mathematics (STEM) education to improve STEM interests and skills. This thesis tackles the dual objectives of building crowdsourcing cluster flight software and educating students using collaborative gaming and competition, both in virtual simulation environments and on real hardware in space. The concept is demonstrated using the SPHERES Zero Robotics Program which is a robotics programming competition. The robots are nanosatellites called SPHERES - an experimental testbed to test navigation, formation flight and control algorithms - onboard the International Space Station (ISS). Zero Robotics allows students to access SPHERES through a web-based interface and the robust programs run on the hardware in microgravity, supervised by astronauts. The apparatus to investigate the influence of collaboration was developed by (1) building new web infrastructure and an Integrated Development Environment where intensive interparticipant collaboration is possible, (2) designing and programming a game to solve a relevant formation flight problem, collaborative in nature - and (3) structuring a tournament such that inter-team collaboration is mandated. The web infrastructure was built using crowdsourcing competitions too, to demonstrate feasibility of building software end-to-end through crowdsourcing. The multi-objective design of experiments had three types of collaborations as variables - within matches (to achieve game objectives), inter-team alliances and unstructured communication on online forums. The data used to evaluate objective achievement were simulation competition scores, website usage statistics, post-competition surveys and satellite telemetry from ISS hardware demonstrations. All types of collaboration showed positive influence on the quality of solutions achieved. Educationally, they showed mixed results and lessons on improving their process of implementation for more impact have been documented. Overall, this thesis ratifies the applicability of the developed framework for crowdsourcing spaceflight software and educating students and maps the utility of collaboration in this framework. A systems dynamics model for generalizing the framework into other programs for simultaneous crowdsourcing and education outreach has been proposed and management policy concerns highlighted.
by Sreeja Nag.
S.M.
S.M.in Technology and Policy
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Layne, Sylvia M. "Business Process Re-engineering (BPR) of the Navy's Information Professional (IP) Community's Continuing Education Unit (CEU) tracking process." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2006. http://library.nps.navy.mil/uhtbin/hyperion/06Mar%5FLayne.pdf.
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Thesis (M.S. in Information Technology Management)--Naval Postgraduate School, March 2006.Thesis Advisor(s): Dan Boger, Reese Zomar. "March 2006." Includes bibliographical references (p.255-257). Also available online.
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Kazerouni, Ayaan Mehdi. "Measuring the Software Development Process to Enable Formative Feedback." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97723.
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Graduating CS students face well-documented difficulties upon entering the workforce, with reports of a gap between what they learn and what is expected of them in industry. Project management, software testing, and debugging have been repeatedly listed as common "knowledge deficiencies" among newly hired CS graduates. Similar difficulties manifest themselves on a smaller scale in upper-level CS courses, like the Data Structures and Algorithms course at Virginia Tech: students are required to develop large and complex projects over a three to four week lifecycle, and it is common to see close to a quarter of the students drop or fail the course, largely due to the difficult and time-consuming nature of the projects. My research is driven by the hypothesis that regular feedback about the software development process, delivered during development, will help ameliorate these difficulties. Assessment of software currently tends to focus on qualities like correctness, code coverage from test suites, and code style. Little attention or tooling has been developed for the assessment of the software development process. I use empirical software engineering methods like IDE-log analysis, software repository mining, and semi-structured interviews with students to identify effective and ineffective software practices to formulate. Using the results of these analyses, I have worked on assessing students' development in terms of time management, test writing, test quality, and other "self-checking" behaviours like running the program locally or submitting to an oracle of instructor-written test cases. The goal is to use this information to formulate formative feedback about the software development process. In addition to educators, this research is relevant to software engineering researchers and practitioners, since the results from these experiments are based on the work of upper-level students who grapple with issues of design and work-flow that are not far removed from those faced by professionals in industry.Doctor of Philosophy
Graduating CS students face well-documented difficulties upon entering the workforce, with reports of a gap between what they learn and what is expected of them as professional soft-ware developers. Project management, software testing, and debugging have been repeatedly listed as common "knowledge deficiencies" among newly hired CS graduates. Similar difficulties manifest themselves on a smaller scale in upper-level CS courses, like the DataStructures and Algorithms course at Virginia Tech: students are required to develop large and complex software projects over a three to four week lifecycle, and it is common to see close to a quarter of the students drop or fail the course, largely due to the difficult and time-consuming nature of the projects. The development of these projects necessitates adherence to disciplined software process, i.e., incremental development, testing, and debugging of small pieces of functionality. My research is driven by the hypothesis that regular feedback about the software development process, delivered during development, will help ameliorate these difficulties. However, in educational contexts, assessment of software currently tends to focus on properties of the final product like correctness, quality of automated software tests, and adherence to code style requirements. Little attention or tooling has been developed for the assessment of the software development process. In this dissertation, I quantitatively characterise students' software development habits, using data from numerous sources: us-age logs from students' software development environments, detailed sequences of snapshots showing the project's evolution over time, and interviews with the students themselves. I analyse the relationships between students' development behaviours and their project out-comes, and use the results of these analyses to determine the effectiveness or ineffectiveness of students' software development processes. I have worked on assessing students' development in terms of time management, test writing, test quality, and other "self-checking"behaviours like running their programs locally or submitting them to an online system that uses instructor-written tests to generate a correctness score. The goal is to use this information to assess the quality of one's software development process in a way that is formative instead of summative, i.e., it can be done while students work toward project completion as opposed to after they are finished. For example, if we can identify procrastinating students early in the project timeline, we could intervene as needed and possibly help them to avoid the consequences of bad project management (e.g., unfinished or late project submissions).In addition to educators, this research is relevant to software engineering researchers and practitioners, since the results from these experiments are based on the work of upper-level students who grapple with issues of design and work-flow that are not far removed from those faced by professionals in industry.
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Moyer, Adam C. "Systems Engineering Approach to Improving Online Grading." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1337954885.
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Brown, Tamaike Mariane. "Developing and Validating Active Learning Engagement Strategies to Improve Students? Understanding of Programming and Software Engineering Concepts." Diss., North Dakota State University, 2020. https://hdl.handle.net/10365/31781.
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Introductory computer programming course is one of the fundamental courses in computer science. Students enrolled in computer science courses at the college or university have been reported to lack motivation, and engagement when learning introductory programming (CS1). Traditional classrooms with lecture-based delivery of content do not meet the needs of the students that are being exposed to programming courses for the first time. Students enrolled in first year programming courses are better served with a platform that can provide them with a self-paced learning environment, quicker feedback, easier access to information and different level of learning content/assessment that can keep them motivated and engaged. Introductory programming courses (hereafter referred to as CS1 and CS2 courses) also include students from non-STEM majors who struggle at learning basic programming concepts. Studies report that CS1 courses nationally have high dropout rates, ranging from anywhere between 30-40% on an average. Some of the reasons cited by researchers for high dropout rate are lack of resource support, motivation, lack of engagement, lack of motivation, lack of practice and feedback, and confidence. Although the interest to address these issues in computing is expanding, the dropout rate for CS1/CS2 courses remains high. The software engineering industry often believes that the academic community is missing the mark in the education of computer science students. Employers recognize that students entering the workforce directly from university training often do not have the complete set of software development skills that they will need to be productive, especially in large software development companies.
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Napper, Vicki S. "The Job Task Model as a Means for Understanding Computer Usage in the Work Place." DigitalCommons@USU, 1997. https://digitalcommons.usu.edu/etd/4672.
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A qualitative study of a workplace was conducted through the use of interviews and observation of ten participants working in hardware and software engineering. The study arose from a lack of information on computer usage in workplace settings and a lack of identified functional needs for skills-based training.
There were three primary guiding questions and areas of findings in this study: l.Does the job task model define the areas of computer literacy for the individual worker?
The job task model proved to be an effective method for analyzing tasks, tools, and the environment for usage of computer technologies in specialized professions. 2.Does the type of job task influence the functional needs for computer usage in the areas of training, hardware and software usage, application of individual anthropometric data, and workstation design?
The job tasks did not influence how the participants were trained in the use of computers. The primary method of learning to use computer hardware and software was through self-instruction. However, the type of job task did influence the type of hardware and software needed to perform a task. Professional employees needed to know how to use both general and specific types of hardware and software. The job task affected the ergonomic arrangement of work areas, but the participants generally lacked training in how to identify and correct risk factors that may lead to computer-related injury.3.What are the stress factors in this workplace setting? Do the stress factors influence computer-related injury rates in this workplace and if so, how can those types of injuries be reduced?
The stress factors identified in this setting included job demand factors, psychosocial factors, and ergonomic factors. Although these types of stress factors have been associated with computer-related injury through research, none of the participants reported injury associated with computer usage. It was also found that the participants did not consider musculoskeletal disorders to be injuries but rather illnesses.
Implications of the study suggest that the job task model provides a balanced approach to the design of instructional materials. Further, by allowing one category of the job task model to be dominant in the instructional content also appears to weaken the overall instructional validity.
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Kesavan, Nair Meena Suneetha Nair. "Rhythms of Interaction in Global Software Development Teams." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30476/.
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Researchers have speculated that global software teams have activity patterns that are dictated by work-place schedules or a client's need. Similar patterns have been suggested for individuals enrolled in distant learning projects that require students to post feedback in response to questions or assignments. Researchers tend to accept the notion that students' temporal patterns adjust to academic or social calendars and are a result of choices made within these constraints. Although there is some evidence that culture do have an impact on communication activity behavior, there is not a clear how each of these factors may relate to work done in online groups. This particular study represents a new approach to studying student-group communication activities and also pursues an alternative approach by using activity data from students participating in a global software development project to generate a variety of complex measures that capture patterns about when students work. Students work habits are also often determined by where they live and what they are working on. Moreover, students tend to work on group projects in cycles, which correspond to a start, middle, and end time period. Knowledge obtained from this study should provide insight into current empirical research on global software development by defining the different time variables that can also be used to compare temporal patterns found in real-world teams. It should also inform studies about student team projects by helping instructors schedule group activities.
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Paditz, Ludwig. "Using ClassPad-technology in the education of students of electrical engineering (Fourier- and Laplace-Transformation)." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80814.
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By the help of several examples the interactive work with the ClassPad330 is considered. The student can solve difficult exercises of practical applications step by step using the symbolic calculation and the graphic possibilities of the calculator. Sometimes several fields
of mathematics are combined to solve a problem. Let us consider the ClassPad330 (with the actual operating system OS 03.03) and discuss on some new exercises in analysis, e.g. solving a linear differential equation by the help of the Laplace transformation and using the inverse Laplace transformation or considering the Fourier transformation in discrete time (the Fast Fourier Transformation FFT and the inverse FFT). We use the FFT- and IFFT-function to study periodic signals, if we only have a sequence generated by sampling the time signal. We know several ways to get a solution. The techniques for studying practical applications fall into the following three categories: analytic, graphic and numeric. We can use the
Classpad software in the handheld or in the PC (ClassPad emulator version of the handheld).
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Khan, Muzafar, and Aleem Ahmad. "Usability Evaluation of a Hypermedia System in Higher Education." Thesis, Blekinge Tekniska Högskola, Avdelningen för programvarusystem, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4768.
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An effective hypermedia educational system should be easy to use and understand. Different hypermedia educational systems have been evaluated for this purpose by researchers but there is no such study of student wiki system. To evaluate usability of a student wiki system i.e. FUKTwiki in the context of higher education, the authors adopt a multi-phased research approach. They conduct usability test of the system where graduate students are taken as subjects. The system is evaluated on the basis of results of usability test and a questionnaire specifically designed to know the subject‟s opinion. Further, to validate the findings a number of individual subjects participated in usability test and questionnaire are interviewed. The authors find that for higher education, student wiki systems could prove effective in student‟s learning but not with current set of tools and interfaces. Moreover it is important that a system should have sufficient amount of relevant and useful educational contents. There is need to improve student wiki systems in terms of interfaces, contents, and set of tools for creating and editing pages.0046739717017
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Nakiboglu, Gunes. "Development Of An Educational Cfd Software For Two Dimensional Incompressible Flows." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12608562/index.pdf.
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The main purpose of this research is to develop a Computational Fluid Dynamics (CFD) software
to be used as an educational tool in teaching introductory level fluid mechanics and CFD
courses. The software developed for this purpose is called Virtual Flow Lab. It has a graphical
user interface (GUI) that enables basic pre-processing, solver parameter and boundary
condition setting and post-processing steps of a typical CFD simulation. The pressure-based
solver is capable of solving incompressible, laminar, steady or time-dependent problems on
two-dimensional Cartesian grids using the SIMPLE algorithm and its variants. Blocked-cell
technique is implemented to extend the types of the problems that can be studied on a Cartesian
grid. A parametric study is conducted using a number of benchmark problems in order to
test the accuracy and efficiency of the solver and successful results are achieved.
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Frampton, Keith MacKenzie, and keith_frampton@bigpond com. "Information Technology Architect Capabilities: Which are important and can they be improved?" RMIT University. Computer Science and Information Technology, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080821.161427.
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Information Technology (IT) systems have become essential components of our society. These IT systems have an internal structure called the system's architecture. This architecture directly affects the system's performance and ability to meet business objectives. The people who design this structure are called IT Architects. Investigating the capabilities that distinguish highly-skilled IT Architects contributes to IT knowledge and practice and supports improving the design of systems' architectures as well as the selection and development of IT Architects. This thesis examines some of the capabilities that distinguish highly-skilled IT Architects and applies the resulting understanding to the education of post-graduate IT students. By investigating selected capabilities of highly-skilled IT Architects, how this group of IT Architects differ from their colleagues with respect to highly-valued capabilities and how these capabilities could be taught, we clarify both a professional and an educational basis for improvement. The research has a three stage, multi-method design. The initial stage, undertaken in 2004, consists of interview-based qualitative research with fourteen practicing IT Architects to understand the characteristics of highly-skilled IT Architects. The interviewees were chosen through personal relationships and subsequent snowball sampling and through the interviews and subsequent analysis, we identify eight capabilities, four personality traits and a range of experience that is valuable for highly-skilled IT Architects. These results support prior research that identified the importance of communications and business knowledge while extending the range of valuable characteristics for the IT Architect role. The next quantitative stage surveys 82 practicing IT Architects and 97 other IT professionals using four psychological measures; the Cognitive Style Inventory (CSI), the Problem Solving Inventory (PSI), the Vividness of Visual Imagery Questionnaire (VVIQ), and Zimbardo's Time Perspective Inventory (ZTPI). The analysis, undertaken in 2005, identifies two statistically significant differentiating capabilities that distinguish highly-skilled IT Architects from less skilled IT Architects. The first capability is that the highly-skilled IT Architects approach problems differently and generate more alternatives before attempting solutions and spend more effort evaluating outcomes than the less skilled IT Architects. The second capability is that the less skilled IT Architects have a different attitude towards time and do not always act consistently with a longer term perspective. The final stage of research investigates whether the teaching of material related to the two distinguishing capabilities improve students outcomes for these capabilities. In 2006 we measured the initial student capability level of 35 students, the level of 28 of these students at the conclusion of the subject, and again in 2007, one-year later 16 students were measured. We again use quantitative surveys with the PSI and ZTPI instruments and found that whilst we measure a change in student capability for problem solving, the two capabilities we targeted are not significantly affected through the teaching. Interviews with the participants indicate that the teaching is effective and the lack of significant differences in the targeted capabilities is because of external factors overriding what they are learning. Our research contributes to the field of Computer Science and Information Technology by providing: (i) the basis for improved identification and selection of IT Architects for industry and providing additional information to enhance their professional education through the identification of distinguishing capabilities of highly-skilled IT Architects; (ii) information for educators about IT Architect capabilities and capability development that are important for highly-skilled IT Architects and some considerations when teaching these capabilities; (iii) a foundation for research that compares and contrasts capabilities within other IT professions; and (iv) results that can be used to improve the process of architecting IT systems. More generally, the research contributes to the body of knowledge regarding IT skills and requirements for different roles.
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Ying, Tiancheng. "CandyFactory: Cloud-Based Educational Game for Teaching Fractions." Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/90218.
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Nowadays cross platform software development is more expensive than ever before in terms of time and effort. Meantime with increasing number of personal devices, it is harder for local applications to synchronize and connect to the Internet.
In terms of educational games, they can be divided into "local educational game" and "web educational game." "Local game" indicates the ones either on tablets, mobile devices or PC, which is an application on the corresponding platform. This kind of game mostly does not have backend support nor cross platform features such as the iPad version of CandyFactory. For one specific game, if the developer wants it to run on iPad and Android tablets, they need to develop two applications based on corresponding development framework, which is time and effort consuming. "Web game" indicates the ones on websites, which support cross platforms, but do not have backend support. Usually they are pure JavaScript or flash games with no backend recording the performances and the achievements.
Software development for each individual platform is time and effort consuming. In order to achieve cross platform development, many programming languages and platforms like Java, Python, and JVM appear. Among all the cross platform approaches, cloud-based software development is the most universal solution to this problem. With web browsers built into every operating system, cloud software can be compatible with almost any device. Moreover, "Software-as-a-Service" (SaaS) is becoming a new software engineering paradigm and cloud-based software development is more popular because of its flexible scalability and cross platform features.
In this thesis, we create a cloud-based educational game, CandyFactory, based on an iPad version of CandyFactory, and add backend to it to record user performance as well as achievements. Firstly, we re-develop the whole game from the iOS platform to the cloud-based Java EE platform. Secondly, we add new features to improve the game play such as ruler functionality and achievements animation. Thirdly, we add backend support to CandyFactory, including user account creation, course creation and performance report generation. With this functionality, teachers can monitor their students' performances and generate course reports. Moreover, teachers can view a specific student's report in order to provide more specific and effective help to their students. Lastly, with the advantages of cloud-based software development, we can update the whole application at any time without forcing the user to reinstall the update or re-download the game. With the hot update, the cloud-based CandyFactory is highly maintainable.
The cloud-based CandyFactory runs on any computer that supports minimum 1024x768 screen resolution. The computer could be iPads, Android or Microsoft tablets, Windows or Mac laptops and desktops, and any other computer with a web browser. The advantages of cloud-based educational games over local educational games and web educational games are: firstly, they have cross platform features; secondly, they have backend data collection support; thirdly, they are consistent even if users log in with different computers, their game record and history will always be the same; lastly, the teacher can always keep track of his/her students' performance and provide more specific help and feedback.Master of Science
Providing services on the cloud has become universal. The term “Cloud-Based” indicates that the software application runs on a server computer and users access the application by using a web browser anywhere and anytime. This thesis presents a cloud-based educational game called CandyFactory to teach fractions. The users can use CandyFactory under a web browser on an Internet-connected tablet, laptop, or desktop computer with minimum 1024x768 screen resolution. User’s game performance data is recorded on the server computer regardless of which tablet, laptop, or desktop computer the user uses to play the game. Cloud-based CandyFactory has four kinds of users: Individual, Teacher, Student, Administrator. Individual users can play the game to learn fractions as well as generate performance reports. Teachers can create a course, automatically generate student accounts under a course, and generate performance reports for individual students or for the whole class. Students can play the game under the account provided by the teacher and view their performance reports. Administrator is a built-in account user for maintaining the cloud-based software application. By developing the cloud-based CandyFactory educational game, we provide the users a crossplatform and cross-computers solution which helps the teachers and students learn fractions more efficiently and effectively.
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Lapke, Michael. "Applying E-commerce Techniques to Public School Software." UNF Digital Commons, 2001. http://digitalcommons.unf.edu/etd/237.
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Applying e-commerce technology to public school software is a process that involves an extensive and thorough analysis. There are typically three groups of users who would use such a system: teachers, administrators and parents. Teachers need a system that nearly duplicates the software that they are currently using to enter, store, and calculate their grades, while school administrators and parents need to student and teacher's information. This is where the use of e-commerce technology comes in very nicely.
The analysis performed for this project involved extensive interviews with the expert user set and a walk-through of the current system. The majority of the interviews were with the teachers. The design involved the standard function descriptions and data analysis. Use cases were used to describe functionality and an entity relationship diagram was created to describe the data. In order to describe the data flow of the system, a screen hierarchy chart was created as well.
This project was undertaken with the goal of providing a readily available medium to student data to different groups of users. The primary data enterers, the teachers, did not want any additional work so the system had to duplicate their current system, functionaly, for entering grades. In actuality, the system improved the way in which grades were entered because several duplicate tasks were eliminated in the creation of the new system. This project was successful in every aspect for which it was planned.
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Chiang, Yen-Hsi. "Advising module: Graduate application system for the Computer Science Graduate Program." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2725.
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The Advising Module: Graduate Application System is a Web-based application system that provides quality advice on coursework for prospective as well as continuing graduate students. It also serves as an improved tracking system for the graduate coordinator. Authorized parties may obtain access to status evaluations, master's options, and permitted course waivers, course listings, personal data, various advisement forms, application usage statistics, and automatic data updating process reports.
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Nagaonkar, Yajuvendra. "FPGA-based Experiment Platform for Hardware-Software Codesign and Hardware Emulation." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1294.pdf.
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Lai, Kam Wing. "Information technology in education computer-based training courseware design & development." Thesis, University of Macau, 1999. http://umaclib3.umac.mo/record=b1447771.
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Shah, Anuj Ramesh. "Web-CAT: A Web-based Center for Automated Testing." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/33109.
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The fundamentals of software testing and related activities are often elusive in undergraduate curricula. A direct consequence of the lack of software testing efforts during education is the huge losses suffered by the software industry when applications are not sufficiently tested. Software practitioners have exhorted faculty members and institutions to teach more software testing in universities.
The purpose of this research is to provide answers to the needs of such practitioners and introduce software-testing activities throughout the curriculum. The most important goal is to introduce software-testing education without requiring a significant amount of extra effort on behalf of faculty members or teaching assistants.
The approach taken comprises the development of the Web-based Center for Automated Testing (Web-CAT) and the introduction of test-driven development (TDD) in courses. Web-CAT serves as a learning environment for software testing tasks and helps automatically assess student assignments.
A comparison of student programs developed using Web-CAT with historical records indicated a significant decrease in the number of bugs in submitted programs. Undergraduate students also received exposure to the principles of software testing and were able to write test cases that were on an average better than those generated by an automated test case generator designed specifically for the assignment.Master of Science
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Springston, Mark R. "Teamwork Exercises and Technological Problem Solving with First-Year Engineering Students: An Experimental Study." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/28767.
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An experiment was conducted investigating the utility of teamwork exercises and problem structure for promoting technological problem solving in a student team context. The teamwork exercises were designed for participants to experience a high level of psychomotor coordination and cooperation with their teammates. The problem structure treatment was designed based on small group research findings on brainstorming, information processing, and problem formulation. First-year college engineering students (N = 294) were randomly assigned to three levels of team size (2, 3, or 4 members) and two treatment conditions: teamwork exercises and problem structure (N = 99 teams). In addition, the study included three non-manipulated, independent variables: team gender, team temperament, and team teamwork orientation. Teams were measured on technological problem solving through two conceptually related technological tasks or engineering design activities: a computer bridge task and a truss model task. The computer bridge score and the number of computer bridge design iterations, both within subjects factors (time), were recorded in pairs over four 30-minute intervals. For the last two intervals with the computer bridge, teams started construction of the truss model task, which created low and high task load conditions for the computer bridge: another within subjects factor.
A repeated measures ANOVA was used to analyze time (computer bridge) by factor interactions. No significant time by teamwork exercises or time by problem structure interactions on computer bridge scores were found [F(2.31, 198.46) = 0.10, p = .928; F(2.31, 198.46) = 0.03, p = .984]. There was a significant interaction between the factors of time and team size [F(4.62, 198.46) = 2.75, p = .023]. An ANOVA was conducted with the between subject factors on the truss model task. A significant main effect was found for teamwork exercises [F(1, 86) = 2.84, p = .048, one-tailed], but not for problem structure or team size. Post hoc analyses were conducted for team size on computer bridge and iteration scores over time, as well as teamwork exercises effects for each team size. Findings and their implications were reported, along with suggestions for future research on technological problem solving in a team context.Ph. D.
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Franz, Douglas M. "Simulation and Software Development to Understand Interactions of Guest Molecules inPorous Materials." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7788.
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The effect of inclusion of explicit polarization is investigated through several theoret- ical studies of crystalline porous materials herein. In addition to the use of Monte Carlo simulation for such studies, a robust molecular dynamics software is presented which is suitable for analyzing time dependent properties of gases or other molecules in porous materials and other condensed phase systems. Metal-organic frameworks (MOFs) are the main focus of the work included here, a relatively young class of materials originally in- troduced in the early 1990s. These are usually three dimensional crystalline nanoporous materials that exhibit unique properties such as gas separation, storage and catalysis. They are synthesized by the combination of a metal ion e.g. Cu2+ with an organic linker e.g. benzene dicarboxylate. They are a very popular topic of scientific research due to the diversity in possible structures and manifold utility – finding applications in electron transfer, sensing, drug release etc. Industrially, MOFs like HKUST-1 and others are on the global market for use in gas storage and separation in fuel cell and raw materials processing.
These materials are often ideal candidates for computer simulation owing to their crystalline nature – a very large atomic system (that is, moles of particles) can be under- stood by only evaluating one or a few unit cells of the MOF, usually less than 5,000 atoms, and macroscopic properties such as gas sorption capacity and diffusion coefficients can be calculated through extrapolation of atomistic interactions in a mathematically infinite lattice. The software developed by the space group as of 2005, Massively Parallel Monte Carlo (MPMC), allows for sophisticated calculation of repulsion dispersion, electrostatic and polarization energies. In this work, Monte Carlo Molecular Dynamics (MCMD) is in- troduced, which can hybridize both methods to explore the phase space of a system with ease and better efficiency, as well as explore the effects of MOF flexibility and dynamic properties which to-date are rarely studied.
Studies involving primarily CO2, H2 and CH4 will be presented, but other gases investigated include C2 H2 , C2 H4 , C2 H6 , N2 , H2 O and others. Metal-organic materials with a wide variety of composition and structure will also be presented. Finally, features of the software MCMD will be presented for use by future studies.
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Joshi, Swaroop Ravindra. "CONSIDER: A Novel, Online Approach to Conflict-Driven Collaborative-Learning." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500511662959839.
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Cournoyer, Richard John. "The Application of Parametric Software into the Undergraduate Computer-Aided Manufacturing Environment." Digital WPI, 1999. https://digitalcommons.wpi.edu/etd-theses/1078.
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"This thesis presents an in depth study of Pro/Engineer's manufacturing module and its application into the Computer-Aided Manufacturing (CAM) undergraduate education environment. Mechanical Engineering has a lot to gain by incorporating computers into the undergraduate curriculum in comparison to only the traditional classroom surroundings. Today, complex problems can be solved in mere seconds thanks to the power and speed of current computers. Likewise within today's manufacturing sector, numerical controlled (NC) machines are no longer programmed manually. In today's globally competitive manufacturing environment, integrated systems such as CAD/CAM help reduce the ever-shrinking time to market. This thesis contains the background as well as the curriculum material necessary to teach undergraduate students CAM using Pro/Engineer's manufacturing module. The curriculum material starts with the tutorials to teach and reinforce Pro/Engineer basic sketcher skills, which are necessary background information. Followed with in-depth click tutorials to teach the manufacturing module for 2 axes turning, and 3 axes hole drilling and milling. It also includes the necessary lab manuals that reinforce the class lecture material, an electronic manufacturing exam, and the students' evaluations from 2 terms when the CAM course (ME3820) was offered."
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Barros, Diomara Martins Reigato. "A utilização de histórias em quadrinhos na especificação de requisitos de software." Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/3224.
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Alguns dos principais problemas na especificação de requisitos de um sistema estão relacionados com a identificação do que é necessário ser desenvolvido e com o entendimento das regras de negócio da empresa. Dentro deste contexto, este trabalho tem como objetivo propor a utilização de histórias em quadrinhos na metodologia de especificação de requisitos. Propôs-se um método de simulação de cenários por meio da utilização de histórias em quadrinhos, no qual é preciso definir uma linguagem para especificação de requisitos e, na sequência, é possível documentar requisitos utilizando a linguagem definida. Dois experimentos-piloto foram aplicados para Analistas de Sistemas, Engenheiros de Requisitos e Desenvolvedores de duas empresas, com o propósito de levá-los a desenvolver uma história em quadrinhos para mapear um processo de negócio dentro do seu ambiente de trabalho. Esses profissionais responderam a um questionário, analisando as histórias em quadrinhos desenvolvidas. Após análise desses dois experimentos, decidiu-se estabelecer um Guia Norteador para histórias em quadrinhos para auxiliar as pessoas na criação das histórias. Em um terceiro experimento a autora especificou requisitos de um software por meio de uma HQ. A HQ foi criada de acordo com o Guia norteador para criação de HQs e baseada na Gramática estabelecida para a linguagem das HQs. Este experimento foi aplicado para 77 participantes, com o propósito de verificar o entendimento de uma HQ. Um experimento final foi aplicado com alunos do quarto ano do curso de Ciência da Computação, com o objetivo de levá-los a criar uma História em quadrinhos especificando requisitos de um software, essa HQ deveria ser criada baseada na Gramática para HQs e de acordo com o Guia norteador. Os resultados de todos esses experimentos foram avaliados de forma positiva, comprovando, que o uso de histórias em quadrinhos facilita a identificação de detalhes nos processos de especificação de requisitos.Some of the greatest challenges for Software requirements elicitation are related with the identification of what is needed to be developed and with the understanding of the organization business rules. Within this context, this work aims to propose the use of comics in the methodology of requirements specification. A method of scenario simulation has been proposed through the use of comics, in which a language needs to be defined for requirements specification and, in the sequence, it is possible to document requirements using the defined language. Two pilot experiments were applied to Systems Analysts, Requirements Engineers and Developers of two companies, with the purpose of making them to develop a comic book to map a business process within their work environment. These professionals answered a questionnaire, analyzing the developed comics. After analyzing these two experiments, it was decided to establish a Guide for Comics to help people create stories. In a third experiment the author specified requirements of some software through a HQ. The HQ was created according to the guideline for creation of HQs and based on the Grammar established for the language of the HQs. This experiment was applied to 77 participants, in order to verify the understanding of a HQ. A final experiment was applied with senior students of the Computer Science course, in order to get them to create a comic book by specifying software requirements, this HQ should be created based on the Grammar for Comics and according to the Guide. The results of all these experiments were evaluated in a positive way, proving that the use of comics facilitates the identification of details in the processes of specification of requirements.
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Verigan, Adam. "Improving Pediatric Cardiology Consultation Methods by Introducing Digital Interactive 3-D Heart Models: A Proof of Concept Study." Scholar Commons, 2007. http://scholarcommons.usf.edu/etd/3847.
Full textAbstract:
The purpose of a pediatric cardiology consultation is to inform, or educate, the patient and family of all aspects surrounding a certain congenital heart defect. Consultation education methods and materials may include verbal descriptions, two-dimensional (2-D) heart diagrams, and take-home pamphlets. Because the human heart is a complex three-dimensional (3-D) object, the problem lies within the clarity to which these methods are performed by the doctors and understood by the patients and families. Therefore, during a consultation the cardiologist must a) possess the ability to describe a defect visually as well as verbally and b) ensure that the patient and family have a clear understanding of the situation. In this work a method to improve patient consultation is outlined. Heart model segmentation methods from Cardiac MRA images are discussed by using the Materialise Mimics 10.11 software. EduView, the proposed software application solution, provides the user with traditional verbal descriptions and 2-D heart diagrams along with the ability to interact with a digital 3-D human heart model. By including a 3-D approach, the purpose is to assist the cardiologist in explaining a defect while further educating the patient and family. Sun Microsystems Java technology was utilized in order to program the application. Implementation of the software solution is outlined and the results from two surveys involving parents of children with congenital heart defects and pediatric cardiologists are presented. This study outlines a proof of concept. There is significant potential for extending and marketing this tool for future clinical use.
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Sedgwick, Brandon M. "Automated Source Code Structure Feedback Using srcML and RelaxNG." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1376558188.
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Hilton, Michael. "Improving WebIDE through Delightful Design and Gamification." DigitalCommons@CalPoly, 2013. https://digitalcommons.calpoly.edu/theses/931.
Full textAbstract:
WebIDE is a web-based online learning environment. WebIDE has been used
successfully to teach CS0 and CS1 students Java and C concepts and software
engineering best practices, specically Test Driven Development. Previous Web-
IDE development has concentrated on developing functionality. The main goal
of this eort is to improve two non-functional aspects of WebIDE. The rst is to
design a more delightful user interface. The second is to add a scoring mecha-
nism that encourages students to develop best practices. The scoring mechanism
rewards students who answer the question correctly on the rst attempt, dis-
couraging them from spamming the answer button. Our objective is to motivate
the students to think before answering. The innovations are evaluated through
a semi-controlled experiment that was conducted during the Fall quarter of 2012
at Cal Poly.
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Wyatt, Timothy Robert. "Development and evaluation of an educational software tool for geotechnical engineering." Diss., Georgia Institute of Technology, 2000. http://hdl.handle.net/1853/20225.
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Paditz, Ludwig. "Using ClassPad-technology in the education of students of electricalengineering (Fourier- and Laplace-Transformation)." Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 469 - 474, 2012. https://slub.qucosa.de/id/qucosa%3A1799.
Full textAbstract:
By the help of several examples the interactive work with the ClassPad330 is considered. The student can solve difficult exercises of practical applications step by step using the symbolic calculation and the graphic possibilities of the calculator. Sometimes several fields
of mathematics are combined to solve a problem. Let us consider the ClassPad330 (with the actual operating system OS 03.03) and discuss on some new exercises in analysis, e.g. solving a linear differential equation by the help of the Laplace transformation and using the inverse Laplace transformation or considering the Fourier transformation in discrete time (the Fast Fourier Transformation FFT and the inverse FFT). We use the FFT- and IFFT-function to study periodic signals, if we only have a sequence generated by sampling the time signal. We know several ways to get a solution. The techniques for studying practical applications fall into the following three categories: analytic, graphic and numeric. We can use the
Classpad software in the handheld or in the PC (ClassPad emulator version of the handheld).