The design and development of a computerized tool support for conducting senior projects in software engineering education

This paper presents a computerized tool support, the Meetings-Flow Project Collaboration System (MFS), for designing, directing and sustaining the collaborative teamwork required in senior projects in software engineering (SE) education. Among many schools’ SE curricula, senior projects serve as a capstone course that provides comprehensive training in collaborative project development. With the focus on collaboration training, instructors of senior projects often address issues that include how to encourage collaboration and ensure that collaborative efforts are sustained throughout the project’s development. In order to help resolve these issues, the MFS takes a holistic approach. The meetings-flow concept that undergirds the MFS introduces a novel macro-level and meeting-oriented group process to guide the proceeding of the project’s collaborative work. The design of the MFS facilitates a computerized environment that helps to institutionalize and monitor such a group process. In introducing the MFS, we focus initially on the elaboration of the concept and design, after which we present and validate the system implementation and usage. We also evaluate the MFS and receive a positive result with respect to the educational issues raised in this paper. Finally, we comparatively summarize the MFS to discuss its values and the role it plays in CSCL (computer supported collaborative learning) and PBL (project-based learning) of SE education.     

Impacts of collaborative IS on software development project success in Indian software firms: a service perspective

The collaborative work of team members has become a common occurrence in software development projects. Collaborative information systems (CIS), designed to facilitate and support teamwork, appear critical for software project success. However, the quality and convenience of the services and functions delivered by CIS have not received robust attention in academia. Hence, the current study investigates the role of the CIS service characteristics of service quality and service convenience in teamwork and software development project success using DeLone and McLean’s (D&M) Information System (IS) Success Model as the theoretical framework. This study incorporates the success indicators of teamwork quality, teamwork performance, and project success as measured by software quality and project performance. Data from 153 Indian software companies confirm that collaborative IS services, as well as teamwork quality/performance, are central to software development project success. We believe that the findings of this study will be helpful to project managers of software development firms.     

An exploratory study on ontology engineering for software architecture documentation

The usefulness of Software Architecture (SA) documentation depends on how well its Architectural Knowledge (AK) can be retrieved by the stakeholders in a software project. Recent findings show that the use of ontology-based SA documentation is promising. However, different roles in software development have different needs for AK, and building an ontology to suit these needs is challenging. In this paper we describe an approach to build an ontology for SA documentation. This approach involves the use of typical questions for eliciting and constructing an ontology. We outline eight contextual factors, which influence the successful construction of an ontology, especially in complex software projects with diverse AK users. We tested our ‘typical question’ approach in a case study and report how it can be used for acquiring and modeling AK needs.     

本科生软件工程实践课程探索

软件工程实践作为软件工程专业本科生企业实习前的综合实践课程在培养体系中占有重要地位,其教学过程不但使学生在编码、文档撰写和团队协作等方面得到了综合训练,而且也为大四学生进入企业实习提供了很好的岗前培训。为在校内营造更贴近实际的软件开发氛围,需要从实践内容、组织方式、实施过程、教师作用以及考核标准等方面进行精心设计。本文论述了北航软件学院本科生软件工程实践课程的建设思路,介绍了实施情况,并对实施中的优缺点进行了总结。     

Online collaboration: Collaborative behavior patterns and factors affecting globally distributed team performance

Studying the collaborative behavior of online learning teams and how this behavior is related to communication mode and task type is a complex process. Research about small group learning suggests that a higher percentage of social interactions occur in synchronous rather than asynchronous mode, and that students spend more time in task-oriented interaction in asynchronous discussions than in synchronous mode. This study analyzed the collaborative interaction patterns of global software development learning teams composed of students from Turkey, US, and Panama. Data collected from students’ chat histories and forum discussions from three global software development projects were collected and compared. Both qualitative and quantitative analysis methods were used to determine the differences between a group’s communication patterns in asynchronous versus synchronous communication mode. K-means clustering with the Ward method was used to investigate the patterns of behaviors in distributed teams. The results show that communication patterns are related to communication mode, the nature of the task, and the experience level of the leader. The paper also includes recommendations for building effective online collaborative teams and describes future research possibilities.     

A View of Software Development Environments Based on Activity Theory

We view software development as a collaborative activity that is typically supported by a software development environment. Since these environments can significantly influence the collaborative nature of a software development project, it is important to analyze and evaluate their capabilities with respect to collaboration. In this paper, we present an analysis and evaluation of the collaborative capabilities of software development environments using an activity theory perspective.The discipline of software engineering (SE) emerged to study and develop artifacts to mediate the collective development of large software systems. While many advances have been made in the past three decades of SE's existence, the historical origins of the discipline are present in that techniques and tools to support the collaborative aspects of large-scale software development are still lacking. One factor is a common ``production-oriented' philosophy that emphasizes the mechanistic and individualistic aspects of software development over the collaborative aspects thereby ignoring the rich set of human-human interactions that are possible over the course of a software development project.We believe that the issues and ideas surrounding activity theory may be useful in improving support for collaboration in software engineering techniques and tools. As such, we make use of the activity theory to analyze and evaluate process-centered software development environments (PCSDEs).     

Single development project

An often-cited problem in undergraduate software engineering courses states that some topics are difficult to teach in a university setting and, although laboratory work is a useful supplement to the lectures, it is difficult to make projects realistic and relevant. In recognition of this problem, and based on our past experience, we started preparing a new course by examining the pedagogies and curricular aspects of software engineering that are important for the Net Generation of software engineers.The course project described in this paper concentrates on those aspects that can be dealt with effectively within the environment, i.e., the software lifecycle, system interdependences, teamwork, and realistic yet manageable project dynamics, all supported by various means of communication. The workload per students must be balanced with their lack of knowledge and skills, so that their unpreparedness to deal with complex issues does not abate their motivation.The approach was tested on six large projects over the period of one semester. We believe that the results reflect the students’ strong interest and commitment, and demonstrate their ability to stay focused and work at a level that is well above the obvious.     

Can Thomas Kuhn's paradigms help us understand software engineering?

Recent articles in EJIS have discussed whether or not Information Systems is a ‘discipline’. In The Structure of Scientific Revolutions, Kuhn states that a scientific discipline can be identified by reference to its underlying belief system, the ‘paradigm’ or ‘disciplinary matrix’, to which all workers in that field must commit. An important element of Kuhn's model is the notion of ‘scientific communities’. We consider here the belief system underlying Software Engineering (SE). We examine the extent to which a belief system analogous to the disciplinary matrix of a Kuhnian science can be identified in SE. Our preliminary fieldwork has comprised an examination of books used by SE students and practitioners, and in-depth interviews with a number of practitioners. The results of this study suggest that the current status of the theory of SE parallels Kuhn's ‘pre-paradigm’ stage of scientific development. At this early stage, theorists and practitioners are divided into schools. These schools are based on differences in the beliefs and models forming their disciplinary matrices. We conclude that the application by analogy of Kuhn's view of scientific activity to SE is justifiable. Our findings can assist both SE theorists and practitioners in improving the understanding of how and why software development projects succeed or fail. Our findings also provide a framework within which to place the beliefs, models and values which underlie SE. Such a framework can contribute to the discussion as to whether the software development-related aspects of Information Systems can be considered to be a discipline, and if so how that discipline is structured.     

The Xanadu project: training faculty in the use of information and communication technology for university teaching

Abstract Technology‐enhanced learning (TEL) methodologies are becoming an important part of University teaching but faculty members have tended to shy away from using them. So, how can they be enticed to use them effectively? What approaches can be used? The purpose of the Xanadu project was to analyse the problems involved and to propose a model for training, based on experimentation at the University of Turin. Besides providing a model, this article will deal with the follow‐up, particularly regarding the faculty members' initial approach to using information and communication technology (ICT), as well as examine the motives and conditions influencing their choices. In this sense, the project has enabled us to come to a better understanding of the typical misconceptions leading teachers to favour methodological approaches based on the distributive use of ICT (which are considered less demanding to manage), rather than networked collaborative interaction, which actually involve students more. In this regard, Xanadu has shown how teachers' awareness may be developed towards adopting a wide range of TEL approaches through both gradual training (project‐oriented with a basic and an advanced course) and with the help of a graduate assistant capable of following e‐content development and online collaborative activities. The effectiveness of the method may be confirmed by the large number of faculty members continuing to use ICT to support their teaching despite having no specific university TEL projects.     

基于多维特征的开源项目个性化推荐方法

随着软件协同开发技术与社交网络的深度融合,社交化开发范式已成为当前软件创作与生产的重要方式。这一软件开发模型的灵活性与开放性,吸引了大规模的外围贡献者加入到开源社区中,形成了巨大的软件生产力。在开源社区中,这些分布广泛、规模巨大的外围贡献者主要以一种无组织的松散方式进行协同。他们需要花费大量的时间和精力,在海量的开源项目中寻找到自己真正感兴趣的项目并进行长期贡献。为了提高大规模群体协同的效率,本文提出一种基于多维特征的开源项目个性化推荐方法（即RepoLike）。该方法从开源项目自身流行度、关联项目技术相关度以及大众贡献者之间的社交关联度等三个维度度量开发者和开源项目之间的关联关系,并利用线性组合和Learning To Rank方法构建推荐模型,从而为开发者提供个性化的项目推荐服务。通过大规模的实证实验表明,RepoLike在推荐20个候选项目时的推荐命中率超过25%,能够有效地为开发人员提供有价值的推荐服务。     

mStar: enabling collaborative applications on the Internet

Distributed, real-time multimedia applications on the Internet permit users to cooperate in new and more interesting ways for collaborative teamwork and net-based learning. The mStar environment features an agent-based architecture, implemented in Java, which preserves compatibility with the dominant Mbone paradigm for IP multicast. The shared software environment provides an integrated solution for generating, presenting, scoring, and editing media in collaborative applications. In particular, mStar supports developers in creating distributed, real-time multimedia software applications such as e-meetings. mStar enhances both distance education and collaborative teamwork by presenting a uniform user interface for real-time audio and video, shared whiteboard, char, voting, and distributed Web-based presentations. The system also supports on-demand recording and session playback     

Competence gaps in software personnel: A multi-organizational study

Today, the innovation and quality of the software industry’s products and services depend to a great extent on the knowledge, ability and talent applied by software engineers. At the same time, human aspects are recognized as one of the main problems associated with software development projects. More specifically, inefficiencies usually come from inadequate verification of software engineers’ competences. Another issue is the lack of an established career for software engineers, which adds difficulties to evaluate competences. With these challenges in mind, this paper presents a study conducted in the software industry to test competence gaps among software practitioners, comparing the 360-degree feedback results and self-evaluations with that of standard competence levels. The results of this research may be very valuable to organizations immersed in software development projects.     

Learning in introductory e-commerce: A project-based teamwork approach

In this paper, we describe an e-commerce teamwork-based project designed and implemented at the Hong Kong Polytechnic University (PolyU) for undergraduate business and management students. The teaching objectives of this e-commerce project are to develop the students’ knowledge and skills, such as in the use of e-commerce site building tools, critical thinking, communication skills, teamwork, and entrepreneurship. We focus on the practical implications of the project-based teamwork approach in the teaching and learning of introductory e-commerce from a business context perspective. The results of an evaluation indicate that the project-based teamwork approach to teaching e-commerce performs to expectations. Our experience and student evaluations indicate that students like the practical components of the course and are interested in the use of the learning-by-doing approach. We believe that other business colleges with e-commerce curricula will benefit from this approach.     

Collaborative software reuse integrated into the work flow

Existing work patterns must be closely observed in developing a software reuse tool that is accepted. The results of the PRACTITIONER Project confirmed the significance of the understanding of an application domain and the human factors in the work flow. In this paper we present a model for collaborative software development in general and for software reuse in particular. This model takes an object-oriented approach and puts stress on the management side of the collaboration, such as the coordination embedded in the role allocation and automatic message passing. Experiments to validate the model are undergoing along with the redesigning of our hypermedia collaborative and reuse support system. Several examples are given to show how this model fits into the work flow.     

Mining Task-Based Social Networks to Explore Collaboration in Software Teams

Mining social networks from software repositories is becoming a popular research area. Mining approaches often use technical artifacts, such as source code, or communication artifacts, such as emails, to create social networks. The authors describe a repository-independent approach of mining task-based communication in social networks. In their approach, collaborative tasks that tools record in software engineering repositories provide the constructed networks' context that link developers' task-based social networks if they've communicated about a collaborative task. These social networks demonstrate the applicability of their approach through two research studies that mined the IBM Rational Jazz development repository. They then propose practical applications that utilize their approach to directly support development projects.     

Analysis of the collaborative activities in software development processes from the perspective of chronotopes

The theory of ‘Chronotope’ was introduced by Mikhail Bakhtin in his study of literary genres and subsequently investigated in the fields of media, education, arts, music, film and other disciplines. Class-room chronotopes analyzing student-teacher collaborative activities in real world have already been investigated by the researchers over a decade, but a similar study is absent in the software world and specially in CSCW (Computer Supported Cooperative Work). The focus of this article is to show how collaborative activities in a software development process in real world might fit into certain types of chronotope, thus applying and extending Bakhtin’s theory of chronotope in the area of software development process and methodologies, providing further motivation for research and applicability of chronotopes in the area of CSCW.     

项目实训中的协同编程方法研究

在高职院校的软件项目实训环节中,大多项目需要团体协作进行编程。针对如果有效提高学生的协同编程效率、团队合作意识以及合作学习能力的问题,提出了基于Dillenbourg原则的协同编程方法。通过实践证明,该方法取得了良好的实训效果。     

Implementing NLP projects for noncentral languages: instructions for funding bodies, strategies for developers

This research begins by distinguishing a small number of “central” languages from the “noncentral languages”, where centrality is measured by the extent to which a given language is supported by natural language processing tools and research. We analyse the conditions under which noncentral language projects (NCLPs) and central language projects are conducted. We establish a number of important differences which have far-reaching consequences for NCLPs. In order to overcome the difficulties inherent in NCLPs, traditional research strategies have to be reconsidered. Successful styles of scientific cooperation, such as those found in open-source software development or in the development of the Wikipedia, provide alternative views of how NCLPs might be designed. We elaborate the concepts of free software and software pools and argue that NCLPs, in their own interests, should embrace an open-source approach for the resources they develop and pool these resources together with other similar open-source resources. The expected advantages of this approach are so important that we suggest that funding organizations put it as sine qua non condition into project contracts. All trademarks are hereby acknowledged.     

Industry–academia collaborations in software testing: experience and success stories from Canada and Turkey

Collaboration between industry and academia supports improvement and innovation in industry and helps to ensure industrial relevance in academic research. However, many researchers and practitioners believe that the level of joint industry–academia collaborations (IAC) in software engineering (SE) is still relatively very low, compared to the amount of activity in each of the two communities. The goal of the empirical study reported in this paper is to characterize a set of collaborative industry–academia R&D projects in the area of software testing conducted by the authors (based in Canada and Turkey) with respect to a set of challenges, patterns and anti-patterns identified by a recent Systematic Literature Review study, with the aim of contributing to the body of evidence in the area of IAC, for the benefit of SE researchers and practitioners in conducting successful IAC projects in software testing and in software engineering in general. To address the above goal, a pool of ten IAC projects (six completed, two failed and two ongoing) all in the area of software testing, which the authors have led or have had active roles in, were selected as objects of study and were analyzed (both quantitatively and qualitatively) with respect to the set of selected challenges, patterns and anti-patterns. As outputs, the study presents a set of empirical findings and evidence-based recommendations, e.g.: it has been observed that even if an IAC project may seem perfect from many aspects, one single major challenge (e.g., disagreement in confidentiality agreements) can lead to its failure. Thus, we recommend that both parties (academics and practitioners) consider all the challenges early on and proactively work together to eliminate the risk of challenges in IAC projects. We furthermore report correlation and interrelationship of challenges, patterns and anti-patterns with project success measures. This study hopes to encourage and benefit other SE researchers and practitioners in conducting successful IAC projects in software testing and in software engineering in general in the future.