6th International Conference on Information Technology in Education (ICITE 2018)
May 26~27 2018, Dubai, UAE
MOVING FROM WATERFALL TO AGILE PROCESS IN SOFTWARE ENGINEERING CAPSTONE PROJECTS
Mohammad Alshayeb1, Sajjad Mahmood and Khalid Aljasser, King Fahd University of Petroleum and Minerals Dhahran 31261, Saudi Arabia.
Universities offer software engineering capstone course to simulate a real world-working environment in which students can work in a team for a fixed period to deliver a quality product. The objective of the paper is to report on our experience in moving from Waterfall process to Agile process in conducting the software engineering capstone project. We present the capstone course designs for both Waterfall driven and Agile driven methodologies that highlight the structure, deliverables and assessment plans. To evaluate the improvement, we conducted a survey for two different sections taught by two different instructors to evaluate students experience in moving from traditional Waterfall model to Agile like process. Twenty-eight students filled the survey. The survey consisted of eight multiple-choice questions and an open-ended question to collect feedback from students. The survey results show that students were able to attain hands one experience, which simulate a real world-working environment. The results also show that the Agile approach helped students to have overall better design and avoid mistakes they have made in the initial design completed in of the first phase of the capstone project. In addition, they were able to decide on their team capabilities, training needs and thus learn the required technologies earlier which is reflected on the final product quality. .
PROMOTING STUDENT ENGAGEMENT USING SOCIAL MEDIA TECHNOLOGIES
Mohammad Alshayeb, Information and Computer Science Department King Fahd University of Petroleum & Minerals Dhahran 31261, Saudi Arabia
Using social media in education provides learners with an informal way for communication. Informal communication tends to remove barriers and hence promotes student engagement. This paper presents our experience in using three different social media technologies in teaching software project management course. We conducted different surveys at the end of every semester to evaluate students satisfaction and engagement. Results show that using social media enhances students engagement and satisfaction. However, familiarity with the tool is an important factor for student satisfaction.