The work-reflection-learning cycle - Department of Computer and ...

More documents

Recommendations

Info

In his formal evaluation of the process after the project, the customer particularly expresses appreciation of the „continuous communication‟ with the team during the period when he was in another city. In both of the above cases the customer took a strong personal interest in the development process and appreciated being involved with technical issues and have them resolved quickly. Formal meetings were however not conducted over IM. A team in the 2006 cohort did use IM for formal meetings with their remote customer. While this is not typical of our projects, we will go into some detail on the case because it demonstrates a communication breakdown which might in part be due to the inadequacy of IM in the particular coollaboration setting. The project group in question had taken on the task of making a game for a collaborative virtual environment. The customer role was held by a team of two researchers, one at the students‟ university and one in an academic institution on the other side of the globe. The team never met the remote customer face-to-face. Meetings between him and the group were conducted via IM. Being the one proposing the use of IM for meetings, the customer was willing to have meetings at late hours to cope with the time difference. As the project process was being subject to formal evaluation, the project group wanted to document their communication with the customer. They therefore chose, with their customer‟s consent, to log the meetings conducted via IM. Some weeks into the project, the group was frustrated because of what they conceived to be misunderstandings and vagueness related to needs, requirements, responsibilities and expectations in the project. Deadline was steadily approaching without the necessary progress of work. Example 3 shows an excerpt from a meeting over IM conducted at this rather critical point in the project. We have called the remote customer Johnatan/Johnny, and his Norwegian partner Anja. Frode and Per are two of the four students in the project group. During the meeting, the students are collocated in the PC lab. Anja is on another location in the students‟ city whereas Johnny is on the other side of the globe. The communication is taking place in English, Johnny‟s mother tongue. We lack timestamps for the comments in the log, but the conversation shown in the excerpt should be understood as continuous and without major pauses. From Example 3 it can be noted that highly critical questions in the project are at stake: what are the requirements, who is doing the planning and resource allocation (the group feels it is their job and that the customer is interfering), and access to important resources for the work (a particular server). In the heat of the conversation, Frode, who was in practice the project manager, starts commanding the remote customer in a mix of anger and desperation: “Read the storyline document! Get us access to the server”. Not surprisingly, the remote customer simply leaves the conversation at that point, and communication breaks down. The team expresses uneasiness with the situation. The local customer, Anja, stays in the conversation and tries to moderate and explain the situation. Frode goes on to explain what he sees as the major problems. 128 20
Example 3. Excerpt from an IM log showing a communication breakdown between a student SE team and their remote customer. Originally in English. 5 DISCUSSION. In this section, we discuss the findings and outline implications for the organizing of SE project courses. Research referred to in Section 2 indicated that young people are likely to be competent users of instant messaging tools. Our findings confirm that this is the case among the SE project students. Being a simple, lightweight tool already part of the students‟ personal infrastructure as a means for communication and social networking, it appears that IM is easily incorporated into project based learning in the SE projects as a way of supporting informal communication; synchronous and asynchronous, distributed and collocated. Further, IM provides a limited but easy way of sharing workspace content by cut-and-paste (and even the exchange of files via shared folders). The fact that instant messaging is also in use among developers in industry SE projects stresses the value of using and developing students’ IM competence. From the assumption that understanding the students‟ work process is a prerequisite to providing good supervision of the process, we believe that increased insight about the current and potential use of IM tools to support work can help course staff provide students with guidance on some aspects of the students‟ work process. General findings on the use of instant messaging in student teams as presented in this paper are one source of knowledge about IM usage. Much more important in the specific case of supervision are the particular practices of the team in question. As opposed to project activities being formally documented e.g. in email or deliverables, students‟ IM use is typically inaccessible to the supervisor. Leaving out the option that the supervisor be provided access to, and examine, the team‟s IM logs, the teams must provide their supervisor with information about their IM collaboration practices in order to get advice on these practices. Where problems of collaboration occur in the projects, it should be 129 21
Page 1 and 2:
Birgit Rognebakke Krogstie The work
Page 3 and 4:
Figure 1: Most used terms in the th
Page 5 and 6:
Abstract In project based learning,
Page 7 and 8:
Preface This thesis is submitted to
Page 9 and 10:
Acknowledgements I would like to th
Page 11 and 12:
Contents 1 Introduction ...........
Page 13 and 14:
Research paper P4 135 Research pape
Page 15 and 16:
Figure 17: Support for learning in
Page 17:
Abbreviations CSCL CSCW IS NITH NTN
Page 20 and 21:
The work-reflection-learning cycle
Page 22 and 23:
Page 24 and 25:
Page 26 and 27:
Page 28 and 29:
Page 30 and 31:
Page 32 and 33:
Page 34 and 35:
Page 37 and 38:
3 Software Engineering student proj
Page 39 and 40:
Software Engineering student projec
Page 41 and 42:
Page 43 and 44:
Page 45:
Page 48 and 49:
Page 50 and 51:
Page 52 and 53:
Page 55 and 56:
5 Results This chapter presents an
Page 57 and 58:
Results The background of P2 is a l
Page 59 and 60:
Results project management and coll
Page 61 and 62:
Results proposed in P5 was to allow
Page 63 and 64:
Results Analysis of the results sho
Page 65 and 66:
Results archives are found to conta
Page 67 and 68:
Results (SVN). Trac provides lightw
Page 69:
Results Figure 15: A model outlinin
Page 72 and 73:
Page 74 and 75:
Page 76 and 77:
Page 78 and 79:
Page 81 and 82:
7 Evaluation In this chapter, I eva
Page 83 and 84:
Evaluation adds to the CSCW literat
Page 85 and 86:
Evaluation 7.3 Evaluation of the re
Page 87 and 88:
Evaluation In the longitudinal stud
Page 89 and 90:
Evaluation According to the princip
Page 91 and 92:
Evaluation However, only some of th
Page 93 and 94:
Evaluation to design is problematic
Page 95 and 96: 8 Conclusion and further work This
Page 97 and 98: Conclusion and recommendations for
Page 99 and 100: 9 References Abran, A., Moore, J. W
Page 101 and 102: References Cobb, P. (1994). "Where
Page 103 and 104: References Herbsleb, J. D., Mockus,
Page 105 and 106: References Leont'ev, A. N. (1981).
Page 107 and 108: References Stahl, G. (2002). "Build
Page 109 and 110: Glossary B Boundary object - artifa
Page 111 and 112: Glossary maintaining the system aft
Page 113 and 114: Appendix A: Research papers P1 P2 P
Page 115 and 116: Research paper P1 Title: Cross-Comm
Page 117 and 118: Cross-Community Collaboration and L
Page 119 and 120: the course staff may improve the co
Page 121 and 122: 4: Case findings: students’ view
Page 123 and 124: own account of why each artifact is
Page 125 and 126: Research paper P2 Title: Power Thro
Page 127 and 128: Power Through Brokering: Open Sourc
Page 129 and 130: Due to the openness of OSS communit
Page 131 and 132: 5.1.2 Second phase (February-May):
Page 133 and 134: Getting from the second to the thir
Page 135 and 136: 6.2.1 Benefits for SE student proje
Page 137 and 138: Research paper P3 Title: Do’s and
Page 139 and 140: DO‟S AND DON‟TS OF INSTANT MESS
Page 141 and 142: a chat window is opened. As soon as
Page 143 and 144: three examples in the form of excer
Page 145: Example 2. Excerpt from an IM log s
Page 149 and 150: immediate feedback in the heated di
Page 151 and 152: Acknowledgements Thanks to Monica D
Page 153 and 154: Research paper P4 Title: The wiki a
Page 155 and 156: The wiki as an integrative tool in
Page 157 and 158: type of use can be seen as an examp
Page 159 and 160: ecome integration, and we identifie
Page 161 and 162: project. Typically, a clean-up was
Page 163 and 164: 5.1 The wiki as a knowledge reposit
Page 165 and 166: 6. Conclusion We have shown how pro
Page 167 and 168: Research paper P5 Title: Using Proj
Page 169 and 170: Proceedings of the 42nd Hawaii Inte
Page 179 and 180: Research paper P6 Title: Shared tim
Page 181 and 182: Shared timeline and individual expe
Page 183 and 184: presentation. In 2008, there were 1
Page 185 and 186: congruent’ to sets that seem to o
Page 187 and 188: team members and the co-constructiv
Page 189 and 190: Research paper P7 Title: A Model of
Page 191 and 192: A Model of Retrospective Reflection
Page 193 and 194: 420 B.R. Krogstie Fig. 1. Shared ti
Page 195 and 196: 422 B.R. Krogstie information about
Page 197 and 198:
424 B.R. Krogstie and to express ho
Page 199 and 200:
426 B.R. Krogstie 4.2 The Temporal
Page 201 and 202:
428 B.R. Krogstie in combining them
Page 203 and 204:
430 B.R. Krogstie Fig. 3. A model o
Page 205 and 206:
432 B.R. Krogstie 20. Hutchins, E.:
Page 207 and 208:
Research paper P8 Title: Supporting
Page 209 and 210:
Supporting Reflection in Software D
Page 211 and 212:
2 Background In this section we bri
Page 213 and 214:
There are 3-5 students in the teams
Page 215 and 216:
4 Research Method The research repo
Page 217 and 218:
5 Findings In this section we draw
Page 219 and 220:
As a consequence, ‘startup coding
Page 221 and 222:
The type of data involved included
Page 223 and 224:
potentially negative effects is if
Page 225 and 226:
unfolded may shed light on the proc
Page 227 and 228:
5. Lyytinen, K. and D. Robey, Learn
Page 229 and 230:
Appendix B: Other research publicat
show all

The work-reflection-learning cycle - Department of Computer and ...

Create successful ePaper yourself

Delete template?

Save as template?