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

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Also, initial sharing of experience among students in class may spread good ideas across teams and further help course staff understand students‟ current practices. In the project course of our study we have good experience with conducting a mid-term workshop in which students meet across teams to discuss various aspects of their project work. The more or less successful use of collaboration tools is an appropriate issue for such discussion. To facilitate fruitful exchange of experience, students may be asked to provide scenarios of collaboration from their projects, accounting for how issues were resolved and how collaboration technology was used. To illustrate the actual collaboration practices, logs documenting the collaboration may be used. IM logs are an example of documentation that for reasons of privacy may be inadequate for publicly presenting a team‟s collaborative practices. However, for the teams internally, the logs may be a valuable source of information if they want to reflect on and learn from their own project process (Krogstie 2009). 6 CONCLUSION In this paper, we have presented findings on the use of instant messaging tools in SE student projects. Used in the projects, the tools serve to support aspects of the work process and are means of providing realistic work experience as intended in project-based learning. Findings from our studies indicate that the teams‟ use of instant messaging for team-internal collaboration, whether for quick coordination or lengthy exchanges over ongoing, distributed work, is frequently successful. In organizing and supervising SE student projects we should be aware of students‟ existing competence in using IM tools and the type of collaboration typically happening with the aid of these tools. To gain the necessary understanding of the project process required for guidance of the specific team, we should ask the team to account for its collaboration practices, including the use of collaboration tools such as IM tools. The use of IM to support collaboration with project stakeholders is potentially challenging. Based on our findings, we propose that the student teams be advised to restrict the use of instant messaging to informal collaboration. Much of the customer collaboration in the SE projects may be considered formal and requires the use of other types of collaboration technology. Finally, we have pointed to the use of collaboration tools such as IM in the SE projects as a topic worth discussion and reflection. On the level of the project course, this may be done in introductory lectures and workshops. In addition, the use of IM and other collaboration tools should be discussed internally in each project team to help the teams gain insights about their own work. While we have limited the focus of this paper to student projects in the domain of software engineering, our results have relevance for project-based learning in other domains in which instant messaging tools are used to aid the project work. A limitation to our study is the lack of data combining observation of IM use with access to the resulting logs. While IM logs in combination with post-hoc interviews with project participants provided rich data about the role of IM in supporting work processes, observation of the work taking place as the logs were produced would have provided valuable additional insights. However, we have been able to obtain IM logs reflecting collaboration processes identified by the teams as important to their projects. Another limitation to the study lies in the analysis of the interviews forming the basis for the findings on patterns of IM use in the student teams. While the material has been thoroughly examined, the analysis would have benefited from systematic categorization of the answers about instant messaging, organized e.g. in a table. For instance, in the paper, we combined the data from the 2006-2008 interviews based on the informal finding that there was no change in the patterns of IM use over these years. This finding and approach could have been better substantiated with quantification of the data. As further work we plan to introduce the topic of collaboration tool use in reflection workshops in a SE project course to increase students‟ consciousness of this aspect of their work practice. We will evaluate the outcomes to see if this deliberate focus leads to insights in the student teams about how the different collaboration tools, including instant messaging, should be used to support their project work. 132 24
Acknowledgements Thanks to Monica Divitini and John Krogstie for feedback on ideas and drafts, and to the SE students for sharing their views and instant messaging logs. References Blumenfeld, P. C., E. Soloway, et al. (1991). "Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning." Educational Psychologist 26(3 & 4): 369-398. Bygstad, B., B. Krogstie, et al. (2006). Scaffolding Project Based Learning with the Rational Unified Process. Experience from 5 years of Student Projects in Software Engineering. NOKOBIT 2006, Molde, Norway, Tapir. Bygstad, B., B. R. Krogstie, et al. (2009). "Learning from achievement: scaffolding student projects in software engineering " International Journal of Networked and Virtual Organizations 6(2). Carstensen, P. H. and K. Schmidt (2002 (1999)). “Computer Supported Cooperative Work: New Challenges to Systems Design”. Handbook of Human Factors/Ergonomics. K. Itoh. Tokyo, Asakura Publishing. Castells, M. (2000). The Internet Galaxy: Reflections on the Internet, business, and Society. Oxford, Oxford University Press. Cherry, S. M. (2002). "IM means business." Spectrum, IEEE 39(11): 28 - 32 Garrett, R. K. and J. N. Danziger (2008). "IM=Interruption Management? Instant Messaging and Disruption in the Workplace." Journal of Computer-Mediated Communication 13(1). Grinter, R. E. and M. Eldridge (2003). Wan2tlk?: Everyday Text Messaging. CHI2003, Ft.Lauderdale, Florida, USA, ACM. Grinter, R. E. and L. Palen (2002). Instant Messaging in Teen Life. CSCW'02, New Orelans, Louisiana, USA, ACM. Gutwin, C., R. Penner, et al. (2004). Group Awareness in Distributed Software Development. CSCW'04, Chicago, Illinois, USA, ACM. Huang, A. H. and D. C. Yen (2003). "Usefulness of instant messaging among young users: Social vs. work perspective." Human Systems Management 22(2): 63-72. Isaacs, E., A. Walendowski, et al. (2002). The Character, Functions, and Styles of Instant Messaging in the Workplace. CSCW'02, New Orleans, Louisiana, USA, ACM. Klein, H. K. and M. M. Myers (1999). "A Set of Principles for Conducting and Evaluating Interpretive Field Studies in Information Systems." MIS Quarterly 23(1): 67-94. Krogstie, B. (2008). Power through brokering. OSS participation in SE projects. ICSE 2008, Leipzig, IEEE Computer Society. 133 25
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Birgit Rognebakke Krogstie The work
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Figure 1: Most used terms in the th
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Abstract In project based learning,
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Preface This thesis is submitted to
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Acknowledgements I would like to th
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Contents 1 Introduction ...........
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Research paper P4 135 Research pape
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Figure 17: Support for learning in
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Abbreviations CSCL CSCW IS NITH NTN
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The work-reflection-learning cycle
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3 Software Engineering student proj
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Software Engineering student projec
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5 Results This chapter presents an
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Results The background of P2 is a l
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Results project management and coll
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Results proposed in P5 was to allow
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Results Analysis of the results sho
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Results archives are found to conta
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Results (SVN). Trac provides lightw
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Results Figure 15: A model outlinin
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7 Evaluation In this chapter, I eva
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Evaluation adds to the CSCW literat
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Evaluation 7.3 Evaluation of the re
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Evaluation In the longitudinal stud
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Evaluation According to the princip
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Evaluation However, only some of th
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Evaluation to design is problematic
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8 Conclusion and further work This
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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,
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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 and 146: Example 2. Excerpt from an IM log s
Page 147 and 148: Example 3. Excerpt from an IM log s
Page 149: immediate feedback in the heated di
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
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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
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Page 195 and 196: 422 B.R. Krogstie information about
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428 B.R. Krogstie in combining them
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430 B.R. Krogstie Fig. 3. A model o
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432 B.R. Krogstie 20. Hutchins, E.:
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Research paper P8 Title: Supporting
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Supporting Reflection in Software D
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2 Background In this section we bri
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There are 3-5 students in the teams
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4 Research Method The research repo
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5 Findings In this section we draw
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As a consequence, ‘startup coding
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The type of data involved included
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potentially negative effects is if
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unfolded may shed light on the proc
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5. Lyytinen, K. and D. Robey, Learn
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Appendix B: Other research publicat
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