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The work-reflection-learning cycle in SE student projects: Use of collaboration tools 136
The wiki as an integrative tool in project work Birgit R. Krogstie 1 Norwegian University of Science and Technology, Sem Sælands vei 5-7, NO-7491 Trondheim , Norway birgitkr @idi.ntnu.no Abstract. The paper provides insights on how wikis support project work and what characteristics of wikis make them adequate for this purpose. The findings are based on a case study of software engineering projects in an educational setting. Project wikis are found to serve an integrative role along several dimensions of project work, enabled by the flexibility and automatic support for capturing history offered by the technology. The findings demonstrate that a project wiki can serve as a knowledge repository, a means for staging the project, a coordination mechanism, and a shared workspace. To many projects in need of project management and collaboration support, project wikis should be seen as an attractive, lightweight, all-purpose alternative. Keywords: wikis, cooperation technology, project work, software engineering 1 Introduction ”When we had a wiki up and running in the first place, we wanted to use it for as much as possible” (Project manager, Team A) Wikis are lightweight technology supporting easy creation and maintenance of web pages. The flexible structuring of contents is a particular feature making wikis adequate and popular as knowledge repositories. A wiki may be used for keeping the shared information resources of a group such as an organizational unit or and internet community, allowing the members add and modify contents. The contents of a wiki may be shared with the world or restricted to a group or community [1]. Lightweight project management (PM) solutions are often sought when ‘heavy’ PM is not feasible, as seen in open source software development. Louridas [2] points to potential advantages of wikis to support software engineering (SE) work: comprehensive versioning and change control, the provision of a shared workspace for producing and storing project documentation, and the possibility of having input from many participants in a more effective way than e.g. over email. Louridas argues that wikis are especially useful as discussion media, the advantages over discussion lists being general user-friendliness and the fact that discussion items can be placed in context. Further, he points to the democratic aspect: a project wiki gives a voice to everybody in the project. Chao [3] presents survey findings of innovative forms of wiki use in student SE teams. 137
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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
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9 References Abran, A., Moore, J. W
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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 and 146: Example 2. Excerpt from an IM log s
Page 147 and 148: Example 3. 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: Research paper P4 Title: The wiki a
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 189 and 190: Research paper P7 Title: A Model of
Page 191 and 192: A Model of Retrospective Reflection
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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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