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Proceedings of the 42nd Hawaii International Conference on System Sciences - 2009 7. Conclusion and further work In this paper, we have drawn upon a detailed study of a postmortem interview from a capstone SE student project to demonstrate the potential of project wikis to be used as a means for the recall of, and reflection on, a project process, thus making the project wikis already in use even more useful to the project teams. Some limitations to our research provide directions for further research. The interview forming the core of our empirical data was partially exploratory, and adequate for pointing out the potential for project wikis to aid in postmortem reflection. Our findings indicate how various types of information may be used to recall and reflect on various types of issues. However, we do not have sufficient data to reasonably generalize about the connections between the two. We suggest that wiki-aided postmortem reviews be conducted in other projects and the interaction and tool use of the participants during the sessions be analyzed. The interviews should follow a well founded design for a postmortem review and be video recorded. In this way it might be possible to identify what type of information in a project wiki promotes reflection in certain ways or on certain topics. Also, collective, toolmediated postmortem reflection should be investigated. Our wiki walkthrough tool needs to be evaluated through use in real projects to see if it is deemed useful by the project teams. The idea of utilizing history stored in a collaboration tool in reflection on the process is relevant to other tools. E.g., source code management and bug tracking tools contain a history of commented project artifact revisions. The student teams at our university increasingly prefer this type of tool (e.g. Trac) to manage their SE projects. A next step in our research is to conduct and evaluate postmortem reviews mediated by these tools to see if they, too, can help students learn from their SE project experience. 7. Acknowledgements Thanks to Monica Divitini, Arne Martin Aurlien, Håvard Håskjold and William Young. The research was funded by the MOTUS2 project at NTNU. 8. References [1] P. H. Carstensen and K. Schmidt, "Computer Supported Cooperative Work: New Challenges to Systems Design," in Handbook of Human Factors/Ergonomics, K. Itoh, Ed. Tokyo: Asakura Publishing, 2002 (1999). [2] G. Fitzpatrick, W. J. Tolone, and S. M. Kaplan, "Work, Locales and Distributed Social Worlds," presented at CSCW, Stockholm, Sweden, 1995. [3] M. Keil, J. Mann, and A. Rai, "Why Software Projects Escalate: An Empirical Analysis and Test of Four Theoretical Models," MIS Quarterly, vol. 24, 2000. [4] J. Dewey, Democracy and education. New York: The Free Press, 1997 (1916). [5] D. Schön, The Reflective Practitioner:Basic Books, 1983. [6] C. Argyris and D. Schön, Organizational Learning II. Reading, MA, USA: Addison Wesley, 1996. [7] P. Senge, The Fifth Discipline. London, United Kingdom: Doubleday, 1990. [8] E. Wenger, "Communities of practice and social learning systems," Organization, vol. 7, pp. 225-246, 2000. [9] P. C. Blumenfeld, E. Soloway, R. W. Marx, J. S. Krajcik, M. Guzdial, and A. Palinscar, "Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning," Educational Psychologist, vol. 26, pp. 369-398, 1991. [10] J. Dewey, How we think. A restatement of the relation of reflective thinking to the educative process (Revised edtn.) ed. Boston: D. C. Heath, 1933. [11] G. H. Mead, Mind, Self and Society. Chicago: The University of Chicago Press, 1934. [12] A. Strauss, Continual permutations of action. New York: Aldine de Gruyter, 1993. [13] P. Berger and T. Luckmann, The Social Construction of Reality. London: Penguin Books, 1966. [14] G. Fitzpatrick, The Locales Framework: Understanding and Designing for Wicked Problems: Kluwer Academic Publishers, 2003. [15] J. Lave and E. Wenger, Situated Learning. Legitimate peripheral participation. Cambridge: University of Cambridge Press., 1991. [16] I. Sommerville, Software Engineering, Sixth Edition: Addison-Wesley, 2001. [17] E. J. Conklin and K. B. Yakemovic, "A Process- Oriented Approach to Design Rationale," Human-Computer Interaction, vol. 6, pp. 357-391, 1991. [18] A. H. Dutoit, R. McCall, I. Mistrik, and B. Paech, "Rationale Management in Software Engineering: Concepts and Techniques," in Rationale Management in Software Engineering, A. H. Dutoit, R. McCall, I. Mistrik, and B. Paech, Eds.: Springer, 2006. [19] T. Dingsøyr, "Postmortem reviews: purpose and approaches in software engineering," Information and Software Technology, vol. 47, pp. 293-303, 2005. [20] B. Bygstad, B. Krogstie, and T.-M. Grønli, "Scaffolding Project Based Learning with the Rational Unified Process. Experience from 5 years of Student Projects in Software Engineering," presented at NOKOBIT, Norway, 2006. [21] V. Kasi, M. Keil, L. Mathiassen, and K. Pedersen, "The post mortem paradox: a Delphi study of IT specialist perceptions," EJIS, vol. 17, pp. 62-78, 2008. [22] B. R. Krogstie, "The wiki as an integrative tool in project work," presented at COOP, Carry-le-Rouet, Provence, France, 2008. [23] S. M. Smith and E. Vela, "Environmental contextdependent memory: A review and meta-analysis," Psychonomic Bulletin & Review, vol. 8, pp. 203-220, 2001. [24] "DokuWiki home page," vol. 2009. [25] E. Derby, D. Larsen, and K. Schwaber, Agile Retrospectives. Making Good Teams Great: Pragmatic Bookshelf, 2006. 10 Authorized licensed use limited to: Norges Teknisk-Naturvitenskapelige Universitet. Downloaded on February 5, 2010 at 09:00 from IEEE Xplore. Restrictions apply. 160
Research paper P6 Title: Shared timeline and individual experience: Supporting retrospective reflection in student software engineering teams Authors: Birgit Krogstie and Monica Divitini Published in: Proceedings of CSEE&T 2009 Pages: 8 Complete reference: Krogstie, B. R. and M. Divitini (2009). Shared timeline and individual experience: Supporting retrospective reflection in student software engineering teams. Conference on Software Engineering Education and Training (CSEE&T) 2009, Hyderabad, 17-19 Feb. IEEE Computer Society. 161
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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
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References Herbsleb, J. D., Mockus,
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References Leont'ev, A. N. (1981).
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References Stahl, G. (2002). "Build
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Glossary B Boundary object - artifa
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Glossary maintaining the system aft
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Appendix A: Research papers P1 P2 P
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Research paper P1 Title: Cross-Comm
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Cross-Community Collaboration and L
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the course staff may improve the co
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4: Case findings: students’ view
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own account of why each artifact is
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Research paper P2 Title: Power Thro
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Page 145 and 146: Example 2. Excerpt from an IM log s
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Page 149 and 150: immediate feedback in the heated di
Page 151 and 152: Acknowledgements Thanks to Monica D
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Page 211 and 212: 2 Background In this section we bri
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Appendix B: Other research publicat
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