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Having the facilitator, and not the students, write down events on the timeline in task 3 was time-efficient, but requires sensitiveness: the students should not be overrun. A facilitator in charge of the timeline gets an opportunity to support the reconstruction of a shared timeline, e.g. when two students name the same event differently. Recommendation 3: use the proposed sequence of workshop steps. Shifting between individual and collective effort furthers active participation and multiple perspectives. We see that some teams might have benefited from a longer discussion. Need for more time typically increases with the size of the team. Recommendation 4: Use 90 minute time slots, to have more flexibility to adjust to the specific team. In terms of feasibility for project courses of different sizes, the approach has a per-project cost of one staff hour plus preparation. Cost of preparation is likely to decrease with the number of teams facilitated by each staff member. While our workshop design is based on an agile development approach, it is adequate for other approaches. Recommendation 5: Use the reflection workshop as part of agile or more structured development approaches. Finally: Recommendation 6: If the workshop is to be conducted during the course of a project and not only at its end, the workshop should focus on measures for change, e.g. process improvement. 6. Conclusion and further work We have proposed a design for postmortem workshops in SE student teams, based on industry best practice and a theoretical framework accounting for the reflection process. Based on its implementation in a SE course, we recommend our design, with additional recommendations made in Section 5. In our continued research and course development we will introduce a postmortem workshop in the middle of the projects, using a similar design with stronger focus on process improvement and specific change measures. 7. Acknowledgements Thanks to the NTNU project MOTUS2, the SE students, Torgeir Dingsøyr,and John Krogstie. 7. References [1] T. Dingsøyr, "Postmortem reviews: purpose and approaches in software engineering," Information and Software Technology, vol. 47, pp. 293-303, 2005. [2] V. Kasi, M. Keil, L. Mathiassen, and K. Pedersen, "The post mortem paradox: a Delphi study of IT specialist perceptions," European Journal of IS, vol. 17, pp. 62-78, 2008. [3] A. Strauss, Continual permutations of action. New York: Aldine de Gruyter, 1993. [4] P. Berger and T. Luckmann, The Social Construction of Reality. London: Penguin Books, 1966. [5] G. H. Mead, Mind, Self and Society. Chicago: The University of Chicago Press, 1934. [6] H. H. Clark and S. A. Brennan: Grounding in communication. In L.B. Resnick, J.M. Levine, & S.D. Teasley (Eds.). Perspectives on socially shared cognition . Washington: APA Books, 1991 [7] 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. [8] D. Boud, R. Keogh, and D. Walker, Reflection: Turning Experience into Learning: RoutledgeFalmer, 1985. [9] E. Derby, D. Larsen, and K. Schwaber, Agile Retrospectives.: Pragmatic Bookshelf, 2006. [10] N. B. Moe and T. Dingsøyr, "Agile development and teamwork: A case study of a Scrum team and teamwork organization," Work in progress, 2008. [11] B. Krogstie and B. Bygstad, "Cross-Community Collaboration and Learning in Customer-Driven Software Engineering Student Projects," in CSEE&T, Dublin, 2007, pp. 336-343. 92 Authorized licensed use limited to: Norges Teknisk-Naturvitenskapelige Universitet. Downloaded on February 5, 2010 at 09:01 from IEEE Xplore. Restrictions apply. 170
Research paper P7 Title: A Model of Retrospective Reflection in Project Based Learning Utilizing Historical Data in Collaborative Tools Author: Birgit Krogstie Published in: Proceedings of EC-TEL 2009 Pages: 15 Complete reference: Krogstie, B. R. (2009). A model of retrospective reflection in project based learning utilizing historical data in collaborative tools. European Conference on Technology Enhanced Learning (EC-TEL) 2009, Nice, France, 29 Sept – 2 Oct. Springer. 171
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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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Power Through Brokering: Open Sourc
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Due to the openness of OSS communit
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5.1.2 Second phase (February-May):
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Getting from the second to the thir
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6.2.1 Benefits for SE student proje
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Page 211 and 212: 2 Background In this section we bri
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