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

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The work-reflection-learning cycle in SE student projects: Use of collaboration tools to properly clarifying expectations for the collaborative work activity. In the thesis, the variation in team members‟ objectives for their project work is also illustrated in the reflection workshops described in P6. The individual satisfaction curves along with the explanations provided by their creators illustrate how the „ups and downs‟ of project work relate to the team members‟ goals and expectations and also those of other stakeholders (e.g. when the curves of all team members drop at a point where negative feedback was provided by the supervisor, or when a team member explains that she was unhappy with her task over a long period because she would have liked to learn new technology in the project rather than just applying a technology she knew in advance). Apart from being a source of insight for the project teams about such issues in their projects, data from the reflection workshops of all the projects in a course can be used by course staff or researchers to gain insights about the effect of the current course design, e.g. in terms of stakeholder collaboration in the projects. Participants in SE student teams generally have a clear conception of the usage of different collaboration tools in their project. The choice of tool for a particular instance of collaboration appears to depend on whether the collaboration is within the team or between team and stakeholders, and whether it is formal or informal. A similar categorization can be used by the researcher (e.g. project course staff) investigating the usage of particular tools in project teams with the ultimate objective of providing guidance about the appropriateness of particular tools for different purposes. Exploring the use of instant messaging in the student teams (P3), it is shown that team-stakeholder collaboration by use of instant messaging poses particular challenges. More generally, it is suggested that the appropriateness of a tool for team-stakeholder collaboration be a question of negotiation between the stakeholders. Even with agreement between stakeholders, using a tool in a setting for which it is not generally considered appropriate (e.g. instant messaging for formal meetings) should be done with great caution. By looking at cross-community collaboration as achieved through brokering (P2), the thesis provides an understanding of how the dynamics of cross-community collaboration is closely related to the role and competence of the individual team member. Not only the team as a community, but the individual‟s role in the team and competence in adapting to the practice of both communities must be considered to understand how cross-community collaboration takes place through brokering and how it might be supported. Contribution 1 can be a resource for practitioners and researchers within SE Education, providing rationale and guidelines for developing project courses in the direction of 54
Contributions and implications more consciousness, insight and reflection among students and course staff about stakeholder objectives and tool use in cross-community collaboration. 6.2 Lightweight collaboration tools in project work Contribution 2 of this thesis is an increased understanding of the use of lightweight collaboration tools in the work practice of SE student teams. The contribution is a response to the continuous need within CSCW and TEL for new knowledge about the use of state-of-the-art technologies in current practices. In the case of SE student projects, this is a need boosted by the spread of lightweight technologies in many areas of modern life including project work, combined with the changes in educational and SE industry practices. In the thesis, key issues related to tool usage in student projects have been framed by considering the teams as communities of practice and learning and by considering the work and learning in the teams as a case of distributed cognition. The thesis provides specific insights on the use of instant messaging tools, internet forums, project wikis and issue trackers, and also on the use of email as part of a concerted use of tools in the project work. Through various case studies the thesis shows how the current use of the tools is related to core challenges of SE projects and project based learning (e.g. cross-community collaboration and the learning of new technologies). Regarding issue trackers, the thesis primarily addresses their use from the perspective of retrospective reflection, but in elaborating on the connection between retrospective and day-to-day use of the tools (P7 and P8), the thesis also sheds light on the role of issue trackers in day-to-day project work. Research paper P6 does not provide insights on computer-based lightweight tools but can be considered an illustration of the successful use of a different type of lightweight tools in project teams‟ work: physical tools in the form of papers, pens and whiteboards. The focus of the thesis is on the process in which the physical tools are used and the representations that are created (P6-P8). The physical tools continue to play an 55
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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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Page 37 and 38: 3 Software Engineering student proj
Page 39 and 40: Software Engineering student projec
Page 45: Software Engineering student projec
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 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
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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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Research paper P3 Title: Do’s and
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DO‟S AND DON‟TS OF INSTANT MESS
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a chat window is opened. As soon as
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three examples in the form of excer
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Example 2. Excerpt from an IM log s
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Example 3. Excerpt from an IM log s
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immediate feedback in the heated di
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Acknowledgements Thanks to Monica D
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Research paper P4 Title: The wiki a
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The wiki as an integrative tool in
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type of use can be seen as an examp
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ecome integration, and we identifie
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project. Typically, a clean-up was
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5.1 The wiki as a knowledge reposit
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6. Conclusion We have shown how pro
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Research paper P5 Title: Using Proj
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Proceedings of the 42nd Hawaii Inte
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Research paper P6 Title: Shared tim
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Shared timeline and individual expe
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presentation. In 2008, there were 1
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congruent’ to sets that seem to o
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team members and the co-constructiv
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Research paper P7 Title: A Model of
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A Model of Retrospective Reflection
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420 B.R. Krogstie Fig. 1. Shared ti
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422 B.R. Krogstie information about
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424 B.R. Krogstie and to express ho
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426 B.R. Krogstie 4.2 The Temporal
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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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