
Frontiers in Software Engineering Education
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This book constitutes invited papers from the Second International Workshop on Frontiers in Software Engineering Education, FISEE 2023, which took place at the Château de Villebrumier, France, during January 23-25, 2023.
The Editorial and the 8 papers included in this volume were considerably enhanced after the conference and during two different peer-review phases.
The contributions cover the main topics of the workshop: education in technology and technology for education; new (and fearless) ideas on education; adjustments in teaching during pandemic: experience reports; models for class development; how to design learning objectives and outcomes; labs and practical sessions: how to conduct them; curriculum development; course design; quality course assessment; long-life studies in education; empirical research in SE education; experiences in starting-up new educational systems; blended education.
FISEE 2023 is part of a series of scientific events held at the new LASER center in Villebrumier near Montauban and Toulouse, France.
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Content
- Intro
- Preface
- Organization
- Keynotes
- SING: Greatly Expanding Software Engineering Education
- Do Software Engineers Need to Know About Social Sciences and Humanities?
- Contents
- Specializations in Software Engineering Education
- 1 Background
- 1.1 Computer Science Education
- 1.2 The Origins of Software Engineering
- 1.3 Origins of Software Engineering Education
- 2 Modern Challenges in Software Engineering
- 2.1 The Internet Changes Everything
- 2.2 Mobile Applications Change Everything Again
- 2.3 The Internet of Things and "Smart" Devices Add to Complexity
- 2.4 Artificial Intelligence Changes Everything Yet Again
- 2.5 Changes in Software Engineering Processes and Tools
- 3 The Need for Specialization in Software Engineering Education
- 3.1 Specialization in Other Professions
- 3.2 Software Engineering Specialization
- 3.3 Possible Specialization Areas
- 4 Conclusion: Future Directions in Software Engineering Education
- References
- Co-design of Modern Technology Modules with Industry and Students as Partners
- 1 Introduction
- 2 Related Work
- 3 Our Approach
- 3.1 Access to Cloud Environments
- 3.2 Solution Design of the Private Cloud
- 3.3 Implementation Details of the Private Cloud
- 3.4 Iteration and Refinement
- 4 Cloud Computing Module
- 4.1 Assessment
- 5 Discussion
- 5.1 Student Experience and Evaluation
- 5.2 Industry Experience and Feedback
- 5.3 Academic Reflection
- 6 Conclusion and Future Work
- References
- Tribal Capstone Project Course
- 1 Introduction
- 2 High-Level View
- 3 Teaching Sequences
- 4 Further Considerations
- 5 Related Work
- 6 Conclusions
- References
- Analyzing Scrum Team Impediments Using NLP
- 1 Introduction
- 2 Background
- 2.1 Agile in the Classroom
- 2.2 AI and Software Engineering
- 3 Educational Context
- 3.1 Capstone Course
- 3.2 Process and Tooling
- 4 Classifying Scrum Impediments
- 4.1 Scrum Impediments Dataset
- 4.2 Scrum Impediments Categories
- 4.3 Findings
- 5 Automated Classification of Impediments with NLP
- 5.1 Overall Classification Process
- 5.2 Building a LLM
- 6 Validation by Subject Matter Experts
- 6.1 Subject Matter Expert 1
- 6.2 Subject Matter Expert 2
- 7 Conclusion and Future Work
- References
- Finding Behavioral Indicators from Contextualized Commits in Software Engineering Courses with Process Mining
- 1 Introduction
- 2 Related Work
- 2.1 Process Mining in Education
- 2.2 Process Mining in Software Engineering
- 2.3 Process Mining in Software Engineering Education
- 3 Empirical Study
- 3.1 Datasets Description
- 3.2 Pre-processing
- 3.3 Process Mining Analysis with BupaR
- 3.4 Results
- 4 Discussion
- 4.1 Interpretation
- 4.2 Limits
- 4.3 Script: G4S-Automation
- 5 Conclusion
- A Description of the Datasets
- References
- Education to Agile: Fostering Team Awareness with Essence
- 1 Introduction
- 2 Literature Review
- 3 Extreme Development
- 3.1 Our Motivation
- 3.2 Fostering Extreme Development
- 4 The Role of Essence
- 4.1 Monitoring the Status of a Project
- 4.2 Retrospectives with Essence
- 4.3 Process Organization
- 5 Outcomes
- 6 Conclusions and Further Work
- References
- The Physical and Human Dimension of Communication in Distance Education
- 1 Introduction
- 2 Definitions and Theoretical Framework
- 2.1 Definitions
- 2.2 Collaborative Learning
- 3 The Proposed Approach
- 3.1 Overview
- 3.2 The Collaborative Distance Learning Meta-model
- 3.3 The Functional Architecture of the Learning Environment
- 4 Exploring Feasibility: Java Programming Lab Project
- 4.1 Instantiation of the Meta-model and the Functional Architecture
- 4.2 Results
- 5 Conclusion and Future Works
- References
- Is ChatGPT 3 Safe for Students?
- 1 Introduction
- 2 Experiment
- 3 Results
- 4 Limitations and Threats to Validity
- 5 Related Work
- 6 Conclusions and Future Work
- References
- Computing Education in the Age of AI-Based Assistants: Challenges and Opportunities
- 1 Introduction
- 2 Challenges and Opportunities
- 2.1 Usage
- 2.2 Know-How
- 2.3 Accountability
- 2.4 FOAI
- 3 Conclusion
- References
- Correction to: Frontiers in Software Engineering Education
- Correction to: A. Capozucca et al. (Eds.): Frontiers in Software Engineering Education, LNCS 14387, https://doi.org/10.1007/978-3-031-48639-5
- Computing Education in the Age of AI-Based Assistants: Challenges and Opportunities
- 1 Introduction
- 2 Challenges and Opportunities
- 2.1 Usage
- 2.2 Know-How
- 2.3 Accountability
- 2.4 FOAI
- 3 Conclusion
- References
- Correction to: Frontiers in Software Engineering Education
- Correction to: A. Capozucca et al. (Eds.): Frontiers in Software Engineering Education, LNCS 14387, https://doi.org/10.1007/978-3-031-48639-5
- Author Index
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