Tpwards an ability model for software engineering apprenticeship

dc.creator	Vincent Ribaud
dc.creator	Philippe Saliou
dc.date	2007-07-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:51:46Z
dc.date.available	2015-07-20T22:51:46Z
dc.identifier	1473-7507
dc.identifier	https://doaj.org/article/a4ad4da860e4496eb04e85c66ebbb913
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/23765
dc.description	Despite recent efforts to improve the effectiveness of software engineering education, most approaches do not equip students with non-technical skills and fail to be practice-oriented. Brest University provides the software engineering by immersion paradigm as an alternative to other education systems. Shifting to the constructivism paradigm as far as possible, this education system is entirely based on a 7-month project, performed by a 6-students team within a virtual company and tutored by an experienced software engineer.The ISO/IEC 12207 standard is a reference framework of software engineering processes. This standard provides the basis of our reference decomposition into processes/activities/tasks and apprenticeship scenes. Issued from professional didactics, the analysis of activity distinguishes two kind of activity: productive and constructive. The former is work-oriented while the latter helps the actor to improve his/her own practice. Hence, constructive activity is apprenticeship and personal development. Analysing apprenticeship scenes provides an ability model of our immersion system. The model is defined in terms of its constituent competencies areas, each of which is further defined in terms of its constituent competencies families; a family corresponding to an activity of the reference decomposition. Each family is associated with a set of cohesive abilities.The ability model establishes a structure that directly supports the personal and team construction process of the knowledge and skills required to practice engineering of a software project. Each student periodically fills this structure while auto-analysing the tasks performed and him/her achievement level with the abilities defined in the model. This periodic inventory is supported by eCompas, a tool intended to manage development, assessment and value-added of competencies over the course of a curriculum or a professional career.
dc.language	English
dc.publisher	Higher Education Academy Subject Network for Information & Computer Sciences
dc.relation	http://www.ics.heacademy.ac.uk/italics/vol6iss3/ribaud_saliou.pdf
dc.relation	https://doaj.org/toc/1473-7507
dc.source	ITALICS, Vol 6, Iss 3, Pp 97-107 (2007)
dc.subject	software engineering
dc.subject	apprenticeship
dc.subject	reflective practices
dc.subject	abilities management
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Tpwards an ability model for software engineering apprenticeship
dc.type	article