scholarly journals Spanglish Software Engineering: A Curious International Learning Experience

2015 ◽  
Author(s):  
Barbara Bernal ◽  
Jeffrey Chastine
Keyword(s):  
Software Engineering ◽  
Learning Experience ◽  
International Learning

scholarly journals Multicultural Learning and Experiences in Design through Collaborative Online International Learning (COIL) Framework

2019 ◽  
Vol 8 (1) ◽  
pp. 5-16
Author(s):  
Abimbola Oluwatoni Asojo ◽  
Yuliya Kartoshkina ◽  
Babatunde Jaiyeoba ◽  
Dolapo Amole
Keyword(s):  
Interior Design ◽  
Intercultural Sensitivity ◽  
Learning Experience ◽  
Learning Experiences ◽  
Collaborative Teaching ◽  
Teaching Methodology ◽  
University Of Minnesota ◽  
International Learning ◽  
Social Environmental ◽  
The University

One of the requirements for interior design students by the Council for Interior Design Accreditation (CIDA) is to be “prepared to work in a variety of contexts as well as across geographic, political, social, environmental, cultural, and economic conditions.” To help with this preparation, faculty partners from two institutions- the University of Minnesota Interior Design and the Architecture Obafemi Awolowo University in Nigeria- created unique learning experiences for their students by using Collaborative Online International Learning (COIL). The main goal of this teaching methodology is to develop students’ cross-cultural competence by linking university classes in different countries. Two COIL projects were chosen to help students practice solving design problems while responding to specific socio-cultural contexts. Students from both countries seemed to greatly benefit from this learning experience. Findings from students’ reflections after the learning experiences indicated deeper intercultural sensitivity in their design solutions and appreciation of technology and collaborative teaching in developing this sensitivity. Overall the framework of COIL strengthened the integration of multicultural learning experiences in both settings.  

Lessons Learned About Gamification in Software Engineering Education

2022 ◽  
pp. 1473-1496
Author(s):  
Beatriz Marín
Keyword(s):  
Risk Management ◽  
Software Engineering ◽  
Engineering Education ◽  
Learning Process ◽  
Learning Experience ◽  
Lessons Learned ◽  
Software Engineering Education ◽  
Functional Size Measurement ◽  
Class Diagrams ◽  
Improved Learning

Software engineering courses traditionally mix theoretical aspects with practical ones that are later used in the development of projects. Teaching software engineering courses is not easy because in many cases the students lack motivation to exercise the topics prior to project development. This chapter presents the application of gamification on some topics of a software engineering course to engage students and increase their motivation. The authors argue that with the proper motivation, the students can better exercise the topics and obtain stronger knowledge. The authors have created five games to help in the learning process of the software engineering course. The games are related to risk management, BPMN modeling, Scrum process, design and inspection of class diagrams, and COSMIC functional size measurement. Gamification has been applied during four years in the software engineering course, resulting in an improved learning experience for the students. Finally, lessons learned are presented and discussed.

scholarly journals Collaborative online international learning: A way to develop students’ engineering capabilities and awareness to become global citizens

2020 ◽  
pp. 030641902093410
Author(s):  
Patricia Munoz-Escalona ◽  
Zulay Cassier de Crespo ◽  
Mara Olivares Marin ◽  
Meg Dunn
Keyword(s):  
Collaborative Learning ◽  
21St Century ◽  
Learning Experience ◽  
Learning Activities ◽  
Design Engineering ◽  
Global Citizens ◽  
International Perspectives ◽  
Intercultural Competencies ◽  
E Learning ◽  
International Learning

In the 21st century, academics must recognise the value of incorporating e-learning activities in teaching in order to provide students the opportunity to interact and engage with peers in collaborative learning. To achieve this, a Collaborative Online International Learning (COIL) activity was introduced to 2nd and 3rd year students in Mechanical and Industrial Design Engineering degrees, with the aim of enhancing aspects such as global manufacturing and reverse engineering. This activity was also used as an approach to internationalise the curriculum which is an important mechanism to promote intercultural competencies, international perspectives and ethical sensitivities, whilst also contributing to the enhancement of students’ abilities to develop as responsible global citizens. Three institutions were involved in this project, with results indicating that 93% of students felt they had a better understanding of the topic under study, 93% were satisfied with the learning experience and 90% enjoyed interacting with international peers.

scholarly journals Creating an Authentic International Development Learning Opportunity

2020 ◽  
Vol 13 ◽  
pp. 76-85
Author(s):  
Lori Beckstead
Keyword(s):  
International Development ◽  
Learning Experience ◽  
Time Frame ◽  
Lessons Learned ◽  
Faculty Members ◽  
Short Term ◽  
Learning Opportunity ◽  
International Partner ◽  
International Learning ◽  
Specific Learning

This paper draws from the author’s experience of developing a short-term intensive international learning experience within the framework of a one-semester course. The paper is aimed at faculty members who are interested in implementing a short but effective and authentic international learning opportunity, but who may not have expertise in issues surrounding international development and learning abroad. It addresses some of the challenges, successes, and lessons learned, such as working with an appropriate international partner, overcoming barriers to student participation, ensuring discipline-specific learning, and providing the appropriate context of international development issues within the time-frame of a single semester.   Nous nous fondons ici sur notre propre expérience d’élaboration d’une situation d’apprentissage internationale, intensive et à court terme, dans le cadre d’un cours d’un seul semestre. Cet article est destiné aux enseignants qui, sans nécessairement posséder une expertise en matière de développement internationale et d’apprentissage à l’étranger, souhaiteraient mettre en œuvre une expérience d’apprentissage internationale aussi brève qu’efficace et authentique. Nous abordons les difficultés, les réussites et les leçons tirées de l’expérience, comme la nécessité d’un partenaire international adéquat, le dépassement des obstacles à la participation des étudiants, l’apprentissage adapté à des disciplines en particulier, et l’établissement d’un contexte approprié pour les questions de développement international dans le cadre temporel d’un semestre unique.

Teaching Software Engineering Through a Collaborative Game

2017 ◽  
pp. 874-895 ◽  
Author(s):  
Elizabeth Suescún Monsalve ◽  
Allan Ximenes Pereira ◽  
Vera Maria B. Werneck
Keyword(s):  
Software Engineering ◽  
Computer Games ◽  
Teaching And Learning ◽  
Software Engineer ◽  
Learning Experience ◽  
Real Life ◽  
Teaching Experience ◽  
Software Engineering Process ◽  
Correct Technique ◽  
Games And Simulations

This chapter addresses the application of computer games and simulations in order to explore reality in many educational areas. The Games-Based Learning (GBL) can improve the teaching and learning experience by training future professionals in real life scenarios and activities that enable them to apply problem-solving strategies by putting into use the correct technique stemming from their own skills. For that reason, GBL has been used in software engineering teaching. At Pontifical Catholic University of Rio de Janeiro, the authors have developed SimulES-W (Simulation in Software Engineering), a tool for teaching software engineering. SimulES-W is a collaborative software board game that simulates a software engineering process in which the player performs different roles such as software engineer, technical coordinator, project manager, and quality controller. The players can deal with budget, software engineer employment and dismissal, and construction of different software artifacts. The objective of this chapter is to describe the approach to teaching software engineering using SimulES-W and demonstrate how pedagogical methodology is applied in this teaching approach to improve software engineering education. The teaching experience and future improvements are also discussed.

International learning experience in different cultures

2022 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Leandro Pereira ◽  
Rui Gonçalves ◽  
Álvaro Dias ◽  
Renato Lopes Da Costa ◽  
Bruno Santana
Keyword(s):  
Learning Experience ◽  
International Learning ◽  
Different Cultures

A Business Writing OIL (Online International Learning)

2020 ◽  
pp. 881-891
Author(s):  
Simon Smith ◽  
Nicole Keng
Keyword(s):  
Academic Writing ◽  
Learning Experience ◽  
Target Language ◽  
Business Writing ◽  
Study Materials ◽  
International Learning ◽  
International Interaction ◽  
The Uk ◽  
Almost All

Online International Learning (OIL) helps to integrate soft skills into the academic curriculum, as well as providing students with international interaction opportunities. In this article, we evaluate the extent to which telecollaborative writing tasks between UK-based (mostly Chinese) and Finnish students over an online platform can benefit academic writing learning experience and contribute to curriculum and materials design in EAP. In the article, there are two groups of learners from different geographical contexts, Finland and the UK. The Finland-based students are almost all Finnish, while those studying in the UK are mostly from China. In both cases, the target language is English. The students in Finland worked in pairs to create authentic case study materials, and the students in the UK, in what we characterize as “stimulus writing”, produced reports based on the case studies they had been given.

Lessons Learned About Gamification in Software Engineering Education

2021 ◽  
pp. 174-197
Author(s):  
Beatriz Marín
Keyword(s):  
Risk Management ◽  
Software Engineering ◽  
Engineering Education ◽  
Learning Process ◽  
Learning Experience ◽  
Lessons Learned ◽  
Software Engineering Education ◽  
Functional Size Measurement ◽  
Class Diagrams ◽  
Improved Learning

Software engineering courses traditionally mix theoretical aspects with practical ones that are later used in the development of projects. Teaching software engineering courses is not easy because in many cases the students lack motivation to exercise the topics prior to project development. This chapter presents the application of gamification on some topics of a software engineering course to engage students and increase their motivation. The authors argue that with the proper motivation, the students can better exercise the topics and obtain stronger knowledge. The authors have created five games to help in the learning process of the software engineering course. The games are related to risk management, BPMN modeling, Scrum process, design and inspection of class diagrams, and COSMIC functional size measurement. Gamification has been applied during four years in the software engineering course, resulting in an improved learning experience for the students. Finally, lessons learned are presented and discussed.

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