Get Agile Processes in Software Engineering and Extreme PDF

By Jeffry S. Babb, Rashina Hoda, Jacob Nørbjerg (auth.), Hubert Baumeister, Barbara Weber (eds.)

ISBN-10: 3642383130

ISBN-13: 9783642383137

ISBN-10: 3642383149

ISBN-13: 9783642383144

This publication includes the refereed complaints of the 14th foreign convention on Agile software program improvement, XP 2013, held in Vienna, Austria, in June 2013.

In the decade, the curiosity in agile and lean software program improvement has been constantly transforming into. Agile and lean have developed from a manner of operating -- limited at the beginning to a couple early adopters -- to the mainstream means of constructing software program. All this time, the XP convention sequence has actively promoted agility and broadly disseminated learn leads to this sector. XP 2013 effectively persevered this tradition.

The 17 complete papers accredited for XP 2013 have been chosen from fifty two submissions and are prepared in sections on: educating and studying; improvement groups; agile practices; studies and classes discovered; large-scale tasks; and structure and design.

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Read or Download Agile Processes in Software Engineering and Extreme Programming: 14th International Conference, XP 2013, Vienna, Austria, June 3-7, 2013. Proceedings PDF

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Extra info for Agile Processes in Software Engineering and Extreme Programming: 14th International Conference, XP 2013, Vienna, Austria, June 3-7, 2013. Proceedings

Example text

As CS1 is organized three times each academic year, it has been 3 All mandatory and most of the steadily recurring courses have publicly available learning objective matrices, so students are familiar with them and expect them for every new course. Early Start in Software Coaching 23 Table 1. Learning objectives for CS1 Coaching Principal theme Enhancing programming skills of peer-students Prerequisite knowledge Good performance in CS1 and capability to produce quality code Approaches the learning objectives Understands Is capable of instructing programming code that others different kinds of people have written Gives and receives oral Notices mistakes in the feedback readability of code written by others Attends scheduled meetings and performs the instruction Notices mistakes in the design duties of programs made by others Instruction skills Technical tools Is capable of using VCS and other necessary tools Deepens the skills to use VCS and other tools Solves CS1 tasks and recognizes different kinds of mistakes in them Is encouraging Reaches the learning objectives Deepens the learning objectives Recognizes correct solutions of Understands that people others, even if they differ from differ as learners own solutions Does not obtrude own Recognizes good Can instruct mentored and bad autosolutions, but functions in students, so that they are mated tests a learner centered fashion capable of correcting their problems with their program- Speaks less than the students ming code Can function as a member of a team of instructors Recognizes factors which Is capable of creating useful help improvement as a tasks and automated tests for teacher CS1 course material Makes students enthusiastic of programming possible to allocate most of the junior coach applicants; if not right away, then in the next cycle.

References 1. : Agile Software Development with SCRUM. Prentice Hall (2002) 2. : Lean Software Development: An Agile Toolkit. Addison-Wesley Professional (2003) 3. : Extreme Programming Explained: Embrace Change, 2nd edn. The XP Series. Addison-Wesley Professional (2004) 4. : Agile Coaching. Pragmatic Bookshelf Series. Pragmatic Bookshelf (2009) Early Start in Software Coaching 29 5. : Coaching Agile Teams: A Companion for ScrumMasters, Agile Coaches, and Project Managers in Transition. Addison-Wesley Professional (2010) 6.

The coaches support the students to learn programming by providing individual and interactive feedback to the students. This means that coaches help novice programmers make working software, review their code and point them towards necessary information. An important aspect is that the coaches are expected to embrace the ideas of the students and not obtrude their own solutions on the students, but function in a learner-centered fashion (see Tab. 1). g. communication, experiencing the meaningfulness of best programming practices, we engage our new students in our department’s community: the presence of young junior coaches is expected to make the transition from secondary school to the university easier for freshmen students [35].

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Agile Processes in Software Engineering and Extreme Programming: 14th International Conference, XP 2013, Vienna, Austria, June 3-7, 2013. Proceedings by Jeffry S. Babb, Rashina Hoda, Jacob Nørbjerg (auth.), Hubert Baumeister, Barbara Weber (eds.)


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