Teaching in a software design studio: implications for modeling education

Jon Whittle; Christopher N. Bull; Jaejoon Lee; Gerald Kotonya

Teaching in a software design studio: implications for modeling education

Jon Whittle, Christopher N. Bull, Jaejoon Lee, Gerald Kotonya

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research

Abstract

This paper reflects on Lancaster University's software design studio, an approach for teaching software engineering that favours practical experimentation over traditional lectures. The studio has been running for two years at Lancaster. In the paper, we reflect on how students have used modeling as part of the studio experience. Our findings show that, given the freedom, students make heavy use of informal modeling but almost never formally model. The paper unpicks the reasons for this and discusses implications for the way modeling is taught more generally.

Original language	English
Title of host publication	Proceedings of the MODELS Educators Symposium 2014
Editors	Birgit Demuth, Dave Stikkolorum
Place of Publication	Aachen Germany
Publisher	Rheinisch-Westfaelische Technische Hochschule Aachen
Pages	12-21
Number of pages	10
Publication status	Published - 2014
Externally published	Yes
Event	MODELS Educators Symposium 2014 - Valencia, Spain Duration: 29 Sept 2014 → 29 Sept 2014 Conference number: 17th https://web.archive.org/web/20140608164047/http://models2014.webs.upv.es/index2.htm

Conference

Conference	MODELS Educators Symposium 2014
Abbreviated title	EduSymp 2014
Country/Territory	Spain
City	Valencia
Period	29/09/14 → 29/09/14
Internet address	https://web.archive.org/web/20140608164047/http://models2014.webs.upv.es/index2.htm

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http://ceur-ws.org/Vol-1346/edusymp2014_paper_1.pdf

Cite this

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title = "Teaching in a software design studio: implications for modeling education",

abstract = "This paper reflects on Lancaster University's software design studio, an approach for teaching software engineering that favours practical experimentation over traditional lectures. The studio has been running for two years at Lancaster. In the paper, we reflect on how students have used modeling as part of the studio experience. Our findings show that, given the freedom, students make heavy use of informal modeling but almost never formally model. The paper unpicks the reasons for this and discusses implications for the way modeling is taught more generally.",

author = "Jon Whittle and Bull, {Christopher N.} and Jaejoon Lee and Gerald Kotonya",

year = "2014",

language = "English",

pages = "12--21",

editor = "Birgit Demuth and Dave Stikkolorum",

booktitle = "Proceedings of the MODELS Educators Symposium 2014",

publisher = "Rheinisch-Westfaelische Technische Hochschule Aachen",

note = "MODELS Educators Symposium 2014, EduSymp 2014 ; Conference date: 29-09-2014 Through 29-09-2014",

url = "https://web.archive.org/web/20140608164047/http://models2014.webs.upv.es/index2.htm",

}

Whittle, J, Bull, CN, Lee, J & Kotonya, G 2014, Teaching in a software design studio: implications for modeling education. in B Demuth & D Stikkolorum (eds), Proceedings of the MODELS Educators Symposium 2014. Rheinisch-Westfaelische Technische Hochschule Aachen, Aachen Germany, pp. 12-21, MODELS Educators Symposium 2014, Valencia, Spain, 29/09/14. <http://ceur-ws.org/Vol-1346/edusymp2014_paper_1.pdf>

Teaching in a software design studio: implications for modeling education. / Whittle, Jon; Bull, Christopher N.; Lee, Jaejoon et al.
Proceedings of the MODELS Educators Symposium 2014. ed. / Birgit Demuth; Dave Stikkolorum. Aachen Germany: Rheinisch-Westfaelische Technische Hochschule Aachen, 2014. p. 12-21.

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research

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AB - This paper reflects on Lancaster University's software design studio, an approach for teaching software engineering that favours practical experimentation over traditional lectures. The studio has been running for two years at Lancaster. In the paper, we reflect on how students have used modeling as part of the studio experience. Our findings show that, given the freedom, students make heavy use of informal modeling but almost never formally model. The paper unpicks the reasons for this and discusses implications for the way modeling is taught more generally.

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Y2 - 29 September 2014 through 29 September 2014

ER -

Teaching in a software design studio: implications for modeling education

Abstract

Conference

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