By Jeffry S. Babb, Rashina Hoda, Jacob Nørbjerg (auth.), Hubert Baumeister, Barbara Weber (eds.)
This booklet comprises the refereed lawsuits 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 starting to be. Agile and lean have advanced from a manner of operating -- constrained before everything to some early adopters -- to the mainstream manner of constructing software program. All this time, the XP convention sequence has actively promoted agility and extensively disseminated learn ends up in this zone. XP 2013 effectively persevered this tradition.
The 17 complete papers authorised for XP 2013 have been chosen from fifty two submissions and are equipped in sections on: educating and studying; improvement groups; agile practices; reviews and classes realized; large-scale tasks; and structure and design.
Read Online 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 resources for Agile Processes in Software Engineering and Extreme Programming: 14th International Conference, XP 2013, Vienna, Austria, June 3-7, 2013. Proceedings
The students received coaching by teaching assistants selected by the routine selection process of the department. The initial idea of giving students the opportunity to act as coaches as early as possible came from the students themselves. An eager student who had just ﬁnished XA-based CS1 approached the faculty in charge of the course and asked – even demanded – to be allowed to help in coaching the students in the next semester CS1 course. After realizing the additional beneﬁts for our evolving CS curriculum SE track, in which agile software engineering principles and practices play a major role , the faculty welcomed the voluntary coaches.
This is not only a valuable exercise for the coaches but also intended to make the coaches realize the importance of best programming practices. In the end, if the code is unreadable to others, the maintainability and the functionality of the code diminishes. The learning objective is therefore not only to recognize these problems but to be able to help other students overcome them. We can see in Fig. 53). The other main theme of the course is improving coaching and instruction skills. Here, the learning objective is to encounter diﬀerent kinds of learners Early Start in Software Coaching 27 and recognize their ways of thinking.
That is, from reading the assignment given, all the way to completing the tests. Other people might start to tackle the problem from a completely other angle. This, of course, opens up new paths in my own way of programming. 6 Conclusions We have been able to give our students an opportunity to act as coaches in a realistic setting at an early stage of their studies. The most important beneﬁt for the students that are participating in coaching very early is the experience that can be used for reﬂection on upcoming coaching-related courses, as well as when being coached.