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Teaching Software Testing as a Problem-based Learning Course

Teaching Software Testing as a Problem-based Learning Course. Stephanie Ludi Software Engineering Dept. Rochester Institute of Technology salvse@rit.edu. Overview. Introduction Motivation Problem-Based Learning Course Structure Course Project Administrative Issues Feedback

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Teaching Software Testing as a Problem-based Learning Course

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  1. Teaching Software Testing as a Problem-based Learning Course Stephanie Ludi Software Engineering Dept. Rochester Institute of Technology salvse@rit.edu

  2. Overview • Introduction • Motivation • Problem-Based Learning • Course Structure • Course Project • Administrative Issues • Feedback • Supporting Resources

  3. Introduction • Verification & Validation course is a process elective • Course is in the Software Engineering dept. • Typical student enrolled: • 3rd or 4th year • Has some co-op experience • Class size varies from 15 – 25 students • Duration 4 hours/ week for 10 weeks

  4. Motivation • Previous renditions of the course were lecture-based. • Lecture is boring and passive. • Potential for more active learning techniques. • V&V is stereotyped and does not have immediate buy-in • Lifelong learning is important – and so students need to take ownership of their learning

  5. Problem-Based Learning • Instructor is a facilitator and resource. • Students work in small groups (3-5) • Stages of PBL • Defining the problem • Accessing, Evaluating, Utilizing Information • Synthesis and Performance • As students work through problems, the instructor provides feedback. • Student takes more ownership of their learning.

  6. Problem-Based Learning in V&V • Instructor redesigns the course structure and assignments • Lecture plays a minor role • When instructor deems it needed • When students request it • When assessment results call for it • Teams play a larger role • Individual assessment still needed

  7. Course Structure • Core course objectives remained the same • Classroom environment supported collaborative work • Substantial work undertaken during the Summer • Concepts grouped into 4 learning units • Role of V&V in the SE Process • Types of Testing • Planning & Measuring for Success • V&V Perspectives

  8. Course Structure • Each unit is organized in a consistent format • Objectives • Outline (Readings) • Guided Questions • Exercises • All information is provided to the students • Unit resources need to be carefully selected. • Exercises are completed as a group • Additional research is encouraged.

  9. Course Structure • Day 1 of Unit: Overview is provided • Day 2 to N-1: • Periodic lecture/discussion • Class activities • Meeting with student teams • Day N: Discussion of Exercises

  10. Course Structure • Students received more feedback from the instructor. • The instructor was able to gauge understanding • Students could more actively discuss issues and concepts • Issues • Buy-in and need to change mindset • Students need structure to stay “on task”

  11. Course Project • Students selected an “old” project. • High interest • Standards for projects are required • Ownership imbalance • A variety of techniques were applied to the project • Ad-hoc • Black box • White Box (and Code Coverage) • Fixing Defects

  12. Course Project • Subsequent analysis provided and shared with class • Lessons learned: • Documentation is important • Maintenance is important • Issues: • Students need to have access to old projects • Students need to collaborate on the assignments • Not all projects are the same • Use of an old project is an incomplete view of V&V

  13. Administrative Issues • Students need to be oriented to the new format. • Student and Instructor expectations need to be clearly stated • Time for grading materials is significant • Team composition needs to remain consistent

  14. Administrative Issues • Individual and Team Assessment needs to be balanced • Team: 45% • Individual: 55% • Peer evaluations assess individual contribution within team activities

  15. Feedback • Quantitative Feedback was gathered, but limited • Online survey used to gather feedback • 70% of the students found the course components to be either Helpful or Extremely Helpful • 75% of the students found the limited lecture format to be appropriate • Many 62% felt that the course should continue to be delivered in the PBL format • Feedback supported instructor observations about preparation and delegation of tasks

  16. Supporting Resources • Course materials for the learning units can be found at: http://www.se.rit.edu/~sal/se452/ • Intro to PBL: http://score.rims.k12.ca.us/problearn.html • J. Valino, "Design Patterns: Evolving from Passive to Active Learning," ASEE/IEEE Frontiers In Education Conference, Boulder, pp. 19-24, 2003.

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