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Teaching global software engineering: experiences and lessons learned

机译：教授全球软件工程：经验和教训

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In this paper the author demonstrates how the GSE was executed related to each level of the Bloom's taxonomy. It was observed that Bloom's taxonomy can play a vital role in order to effectively design and deliver a GSE course. Overall, the six levels of Bloom's cognitive domain were helpful in transforming students learning from the knowledge level to the evaluation level. However, it was observed that the knowledge level is not appropriate for higher calibre students because the content used in the knowledge level is often referred to as simple. The comprehension level seemed appropriate for all levels of students as they were able to produce different solutions based on their understanding of the problem domain. Many international students had problems with the application level as they were unable to apply the concepts and theories in the laboratories. For the analysis level, some students had difficulties in breaking down the bigger problem into smaller components. Students had mixed responses to the synthesis level. Students had some minor problems in the evaluation level. However, it was observed that if Bloom's taxonomy is used with other available teaching guidelines, the overall design and delivery of different courses can be improved.
机译：在本文中，作者演示了如何执行与Bloom的分类法的每个级别相关的GSE。据观察，布鲁姆的分类法可以发挥至关重要的作用，以有效地设计和提供GSE课程。总体而言，布卢姆认知领域的六个层次有助于将学生的学习从知识层次转变为评估层次。但是，据观察，知识水平不适用于高素质的学生，因为知识水平中使用的内容通常被称为简单内容。理解水平似乎适合所有水平的学生，因为他们能够基于对问题领域的理解而产生不同的解决方案。由于无法在实验室中应用概念和理论，许多国际学生在应用水平方面存在问题。对于分析级别，一些学生很难将较大的问题分解为较小的部分。学生对综合水平的反应参差不齐。学生在评估水平上有一些小问题。但是，据观察，如果将Bloom的分类法与其他可用的教学准则一起使用，则可以改进不同课程的总体设计和交付。

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  • 来源
    《Software, IET》 |2015年第4期|95-102|共8页
  • 作者

    Niazi Mahmood;

  • 作者单位

    Inf. & Comput. Sci. Dept., King Fahd Univ. of Pet. & Miner. (KFUPM), Dhahran, Saudi Arabia;

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