Title:	NEW PERSPECTIVES ON TEACHING AND LEARNING SOFTWARE SYSTEMS DEVELOPMENT IN LARGE GROUPS – TELECOLLABORATION
Author(s):	Zenon Chaczko , David J Davis , Craig Scott
ISBN:	972-99353-0-0
Editors:	Pedro Isaías and Nitya Karmakar
Year:	2004
Edition:	1
Keywords:	Software Systems Development in Large Groups, Software Systems Analysis (SSA), Software Systems Design (SSD), Software Development Life-Cycle (SDLC), Tele-
Type:	Full Paper
First Page:	183
Last Page:	192
Language:	English
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Full Contents:	click to dowload
Paper Abstract:	This paper outlines new perspectives on the teaching and learning of software systems development in large groups based on a newly designed, final year, Software Systems Analysis (SSA) and Software Systems Design (SSD) subjects within the undergraduate Software Engineering Program at the Faculty of Engineering, University of Technology Sydney (UTS). Topics described by this paper include shared experiences in implementing these subjects over the last five semesters, discussing their successes, as well as common problems experienced and anticipated. While SSA and SSD subjects are practice based, its formal content is synthesized from other subjects taught within the Software Engineering Program and as practiced in industrial internships, defined within a lifecycle context. The aim of SSA and SSD is to bridge the gap between students’ individualistic, often unplanned, unbudgeted and uncoordinated efforts, that dominate traditional approaches to teaching and learning software subjects; and the demands of planned, process driven, well coordinated and budgeted, modern, large team based development of complex software systems, demanded by industry (vocational expectations) – essentially the Quality of Collaboration (QOC), dependent on the Quality of Project (QOP), Quality of Group Structures (QOG), Quality of System Architectural and Design Frameworks (QSAF), Quality of Instruction (QOI), Quality of Problem Abstraction (QOPA) and Quality of Assessment (QOA). SSA and SSD are, by their nature, evolutionary. But the most critical aspect and challenge is to maintain the careful balance of academic and pedagogical interests with ever changing vocational expectations and practices, utilizing various communication techniques including new technologies such as Tele-Engineering which leverages basic web technologies and enforces a high QOC as well providing a future “distance learning” medium.
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