Titlebook: Software Engineering Education for a Global E-Service Economy; State of the Art, Tr Gianmario Motta,Bing Wu Book 2014 Springer Internationa

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2196-8705 evaluation of software engineering education, curriculum for software engineering education, requirements and cultivation of outstanding software engineers for the future and cooperation models for industries and software engineering education.. .978-3-319-35368-5978-3-319-04217-6Series ISSN 2196-8705 Series E-ISSN 2196-8713

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How to Introduce SCRUM into Software Engineering Courseng based on the past 2-year teaching experience. The results show that the course knowledge system was rebuilt and the better teaching environment was set up successfully. Moreover the students get deeper understanding in software engineering principals and have more interesting in practices of this course.

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Encouraging Transformational Learning and Reflective Practice with 2nd Year IT Students Using a Skilion and preparation for employment. Finally, it presents the deployment of a skills inventory to introduce students to the concepts of self-evaluation and self-awareness which overcomes their natural ambivalence. Results have been encouraging and the student response positive.

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Book 2014models and frameworks to focus the training towards the needs and requirements of the industry. Topics included in this book are: education models for software engineering, development of the software engineering discipline, innovation and evaluation of software engineering education, curriculum for

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2196-8705 frameworks for industry-oriented software education.Includes.This book presents and discusses the state of the art and future trends in software engineering education. It introduces new and innovative methods, models and frameworks to focus the training towards the needs and requirements of the indu

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Innovation and Practice of Engineering-Typed Talents Training Moden and exceptional training orientation in contemporary society, exploring innovative joint training modes through integration of cultivation by universities and colleges, off-campus scientific research institutions and enterprise research centers and mainly through off-campus software studios supplemented by intramural ones.

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Jenny Munnelly,Sharon Feeney,Bing Wu,Matt Hussey,Tom Duff,Pat O’Neill,Robert Burnsrs that appear to aptly encompass actions of the teachers are: (i) student-centred in-class learning, (ii) teaching and practice for fluency, (iii) teacher-led conceptual learning, and (iv) teacher-guided student self-directed learning. The instructional core comprising the DSR cycle may be said to