About this paper

Appears in:
Pages: 7026-7035
Publication year: 2018
ISBN: 978-84-697-9480-7
ISSN: 2340-1079
doi: 10.21125/inted.2018.1644

Conference name: 12th International Technology, Education and Development Conference
Dates: 5-7 March, 2018
Location: Valencia, Spain

TRANSFORMING INDUSTRY BEST PRACTICES INTO ACTIVE LEARNING AND INTRINSIC MOTIVATION

M. Hashimoto

Insper - Institute of Education and Research (BRAZIL)
Course designs based on principles of active learning and intrinsic motivation have been increasing, due to correlation between the application of such principles and measurable improvements of student performance, as reported in several cases. However, it is often challenging to adequately apply them in the classroom, because they do not represent a one-size-fits-all toolbox, but rather a flexible framework that needs to be adapted to each learning goal.

On the other hand, industry representatives have created practices with similar principles and a proven track record of success in both professional training and production itself. Particularly in the Software Development field, there is a large portfolio of practices with aspects that can be mapped to active learning and intrinsic motivation and effectiveness that can be confirmed by academic research and widespread adoption.

In this paper, we describe the design and implementation of the Agile Collaborative Development course, offered to third semester students of a Computer Engineering curriculum. The learning goals of this course are: following principles of agile product development, using concepts of object-oriented programming, applying search algorithms over binary trees, explaining basic concepts of software engineering, and following practices of agile software development. These goals are significantly aligned with the Software Development field, and therefore allow the adaptation of industry practices. Notable examples are Pair Programming, Coding Dojos, Lean Lego Game, and Scrum.

In addition to adapting the practices, we used Project-Based Learning (PBL) in the final assignment: developing a full-fledged Android application for a real industry representative. We describe in the paper the assessment criteria, the classroom dynamics, and the feedback received from students, which confirmed that the combination of the practices and the PBL successfully applied both active learning and intrinsic motivation in the classroom.
@InProceedings{HASHIMOTO2018TRA,
author = {Hashimoto, M.},
title = {TRANSFORMING INDUSTRY BEST PRACTICES INTO ACTIVE LEARNING AND INTRINSIC MOTIVATION},
series = {12th International Technology, Education and Development Conference},
booktitle = {INTED2018 Proceedings},
isbn = {978-84-697-9480-7},
issn = {2340-1079},
doi = {10.21125/inted.2018.1644},
url = {http://dx.doi.org/10.21125/inted.2018.1644},
publisher = {IATED},
location = {Valencia, Spain},
month = {5-7 March, 2018},
year = {2018},
pages = {7026-7035}}
TY - CONF
AU - M. Hashimoto
TI - TRANSFORMING INDUSTRY BEST PRACTICES INTO ACTIVE LEARNING AND INTRINSIC MOTIVATION
SN - 978-84-697-9480-7/2340-1079
DO - 10.21125/inted.2018.1644
PY - 2018
Y1 - 5-7 March, 2018
CI - Valencia, Spain
JO - 12th International Technology, Education and Development Conference
JA - INTED2018 Proceedings
SP - 7026
EP - 7035
ER -
M. Hashimoto (2018) TRANSFORMING INDUSTRY BEST PRACTICES INTO ACTIVE LEARNING AND INTRINSIC MOTIVATION, INTED2018 Proceedings, pp. 7026-7035.
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