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Chenoweth, Ardis and Dugas ASEE 2007 Adapting Cooperative Learning to Teach
 

Summary: Chenoweth, Ardis and Dugas ASEE 2007
Adapting Cooperative Learning to Teach
Software Architecture in Multiple-Role Teams
Abstract
The software architecture process depends on successful teamwork involving cooperation among
members of the design team, cooperation between the design team and the clients, and
cooperation between the design team and the development organization. Cooperative learning is
a pedagogy that directly supports this type of teamwork. Through cooperative learning students
realize their interdependence, practice face-to-face communication, recognize their individual
accountability to the success of the group, practice interpersonal and small-group skills, and
engage in frequent reflective processing of their achievements.
We have adapted cooperative learning to teach software architecture in two undergraduate
software engineering programs. In traditional cooperative learning, students work on one team
for an extended period. This helps foster acceptance of individual differences and promotes
successful teamwork. In our courses we kept students together on the same teams, but we wanted
students to play multiple roles: clients, architects, and developers. So, we let the teams change
roles during the course. That is, for each project one team played the role of architects, while
other teams played the roles of clients and developers. Student teams rotated roles on different
projects throughout the term. A further variation in cooperative learning is that, to succeed on
each project, three different teams also had to cooperate.

  

Source: Ardis, Mark - School of Systems and Enterprises, Stevens Institute of Technology

 

Collections: Computer Technologies and Information Sciences