0x010088F6312065A70A44B630A6848498EAD80093CFEAFE161DC94D83C7C5C9A5A748B8

The course is relevant, up-to-date, and aligned with previous and later courses. The course requires constant changes and improvements to keep up with relevant technology updates. In addition to that, feedback collected from students and staff is considered for adjusting and improving the course. The main improvements to tools and processes that have been added are: <ul><li>Using industrial-strength tools like GitLab (source code management and agile process support) and Eclipse Che (pre-configured cloud-based IDE linked to GitLab) made the course more realistic and easier to run from both student and staff perspectives. In the previous year course used Gitpod, but since Gitpod has changed its strategy regarding self-hosted instances of the service, the course staff replaced that with Eclipse Che. This change required a significant effort and that is why the measure related to materials was not accomplished. The current setup for Eclipse Che has been configured, deployed, and maintained in cooperation with the central NTNU IT department.</li><li>The course design kept the feedback approach from last year, e.g., we gave students more options for group formation, we provided a complementary supervision channel for technical problems and the Piazza Q&amp;A forum, and we improved the alignment and timing of lecture contents and learning tasks. In spite of actively working towards improving the staff shortage situation, the amount of staff available for some of the feedback-related actions was still not sufficient, impacting the number of students who could benefit from additional feedback. Some new compatibility issues (e.g. new Mac processors need a specific Java+JavaFX combination) and the changes in the cloud IDE used required more effort and were new for a significant portion of the staff. </li><li>During the semester, we provided selected video recordings with supplementary material based on expected and expressed needs. </li><li>We improved the quality of feedback by separating concerns among TAs and the course responsible and providing the feedback in a more suitable form aligned with the groups' development process.</li><li>For the quality assurance of the feedback, we have implemented a pair feedback review process where TAs work in pairs for some of the groups and exercises to ensure that students get a similar quality of feedback. This approach proved to be more flexible and faster than the previously employed peer review of the feedback while providing a similar result.</li></ul> Several measures have been set out to improve some aspects of the course: <ul><li>Work was done to improve materials related to setting up the development environment used in the course. Additional content was added for various relevant elements.</li><li>The materials related to basic knowledge required by the course could not be finalized as planned as there was needed to put some effort into adjusting the course materials to reflect the deprecation of Gitpod in the course. The sample project was updated to ensure that it is compatible with the latest processors and can be tested using the new cloud IDE - Eclipse Che.﻿</li></ul> Handling the scale of the course is still an issue (the number of students doubled shortly after redesign since it is now mandatory for both BIT and MTDT), e.g., it requires a huge effort to give enough feedback during the semester and provide the final assessment. Only part of this can be done by TAs (which there's also a shortage of). Also, the considerable variation in the student's competencies is challenging, e.g., giving meaningful and appropriate learning tasks. Another issue is that the typical amount of hours for TAs does not seem to be sufficient to cover group supervision tasks and all the needed training.

Teaching and learning activities in the course: <ul><li>The students start with a small individual programming task while forming the groups and before starting to work on the main project. The group tasks are gradually becoming more demanding as they are coming along with learning the different techniques and recommended practices for source code management, testing, issue tracking, code review, etc. We have also included an individual reflection report that allows the students to think critically and reflect more deeply on a selected topic through the perspective of their own experience with the coursework. The report also allows students to have a personal/individual impact on their grade to the extent given by the report’s weight in the final grade.</li><li>The students see the relevance of the course objectives and contents and have high ambitions about the grade and effort they plan to put into the course. In the survey we did at the beginning of the course to help with group formation, students reported high motivation, with 97% willing to put in the recommended amount of hours or more. This was also the case in the previous two years. In the 2023 survey, approximately 1 in 2 students expected to get an A. This is an improvement from past years, where 2 in 3 students expected to get an A. Still, this indicates that they underestimated the demands of the course by a large margin and overestimated their own abilities. There is a mismatch between the students’ own assessment of their performance and our (the course staff's) assessment. This was a similar result as the previous year.</li></ul>  Learning outcomes: <ul><li>The learning outcomes have been updated to match the new course format and focus. The content of the course is updated to match current industry practices in the field.</li><li>Information about the learning outcomes is provided in lectures, the course information page, and the BlackBoard platform.</li><li>The content and the focus of the IT1901 course have been changed and adapted to better fit the study programme and thus have better coordination with the rest of the courses. For example, the focus in earlier years (2017, 2018) was on process and agile methods (SCRUM). Since 2019, the course has shifted focus to techniques. The main idea is to remove much of the overlap with TDT4140 and strengthen the foundation of the students’ knowledge from the previous TDT4100 course to better equip them with practical skills and competencies so that they can actually focus on agile methods and processes in later courses.</li><li>The change in content and focus has as a consequence, a higher need for updating the course materials to match the latest versions of the tools used (Java, Maven, IDEs, quality tools, etc.)</li></ul>  Assessment: <ul><li>The initial individual assignment is a mandatory activity that needs to be approved. The grade is derived from a group project that has 3 stages, as well as a final and individual reflection report. We think we have a good balance between continuous and final assessment, as well as group-based and individual. The assessment is also based on reviewing work (GitLab contents and report) according to a wide range of criteria.</li><li>A few challenges related to the assessment follow from the intensive nature of the course:</li><li>the assessment process is very time-consuming and it is unfeasible with the current setup to scale up to more students</li><li>it is very hard to find additional examiners for things like complaint committees or to supplement the staff doing grading</li></ul>

<ul><li>In 2023, a survey was conducted at the end of the course to get feedback on various aspects of the course. The survey had mostly the same questions as the one used in the previous year. Compared to 2022, the response rate was slightly better, and several statements in the "Course structure" section have shifted slightly towards more positive answers. The results are attached. The answers are still rather polarized and reflect to some extent the skill level polarization of the students.</li><li>There are students who indicate that lectures are not that helpful / or that their usefulness is unclear. There are a set of competing requirements that make creating lectures that match the expectations of all students very difficult. One aspect is to provide the needed information tailored to the upcoming project tasks while still being a coherent sequence. Another aspect is balancing the immediately needed information with the information expected to be part of the education of a future professional in the field. We have employed several types of lectures - presentation, demonstration/show and tell sessions, Q&amp;A sessions, and some mixed. Yet another challenge is that in this project, several topics need to be addressed that deal with various tools and techniques. On top of that, the students' abilities vary rather considerably.</li><li>For 2024, the plan is to experiment with a couple of flipped lectures and more interactive interventions.</li><li>Students point to a need for more practical detail. However, this is not possible to include in the lectures without reducing important theoretical aspects. Furthermore, there is a lot of learning potential in discovering solutions and weighing the options and the tradeoffs to commit to for their project. This along with the constellation of technologies we are using aims at replicating a realistic software development environment akin to what one may find in a company.</li></ul>

NTNU:TIA:REST

Institutt for datateknologi og informatikk

Department of Computer Science

Mer om vurdering

Vurdering (karaktergivende) gjøres på bakgrunn av både individuelle og gruppebaserte innleveringer. Det kan også være obligatoriske, ikke-karaktergivende innleveringer. Ved gjentak må hele emnet gjentas. 

Anbefalte forkunnskaper

TDT4100 Objektorientert programmering eller tilsvarende

Forkunnskapskrav

Emnet er kun tilgjengelig for studenter som er tatt opp på Bachelor i informatikk, lektorutdanning i realfag (studieretningen for matematikk og informatikk) og 5-årig Master i datateknologi.Objektorientert programmering (TDT4100) kreves bestått, mangler det må emneansvarlig godkjenne deltakelse.

Faglig innhold

Emnet gir kunnskap og ferdigheter i smidig applikasjonsutvikling i team. Applikasjonen vil bruke en klientserverarkitektur, strukturert i moduler og konfigurert med et byggesystem. Gruppene vil bruke et system for sporing av utviklingsoppgaver, kildekodeadministrasjon og kodevurdering. Fokuset er mer på kodekvalitet og testing, enn på funksjonalitet.

Kursmateriell

Læringsutbytte

Kunnskap: * har kunnskap om smidig programvareutviklingspraksis, og kunne forklare teknikker som korte utviklingssykluser, parprogrammering og testdrevet utvikling. * har kunnskap om objektorienterte designprinsipper, kodekvaliteter og verktøy og teknikker for å forbedre dem * har kunnskap om teknikker og rammer for automatisk testing av programvare * har kunnskap om problemsporing, kildekodeadministrasjon, kontinuerlig integrasjon med automatiske bygg og deres rolle i smidig utvikling. * har kunnskap om programvarearkitekturen til desktop og web klienter ved å bruke en REST API-server og hvordan den visualiseres og dokumenteres Ferdigheter: * kan skrive brukerhistorier, transformere dem om til utviklingsoppgaver som administreres av et sporingssystem og bruke et kildekodeadministrasjonssystem med forgrening og sammenslåing for å følge dem opp. * kan designe, skrive og teste kode for desktop-klient og REST API-server, ved hjelp av moderne verktøy for utvikling- og kvalitetsvurdering * kan strukturere programvare som moduler og konfigurere et byggesystem for å håndtere kjøring og testing av alle deler * kan dokumentere programvaren med lettvekts formater og verktøy Generelle kompetanser: * kan planlegge og koordinere småskala utviklingsprosesser * kan reflektere over både tekniske og organisatoriske aspekter av et programvareutviklingsprosjekt.

Læringsformer og aktiviteter

Læringsmetoder: 1) Praktiske programmeringsoppgaver 2) Gruppearbeid og refleksjon 3) Forelesninger og presentasjoner i grupper. Aktiviteter: a) Praktisk programmering og bruk av ulike verktøy b) Gruppearbeid og prosjektstyring c) Utvikling av et programvareprodukt

Øvinger

Informatikk prosjektarbeid I

Datateknikk

Informatikk

Lektorutdanning i realfag for trinn 8 – 13

Datateknologi - masterstudium (5-årig)

Informatikk - bachelorstudium

Web/Lists(guid'8b698a2d-6ad0-4f7d-b3be-219cc1979f02')/Items(25155)/FieldValuesAsText

Tiltak

Improve materials related to basic knowledge required by the course

Improve materials related to setting up the development environment

Finalize improving materials related to basic knowledge required by the course

Work on mitigating the shortage of staff

Apply flipped classroom approach to a couple of lectures

The course is relevant, up-to-date, and aligned with previous and later courses. This is the fourth run of the course after a major redesign, and changes and improvements from the last couple of years seem to work well (there are still details to fix and more adjustments to conduct based on the feedback from staff and students and also to adapt to changes in the available tools). The main improvements to tools and processes that have been added are: <ul><li>Using industrial-strength tools like GitLab (source code management and agile process support) and Gitpod (pre-configured browser-based IDE linked to GitLab) made the course more realistic and easier to run from both student and staff perspectives. Gitpod has changed its strategy regarding self-hosted instances of the service, and therefore the course staff started to work on finding an appropriate solution. This change will not affect the current run of the course, but it is relevant for future instances of the course.</li><li>The course design kept the feedback approach from last year, e.g., we gave students more options for group formation, we provided a complementary supervision channel for technical problems and the Piazza Q&amp;A forum, and we improved the alignment and timing of lecture contents and learning tasks. The amount of staff available for some of the feedback-related actions was not sufficient, impacting the number of students that could benefit from additional feedback.</li><li>During the semester, we provided video recordings of lectures and a lot of new supplementary material based on excepted and expressed needs. </li><li>We improved the quality of feedback by separating concerns among TAs and the course responsible and providing the feedback in a more suitable form aligned with the groups' development process.</li><li>For the quality assurance of the feedback, we have implemented a pair feedback review process where TAs work in pairs for some of the groups and exercises to ensure that students get a similar quality of feedback. This approach proved to be more flexible and faster than the previously employed peer review of the feedback while providing a similar result.</li></ul> Several measures have been set out to improve some aspects of the course: <ul><li>Work was done to improve materials related to setting up the development environment used in the course. There was additional content added for various relevant elements.</li><li>The materials related to basic knowledge required by the course could not be finalized as planned as there was needed to put some effort into adjusting the course materials to changes in the Gitpod setup. The sample project required also changes to ensure that it is compatible with the latest processors, at the time M1, taking more resources away from this planned task. Another aspect that hindered the production of additional materials was the staff shortage.</li></ul> Handling the scale of the course is still an issue (the number of students doubled shortly after redesign since it is now mandatory for both BIT and MTDT), e.g., it requires a huge effort to give enough feedback during the semester and provide the final assessment. Only part of this can be done by TAs (which there's also a shortage of). Also, the considerable variation in the student's competencies is challenging, e.g., giving meaningful and appropriate learning tasks. Another issue is that the typical amount of hours for TAs does not seem to be sufficient to cover group supervision tasks and all the needed training.

<h3>Teaching and learning activities in the course:</h3> <ul><li>The students start with a small individual programming task while forming the groups and before starting to work on the main project. The group tasks are gradually becoming more demanding as they are coming along with learning the different techniques and recommended practices for source code management, testing, issue tracking, code review, etc. We have also included an individual reflection report that allows the students to think critically and reflect more deeply on a selected topic through the perspective of their own experience with the coursework. The report also allows students to have a personal/individual impact on their grade to the extent given by the report’s weight in the final grade. </li><li>The students see the relevance of the course objectives and contents and have high ambitions about the grade and effort they plan to put into the course. In the 2022 survey we did at the beginning of the course to help with group formation, students reported high motivation, with 97% of them willing to put in the recommended amount of hours or more. A large number of the students (2 out of 3) aimed to get an A, indicating that they underestimated by a large margin the demands of the course and over-estimate their own abilities. There is a mismatch between the students’ own assessment of their performance and our (the course staff's) assessment. This was a similar result as the previous year.</li></ul> <h3>Learning outcomes:</h3> <ul><li>The learning outcomes have been updated to match the new course format and focus. The content of the course is updated to match current industry practices in the field.</li><li>Information about the learning outcomes is provided in lectures, the course information page, and the BlackBoard platform.</li><li>The content and the focus of the IT1901 course have been changed and adapted to better fit the study programme and thus have better coordination with the rest of the courses. For example, the focus in earlier years (2017, 2018) was on process and agile methods (SCRUM). Since 2019, the course has shifted focus to techniques. The main idea is to remove much of the overlap with TDT4140 and strengthen the foundation of the student’s knowledge from the previous TDT4100 course to better equip them with practical skills and competencies so that they can actually focus on agile methods and processes in later courses.</li><li>The change in content and focus has as a consequence, a higher need for updating the course materials to match the latest versions of the tools used (Java, Maven, IDEs, quality tools, etc.)</li></ul> <h3>Assessment:</h3> <ul><li>The initial individual assignment is a mandatory activity that needs to be approved. The grade is derived from two intermediate and the final stages of the group project, as well as a final and individual reflection report. We think we have a good balance between continuous and final assessment, as well as group-based and individual. The assessment is also based on reviewing work (GitLab contents and report) according to a wide range of criteria.</li></ul>

<ul><li>There are students that indicate that lectures are not that helpful / usefulness is unclear. There are a set of competing requirements that make creating lectures that match the expectations of all students very difficult. One aspect is to provide the needed information tailored to the upcoming project tasks while still being a coherent sequence. Another aspect is balancing the immediately needed information with the information expected to be part of a future professional in the field. We have several types of lectures that we have employed - presentation, demonstration/show and tell sessions, q&amp;a sessions, and some mixed. Yet another challenge is that in this project, several topics need to be addressed that deal with various tools and techniques. On top of that, the students' abilities vary rather considerably.</li><li>A survey was conducted at the end of the course. In part, the results are outlined in the reference group report that is attached. Some things that could be pointed out are:</li><li>The participation was rather limited - less than a quarter of the students participated therefore, the results are likely not representing the entire class and possibly are skewed.</li><li>The number of meetings with the TAs seems to be insufficient, as reported by the respondents - more work needs to be done to encourage students to aim at having more meetings and also to increase the time the TAs have available for communication with the groups.</li><li>The answers vary quite considerably, matching to some extent the fact that the students vary in abilities, so their experience with the course and the utility of the materials vary as well </li></ul>

Kunnskap:* har kunnskap om smidig programvareutviklingspraksis, og kunne forklare teknikker som korte utviklingssykluser, parprogrammering og testdrevet utvikling.* har kunnskap om objektorienterte designprinsipper, kodekvaliteter og verktøy og teknikker for å forbedre dem* har kunnskap om teknikker og rammer for automatisk testing av programvare* har kunnskap om problemsporing, kildekodeadministrasjon, kontinuerlig integrasjon med automatiske bygg og deres rolle i smidig utvikling.* har kunnskap om programvarearkitekturen til desktop og web klienter ved å bruke en REST API-server og hvordan den visualiseres og dokumenteresFerdigheter:* kan skrive brukerhistorier, transformere dem om til utviklingsoppgaver som administreres av et sporingssystem og bruke et kildekodeadministrasjonssystem med forgrening og sammenslåing for å følge dem opp.* kan designe, skrive og teste kode for desktop-klient og REST API-server, ved hjelp av moderne verktøy for utvikling- og kvalitetsvurdering* kan strukturere programvare som moduler og konfigurere et byggesystem for å håndtere kjøring og testing av alle deler* kan dokumentere programvaren med lettvekts formater og verktøyGenerelle kompetanser:* kan planlegge og koordinere småskala utviklingsprosesser* kan reflektere over både tekniske og organisatoriske aspekter av et programvareutviklingsprosjekt.

Web/Lists(guid'8b698a2d-6ad0-4f7d-b3be-219cc1979f02')/Items(19665)/FieldValuesAsText

The course is relevant, up-to-date and aligned with previous and later courses. This is the third run of the course after a major redesign, and changes and improvements from last couple years seem to work well (although there's still details to fix and more adjustments to conduct based on the feedback from staff and students). The main improvements to tools and processes that have been added are:<ul><li>The use of industrial-strength tools like GitLab (source code management and agile process support) and Gitpod (pre-configured browser-based IDE linked to GitLab) made the course both more realistic and easier to run from both student and staff perspectives.</li><li>We adjusted details according to feedback from last year, e.g. we gave students more options for group formation, we provided a complementary supervision channel for technical problems as well as the Piazza Q&amp;A forum, we improved the alignment and timing of lecture contents and learning tasks.</li><li>During the semester, we provided video recordings of lectures as well as a lot of new supplementary material based on excepted and expressed needs.</li><li>We improved the quality of feedback, by separating concerns among TAs and the course responsible and providing the feedback in a more suitable form aligned with the groups' development process.</li></ul> A number of measures have been set out to improve some aspects of the course:<ul><li>The course staff explored possibilities for using professionals from industry in feedback and assessment. The amount of students in the course makes it rather unlikely to be able to get externals to commit for a full round of feedback as it is requiring a lot of time that needs to be put in at a set moment during the course.</li><li>Work has been done to improve the recruitment of the TAs. This is quite challenging as there is typically a shortage of TAs for the course. One way we tried to mitigate the shortage was to recruit several PhD students to conduct their teaching duties within the IT1901, but as with the TAs their competencies vary.</li><li>The requirements for submissions for students and assessment criteria for TAs have been revised and improved. There were conducted several meetings with the TAs to calibrate the feedback and understand the guidelines for providing feedback.</li><li>There was additional content added for various parts of the course material including source code management as it seems to be a rather challenging topic for many students.</li></ul> Handling the scale of the course is still an issue (the number of students doubled short after redesign, since it is now mandatory for both BIT and MTDT), e.g. it requires a huge effort to give enough feedback during the semester and provide the final assessment. Only part of this can be done by TA's (which there's also a shortage of). Also the huge variation in the student's competencies is a challenge, e.g. giving meaningful and appropriate learning tasks. Another issue is that the typical amount of hours for TAs does not seem to be sufficient to cover group supervision tasks and all the needed training.

Teaching and learning activities in the course: <ul><li>The students start with a small individual programming task, while forming the groups and before starting working on the main project. The group tasks are gradually more demanding as they are coming along with learning the different techniques and recommended practices for source code management, testing, issue tracking, code review etc. We have also included an individual reflection report that allows the students to critically think and reflect more deeply on a selected topic through the perspective of their own experience with the course work. The report also allows students to have a personal/individual impact upon their grade to the extent given by the report’s weight in the final grade.</li><li>The students see the relevance of the course objectives and contents and have high ambitions about the grade and effort that they plan to put into the course. In the 2021 survey we did at the beginning of the course to help with group formation students reported high motivation, with 98% of them willing to put in the recommended amount of hours or more. A large number of the students (3 out of 4) aimed to get an A indicating that they under-estimate by a large margin the demands of the course and over-estimate their own abilities. There is a mismatch between the students’ own assessment of their performance and our (the course staff's) assessment.</li><li>The learning environment in 2021 has been still impacted by the pandemic and the lectures have been digital like they were the previous year. The teaching assistant-based supervision of the groups continued to be possible with physical meetings, but we had to restrict the time slots available for each group in order to compartmentalize the student population so that in the case of an infection that would only affect a limited amount of people. On the other hand, Teams-based supervision improved the access to certain kinds of help need during the semester. It's a problem that some end up compensating lack of skill with a lot more effort, hence the time consumption inflates.</li></ul> Learning outcomes: <ul><li>The learning outcomes have been updated to match the new course format and focus. The content of the course is updated to match current industry practices in the field.</li><li>Information about the learning outcomes is provided in lectures, course information page and blackboard platform.</li><li>The content and the focus of IT1901 course has been changed and adapted to better fit the study programme and thus have a better coordination to the rest of the courses. For example, the focus in earlier years (2017, 2018) was on process and agile methods (SCRUM). Since 2019, the course has shifted focus to techniques. The main idea is to remove much of the overlap with TDT4140 and also to strengthen the foundation of the student’s knowledge from the previous TDT4100 course to better equip them with practical skills and competences so that they can actually focus on agile methods and processes in later courses.</li><li>The change in content and focus has as a consequence, a higher need for updating the course materials to match the latest versions of the tools used (Java, Maven, IDEs, quality tools etc.)</li></ul> Assessment:<ul><li>The initial individual assignment is mandatory activity that needs to be approved. The grade is derived from two intermediate and the final stages of the group project, as well as a final and individual reflection report. We think we have a good balance between continuous and final assessment, as well as group-based and individual. The assessment is also based on reviewing work (GitLab contents and report) according to a wide range of criteria.</li><li>Based on the feedback we got from students about group issues and unbalanced contributions we set out to understand more about the issue. We gathered more nuanced data about commit contributions than GitLab gives us, e.g. by looking at the size and file types of commits. A bar chart visualizing part of the data was shared with the groups, and we asked all group members to comment on the whether or not the charts matched their own (subjective) experience. The intent was to be more informed before potentially using the data for individualizing the grades. As a result we got clarification emails from almost every group where they were outlining how balanced (or unbalanced) the contributions were in their groups. This in turn seemed to have generated some level of misunderstanding among some students regarding the assessment criteria used and the extent to which the data would affect the actual grade. Next year we should indicate our intent to use such data and how, and in addition outline how they should behave (as a group) to avoid the unbalanced contributions we have seen.</li></ul>

<ul><li>The deadlines in the course are not absolute in order to reduce stress. There seems to have been some difficulties in finding the information about this so we should make this information clearer and easier to find in the next years.</li><li>The requirements for tasks are put out just in time to avoid having students rushing through the project.</li><li>The students encountered issues with setting up some parts of the working environment (more troubles in Windows systems for some aspects). As a response we have produced help materials and tutorials to solve these issues. One important thing to mention here is that many students seem not to be very proficient in some basic computer skills related to setting up development environments. One way to mitigate these issues would be to add additional materials for such basic elements.</li><li>There are students that indicate that lectures are not that helpful / usefulness is unclear. There are a set of competing requirements that make creating lectures that match expectations of all students very difficult. One aspect is to try to provide the needed information tailored to the upcoming project tasks while still being a coherent sequence. Another aspect is balancing the immediately needed information with the information that is expected to be part of a future professional in the field. We have several types of lectures that we have employed - presentation, demonstration / show and tell sessions, questions and answers sessions and some mixed. Yet another challenge is that in this project there are several topics that need to be addressed that deal with various tools and techniques. On top of that, the students' abilities vary on a rather wide range.</li></ul>

Vurdering (karaktergivende) gjøres på bakgrunn av både individuelle og gruppebaserte innleveringer. Ved gjentak må hele emnet gjentas

Emnet er kun tilgjengelig for studenter som er tatt opp på bachelor Informatikk, lektorutdanning i realfag (studieretningen for matematikk og informatikk) og 5-årig master i datateknologi. 

Læringsmetoder:1) Praktiske programmeringsoppgaver2) Gruppearbeid og refleksjon3) Forelesninger og presentasjoner i grupper. Aktiviteter:a) Praktisk programmering og bruk av ulike verktøyb) Gruppearbeid og prosjektstyringc) Utvikling av et programvareprodukt

Kunnskap:* har kunnskap om smidig programvareutviklingspraksis, og kunne forklare teknikker som korte utviklingssykluser, parprogrammering og testdrevet utvikling.* har kunnskap om objektorienterte designprinsipper, kodekvaliteter og verktøy og teknikker for å forbedre dem* har kunnskap om teknikker og rammer for automatisk testing av programvare* har kunnskap om problemsporing, kildekodeadministrasjon, kontinuerlig integrasjon med automatiske bygg og deres rolle i smidig utvikling.* har kunnskap om programvarearkitekturen til desktop og web klienter ved å bruke en REST API-server og hvordan den visualiseres og dokumenteres Ferdigheter:* kan skrive brukerhistorier, transformere dem om til utviklingsoppgaver som administreres av et sporingssystem og bruke et kildekodeadministrasjonssystem med forgrening og sammenslåing for å følge dem opp.* kan designe, skrive og teste kode for desktop-klient og REST API-server, ved hjelp av moderne verktøy for utvikling- og kvalitetsvurdering* kan strukturere programvare som moduler og konfigurere et byggesystem for å håndtere kjøring og testing av alle deler* kan dokumentere programvaren med lettvekts formater og verktøy Generelle kompetanser:* kan planlegge og koordinere småskala utviklingsprosesser* kan reflektere over både tekniske og organisatoriske aspekter av et programvareutviklingsprosjekt.

Lektorutdanning i realfag - masterstudium (5-årig)

Web/Lists(guid'8b698a2d-6ad0-4f7d-b3be-219cc1979f02')/Items(14136)/FieldValuesAsText

The course is relevant, up-to-date and aligned with previous and later courses. This is the second run of the course after a redesign, and changes and improvements from last year seem to work well (although there's still details to fix). This year we made several improvements to tools and processes:<ul><li>The use of industrial-strength tools like gitlab (source code management and agile process support) and gitpod (pre-configured browser-based IDE linked to gitlab) made the course both more realistic and easier to run from both student and staff perspectives</li><li>We adjusted details according to feedback from last year, e.g. we gave students more options for group formation, we provided a complementary supervision channel for technical problems as well as the Piazza Q&amp;A forum, we improved the alignment and timing of lecture contents and learning tasks.</li><li>During the semester, we provided video recordings of lectures as well as a lot of new supplementary material based on excepted and expressed needs.</li><li>We improved the quality of feedback, by separating concerns among TAs and the course responsible and providing the feedback in a more suitable form aligned with the groups' development process.</li></ul> Handling the scale of the course is still an issue (the number of students doubled, since it is now mandatory for both BIT and MTDT), e.g. it requires a (too) huge effort til give enough feedback during the semester and provide the final assessment. Only part of this can be done by TA's (which there's also a shortage of). Also the huge variation in the student's competencies is a challenge, e.g. giving meaningful and appropriate learning tasks.

<ul><li>The learning outcomes have been updated to match the new course format and focus. The content of the course is updated to match current industry practices in the field.</li><li>Information about the learning outcomes is provided in lectures, course information page and blackboard platform.</li><li>The content and the focus of IT1901 course has been changed and adapted to better fit the study programme and thus have a better coordination to the rest of the courses. For example, the focus in earlier years (2017, 2018) was on process and agile methods (SCRUM). Since 2019, the course has shifted focus to techniques. The main idea is to remove much of the overlap with TDT4140 and also to strengthen the foundation of the student’s knowledge from the previous TDT4100 course to better equip them with practical skills and competences so that they can actually focus on agile methods and processes in later courses.  </li></ul>

<ul><li>The students start with small individual programming tasks and when the groups are formed they start working on the main project. The tasks are gradually more demanding as they are coming along with learning the different techniques and recommended practices for source code management, testing, issue tracking, code review etc. We have also included an individual reflection report that allows the students to critically think and reflect more deeply on a selected topic through the perspective of their own experience with the course work. The report also allows students to have a personal/individual impact upon their grade to the extent given by the report’s weight in the final grade.</li><li>The students see the relevance of the course objectives and contents and have high ambitions about the grade and effort that they plan to put into the course. In the 2020 survey we did at the beginning of the course to help with group formation students reported high motivation, with 99% of them willing to put in the recommended amount of hours or more. A large number (70%) of the students aimed to get an A indicating that they under-estimate by a large margin the demands of the course and over-estimate their own abilities. There is a mismatch between the students’ own assessment of their performance and their actual performance.</li><li>The learning environment in 2020 has been impacted by the pandemic and the lectures have been switched to digital lectures. The teaching assistant-based supervision of the groups continued to be possible with physical meetings, but we had to restrict the time slots available for each group in order to compartmentalize the student population so that in the case of an infection that would only affect a limited amount of people. On the other hand, Teams-based supervision improved the access to certain kinds of help need during the semester. It's a problem that some end up compensating lack of skill with a lot more effort, hence the time consumption inflates.</li></ul>

<ul><li>Two individual assigments are mandatory, and the grade is derived from two intermediate and the final stages of the project, as well as a final and individual reflection report. We think we have a good balance between continuous and final assessment, as well as group-based and individual. The assessment is also based on reviewing work according to a wide range of criteria.</li></ul>

Emnet gir kunnskap og ferdigheter i smidig applikasjonsutvikling i team. Applikasjonen vil bruke en klientserverarkitektur, strukturert i moduler og konfigurert med et byggesystem. Gruppene vil bruke et system for sporing av utviklingsoppgaver, kildekodeadministrasjon og kodevurdering. Fokuset er mer på kodekvalitet og testing, enn på funksjonalitet.


Læringsmetoder:
1) Praktiske programmeringsoppgaver
2) Gruppearbeid og refleksjon
3) Forelesninger og presentasjoner i grupper.

Aktiviteter:
a) Praktisk programmering og bruk av ulike verktøy
b) Gruppearbeid og prosjektstyring
c) Utvikling av et programvareprodukt


Kunnskap:
* har kunnskap om smidig programvareutviklingspraksis, og kunne forklare teknikker som korte utviklingssykluser, parprogrammering og testdrevet utvikling.
* har kunnskap om objektorienterte designprinsipper, kodekvaliteter og verktøy og teknikker for å forbedre dem
* har kunnskap om teknikker og rammer for automatisk testing av programvare
* har kunnskap om problemsporing, kildekodeadministrasjon, kontinuerlig integrasjon med automatiske bygg og deres rolle i smidig utvikling.
* har kunnskap om programvarearkitekturen til desktop og web klienter ved å bruke en REST API-server og hvordan den visualiseres og dokumenteres

Ferdigheter:
* kan skrive brukerhistorier, transformere dem om til utviklingsoppgaver som administreres av et sporingssystem og bruke et kildekodeadministrasjonssystem med forgrening og sammenslåing for å følge dem opp.
* kan designe, skrive og teste kode for desktop-klient og REST API-server, ved hjelp av moderne verktøy for utvikling- og kvalitetsvurdering
* kan strukturere programvare som moduler og konfigurere et byggesystem for å håndtere kjøring og testing av alle deler
* kan dokumentere programvaren med lettvekts formater og verktøy

Generelle kompetanser:
* kan planlegge og koordinere småskala utviklingsprosesser
* kan reflektere over både tekniske og organisatoriske aspekter av et  programvareutviklingsprosjekt.


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Informatikk prosjektarbeid I - IT1901