Henrik Bærbak Christensen
ABSTRACT
Advanced programming and software engineering techniques are challenging to learn due to their inherent complexity. However, to the average student they are even more challenging because they have never experienced the context in which the techniques are appropriate. For instance, why learn design patterns to increase maintainability when student exercises are never maintained? In this paper, we outline the contextual problems that software engineering teaching has to deal with and present a story telling approach for course design as a remedy. We outline the stories that over the last five years have structured lecturing and mandatory exercises for our advanced programming/software engineering course, and present benefits, liabilities, and experiences with the approach comparing it to the normal, topic structured, course design.
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Index Terms
- A story-telling approach for a software engineering course design
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