{"title":"我们能教实证软件工程吗?","authors":"M. L. Jaccheri, Thomas Østerlie","doi":"10.1109/METRICS.2005.16","DOIUrl":null,"url":null,"abstract":"We report about an empirical software engineering course for PhD students. We introduce its syllabus and two different pedagogical strategies. The first strategy is based on individual learning and presentations. The second relies also on social activities to support learning and knowledge sharing. The syllabus, which has been used for three iterations of the course, is available at our web site together with student essays, evaluation data, and other documentation produced during course runs.","PeriodicalId":402415,"journal":{"name":"11th IEEE International Software Metrics Symposium (METRICS'05)","volume":"197 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2005-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"9","resultStr":"{\"title\":\"Can We Teach Empirical Software Engineering?\",\"authors\":\"M. L. Jaccheri, Thomas Østerlie\",\"doi\":\"10.1109/METRICS.2005.16\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"We report about an empirical software engineering course for PhD students. We introduce its syllabus and two different pedagogical strategies. The first strategy is based on individual learning and presentations. The second relies also on social activities to support learning and knowledge sharing. The syllabus, which has been used for three iterations of the course, is available at our web site together with student essays, evaluation data, and other documentation produced during course runs.\",\"PeriodicalId\":402415,\"journal\":{\"name\":\"11th IEEE International Software Metrics Symposium (METRICS'05)\",\"volume\":\"197 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2005-09-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"9\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"11th IEEE International Software Metrics Symposium (METRICS'05)\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1109/METRICS.2005.16\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"11th IEEE International Software Metrics Symposium (METRICS'05)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1109/METRICS.2005.16","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
We report about an empirical software engineering course for PhD students. We introduce its syllabus and two different pedagogical strategies. The first strategy is based on individual learning and presentations. The second relies also on social activities to support learning and knowledge sharing. The syllabus, which has been used for three iterations of the course, is available at our web site together with student essays, evaluation data, and other documentation produced during course runs.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
