Abstract
[Context & motivation] Experience-oriented learning is known to be more efficient than learning by listening. Small team projects can teach practical issues of applying methods and soft skills. [Question/problem] RE is a core qualification for diverse stakeholders, not only for software engineers. In trainings and academic education, people with different professional backgrounds and different experiences, representing different stages in the Dreyfus model of skill acquisition, come together. The teaching’s setup should take this into account. [Principal ideas/results] This experience report presents examples of various approaches for teaching RE in academia and industry. We discuss findings from interdisciplinary projects and game-oriented approaches, differences of these learning settings and differences which are to be considered when designing didactic settings for different target groups. [Contribution] This article presents diverse course concepts and experiences, and shall inspire other instructors to seek for additional learning approaches by taking into account their participants’ heterogeneous background.
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Herrmann, A., Hoffmann, A., Landes, D., Weißbach, R. (2014). Experience-Oriented Approaches for Teaching and Training Requirements Engineering: An Experience Report. In: Salinesi, C., van de Weerd, I. (eds) Requirements Engineering: Foundation for Software Quality. REFSQ 2014. Lecture Notes in Computer Science, vol 8396. Springer, Cham. https://doi.org/10.1007/978-3-319-05843-6_19
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DOI: https://doi.org/10.1007/978-3-319-05843-6_19
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