6 Concluding Remarks
Constructivist theories, with cognitive apprenticeship as one prominent example, are pedagogic responses to problems arising from pure frontal lecturing. In these theories, situated learning environments are set up for teaching problem solving skills by requiring students to work on realistic problems. As a technical discipline, software engineering requires structured approaches to problem solving and therefore students need to train these particular skills. The distributed course “Design Patterns for Mobile and Distributed Applications”, organized jointly by ETH Zürich and CDTM, requires students from different disciplines to form local and remote teams to cooperatively solve practical problems. The students are supported by software tools that allow in-class communication, remote and local collaboration, recording of design ideas, and management of course resources. The experience we gain by conducting and evaluating this course will help us in improving subsequent courses, may animate other teachers to start similar — distributed — classes in the longer run, and will provide students with a unique learning experience before starting their professional careers.
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Angerer, C., Nagel, M., Brügge, B., Gross, T. (2006). Engaging Students in Distributed Software Engineering Courses. In: Kern, EM., Hegering, HG., Brügge, B. (eds) Managing Development and Application of Digital Technologies. Springer, Berlin, Heidelberg. https://doi.org/10.1007/3-540-34129-3_4
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