Advertisement

Early Start in Software Coaching

  • Thomas Vikberg
  • Arto Vihavainen
  • Matti Luukkainen
  • Jaakko Kurhila
Part of the Lecture Notes in Business Information Processing book series (LNBIP, volume 149)

Abstract

The demand for software coaching and coaches is increasing. As our programming courses are organized according to the Extreme Apprenticeship method, it is relatively safe and straightforward to allow students to participate as coaches in our CS1 course even as early as their second semester. Safety is ensured by the hierarchical structure of CS1 course personnel that provides enough peer and faculty support for students undertaking the task of coaching. We briefly describe the Extreme Apprenticeship method as well as the organization and the learning objectives in our coaching environment. Results acquired from student coaches (N=46) indicate that the learning experience of coaching is highly valued and deemed especially educational for the coaches without harming the learning results of the coachees.

Keywords

agile software coaching software engineering best practices coach development cognitive apprenticeship extreme apprenticeship 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. 1.
    Schwaber, K., Beedle, M.: Agile Software Development with SCRUM. Prentice Hall (2002)Google Scholar
  2. 2.
    Poppendieck, M., Poppendieck, T.: Lean Software Development: An Agile Toolkit. Addison-Wesley Professional (2003)Google Scholar
  3. 3.
    Beck, K., Andres, C.: Extreme Programming Explained: Embrace Change, 2nd edn. The XP Series. Addison-Wesley Professional (2004)Google Scholar
  4. 4.
    Davies, R., Sedley, L.: Agile Coaching. Pragmatic Bookshelf Series. Pragmatic Bookshelf (2009)Google Scholar
  5. 5.
    Adkins, L.: Coaching Agile Teams: A Companion for ScrumMasters, Agile Coaches, and Project Managers in Transition. Addison-Wesley Professional (2010)Google Scholar
  6. 6.
    Anderson, D.J.: Kanban. Blue Hole (2010)Google Scholar
  7. 7.
    Hedin, G., Bendix, L., Magnusson, B.: Coaching coaches. In: Marchesi, M., Succi, G. (eds.) XP 2003. LNCS, vol. 2675, pp. 154–160. Springer, Heidelberg (2003)CrossRefGoogle Scholar
  8. 8.
    Hedin, G., Bendix, L., Magnusson, B.: Teaching extreme programming to large groups of students. Journal of Systems and Software 74(2), 133–146 (2005)CrossRefGoogle Scholar
  9. 9.
    Martin, R.C.: Clean Code: A Handbook of Agile Software Craftsmanship. Robert C. Martin series. Prentice Hall (2009)Google Scholar
  10. 10.
    Wenger, E.: Communities of Practice: Learning, Meaning, and Identity. Learning in Doing Series. Cambridge University Press (1998)Google Scholar
  11. 11.
    Lave, J., Wenger, E.: Situated Learning: Legitimate Peripheral Participation. Learning in Doing. Cambridge University Press (1991)Google Scholar
  12. 12.
    Astrachan, O., Reed, D.: AAA and CS 1: The applied apprenticeship approach to CS 1. SIGCSE Bulletin 27, 1–5 (1995)CrossRefGoogle Scholar
  13. 13.
    Kölling, M., Barnes, D.J.: Enhancing apprentice-based learning of Java. In: Proc. of the 35th SIGCSE Technical Symposium on Computer Science Education, SIGCSE 2004, pp. 286–290. ACM, New York (2004)CrossRefGoogle Scholar
  14. 14.
    Vihavainen, A., Paksula, M., Luukkainen, M.: Extreme apprenticeship method in teaching programming for beginners. In: Proc. of the 42nd ACM Technical Symposium on Computer Science Education, SIGCSE 2011, pp. 93–98. ACM (2011)Google Scholar
  15. 15.
    Vihavainen, A., Paksula, M., Luukkainen, M., Kurhila, J.: Extreme apprenticeship method: key practices and upward scalability. In: Proc. of the 16th Annual Joint Conference on Innovation and Technology in Computer Science Education. ITiCSE 2011, pp. 273–277. ACM (2011)Google Scholar
  16. 16.
    Brown, J., Collins, A., Duguid, P.: Situated cognition culture of learning. Educational Researcher 18(1), 32 (1989)CrossRefGoogle Scholar
  17. 17.
    Collins, A., Brown, J., Holum, A.: Cognitive apprenticeship: Making thinking visible. American Educator 15(3), 6–46 (1991)Google Scholar
  18. 18.
    Collins, A., Greeno, J.G.: Situative view of learning. In: Aukrust, V.G. (ed.) Learning and Cognition, pp. 64–68. Elsevier Science (2010)Google Scholar
  19. 19.
    Kurhila, J., Vihavainen, A.: Management, structures and tools to scale up personal advising in large programming courses. In: Proc. of the 2011 Conference on Information Technology Education, SIGITE 2011, pp. 3–8. ACM (2011)Google Scholar
  20. 20.
    Luukkainen, M., Vihavainen, A., Vikberg, T.: Three years of design-based research to reform a software engineering curriculum. In: Proc. of the 13th Annual Conference on Information Technology Education, SIGITE 2012, pp. 209–214. ACM (2012)Google Scholar
  21. 21.
    Vihavainen, A., Luukkainen, M., Kurhila, J.: Multi-faceted support for MOOC in programming. In: Proc. of the 13th Annual Conference on Information Technology Education, SIGITE 2012, pp. 171–176. ACM (2012)Google Scholar
  22. 22.
    Dodero, G., Di Cerbo, F.: Extreme apprenticeship goes blended: An experience. In: 12th IEEE International Conference on Advanced Learning Technologies, pp. 324–326 (2012)Google Scholar
  23. 23.
    Hautala, T., Romu, T., Rämö, J., Vikberg, T.: Extreme apprenticeship method in teaching university-level mathematics. In: Proc. of the 12th International Congress on Mathematical Education, International Commission on Mathematical Instruction (2012)Google Scholar
  24. 24.
    Abrahamsson, P., Kettunen, P., Fagerholm, F.: The set-up of a valuable software engineering research infrastructure of the 2010s. In: Workshop on Valuable Software Products (2010)Google Scholar
  25. 25.
    McBreen, P.: Software Craftsmanship: The New Imperative. Addison-Wesley Professional (2001)Google Scholar
  26. 26.
    Martin, R.C.: The Clean Coder: A Code of Conduct for Professional Programmers. Robert C. Martin Series. Prentice Hall (2011)Google Scholar
  27. 27.
    Luukkainen, M., Vihavainen, A., Vikberg, T.: A software craftsman’s approach to data structures. In: Proc. of the 43rd ACM Technical Symposium on Computer Science Education, SIGCSE 2012, pp. 439–444. ACM (2012)Google Scholar
  28. 28.
    Bareiss, R., Radley, M.: Coaching via cognitive apprenticeship. In: Proc. of the 41st ACM Technical Symposium on Computer Science Education, SIGCSE 2010, pp. 162–166. ACM (2010)Google Scholar
  29. 29.
    Caspersen, M.E., Bennedsen, J.: Instructional design of a programming course: a learning theoretic approach. In: Proc. of the 3rd International Workshop on Computing Education Research, ICER 2007, pp. 111–122. ACM (2007)Google Scholar
  30. 30.
    Vihavainen, A., Vikberg, T., Luukkainen, M., Kurhila, J.: Massive increase in eager TAs: Experiences from extreme apprenticeship-based CS1. To appear in: Proc. of the 18th Annual Joint Conference on Innovation and Technology in Computer Science Education (July 2013)Google Scholar
  31. 31.
    Fraser, S., Lundh, E., Davies, R., Eckstein, J., Larsen, D., Vilkki, K.: Perspectives on agile coaching. In: Abrahamsson, P., Marchesi, M., Maurer, F. (eds.) XP 2009. LNBIP, vol. 31, pp. 271–276. Springer, Heidelberg (2009)CrossRefGoogle Scholar
  32. 32.
    Biggs, J., Tang, C.: Teaching for quality learning at university: what the student does. Society for Research into Highter Education. McGraw-Hill (2007)Google Scholar
  33. 33.
    Ericsson, K.A., Krampe, R.T., Tesch-Romer, C.: The role of deliberate practice in the acquisition of expert performance. Psychological Review 100(3), 363–406 (1993)CrossRefGoogle Scholar
  34. 34.
    Litzinger, T.A., Lattuca, L.R., Hadgraft, R.G., Newstetter, W.C.: Engineering education and the development of expertise. Journal of Engineering Education 100(1), 123–150 (2011)CrossRefGoogle Scholar
  35. 35.
    Clark, M., Lovric, M.: Suggestion for a theoretical model for secondary-tertiary transition in mathematics. Mathematics Education Research Journal 20, 25–37 (2008)CrossRefGoogle Scholar
  36. 36.
    Vihavainen, A., Vikberg, T., Luukkainen, M., Pärtel, M.: Scaffolding students’ learning using Test My Code. To appear in: Proc. of the 17th Annual Joint Conference on Innovation and Technology in Computer Science Education (July 2013)Google Scholar
  37. 37.
    Vihavainen, A., Luukkainen, M.: Results from a three-year transition to the extreme apprenticeship method. To appear in: Proc. of the 13th IEEE International Conference on Advanced Learning Technologies (July 2013)Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2013

Authors and Affiliations

  • Thomas Vikberg
    • 1
  • Arto Vihavainen
    • 1
  • Matti Luukkainen
    • 1
  • Jaakko Kurhila
    • 1
  1. 1.Department of Computer ScienceUniversity of HelsinkiFinland

Personalised recommendations