Agile and Student-Centred Teaching of Agile/Scrum Concepts
Maria Spichkova

TL;DR
This paper shares experiences and insights from teaching Agile/Scrum in a student-centred, flexible course, emphasizing authentic assessments and scalable online evaluation methods for large student cohorts.
Contribution
It introduces a student-centred, flexible teaching approach for Agile/Scrum, with strategies for authentic assessment and scalable online evaluation in large classes.
Findings
Effective course structures support blended learning.
Authentic assessments enhance student engagement.
Scalable online assessments are feasible for large cohorts.
Abstract
In this paper, we discuss our experience in designing and teaching a course on Software Engineering Project Management, where the focus is on Agile/Scrum development and Requirement Engineering activities. The course has undergone fundamental changes since 2020 to make the teaching approach more student-centred and flexible. As many universities abandoned having face-to-face exams at the end of the semester, authentic assessments now play an even more important role than before. This makes assessment of students' work even more challenging, especially if we are dealing with large cohorts of students. The complexity is not only in dealing with diversity in the student cohorts when elaborating the assessment tasks, but also in being able to provide feedback and marks in a timely and fairly. We report our lessons learned, which might provide useful insights for teaching Agile/Scrum…
Peer Reviews
No public reviews on file for this paper yet. If you reviewed it on a platform where reviews are public (OpenReview, ICLR, NeurIPS, ICML), you can paste yours below so the community can read it here.
Videos
No videos yet. Explain this paper in a talk, walkthrough, or lecture? Add one.
Taxonomy
TopicsSoftware Engineering Techniques and Practices · Online Learning and Analytics · E-Learning and Knowledge Management
