Category: Learning Designer

Coaches support educators in designing learning environments that will meet the needs of all students by:
– developing a learning experience that allows students to demonstrate their mastery of the materials
– helping educators use tools that support personalized learning
– collaborate with educators to set up digital environments that accommodate learner variability
– following instructional design principles

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Using Discord in the Classroom

Introduction

The education sector has undergone a tremendous shift during forced remote education during the pandemic. Teachers have learned to adopt technology as an essential role in evolving students’ learning. Communication channels and messaging apps have emerged to meet the needs of educators and their students, and one such platform is Discord. Initially developed as a social platform for gamers, Discord has become an essential tool for teachers looking for a more engaging and efficient communication method with their students. In this post, we will discuss the many features of Discord and how they can be leveraged in the classroom

Discord in the Classroom

Students at my university have already started utilizing various technologies, including Discord, for every course. However, concerns have arisen regarding the potential misuse of these platforms for academic dishonesty, such as coordinating cheating, seeking unauthorized help on assignments, and sharing exam questions. Despite these concerns, it is important to acknowledge the positive aspects of Discord as a tool for facilitating class discussions.

Compared to traditional email, Discord offers greater flexibility in communication. Email is typically one-directional and personal, which may limit its effectiveness in specific scenarios. For instance, if a student wishes to address the entire class or a teacher would like to avoid repeatedly answering the same questions from multiple students, Discord provides a more efficient platform. Additionally, using email as the primary mode of communication can inadvertently perpetuate biases, as teachers may unconsciously form prejudiced views based on students’ language use, which may be influenced by their cultural backgrounds rather than intentional rudeness (Danielewicz-Betz, 2013). Discord allows for anonymous communication, as students can choose nicknames instead of real names.

While the concerns regarding academic integrity on Discord should not be dismissed, it is important to recognize the potential benefits of utilizing such platforms for class discussions. By adopting a proactive approach and establishing clear guidelines and expectations for students, educators can harness the benefits of Discord while mitigating the risks associated with academic dishonesty. Educators should explore strategies to create a collaborative and inclusive digital environment that encourages meaningful interactions and knowledge sharing among students.

Discord Basic Features

Privacy, moderation, and safety are among Discord’s best features. Teachers can set up rules for behaviour, and the platform allows for monitoring and removing inappropriate content. Establishing community norms and guidelines helps create a safe and productive space for learning where students can comfortably share their thoughts and ideas. Many studies have shown that students’ perceptions of learning, satisfaction, student-to-student interactions, student-to-instructor interactions, and grades improve in a remote and anonymous learning environment (Sher, 2009; Mogus et al., 2012; Gray & DiLoreto, 2016).

Additionally, Discord offers an organized messaging system that allows for different channels for various courses, assignments, and discussions. Teachers can create individual channels for different activities or assignments, minimizing confusion and making it easier for students to find and access what they need. The platform also enables students to directly message each other for quick clarifications or reach out to their teachers, thereby improving student-teacher communication.

Discord’s voice and video call features make it easy for students and teachers to collaborate remotely. The screen-sharing feature is convenient during virtual classrooms (sharing screen) or group projects, and the voice chat promotes an engaging and active learning experience. Teachers can use the platform to host study groups, where students can engage in group discussions while working on assignments.

Furthermore, Discord’s customizable interface allows for creative expression, which can stimulate student engagement and participation. Teachers can customize emojis for positive feedback, and students can personalize their profiles according to their interests and personalities. Discord also allows teachers to integrate external web tools, such as Google Docs, links, and intranets, making it easier for students to access external resources.

The Basic Setup of a Classroom Server

To get started, you need to create a server on Discord. This server will serve as the central place to store channels and information. When setting up the server, choosing an appropriate structure is essential. An organized server structure will make it easier for students to navigate through the channels.

Channels in Discord are where discussions are grouped. They allow students to find specific information about a course activity or engage in conversations about a particular subject. I recommend creating a different channel for each assessment, discussion group, or activity in your classroom. For instance, you can have channels like “Assignment 1 Discussion,” “Assignment 2 Discussion,” “Tutorials,” “Group Project Meetup,” and “Office Hour.” It may also be helpful to set up a “General” channel where students can chat and get to know each other.

Roles in Discord group the users within your server. Roles can be used for dedicated communication with specific groups of people, such as teaching assistants in your classroom. Students can send direct messages to each other and those with predefined roles. For instance, a student can ask for clarification on an assignment by tagging the teaching assistants specifically. You can also assign limitations to created roles on the server. For example, you can create a “student-leader” role that has access to create new channels but does not have the ability to ban a specific member.

The Discord support site provides a useful template that sets up channels and roles and enables security features for a typical classroom. This template can be an excellent starting point for beginners on Discord.

Discord Extensibility

Discord bots can greatly enhance the classroom setup for more advanced users by automating administrative tasks, facilitating real-time interaction between students and teachers, providing customized instruction and feedback, and simplifying assignment delivery. They offer an excellent way to maintain engagement, collaboration, and interactive learning, while also keeping students engaged and attentive. Incorporating bots is a prime example of how technology can assist educators in delivering lessons effectively and achieving better student outcomes. Integrating Discord bots is one of the most effective methods for significantly improving the quality of teaching.

Discord bots are capable of efficiently handling various administrative tasks. They can facilitate polling, schedule events and moderate chat rooms. Bots can also help maintain organized and spam-free chat rooms and send students reminders about important dates. By utilizing bots, instructors can free up more time to focus on classroom activities. To invite a Discord bot to your server, use bot hosting sites like top.gg. Once invited, the bot will be installed on your classroom server. The following video demonstrates a basic setup of a classroom and the workflow for integrating Discord bots:

Tips for Encouraging Students to be Active Participants Online

Students are more likely to actively participate in online classes if the platform is safe, user-friendly, and easy to navigate. As a teacher, it’s essential to ensure that students have access to tutorials, guidelines, and support resources to help them navigate the platform easily. Encourage students to ask questions and be prepared to respond to their concerns. Additionally, assigning role colours can provide incentives for students who complete specific tasks. For example, you can create a role called “level-2-XP” and assign it a red colour on the server. This visual recognition can motivate students to engage more frequently.

Providing feedback is crucial in maintaining student engagement and fostering improvement on the platform. Regularly offer constructive feedback to students, highlighting their strengths and areas for improvement. It’s important to provide feedback positively and privately to avoid discouraging students from participating. This approach allows students to take ownership of their learning and motivates them to persist.

Engaging students by asking open-ended questions, facilitating discussions, and creating breakout rooms for group brainstorming is also important. Initiating discussions on topics beyond the scope of the class can help students feel a sense of safety and encourage their participation. Here are some examples of questions I have used in online discussion forums with great success:

  • Is social media more harmful or beneficial to society?
  • Who would win in a hypothetical fight (if they could ever meet), Batman or Spiderman?
  • Is it better to be an only child or have siblings? Why?
  • What is the best video game you’ve ever played?
  • What’s the best software ever written?

Digital Citizenship Warnings and Recommendations

While Discord offers many valuable features for teachers, it is important to prioritize rules for proper digital citizenship. Due to uncertainties regarding data storage, academic assessments should not be conducted on Discord. Additionally, personal conversations about grades should not be discussed. It is essential to treat Discord as a public sandbox where you interact with your students and remain accessible at all times. Furthermore, it is crucial to comply with student privacy laws specific to your institution or country and refrain from exceeding those regulations.

One of the main concerns associated with Discord is the potential for distractions. The platform provides various features, such as chat rooms, voice channels, and direct messaging, which can easily divert students’ focus away from educational activities. Anonymity among users raises privacy and safety concerns, as interactions with unknown individuals can occur on Discord. As an educator, you must establish clear guidelines and expectations regarding appropriate behaviour and usage to address these risks. Posting the rules and regulations in the server’s description, promoting responsible digital citizenship, teaching students about respectful communication, and discouraging the posting of disinformation or rumours are necessary steps. Creating private and moderated channels, educating students about online safety in the classroom, and regularly monitoring the platform are additional measures to ensure a positive and secure learning environment.

References

Danielewicz-Betz, A. (2013). (Mis)Use of Email in Student-Faculty Interaction: Implications for University Instruction in Germany, Saudi Arabia, and Japan. JALT CALL Journal, 9(1), 23–57. https://eric.ed.gov/?id=EJ1107960

Sher, A. (2009). Assessing the relationship of student-instructor and student-student interaction to student learning and satisfaction in Web-based Online Learning Environment. Journal of Interactive Online Learning Www.ncolr.org/Jiol, 8(2). https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=7810cfba73c549ffc94437375b9e6e8f84336af5

Mogus, A. M., Djurdjevic, I., & Suvak, N. (2012). The impact of student activity in a virtual learning environment on their final mark. Active Learning in Higher Education, 13(3), 177–189. https://doi.org/10.1177/1469787412452985

Gray, J. A., & DiLoreto, M. (2016). The Effects of Student Engagement, Student Satisfaction, and Perceived Learning in Online Learning Environments. International Journal of Educational Leadership Preparation, 11(1). https://eric.ed.gov/?id=EJ1103654

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Competitive Programming Tools in the Classroom

Introduction

For young and upcoming computer scientists, competitive programming can be a powerful tool to hone essential skills. It helps sharpen problem-solving and analytical thinking abilities and provides the creative opportunity to experiment with algorithms in a safe and structured environment. With that said, introducing competitive programming into the classroom curriculum can open exciting opportunities for students of all ages, from elementary school through high school and beyond. In this blog post, we’ll take a closer look at what competitive programming is, why educators should consider bringing it into their classrooms and how they can do so successfully.

Competitive Programming and its Benefits for Students

One critical benefit of competitive programming is the development of problem-solving skills. Competitive programming challenges students to solve complex algorithmic and logical problems under pressure. This process helps enhance critical thinking and analytical skills and encourages students to approach problems from multiple angles. These skills are essential not only for programming but also for handling challenging situations. Students participating in competitive programming are exposed to different programming languages, tools, and mathematical methods, which they apply to discover new concepts and techniques. This exposure allows students to identify their strengths and interests in software development and tailor their learning to focus on these areas.

The interactive nature of competitive programming creates an ideal platform for students to develop teamwork and collaboration skills. In a team contest, students can organize themselves into teams during competitions and work together to solve problems. This process fosters a culture of collaboration, mutual respect and helps to build teamwork. Students can learn from each other to improve their coding skills and tackle complex problems requiring the cooperation of different skill sets. The competitions are rigorous and challenging, but successfully solving a difficult problem can increase a student’s confidence, self-esteem, sense of accomplishment, and motivation to participate in more challenges (Macgowan, 2015). This self-confidence can extend beyond the competition to other areas of their lives, whether in the classroom, workplace, or personal lives.

We are, of course, leaving out the most obvious – competitive programming can enhance a student’s career in the tech industry. Competitions can exhibit a student’s talent and abilities to a network of potential recruiters and employers such as Google, Microsoft, Facebook, and Apple, to name a few. Participating in competitions can increase networking opportunities, learn about job positions and companies, and prepare for recruitment. Tech giants such as AWS, IBM, and Huawei frequently sponsor international programming competitions such as ACM’s International Collegiate Programming Contest. The skills learned through competitive programming, including problem-solving, teamwork, and collaboration, are highly valued in today’s workplace and in-demand careers such as software development, data analysis, and project management.

Integrating Competitive Programming in the Classroom

Competitive programming can be a powerful learning tool for students, but finding the right resources can be overwhelming. To ensure that your students get the most out of their competitive programming lessons, it’s essential to choose resources that are challenging yet accessible, engaging, and proven to deliver results.

There are several useful resources to consider, such as textbooks, coding challenges, online forums, and programming contests. Seeking advice from experienced professionals and replicating past contests can also be helpful. When selecting resources, it’s important to consider the age appropriateness of the material and adjust the difficulty level to match the students’ skills.

Younger students can benefit from beginner-based coding platforms such as Snap (https://snap.berkeley.edu/) , CodeCombat (https://codecombat.com/) , and Tynker, as well as game-based projects from the Code Olympiad (https://www.codeolympiad.id/). These tools contain less competition and is geared more towards learning.

For middle or high school students, resources like The USACO Guide (https://usaco.guide/general/intro-cp?lang=cpp) and alGIRLithm (https://algirlithm.org/) are gentle introductions to competitive programming.

For even more advanced students, tools like vjudge (https://vjudge.net/) can be used to curate online judges and create custom contests for practice assessments, icebreaker games, or class exercises. With these resources, teachers can engage student participation, foster collaboration, and add an exciting twist to classroom activities. Watch the following video for a simple workflow on how to create a classroom contest:

Textbooks, coding challenges, online forums, and programming contests are some useful resources to consider. Seek advice from professionals in the field who use technical interviews to find the right resources for your classroom. Replicating past contests from experienced colleagues is also useful. To identify resources for competitive programming in the classroom, it is important to look for age-appropriate resources. For example, middle or high school students may benefit from resources like The USACO guide and alGIRLithm, which are gentle introductions to competitive programming. Additionally, it is important to consider the material’s difficulty level

Conclusions and Recommendations:

As we discussed in an earlier post, gamified activities, when properly used in the classroom, create an engaging and enjoyable learning experience by adding elements such as scoring, rewards, and checkpoints. Adding these features within competitive programming can help students enjoy the process of learning new algorithms, data structures, and problem-solving techniques, making it a rewarding and enjoyable experience. There must also be an element of progress in the contest. A strong sense of progress is one of the most significant benefits of gamification. Game elements such as ranks, badges, or community recognition can be incredibly motivating. In a team contest, competitive programming can help encourage collaboration and networking through various social features, such as leaderboards and chat rooms. Discussing strategies and approaches with other coders can help students get support and feedback on their work.

It’s worth noting that, despite its benefits, competitive programming is not suitable for all students. As the competitive programming community is filled with members who prioritize winning over all else and devote excessive amounts of time to these platforms, such people struggle to balance their personal and professional lives. Furthermore, competitive programming does not reflect real-world programming, as the development workflows and responsibilities involved are very different (mehulmpt, 2020). Instead, it serves as a means to an end. If you aren’t enjoying the ride, there’s a chance you won’t enjoy the outcome, either. Thus, it is not advisable to use competitive programming as an assessment tool for assignments or exams, as this would only add stress and increase feelings of competitiveness among students.

References

Macgowan, M. J., & Wong, S. E. (2015). Improving Student Confidence in Using Group Work Standards. Research on Social Work Practice, 27(4), 434–440. https://doi.org/10.1177/1049731515587557

‌mehulmpt. (2020, June 27). Mythbusting Competitive Programming – You Don’t Need to Learn It. FreeCodeCamp.org. https://www.freecodecamp.org/news/mythbusting-competitive-programming/

Zhan, Z., He, L., Tong, Y., Liang, X., Guo, S., & Lan, X. (2022). The effectiveness of gamification in programming education: Evidence from a meta-analysis. Computers and Education: Artificial Intelligence, 3, 100096. https://doi.org/10.1016/j.caeai.2022.100096

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Computer Science Curriculum in B.C.

Introduction

As an instructor of computer science at Simon Fraser University, one of my roles involves assessing the level of computer science knowledge possessed by high school graduates and the ease of their transition into higher education. These assessments help the school to evaluate the adequacy of our university’s introductory computer science courses. Unfortunately, we have observed that a considerable number of students are struggling with our first-year programming courses.

In this article, I will explore the recommendations made by the British Columbia government regarding the computer science field in grade schools. Specifically, I will investigate how these recommendations are being implemented in schools across the Lower Mainland and evaluate whether they are effective in preparing students for university-level computer science coursework. By doing this, I hope to shed light on the current state of computer science education in our region and make recommendations for improving the preparation of students for university-level computer science coursework.

Computer Science Curriculum Recommendations in K-12 Schools

There are two ways to incorporate CS concepts into a grade’s curriculum: as an entire course or as an integration of existing materials. A common misconception about computer science is that it has a bi-conditional relationship with coding, that they are one and the same. In fact, a well-designed curriculum must also include critical thinking, problem-solving, teamwork, communication skills, technical writing skills, and testing methodologies, among other vital skills. Successful implementation of a computer science curriculum not only contains coding but also equips students with other diverse tools for their future careers.

The BC government website (https://curriculum.gov.bc.ca/curriculum/adst) recommends that students from kindergarten to grade 3 are introduced to computer science basics, such as algorithms, sequencing, and problem-solving concepts, through interactive, “non-computer” activities. In grades 4-5, students move on to learn about block-based programming, granting them an entry into coding and the ability to create interactive digital media. In grades 6-7, students now apply their computational thinking skills to solve real-world problems using charts, lists, diagrams, and arrays with an introduction to computer architecture and hardware, responsible computer use, and visual programming. Finally, in grades 8-9, students learn about basic software instructions with algorithms that others can repeat, debugging algorithms, elementary modularization, binary data representation and programming languages, including visual programming.

In Grade 10, students will delve into topics such as security risks, debugging, networking, social implications, digital literacy and citizenship, and planning and writing simple programs (including games). In a separate course, it is recommended that students explore Computer Applications that center on understanding the importance of user experience. computer hardware, peripherals, internal and external components, standards, intermediate features of business applications, including word processing, spreadsheets, and presentations, operating system shortcuts and command line operations.

In addition, the B.C. government recommends a Web Development 10-course covering design opportunities, HTML and CSS, domain and hosting, copyright laws and Creative Commons usage protocols, ethics of cultural appropriation, security and privacy, and database management. While some of these areas may appear outdated, they still offer a solid understanding of web standards and communications.

In grades 11-12, students can enroll in Computer Programming 11 and 12, where they will learn various programming skills. These skills include the design cycle, error handling, debugging, problem decomposition, reading and altering code, pair programming, programming constructs such as input/output, conditions, and loops, algorithm design, functions, classes, pre-built libraries and their documentation, inline commenting to document source code, use of test cases to detect logical or semantic errors and software ethics.

In general, the suggested curriculum appears to be quite ambitious, and I have concerns about the extent and practicality of the material taught in the classroom. Several of the topics covered are typically introduced in second-level programming courses at the university level. If the high school curriculum can provide a sufficient depth of understanding, it would establish a strong foundation for many students, enabling them to tackle more advanced computer science courses without difficulty.

CS Curriculum implementations

Code.org (https://studio.code.org/courses?view=teacher) is the leading resource for computer science education, offering an excellent and well-designed curriculum to introduce students to computer science at all grade levels.

For elementary school students (grades K-5), Code.org provides CS Fundamentals. This program includes “unplugged” non-computer activities to teach computational thinking, problem solving, programming concepts, and digital citizenship.

The middle school (grades 6-8) curriculum, known as Computer Science Discoveries, builds upon the elementary school program by introducing students to more advanced concepts at an intermediate level. These include web development, communication, and problem-solving.

For high school students (grades 9-12), Code.org offers more specialized courses in computer science for students who wish to dive deeper into the subject. These include physical computing, big data, privacy, and algorithms, and advanced placement (AP) courses in Java for more advanced students.

Code.org also offers professional development courses for educators to help them effectively teach computer science. The curriculum and courses provided by Code.org are designed to help students develop computational thinking and coding skills while broadening their understanding of computer science.

Out of the 37 public high schools in Burnaby, Surrey, and New Westminster, only 4 schools use code.org as a guide, and these schools are all associated with the Advanced Placement (AP) programs. These numbers suggest that schools are aware of the usefulness of code.org materials but need more staff to implement the courses. There needs to be a standardized curriculum across these schools.

For example, the Burnaby High School website describes Computer Science 10-12 as “an introductory programming course for students with no experience.  Learn to create video games for your phone, tablet, computer, or the web.” This description is very vague and suggests that these courses do not come close to implementing the recommendations set out by the B.C. government. Other schools in Burnaby do not even offer Computer Science 11/12 courses. In contrast, New Westminster Secondary offers Computer Programming 11/12, which fully implements the government’s recommendations and more. These courses should be AP courses, depending on the depth of coverage. The difference in offerings between the two school districts is concerning for students entering higher education computer science studies as it may result in significant differences in programming knowledge.

I attempted to reach out to over 20 Computer Science teachers from different schools in the New Westminster and Burnaby areas, but unfortunately, I did not receive any responses from them. Unfortunately, there is a lack of motivation and interest in enhancing their teaching methods in CS courses. In a recent conversation with Shannon Thissen, the Regional Administrator of Educational Technology and Computer Science in Capital Region ESD 113, she confirmed that this is a common issue in all communities. She suggested that CS mentorship and coaching could alleviate teachers’ fears and uncertainties about teaching the subject.

Conclusion

The BC government’s and code.org’s recommendations for computer science education are ambitious but achievable. Higher education instructors and industry leaders should collaborate with high school teachers to strengthen and standardize the various tools and workflows currently taught in the CS curriculum.

In subsequent posts on this topic, I plan to explore various initiatives and reach out to more teachers throughout BC to gather more specific information on the curriculum and materials being taught in classrooms. Additionally, I aim to investigate the differences in implementing CS 10, 11, and 12 courses in schools across BC. It would also be interesting to compare the needs of schools in the lower mainland, which are primarily middle to upper-middle class, with those in interior communities. By doing so, we can determine if there is a significant discrepancy in the quality of computer science education and explore potential solutions to bridge the gap.

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Authentic PBL Experience in Software Engineering

Project-based learning (PBL) is a teaching approach that has recently gained popularity. It allows students to develop real-world problem-solving skills by working on a project in a classroom setting over an extended period. In software engineering, project-based learning has become a common approach to teaching students how to develop high-quality software. However, there has been debate over the authenticity of these projects, with some arguing that it does not accurately reflect real-world software development challenges and complexities. In this post, we will analyze the authenticity of a course-based software engineering project and how it can be improved to better prepare students for the challenges of the software development industry.

Software engineering Lifecycle and ISTE

The International Society for Technology in Education (ISTE) contains a set of standards for students to use technology effectively for learning. The 4th ISTE standard for students is:

    This standard highlights the importance of students using digital tools to manage projects, solve problems, and make informed decisions, as well as the ability to think critically and analyze risks in design, which are essential skills in modern software development.

    The software development lifecycle embodies ISTE standard 4 for students, emphasizing the importance of producing high-quality software. The lifecycle comprises four primary stages: specification, design, implementation, and maintenance. The specification stage involves gathering and documenting the software requirements, while the design stage focuses on planning and structuring the software. The implementation stage is dedicated to developing and testing the software, and the maintenance stage involves monitoring and updating the software to ensure that it remains functional and usable over time. Each stage is an iterative process that produces partial outputs of the final deliverables.

    Teaching the software engineering lifecycle in a classroom can present several challenges. One of the main issues is that software development is a highly dynamic process that is difficult to replicate in a classroom setting. Classroom projects may lack the same complexity or scope as real-world software projects, which can hinder students’ understanding of the software development lifecycle. Additionally, classroom environments may not provide students with the same level of exposure to real-world tools and technologies commonly used in software development (Kay et al., 2000). To address these challenges, the following project design outline is intended to enhance the effectiveness of a PBL software engineering project by integrating real-world elements.

    Project Design

    This project design methodology draws inspiration from the backwards design approach (Wiggins, 2005), and it has been compiled from three PBL projects by Shekar et al. (2014), Abad et al. (2019), and Spichkova et al. (2015) that were effectively carried out.

    Through the project, students will understand the fundamental software lifecycle process and the reality of rapid changes in real-world requirements. They will also learn about the critical role of effective communication in ensuring customer satisfaction and the importance of maintaining quality standards throughout a software development project.

    The software project aims to improve students’ hard and soft skills. Hard skills, which are measurable and specific, consist of software development skills in a particular language or framework, project planning, and written communication. In contrast, soft skills are personal attributes that enable students to collaborate effectively, such as teamwork, decision-making, communication, and organization.

    To demonstrate a student’s understanding, the following evidence is required: appropriately documented changes made to the software at appropriate intervals, effective communication with the customer, including asking relevant questions, and the production of working software at the end of the development cycle that adheres to proper design and testing procedures.

    Shekar et al. (2019) have proposed a set of assessments that should include the following elements:

    • A project proposal that aims to replicate the initial phase of the software development lifecycle, including customer communication.
    • A detailed design that specifies various alternatives and justifies the selection of the chosen design.
    • A demonstration of the final product that establishes the student’s ability to effectively communicate their solution and exhibit a functional end product.
    • The final project report that confirms that the software product was constructed according to the proposed design and testing procedures during the entire software development process.
    • A self-reflection component that involves maintaining a journal that records successes, failures, and evaluations of team members.

    Best Practices

    Software Engineering educators encounter a significant challenge in balancing the provision of a realistic experience and maintaining classroom control when designing a project. The guidelines and best practices presented below are once again derived from successful project designs outlined in Shekar et al. (2014), Abad et al. (2019), and Spichkova et al. (2015).

    1. Provide real-world connections and real industry experience. Providing inadequate project specifications and forcing requirements to change can effectively challenge students and prepare them for real-world scenarios. A vagueness in the problem description from the client will force students to ask questions and shape their requirements-gathering workflow. Furthermore, a requirements change later in the process can force students to adapt and develop explicit change management skills (Abad et al. 2019).
    2. Include flexibility and team-oriented decision-making. In the approach by Abad et al. (2019), students can exercise flexibility in their development process by selecting from various software process models, including Opportunistic, Waterfall, Spiral, Concurrent, or Scrum, and justifying their choice of methodology for their system development. They can also modify their chosen process model as the project advances. Similarly, in Spichkova et al.’s (2015) approach, the design architecture incorporates a team-oriented decision-making component to encourage collaborative decision-making among team members.
    3. Focus on team dynamics. Effective teamwork is a critical factor in the success of a project. It is essential to clarify that everyone has an equal role and that all team members share ownership of the code base (Sepahkar et al., 2014). According to Bates (2022), another crucial aspect is establishing an interactive and asynchronous communication medium which all team members can access and utilize. Examples of such mediums include Facebook messenger, MS teams, and Discord. This fosters a collaborative environment where all team members are accountable to each other and can respond promptly to ensure the success of the project.
    4. Include personal reflections. Shekar et al. (2014) suggest incorporating personal reflection journals at each stage of the development process. This gives students a high-level view of the entire process and allows them to reflect on their progress. In the reflection journal, students should consider what went well during each stage, any unexpected difficulties they encountered, how to improve pacing, engagement, and assessments, and how to align each stage more closely with the primary objectives of the iteration.

    Conclusion

    Providing an authentic project-based learning experience in software engineering can be a challenging but rewarding experience for software engineering educators. By designing projects that simulate real-world scenarios, students can develop both technical and soft skills that are crucial for success in the software development industry. Moreover, incorporating assessment strategies that align with the software development lifecycle and emphasizing effective communication, collaboration, and self-reflection can enhance the learning experience for students. By following the guidelines and best practices proposed, educators can strike a balance between providing students with a realistic experience, maintaining classroom control, and preparing them for the challenges and opportunities in the software engineering industry.

    Reference:

    Kay, J., Barg, M., Fekete, A., Greening, T., Hollands, O., Kingston, J. H., & Crawford, K. (2000). Problem-based learning for foundation computer science courses. Computer Science Education, 10(2), 109-128.

    Sepahkar, M., Hendessi, F., & Nabiollahi, A. (2015). Defining Project Based Learning steps and evaluation method for software engineering students. International Journal of Computer Science and Information Security, 13(10), 48.

    Spichkova, M. (2019, November). Industry-oriented project-based learning of software engineering. In 2019 24th International conference on engineering of complex computer systems (ICECCS) (pp. 51-60). IEEE.

    Shekar, A. (2014, June). Project-based learning in engineering design education: sharing best practices. In 2014 ASEE Annual Conference & Exposition (pp. 24-1016).

    Wiggins, G. P., & McTighe, J. (2005). Understanding by design (2nd ed.). Association For Supervision And Curriculum Development.

    Bates, A. W. (Tony). (2022). 7.5 Broadcast or interactive media? Pressbooks.bccampus.ca. https://pressbooks.bccampus.ca/teachinginadigitalagev3m/chapter/8-3-broadcast-vs-communicative-technologies/

    Abad, Z. S. H., Bano, M., & Zowghi, D. (2019, May). How much authenticity can be achieved in software engineering project based courses?. In 2019 IEEE/ACM 41st International Conference on Software Engineering: Software Engineering Education and Training (ICSE-SEET) (pp. 208-219). IEEE.