The unified software development process
The unified software development process
Applying UML and Patterns: An Introduction to Object-Oriented Analysis and Design and the Unified Process
Software Engineering
The Cross-Course Software Engineering Project at the NTNU: Four Years of Experience
CSEET '03 Proceedings of the 16th Conference on Software Engineering Education and Training
Agile and Iterative Development: A Manager's Guide
Agile and Iterative Development: A Manager's Guide
An Iterative and Agile Process Model for Teaching Software Engineering
CSEET '05 Proceedings of the 18th Conference on Software Engineering Education & Training
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It has become almost a truism that students learn more from working on projects than from lectures. This is reflected in pedagogical approaches such as Problem-based Learning, Project-based Learning (PBL) and Work-based Learning. A problem in PBL, underrated in the literature, is that while trivial tasks hold limited potential for learning, students may not succeed in solving nontrivial ones. We suggest that the solution lies in appropriate scaffolding: providing support for the learner to gradually master what is needed to complete a task. The empirical background for the study is a two-semester Software Engineering (SE) course at the Norwegian School of IT, with data collected over five years. We conclude that PBL in this setting may be successfully scaffolded by a formal, iterative and incremental SE method. As our main contribution we point to six types of scaffolding addressing essential aspects of SE project work.