Usability inspection methods
Priorities for the education and training of software engineers
Journal of Systems and Software - Special issue on empirical studies of software development and evolution
Psychological foundations for networked learning
Networked learning
The human-computer interaction handbook: fundamentals, evolving technologies and emerging applications
Structuring CSed research studies: connecting the pieces
Proceedings of the 8th annual conference on Innovation and technology in computer science education
Can e-learning replace classroom learning?
Communications of the ACM - New architectures for financial services
An experimental card game for teaching software engineering processes
Journal of Systems and Software - Special issue: Software engineering education and training
The Standish report: does it really describe a software crisis?
Communications of the ACM - Music information retrieval
IHM 2004 Proceedings of the 16th conference on Association Francophone d'Interaction Homme-Machine
Information Technology Competence of Business Managers: A Definition and Research Model
Journal of Management Information Systems
Theory-based design for easily learned interfaces
Human-Computer Interaction
Designing Project-Based Courses with a Focus on Group Formation and Assessment
ACM Transactions on Computing Education (TOCE)
The Rise and Fall of the Chaos Report Figures
IEEE Software
Cognition, Technology and Work
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Training professionals to design and produce interactive systems requires the use of well thought-out training scenarios. Indeed, it is essential to consider pedagogical forms whose objective is providing learners with field experience. It is also necessary to motivate learners to learn about subjects that sometimes seem distant from their immediate concerns and to renew their interest in these subjects. This article presents a tool, called GRASP, that helps design pedagogical devices. This tool was first evaluated through three educational initiatives implemented in two universities in the north of France. These initiatives were analyzed to enhance the tool. Then, a second evaluation was conducted to validate the tool more widely. The first part of this article presents the scientific context. Then the design tool, the evaluation protocol, and the three devices built using this tool and their evaluation are introduced. Some of the lessons learned during the initiatives are described. Next, the second evaluation, conducted with more teachers, is presented. Finally, the conclusion highlights the perspectives opened by these initiatives.