Automating the estimation of project size from software design tools using modified function points
ACE '04 Proceedings of the Sixth Australasian Conference on Computing Education - Volume 30
An Agile Constructionist Mentoring Methodology for Software Projects in the High School
ACM Transactions on Computing Education (TOCE)
Incorporating real-world projects in teaching computer science courses
Proceedings of the 48th Annual Southeast Regional Conference
Agile projects in high school computing education: emphasizing a learners' perspective
Proceedings of the 7th Workshop in Primary and Secondary Computing Education
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The EPCoS project (Effective Projectwork in Computer Science) is working to map the range of project-based learning practices in UK higher education and to generate insights into what characterizes the contexts in which particular techniques are effective. In assembling a body of authentic examples, EPCoS aims to provide a resource that enables extrapolation and synthesis of new techniques. To allow educators and researchers to mine this material, EPCoS is systematizing it within a template-based catalogue, augmented with indexing and abstracting devices. Moreover, EPCoS is examining the process by which practices are transferred between institutional contexts, with a view to identifying effective models of the transfer process. Three key elements of transfer are the identification of appropriate practices, the selection of a practice for a purpose, and the integration of a chosen practice into the existing culture. Structured resources and process models are essential tools for supporting responsiveness in the current climate of continual change: the rapid development of computer technology is demanding new range and flexibility in project work, and EPCoS's mapping of project-based teaching allows practitioners to respond to these changes. This is one context in which educational research into how projects work can generalize to professional practice.