JEDI Phase 2: Software Engineering Dipolog May 2007

Day 1

I arrived late at the seminar because the driver did not understand the instructions. But, it didn’t matter much because there were participants who had arrived that same time. Mr. Carlo Fernandos did the welcoming. Most of the participants have attended the Phase I trainings and I am happy to hear that most of them have integrated Phase I in their curriculum.

I am also glad that most of the participants were instructors teaching software engineering which makes it easier for me to discuss the contents of the course and possible ways to integrate them into their curriculum. I am surprised that most of them have seen the course. My hats off to Carlo because he really requested the participants to download the courseware and take a look at it.

Indeed, most of them did. I even saw some of them bring their hard copies. I gave the pre-test to the participants.

I had a-memorize-name game so that we could know each other, and start calling one another using first names. I also grouped the participants. They are:

PADAWAN
PYGPEN
JJEPD
JHARL

Each group will be in-charge of the wake-up session. A session allows each in everyone to know one another.

I also asked what are their expectation about this seminar. Some of them are:

- know what is software engineering, in terms of a software development project
- know how java can be used or integrated in software engineering
- know about software engineering concepts
- know how java can be used with database systems

After the wake-up session, I started out the seminar with an Introduction to Software Engineering (Slides) to provide a foundation of concepts that influenced the way the courseware was developed.

I showed them an alternative approach for teaching software engineering, i.e., Problem-based Learning shrink-wrapped for a single subject. I think, most of them agreed that the best way students learn is if they are involved in a software development project. The challenge for this type of approach is defining the scope of student’s project. If they don’t want the software development project approach, they can actually create or use a case study. Most of them agree about the project-based approach. I also suggested that if they are not confident enough, they could have small record maintenance system (add, edit, delete) but it has to be in JAVA.

A project-based approach in teaching software engineering challenges us to have a different approach to assess learning. I suggest using Checklist and Scale, and Rubrics. (More on this on Day 4). To make checklist and rubrics stable and reliable, they should be collaborated and shared. We can only do this through a community that is why it is important for each in everyone to be part of the JEDI community.

Next, I introduced the course syllabus; identifying key process areas (requirements engineering, design engineering, implementation/software testing). To assure them that it can be done, I showed the course syllabus I did for the CS 192, and showed the integration of the JEDI Syllabus with UPDCS’s Software Engineering. I also showed them a mapping of the key process areas, methodology/techniques used, and deliverables to give them an idea on what to ask from the students when they do their software projects. The mapping provides a basis on how to deliver SE to their students. I told them that they can integrate other methodologies and models. They can use existing methodologies and techniques, and possibly models… just as long they collaborate and share their ideas to JEDI community.

I also showed the importance of project documentation. I think, they agreed with me. Most of them are asking the standards for documentation. I told them that this can be a collaborative effort because I feel that the standards to writing documents (their form, content etc.) should be the perogative of the instructor. I did show them a sample of the document templates that I’ve used, and showed a sample project documents (Electronic Exam- Team Snitch). I also told them that the documentation standard that I am using is still in the process of improving. I am happy the Grace shared that they are using SRS and VOLERE documentation standards. (Showing signs that we are collaborating).

I appreciate Harvy for inviting his fellow participants to join the JEDI-google-groups. If we want them to collaborative asap, then, they should join immediately by ensuring they register to the groups. I’ve already told them about the benefits of java.net and developers.sun.com. For their assignment, they need to read the case study- ‘Ang Bulilit Liga’. At the end of the day, I have scratchy voice.

This day, I emphasize that community collaboration is needed so that we can support JEDI and ourselves in the hopes of improving the way we teach IT to our students.

DAY 2

Most of the participants came late. We started pass nine.

Group PADAWAN was in-charge of the Wake-up session. We played the game of human binggo for 30mins. This is an opportunity for the participants to bond and enjoy.

I started the lecture with the introduction of Object-oriented Software Engineering and UML. We had a 15 min. break. Carlo talked to me requesting that we will have half-day on Thursday since most of the participants will be attending the CMO 53 Orientation. I adjusted the schedule to have two (2) more additional hours of work, and another two (2) for tomorrow. The participants agreed.

Started the lecture with Requirements Analysis and Model for an hour. Demonstrated how to create a UML Project in Netbeans and how to create the Use Case Diagram of the Athlete Maintenance System of Ang Bulilit Liga. Most of them enjoyed the use of technology; it gave them something to do rather than listen to me lecture.

We had lunch at Jo’s kitchen with Carlo, Harvey and Auds. Ate chicken barbeque with bare-hands and kinilaw na isda (Yummy). After lunch I asked the students to do the use case diagram of the Squad and Team Maintenance System. Only a few people asked about the case study. Erlyn was not really sure about her diagram; she told me that she is using a top-down approach. I just told her, it’s okay and she can collaborate with her group.

We had a 15 min break. I did the lecture on Requirements Specifications and Class diagram. Demonstrated how to generate class diagram. From my laptop, I was able to show them they could generate java source code from their classes, and vice versa. However, in the student’s machine, it did not work. (Sigh, this is so sad.). We (Auds and I) suspected the version of netbeans. That ended the lecture but I asked the group to continue and finalize their use case diagram before they leave.

I am happy that Auds took the liberty of downloading a new version. Hopefully, it will work. I also asked him if netbeans can reverse engineer a java code. Somebody asked if Java Studio can also perform what we are doing. My answer is YES, and MORE….

All-in-all it was a satisfying day.

DAY 3

Open the day with wake-up session led by PYGPEN. We had a follow-me game.
After the wake-up session, I had the class do an activity called the Walkthrough. Here, each group will decide on the roles of each member. Roles are:

1- Presenter who will be preseting the Use Case Diagram they did
1- Scribe who will be noting down all issues, bugs and clarifications that the team saw, and not allowed to speak
3- Reviewer who will review the Use Case Diagram

I asked the presenter to remain in their position and ask the other members to rotate clockwise, since they will be reviewing the works of the other group. They were given 20 mins to review and list down bugs, errors and clarification.

After the activity, I asked the participants to continue the phrase…

The activity could have been better if…. (here are some of their answers)

… there were snacks
… we had standard forms for the scribe which may include, what was said?, who said it?, category of errors etc.

… presenter was not given enough time to prepare
… the scribe should be allowed to speak
… each group could have presented their work project to the class

We had a break. Next, I discussed how to derived analysis classes from the Use case diagram. We were now able to generate java classes from class diagram. Thank you Auds, and the technical people at DMC. Heard one of the instructor that she wants to teach SE; encourage by the way netbeans can produce java codes and reverse engineering. I asked them to derive the analysis class from their use case diagram.

We are lunch. After lunch, I discuss Design Engineering Phase. It took an hour to discuss the following:

• Software Architecture

• For screen and dialogue design:

• – 2 ways:

1.) Design-by-paper
2.) Design-by-prototyping

• For data design:

– use JDBC Design Pattern

1.) What are DBClasses?
2.) What are Persistent Classes?

• For component-level design, class definition, packaging and diagramming were discussed.
• Final Software Architecture

Since we had time, I ask them to continue deriving analysis classes of the Squad and Team Maintenance.

DAY 4

We went to attend the CMO 53 Orientation at Dapitan. Of course, JEDI and its instructors (that’s me) were acknowledged. (place pictures). It was a half-day affair with free lunch at the JJPED did the wake-up session.

I started out discussing alternative assessment on deliverables using checklist, scale and rubrics. Re-iterated that we can collaborate on better ways to assess student projects. I also discussed that an alternative having student projects is having case studies. I’ve discussed how to develop case studies, and I am hoping that they collaborate the case studies that they have made.

For the discussion of the implementation, I asked Sir Harvy the previous day if he could have a set of sample JAVA programs that connect to the database. I’ve requested him to do the demo and discuss the code. Everybody was really interested. Harvy was great!

I also discussed a little about Software Development Tools to support Software Projects that JEDI provides.

Programmer-side Tools
- Netbeans support for:
- Concurrent Version Control: CVS or SVN
- Documentation: javadocs
- Unit/Integration Testing: JUnit
- Performance: Profiler

Server-side Support
- java.net Project Website
- ask for project site for student

DAY-5

They had the post-test. Some of the participants were not able to come back because they need to attend an orientation on the coming elections; some of them are teacher-volunteers. I also asked them to fill up the evaluation form and make sure that they are registered at the JEDI-google groups.

We had a picture taking. Harvy said that certificates will be sent to them. Off we go to Dakak.

At this point, I’d like to thank all of people who really made the seminar a success. From the staff of DMC led by Carlo Fernandos… Harvy, Auds, Darla and my favorite Andy. Thank you. Truly, you have proven that you are JEDI Partners.