dimanche 9 décembre 2007


This short bill has been refactored by taking into account the feedback provided by the students of this year's session.

I find that a interesting way to teach software development to students is to teach as you develop: Plan, Do, Check, Act (thanks Mr.Demming).
Therefore, the course is led as a software development project.

Each lesson starts by a short and focused meeting. During this 15-minute project meeting, we
  • recall the important matters teached in the former session, and
  • identify what we commit to deal with in the current session.
Each feature to teach is then estimated to check it will fit in the day's lesson.

I never delay an answer to a student's question - even if it forces me to change and re-plan the sequence of the course. The course is driven by the students needs. It must be adaptative.

At the end of each lesson, the students must fill-in a short anonymous evaluation. They are asked provide the following feedback:
  • What is really important in today's course?
  • What did you not understand clearly (and did not dare to ask orally ;o)?
  • Is there something we forgot to talk of?
  • Do you have any remarks to improve the lesson's animation?
With this feedback, I try to continuously improve my teaching and insist on the important matters the students have misundersood (because I was'nt clear enough).

CHECK! (again)
Then, at the end of the full course, I give the students a full anonymous evaluation.
  • Rate the contents from 1 to 4.
  • Rate the animation from 1 to 4.
  • What did you prefer in this course?
  • What did you not enjoy in this course?
  • Do you have any suggestion to improve the course?
  • Would you recommend this course to another student?
ACT! (again)
With this feedback I try to improve next year's session.

I believe this practice of teaching software development enables students to feel what a develoment project is like. Indeed:
  • The customer (the students) are involved in the project (the lesson).
  • Each lesson is an increment of knowledge.
  • Each lesson is an iteration.
  • Each iteration starts with a little planning, a little estimating and some short-term commitment.
  • The planning is not predictive. It is adaptative as the contents of an increment (or lesson) may change according to the customers (the students) needs (questions and remarks).
  • Each iteration ends with a retrospective to provide feedback to improve the next iteration.
I haven't yet managed to practice continuous testing, as the students would feel the pressure too hard ... one day maybe ;o)

Aucun commentaire:

Enregistrer un commentaire