Instructional design and assessment strategies for teaching global software development
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
In the context of increasing pressure to adopt global approaches to software development, the importance of teaching skills for geographically distributed software development (GSD) becomes essential. This paper reports the experience of teaching a course to prepare graduates for software engineering (SE) in global customer-developer teams, and which was taught in three-University collaboration (Canada, Australia and Italy). The course emphasized the learning of requirements management activities in frequent synchronous computer-mediated client-developer relationships and created a GSD environment with significant time zone and language differences. We describe our instructional approach and assessment strategies within a GSD instructional design framework which integrates (a) required GSD skills and strategies for aligning classroom projects with contemporary and authentic GSD conditions, (b) strategies for assessment of learning of GSD skills and (c) examples from our GSD course.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it