Effective Teaching Strategies for Large Classes: A Case Study in Software Architecture Education
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The document discusses effective teaching strategies for large classes, specifically in the context of software architecture education at the University of A Coruña. It highlights two main strategies to enhance student engagement and prevent dropouts: increasing task variety and offering a gamified platform for exercises. Overall, these strategies resulted in improved course success rates and higher student satisfaction.
Effective Teaching Strategies for Large Classes: A Case Study in Software Architecture Education
- 1. Effective Teaching Strategies for Large Classes A Case Study in Software Architecture Education Laura M. Castro, Mauricio Hidalgo, Hernán Astudillo
- 2. The road ahead this talk Two strongholdsto prevent dropout andfailure Academic context of our tale Enrollment success jeopardizes the course journey The moral of our cautionary tale to take home 01 03 02 04 Once upon a time... The attack of the large numbers The defense of the two towers And they passed! Happily ever after?
- 3. Once upon a time... 01 Academic context of our tale
- 4. Software Architecture at University of A Coruña (Spain)
- 5. Software Architecture at University of A Coruña (Spain)
- 6. Software Architecture at University of A Coruña (Spain) First taught 2012/2013 6 ETCS credits Compulsory for Software Engineers Eligible for Computer Scientists
- 7. Concept of Software Architecture Reference Architectures Learning objectives Components design & integration Traceability & integrationtesting
- 8. Teaching and Grading Final test Personal work Supervised tasks Lectures Lab sessions Individual assignments Group assignment
- 9. Teaching and Grading Final test Personal work Supervised tasks Lectures Lab sessions Individual assignments Group assignment
- 10. Teaching and Grading Final test Personal work Supervised tasks Lectures Lab sessions Individual assignments Group assignment
- 11. How it was going AS course success rate
- 12. How it was going AS course success rate num. of passing students num. of enrolled students
- 13. The attack of the large numbers 02 Enrollment success jeopardizes the course journey
- 14. Unexpectedly... a steep slope AS course enrollment numbers
- 15. Unexpectedly... a steep slope AS course enrollment numbers same teaching staff!
- 16. The defense of the two towers Two strongholds to prevent dropout and failure 03
- 17. Educational contingency plan Choose-your-own-tasks 4x number of available tasks Increasedteaching offer, equal learning demand Reappearance of similar tasks Flexibility, adaptability to students preferences and/orpersonal workload Gamified platform (Exercism) Individual exercises, increasing difficulty Clear, well-structuredsyllabus Automatedtests and early feedback Personal, private mentoring,priority to students keeping up with the suggested schedule Early engagement Personal learning contract
- 18. How it turned out AS course success rate
- 19. In detail: gamification is a win-win Impact of early engagement strategy
- 20. In detail: a self-chosen menu tastes better Impact of adapted learning contract strategy
- 21. And they passed! ... happily ever after? The moral of our cautionary tale to take home 04
- 22. Worked like a charm... Students worked early rather than late Tendency to avoidsome tasks(i.e. C4 modelling) Very high ratio of weekly exercise completion >50 exercises in 1st course month Students perceive high ROI Almost all group max grade Num. of early dropouts diminished significantly Early engagement Personal learning contract
- 23. Beware of... Chronological order matters Minimal requirements per task type Very demanding for faculty Early engagement Personal learning contract
- 24. Slidesgo Flaticon Freepik CREDITS: This presentation templatewas created by Slidesgo, and includes icons by Flaticon, and infographics &images byFreepik Thanks! Any questions? Laura M. Castro lcastro@udc.es