TUTCRIS - Tampereen teknillinen yliopisto

TUTCRIS

Scrumban learning - agile, lean and transparent framework for practical learning experience

Tutkimustuotosvertaisarvioitu

Yksityiskohdat

AlkuperäiskieliEnglanti
OtsikkoSEFI 47th Annual Conference
AlaotsikkoVarietas Delectat... Complexity is the New Normality, Proceedings
ToimittajatBalazs Vince Nagy, Mike Murphy, Hannu-Matti Jarvinen, Aniko Kalman
KustantajaEuropean Society for Engineering Education SEFI
Sivut1074-1086
Sivumäärä13
ISBN (elektroninen)978-2-87352-018-2
TilaJulkaistu - 2019
OKM-julkaisutyyppiA4 Artikkeli konferenssijulkaisussa
TapahtumaSEFI Annual Conference - Budapest, Unkari
Kesto: 16 syyskuuta 201919 syyskuuta 2019

Conference

ConferenceSEFI Annual Conference
MaaUnkari
KaupunkiBudapest
Ajanjakso16/09/1919/09/19

Tiivistelmä

Large, mid-large and/or wide practical work is important part of engineering education in almost any development field. In the practical work, student groups innovate, plan and implement usually large outcome. Because of teamwork and often-complex topic, creation of the outcome is challenging for students. Furthermore, often teachers have limited visibility to practical work itself, its phases and related progression in group or student level. Based on our study and experience we have created new framework for practical learning experience called Scrumban learning. It is compilation of two development frameworks; Scrum and Kanban. In this paper, we introduce a new detailed framework for practical work development in the engineering education. The created learning framework has following main dimensions; iterative design methodology based on a cyclic process of creation of practical work outcome, incremental model where the outcome is innovated, planned and implemented incrementally until the desired outcome is finished and creation of visualisation, where students, group and teachers are able to see student level tasks, plan for development and progression of work. We have tested the practical work framework with more than 110 practical works and 450 students during one academic year in two implementations of same engineering course. Benefits of the framework are clear and furthermore, three set targets for iterative and visualized practical work with room for formative assessment have been achieved. Study results presented in this paper are useful for any engineering learning organization to create and implement their practical work establishment based on this Scrumban learning framework.

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