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A Framework for Teaching Software Testing using FOSS Methodolo

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Involving Students in the F/OSS Learning Environment: Encounters and Experiences ... Will industry scarify their software (code) to students? What we want to do ... – PowerPoint PPT presentation

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Title: A Framework for Teaching Software Testing using FOSS Methodolo


1
Involving Students in the F/OSS Learning
Environment Encounters and Experiences
Sulayman K. Sowe sksowe_at_csd.auth.gr
FLOSSCOM Thessaloniki, Greece. November 13th
November 14th, 2006
2
Introduction
  • Software Engineering Education (SE) Now
  • Inspired by closed-source software development in
    lecture formats.
  • Teaching specific SE skills in semesters.
  • Project-based coursework. Students work in
    industry to gain practical experience.
  • Challenges
  • Expose students to the SE principles and
    techniques we teach them.
  • Give students practice in large and long-term
    projects.
  • Will industry scarify their software (code) to
    students?

3
  • What we want to do
  • Run a small pilot study in F/OSS mode.
  • Students as volunteers in software testing in
    F/OSS projects.
  • Give students opportunity to work on what they
    considered interesting.
  • Give students real-world experience in dealing
    with F/OSS projects.
  • Roles
  • Students find and report bugs.
  • Lecturer provide useful guidance and support.

4
F/OSS Teaching Learning Framework
  • Implemented in the Introduction to Software
    Engineering (ISE) course.
  • Duration 12.5 weeks in 5th Semester in 2005.
  • 15 students volunteered
  • 1 lecturer 1 adviser.

5
F/OSS Teaching Learning Framework Phase 1
  • Introduction to F/OSS (8hrs)
  • What is F/OSS?, projects, activities, testing,
    forums, etc.
  • Exploratory process
  • Students browse projects portals
    (sourceforge.net)
  • Projects selection criteria
  • Operating system, of developers, development
    status (a/ß), active mailing lists/forums.
  • 1st class presentation
  • Brief history of project, bug reporting
    procedure, testing tools used.

6
F/OSS Teaching Learning Framework Phase
2 Students Involvement in Testing
  • 2nd class presentation (Week 5)
  • Types of bugs found, how they were found, what
    caused them, how they were reported, any
    responses?

7
F/OSS Teaching Learning Framework Phase 3
  • 3rd class presentation (Week 12)
  • student particulars (Project name, login id,
    website, history, screenshots)
  • List of testing activities
  • bugs found (bfn), bugs reported (brp), bugs
    fixed (bfx), replies (rep) received, Urls of
    brp, bfx, and rep.
  • Likes, dislikes and future plans (if any) in the
    project.

8
F/OSS Teaching Learning Framework Phase 3
  • Grading Coursework (50)
  • Presentations 10
  • 3 pts for each presentation in phase 1 2.
  • 4 pts for presentation in phase 3.
  • Project participation 12
  • of emails exchanged with the student about his
    project.
  • Working with testing tools 13
  • using and understanding bug tracking systems/bug
    databases.
  • Testing activities 15
  • measured by 3 variables (bfn, brp, and rep)

9
F/OSS Framework Evaluation - 1
Evaluation Approach Testing activities Online
Surveys
  • Testing activities. Students as bug seekers
  • bfn gt brp, some bugs found were already reported.
  • Not required but some students did well in bfx.

10
F/OSS Framework Evaluation - 2
  • Correlation analysis (Bivariate)

.490
  • bfn vs brp (r0.690, p0.001).
  • brp vs rep (r0.490, p0.089). Interaction with
    community is moderate.
  • bfx uncorrelated with bfn, brp, rep.

11
F/OSS Framework Evaluation - 3
  • Factor Analysis (Principal Component Analysis
    Varimax rotation)
  • Students behaviour explained in terms of 2
    latent factors.
  • f1 bfn, brp and to some extent rep
  • f2 bfx

The factor scores estimated by the Anderson-Rubin
method
12
F/OSS Framework Evaluation 4. Factor Analysis
Cont.
  • Student 2 high score in f1 f2…good
    performance
  • Student 6 high score in f1 low score in f2
  • Students 3, 5, 8, 9, 10, and 12…moderate
    performance
  • Students 4 and 11 high score in f2……bug fixers

13
F/OSS Framework Evaluation - 5
  • Online Surveys
  • 2 online surveys (Week 6 13). N11 for both
    surveys
  • 7 questions in Survey 1 were repeated in Survey 2

McNemer (NA) (100)
McNemer (p 0.039), Some significance
McNemer (p 0.754), Not Significant
McNemer (p 0.065), Significant
McNemer (p 0.002), Significant
McNemer (p 0.008), Not significant
McNemer (p 0.549), Not significant
14
Online Survey Results - 2
Friendly
Interesting project
Response
15
Experiences Lessons Learnt - 1
Face-to-face contact in phase 1 presentations
(brainstorming).
  • Advantages
  • Practical experience
  • software testing in the bazaar.
  • how large and complex F/OSS projects work.
  • writing good bug reports.
  • communicate ideas to virtual colleagues.
  • working with tools they might use when they
    graduate.
  • Flexible Schedules test whenever and wherever
    you want.
  • Learning Opportunities learn new tools (e.g.
    Mantis Bug Tracker).
  • Sample size 13, effective interaction with the
    students.

16
Experiences Lessons Learnt - 2
  • Disadvantages
  • Specialization one aspect of the ISE course
    (software testing).
  • Collaboration encouraged but not required to
    work in groups/pairs.
  • Evaluation problem Overachievers. How to
    reward them?
  • Sample size 15 out of 150 volunteered.

Difficulties
  • Lecturer as project manager
  • more than preparing and delivering 2hrs lectures
  • lecturer as projects manager
  • Email/work overload keeping pace with
    students emails.
  • When to stop scoring points students Now
    stop finding

  • and reporting bugs! ?

17
Experiences Lessons Learnt - 3
Possible Improvements
  • Communication
  • IM/Web-based discussion forum.
  • Problems Timing, archiving, searching, etc.
  • Contradict F/OSS Freedom Norm
  • pre-select and present students diversity of
    projects.
  • Group work/Community formation
  • group students around specified projects .
  • Identify task-leader based on his contribution.
  • Grading/Evaluation
  • views a bug report received from the projects
    community.
  • Problems Available in few projects. Students
    view their own submission many times.

18
Conclusion
  • Work in progress
  • Conduct a full experiment involving larger sample
    of students and extend and use the statistical
    analysis method used in this pilot study.
  • F/OSS SE Education- Projects as Bazaars of
    learning
  • How can we blend the F/OSS teaching and learning
    environment with the formal SE teaching and
    learning context in colleges and universities?
  • A broad understanding of the F/OSS pedagogy
  • More research of F/OSS evaluation and assessment
    methodologies
  • How F/OSS can improve the quality of teaching and
    learning.
  • How to create a partnership between students and
    F/OSS developers, projects and industry?

19
SELECTED PUBLICATIONS
  • Sowe, S. K., Karoulis, A., Stamelos I. (2005). A
    constructivist view of knowledge management in
    open source virtual communities. In Figueiredo,
    D. A., Paula, A. (eds), Managing Learning in
    Virtual Settings The Role of Context. Idea
    Group, Inc, pp.290-308.
  • Sowe, S. K., Karoulis, A., Stamelos I., Bleris
    G.L. (2004). Free-Open Source learning community
    and web-based technologies. IEEE Learning
    Technology Newsletter, Vol. 6 (1), 2004.
    pp.26-29.
  • Sowe, S.K., I. Stamelos. (2005). Identification
    of Knowledge Brokers in OSS Projects Mailing
    Lists through Social and Collaborative Networks.
    In Proceedings of 10th Panhellenic Conference in
    Informatics, Volos, Greece, pp. 132-141.
  • Sowe, S.K., Stamelos, I., Angelis, I. 2006,
    Identifying knowledge brokers that yield software
    engineering knowledge in OSS projects,
    Information and Software Technology, Vol. 48,
    2006, pp 1025-1033
  • Sowe, S.K., Stamelos, I., Deligiannis, I. 2006, A
    Framework for Teaching Software Testing using
    F/OSS Methodology, in IFIP International
    Federation for Information Processing, Vol. 203,
    Open Source Systems, eds. Damiani, E., Fitzerald,
    B., Scacchi, W., Scott, M., Succi, G., (Boston
    Springer), pp. 261-266.
  • Sowe, S.K., I. Stamelos, L. Angelis. 2006, An
    Empirical Approach to Evaluate Students
    Participation in Open Source Software Projects.
    The IADIS CELDA 2006 conference, Barcelona,
    Spain, 8-10 December 2006.
  • Sowe, S.K., Stamelos . 2006, Involving Software
    Engineering Students in Free and Open Source
    Software Projects Encounters and Experiences.
    Journal of Information Systems Education, To
    appear. This work was partially funded through
    the European Commission, DG Education and
    Culture, Socrates programme, Minerva action line,
    project ref 229405 - CP -1-2006-1- PT - MINERVA
    M (http//www.flosscom.net/).

20
Thanks! Questions? Comments?
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