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Communication Genres:Integrating Communication into theSoftware Engineering Curriculum,[object Object],Michael Carter,[object Object],MladenVouk,[object Object],NCSU,[object Object],Gerald C. Gannod,[object Object],Janet E. Burge,[object Object],Paul V. Anderson,[object Object],Miami University,[object Object],Mark E. Hoffmann,[object Object],Quinnipiac University,[object Object],This work was funded by NSF CPATH-II Award CCF-0939122.  Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.,[object Object]
“I have people skills”,[object Object],2,[object Object]
Overheard at the watercooler,[object Object],“Teaching communication skills is important, but what am I going to take out of the curriculum to fit this in?”,[object Object],“I am not trained to teach communication”,[object Object],3,[object Object]
Introduction and Motivation,[object Object],Gap between expectations of employers and communication abilities of new graduates,[object Object],Socials norms within the organization,[object Object],Patterns consistent with the tasks associated with the community of practice,[object Object],4,[object Object]
Our Claim,[object Object],No such thing as effective communication in general, only effective communication in particular situations,[object Object],5,[object Object]
Contributions,[object Object],Application of genre as a way of teaching apprenticeship tasks (situated) to increase ability to communicate effectively ,[object Object],6,[object Object]
Project,[object Object],Developing communication course outcomes and assignments for 6 courses:,[object Object],CS1, CS2, Data Structures, Software Engineering, Databases, Capstone/Senior Design,[object Object],Participants from 14 institutions with Miami and NCSU as lead,[object Object],7,[object Object],http://cpath.csi.muohio.edu,[object Object]
Apprenticeship,[object Object],Legitimate Peripheral Participation,[object Object],Lave and Wegner describe learners as participants of a community of practice,[object Object],Students move from the periphery toward the center by engaging in situated learning,[object Object],We use genre to identify apprenticeship tasks that increase students ability to communicate effectively in technical (SE) careers,[object Object],8,[object Object]
Genre,[object Object],Genre is derived from a French word for category or type,[object Object],Typically used for types of art,[object Object],Literature,[object Object],Movies,[object Object],Music,[object Object],In communication,[object Object],Categories of communication that have developed in response to often-repeated situations,[object Object],9,[object Object]
Genre and Patterns,[object Object],Similar to the notion of a design pattern,[object Object],Reusable form or template that can be applied to commonly recurring situations,[object Object],Patterns and Genre share two foundational assumptions:,[object Object],Situations recur in recognizable ways,[object Object],With experience we learn certain reusable types of behaviors to solve problems or communicate appropriately,[object Object],10,[object Object]
Example,[object Object],Client has a problem to be solved, software engineer must learn about the problem or domain,[object Object],Response: software requirements or specification (the genre),[object Object],Set of expectations and norms have been developed that define conventions a communicator calls upon to create requirements,[object Object],Activities: writing, reading, speaking, teaming,[object Object],11,[object Object]
Common Genre in SE,[object Object],Definition of an SE problem,[object Object],Program Requirements,[object Object],Design Document,[object Object],Code and comments for software,[object Object],Developer Guide,[object Object],User Guide,[object Object],Test Plan,[object Object],Test Report,[object Object],Technical Report,[object Object],Bug Report,[object Object],Installation and Maintenance Document,[object Object],12,[object Object]
Genres of SE,[object Object],SE Communication Genre different from Communication Media,[object Object],Media = Email, PowerPoint, etc.,[object Object],13,[object Object]
SE Genres Analyzed by Writing/Speaking,[object Object],Writing and/or Speaking Modes,[object Object],Definition of a SE problem,[object Object],Test plan,[object Object],Test report,[object Object],Technical report,[object Object],Writing-only mode,[object Object],Program requirements,[object Object],Design document,[object Object],Code and comments for software,[object Object],Developer guide,[object Object],User guide,[object Object],14,[object Object]
SE Genres analyzed by Reading,[object Object],Read program requirements,[object Object],To determine what is known and what needs to be known to generate a design,[object Object],To inspect and correct requirements,[object Object],To validate requirements and meeting user needs,[object Object],To revise requirements so that they better meet the user’s needs,[object Object],To translate them into a design,[object Object],15,[object Object]
SE Genres analyzed by Reading,[object Object],Read a design,[object Object],To ensure the design accomplishes the requirements,[object Object],To revise the design so that it better accomplishes the requirements,[object Object],To translate the design into code,[object Object],16,[object Object]
SE Genres analyzed by Reading,[object Object],Read code and comments,[object Object],To find errors in syntax and semantics,[object Object],To correct errors in syntax and semantics,[object Object],To determine what a program is supposed to do,[object Object],To revise a program so that it better accomplishes its goals,[object Object],To modify a program for different uses,[object Object],To ensure the program conforms to system requirements and design,[object Object],To continue writing a program begun by someone else,[object Object],17,[object Object]
Applying Genre in the Classroom,[object Object],Show instructors what genres to include in a syllabus,[object Object],Begin with technical outcomes and identify relevant genre,[object Object],Begin with technical assignments and embed them in workplace scenarios,[object Object],18,[object Object]
Applying Genre in the Classroom,[object Object],Genre can also be used create coherent sequences of learning activities,[object Object],Students given a problem definition (reading) and asked to create program requirements (writing),[object Object],Requirements revised to better meet user needs (reading and writing),[object Object],Create design document,[object Object],19,[object Object]
Applying Genre to the SE Curriculum,[object Object],Two guiding principles:,[object Object],Legitimate peripheral participation should occur at all levels in the curriculum ,[object Object],Growth not defined by the genres, but by complexity of the tasks and the level of expectations of performance,[object Object],Capstone is the culminating experience in the legitimate peripheral participation model,[object Object],Lower division courses should aim to incorporate genres of capstone to move students from the periphery,[object Object],20,[object Object]
Applying Genre to the SE Curriculum ,[object Object],Complexity typically requires…,[object Object],…longer responses,[object Object],…more complicated responses,[object Object],…multiple responses,[object Object],…greater degree of independence on the part of students,[object Object],…more students to contribute to the completion of a project,[object Object],…multiple modes of communication (speaking, reading, writing),[object Object],21,[object Object]
Conclusions,[object Object],Legitimate peripheral participation as the way of moving students from novice toward expertise,[object Object],Communication genres provide recurring situations and typical responses within the SE community of practice,[object Object],Technical assignments provide the link between communication and technology in the SE curriculum,[object Object],22,[object Object]

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