Using Extreme Characters to Teach Requirements Engineering

Authors: Iacob, C. and Faily, S.

http://eprints.bournemouth.ac.uk/29684/

Start date: 7 November 2017

Publisher: IEEE

This data was imported from DBLP:

Authors: Iacob, C. and Faily, S.

Editors: Washizaki, H. and Mead, N.

http://eprints.bournemouth.ac.uk/29684/

http://ieeexplore.ieee.org/xpl/mostRecentIssue.jsp?punumber=8126344

Journal: CSEE&T

Pages: 107-111

Publisher: IEEE

ISBN: 978-1-5386-2536-1

This data was imported from Scopus:

Authors: Iacob, C. and Faily, S.

http://eprints.bournemouth.ac.uk/29684/

Journal: Proceedings - 30th IEEE Conference on Software Engineering Education and Training, CSEE and T 2017

Volume: 2017-January

Pages: 107-111

ISBN: 9781538625361

DOI: 10.1109/CSEET.2017.25

© 2017 IEEE. One of the main challenges in teaching Software Engineering as an undergraduate course is making the need for software processes and documentation obvious. Armed with some knowledge of programming, students may feel inclined to skip any development phase not involving coding. This is most pronounced when dealing with the Requirements Engineering practices. In this paper, we describe a practical approach to teaching Requirements Engineering using Extreme Characters. The exercise aimed to achieve the following learning objectives: a) understanding the need of including the end user in any requirements analysis phase, b) identifying the requirements engineering phase as a iterative process, c) understanding the necessity of constantly double checking the analysts interpretation of the user requirements, d) ensuring the rigorous documentation of both user and system requirements, and e) identifying the place of requirements engineering in the overall development process, and the forces and challenges around this phase of development.

This data was imported from Web of Science (Lite):

Authors: Iacob, C. and Faily, S.

http://eprints.bournemouth.ac.uk/29684/

Journal: 2017 IEEE 30TH CONFERENCE ON SOFTWARE ENGINEERING EDUCATION AND TRAINING (CSEE&T)

Pages: 107-111

ISSN: 1093-0175

DOI: 10.1109/CSEET.2017.25

The data on this page was last updated at 04:48 on May 21, 2018.