Agile Software Engineering (Undergraduate Topics in Computer by Orit Hazzan, Yael Dubinsky

By Orit Hazzan, Yael Dubinsky

This textbook provides the present matters in software program improvement equipment. specified emphasis is put on agile software program improvement, being one of many mainstream paradigms for the administration of software program projects.

Features and themes: (1) Examines the Agile manifesto and its implications. (2) Discusses the supply of software program initiatives on time and inside of budgets by utilizing agile software program improvement setting. (3) Considers the buyer function in agile software program improvement environments. (4) seems at measures to regulate and computer screen the software program improvement method. (5) bargains Agile software program improvement techniques from a cognitive point of view. (6) Explores the concept that of agility from the administration standpoint. (7) Investigates the effect of agility at the association point. (8) the broader context of every subject to software program engineering is emphasized.

This accomplished and concise creation bargains a reader-friendly method of the subject. Written for complicated undergraduates, this transparent beginning path can be invaluable for practitioners.

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Additional resources for Agile Software Engineering (Undergraduate Topics in Computer Science)

Sample text

Such a process reflects a culture in which quality is highlighted; it also clarifies who is in charge of the testing of each developed unit. Chapter 6, Quality, further elaborates on this practice. Pair programming. This practice means that each code is developed by two teammates who sit together in front of a computer and in an interactive, communication-based process work on a specific development task (Williams et al. 2000). It is important to note that even though the development is carried out in pairs, there is personal responsibility for each development task.

In this process, mental structures are developed in steps, each step elaborating on the preceding ones. Chapter 7, Learning, further elaborates on this concept. Accordingly, since a software development approach is a complex concept, its gradual learning process should be based on the learner’s experience. 8 Agile Software Development in Learning Environments 17 extent that enables a reflective process (see Teaching and Learning Principle 4 in Chapter 7). In addition, the course structure is iterative.

For example, the team representatives may bring into the role meetings a problem which their team faces, and ask the other role representatives whether their experience can contribute to a solution. Such a dialogue creates a knowledge infrastructure for the development process from which all teams can benefit. On the organization level, and based on the individual and team levels, knowledge is distributed, managed, and maintained. The role scheme also supports measures related to the project’s progress (see Chapter 5, Measures).

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