Artículos de Revistas

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https://repositorio.uft.cl/handle/20.500.12254/2442

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Examinando Artículos de Revistas por Autor "Astudillo, Hernán"

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  • Miniatura
    Ítem
    Challenges to applying role playing in software engineering education: a taxonomy derived from a rapid literature review
    (Springer, 2024-07) Hidalgo Barrientos, Mauricio Fernando; Astudillo, Hernán; Castro, Laura M.
    Role Playing (RP) serves as an instructional approach to enrich the learning experience for students and boost their learning by the effective application of their theoretical knowledge within a practical context. In Software Engineering Education (SEE), the utilization of RP proves beneficial in fostering the development of skills such as teamwork, problem-solving, and critical thinking among students and aids them in comprehending the intricacies and hurdles inherent in software development, instilling the significance of collaborative efforts and effective communication. To use role playing effectively, SEE teachers need to understand the challenges that arise from using it. This paper presents a taxonomy, resulting from the analysis of a rapid review developed to identify these challenges: a thorough review of relevant articles indexed by well-known digital libraries (Web of Science, Scopus, and IEEE Xplore) which, after inclusion/exclusion criteria, yielded a total of 23 papers. This taxonomy provides an organized structure for understanding the challenges in implementing Role Playiing (RP) activities in the context of Software Engineering Education (SEE).
  • Miniatura
    Ítem
    Mapping kolb's learning style to roles in software development team
    (Institute of Electrical and Electronics Engineers (IEEE), 2024-10-08) Hidalgo Barrientos, Mauricio Fernando; Rodriguez, Kattia; Astudillo, Hernán
    The effective transfer and acquisition of necessary knowledge, methods, and attitudes pose significant challenges for Software Engineering Education. Furthermore, training in software development skills and knowledge currently lacks a clear set of techniques to link learning styles and preferences with development team roles. This paper characterizes the learning style of four traditional roles in software development (Analyst, Architect, Developer, and Project Manager) using Kolb's Learning Styles Inventory. Kolb's Learning Styles Test was administered to 110 software development practitioners (15 analysts, 18 architects, 50 developers, and 27 project managers). The test results show that, with some differences, architects and analysts have the Deciding style, while developers and project managers exhibit the Thinking style. Finally, in alignment with Kolb's learning strengths and challenges, this work provides a set of teaching strategies for each role based on their inferred learning styles.
  • Miniatura
    Ítem
    Understanding how software project managers learn using kolb's learning style inventory
    (Universidad Nacional de Colombia, 2025-03-31) Hidalgo Barrientos, Mauricio Fernando; Castro, Laura M.; Astudillo, Hernán
    Teaching project managers involves conveying complex concepts in an accessible manner while fostering strategic thinking and promoting problem-solving skills using specific methodologies. Additionally, continuing education requires techniques for meaningful learning that balance theory with practice and build upon professional experience. However, unlike other software development roles, little is understood about how software project managers (SPMs) can learn effectively. Therefore, this research aimed to identify teaching techniques that better align with SPMs' learning styles. Kolb's learning styles test was administered to 27 project managers to determine their preferences in this regard. The surveyed SPMs leaned towards abstract conceptualization, exhibiting a balance between active experimentation and reflective observation, with the thinking style best reflecting these preferences. Building on this, some SPM-centered teaching guides were adapted from existing knowledge on teaching professionals with Kolb's thinking learning style. Enseñar a los gestores de proyectos implica transmitir conceptos complejos de manera accesible, fomentando el pensamiento estratégico y promoviendo habilidades de resolución de problemas mediante metodologías especıficas. Además, la educación continua requiere técnicas de aprendizaje significativo que brinden un balance entre la teoría y la practica y construyan sobre la experiencia profesional. Sin embargo, a diferencia de otros roles en el desarrollo de software, existe un conocimiento limitado sobre la manera en que los gestores de proyecto de software(SPMs) aprenden de manera efectiva. Por ende, esta investigación tuvo como objetivo identificar las técnicas de enseñanzas que mejor se alineen con los estilos de aprendizaje de los SPMs. Se aplico la prueba de estilos de aprendizaje de Kolb a 27 gestores de proyecto para determinar sus preferencias en este aspecto. Los SPMs encuestados se inclinaron hacia la conceptualización abstracta, presentando un balance entre la experimentación activa y la observación reflexiva. El estilo thinking fue el que mejor represento estas preferencias. Con base en esto se adaptaron algunas guías de enseñanza centradas en SPMs a partir del conocimiento existente sobre la enseñanza para profesionales con el estilo de aprendizaje thinking de Kolb.