A Scrum-Based Classroom Model for Learning Project Management

A Scrum-Based Classroom Model for Learning Project Management

Erik Teixeira Lopes, André Luiz Aquere
Copyright: © 2022 |Pages: 30
DOI: 10.4018/978-1-7998-8816-1.ch005
(Individual Chapters)
No Current Special Offers


Brazilian higher education uses traditional learning methods centered on the professor and lectures. However, active learning methodologies have recently been gaining ground, especially in courses in the health area, due to legal guidelines for their implementation in Brazil. At the same time, the use of active methodologies in engineering education to optimize learning results is already widespread in several countries. In this sense, this chapter aims to propose a structure that addresses the interface between the agile Scrum framework applied to education, known as EduScrum, and the active learning methodologies to develop a more applied and results-focused approach. Thus, the scope of this work includes a review of the literature and the structuring, application, and evaluation of a hybrid method adequate for training engineering students for modern technological advancements. Finally, the results obtained, as well as a roadmap, are presented to guide the application of the model in other learning contexts.
Chapter Preview


The methodological approach proposed for the development and implementation of this model is action research, characterized by presenting activities in both the practice and research areas, in addition to being innovative, participatory, interventionist, problematizing, documented and deliberate, aspects that differentiate it from other investigative research approaches such as routine practice and scientific research (Tripp, 2005). Given this participatory and continually evolving approach, it is understood that action research approaches scientific research in a similar way to eduScrum, using iterative cycles in education to obtain results. In this sense, the development of work using the Scrum framework and its artifacts, as well as the teaching of scrum in the developed course, introduces a scientific methodological character to students, contributing to their developing good research practices as complementary skills.

Complete Chapter List

Search this Book: