Reflection on Teaching Practice for Agile Methodology Based Product Development Management

Introduction

In recent decades constructivism has motivated both computer science and software engineering educators because of its usefulness for enhancing teaching and learning practice (Ben-Ari, 1998). Instructors require a generic pedagogical working method to effectively link constructivist principles to apply constructivism to software engineering and computer science education. Constructivism is a dominant theory of learning in which students construct knowledge rather than solely receive and store knowledge passed on by the teaching instructor (e.g., academic, teaching assistant) and learn if they build knowledge and understanding from their experiences. This learning theory also encourages teaching instructors to encompass and develop real-life class dynamics that tie the subject (e.g., project management) teaching activities to a central narrative. It also draws more attention and engages students in project-based engineering education, relying on constructivism.

For example, a paper aircraft design framework can engage students and enhance their understanding of product development activities, roles involved, and project management-related skills. This design framework provides a narrative including diverse activities using the strength and peculiarity related to each without memorization skills, as is often the case of agile software development activities and management in constraint mitigation. The attention is on expanding complex ideas and how concepts can merge to create an answer to a challenge. Students enhance their idea and experiment with different contextual examples related to the problem to gather all the specific pieces and skills needed for reaching an adequate understanding. Also, an individual student may grasp the necessary comprehension at different times but in an individualistic manner. This way, the higher education community can create good teaching practices (Roffe, 1989) to continually improve the quality of teaching and learning-related services (Garcia-Perialvo, 2011).

Moreover, in the teaching improvement process transferring ideas and knowledge from experts to novice learners (Hinds et al., 2001), communicating the most relevant information, and using resources more appropriately are essential objectives (Davenport & Prusak, 1998). In this way, open innovation in teaching practice is a part of regular planning (Child, 1972) (Whitworth, 2012) that provide an opportunity to learn a subject by doing a step-by-step activity and reviewing the success or failure in every step (Saura et al., 2022a) (Saura et al., 2022b). In addition, one or more instructors or mentors often supervise the learning processes to provide feedback and explanation when pursuing the final goal. Besides, teaching activity management mechanisms are essential, such as space where innovative practices (e.g., laboratory to do some experiment, tutorial room where prototype need to develop) (Gunn, 2010), replicated and used in students learning process.

Consequently, finding and using the knowledge created in different teaching practices has significant advantages in enhancing performance (Hansen, 2022) (Boh, 2014) (Fidalgo-Blanco et al., 2014) in teaching-related services. Knowledge management plays an essential part in modern teaching and learning practices. Knowledge management is based on collecting, organizing, distributing, sharing, and using the intellectual assets of an organization (persons, knowledge resources and relationships) and should benefit its members (Tseng and Kuo, 2014). In this way, an activity centred on knowledge implies the exchange of knowledge between organization members (Bartol and Srivastava, 2002; Koulikov, 2011) and this exchange can contribute to the application of knowledge and innovation (Sheng and Noe, 2010). Innovation in organizations is closely linked to knowledge management (Nonaka 1991; Nonaka and Takeuchi, 1995; Davila et al., 2006) and improve competitiveness (Al-Husseini and Elbeltagi, 2015). On the other hand, higher education is also in a competitive context (students and funding) (Roffe, 1998), so it incorporates knowledge management to improve the quality of its services (Weatherly, 2003) (Fidalgo-Blanco et al., 2014).

For the agile paper aircraft design scenario, the instructor exercises agile methodology skills to improve student understanding until they accomplish their goals. Thus, introducing an agile product development participation deal with paper aircraft design in ways that allow a direct and real-life connection. Students will frequently ask about the topic's usefulness and mentally check out the concepts undergoing discussions while building essential skills. This new paradigm makes subjects like agile product (e.g., software, engineering artefacts) development more appealing.