This Innovative Practice Full Paper presents our learnings of the process to perform a Master of Science class with eduScrum integrating real world problems as projects. We prepared, performed, and evaluated an agile educational concept for the new Master of Science program Digital Transformation organized and provided by the department of business computing at the University of Applied Sciences and Arts - Hochschule Hannover in Germany. The course deals with innovative methodologies of agile project management and is attended by 25 students. We performed the class due the summer term in 2019 and 2020 as a teaching pair. The eduScrum method has been used in different educational contexts, including higher education. During the approach preparation, we decided to use challenges, problems, or questions from the industry. Thus, we acquired four companies and prepared in coordination with them dedicated project descriptions. Each project description was refined in the form of a backlog (list of requirements). We divided the class into four eduScrum teams, one team for each project. The subdivision of the class was done randomly. Since we wanted to integrate realistic projects into industry partners' implementation, we decided to adapt the eduScrum approach. The eduScrum teams were challenged with different projects, e.g., analyzing a dedicated phenomenon in a real project or creating a theoretical model for a company's new project management approach. We present our experiences of the whole process to prepare, perform and evaluate an agile educational approach combined with projects from practice. We found, that the students value the agile method using real world problems. The paper contributes to the distribution of methods for higher education teaching in the classroom and distance learning.
翻译:创新实践完整文件展示了我们对科学硕士课程的学习过程,该课程包括将现实世界问题与项目结合起来的项目。我们为德国应用科学与艺术大学(Hannover大学)商业计算系组织和提供的新的科学硕士课程“数字转型”准备、执行和评价了一个灵活的教育概念。该课程涉及灵活项目管理的创新方法,有25名学生参加。我们在2019年和2020年的夏季学期中完成了该课程的教学配对。在不同的教育环境中,包括高等教育中,应用了该课程的方法。在方法的准备过程中,我们决定使用来自业界的挑战、问题或问题。因此,我们购置了四家公司,并与它们协调编写了专门的项目说明。每个项目说明都以积压的形式(需求清单)加以完善。我们把该课程分成四个应用灵活项目管理方法,每个项目的一个团队。我们随机地完成了该课程的分级评估方法。我们想将现实的项目纳入行业伙伴的实施中,包括高等教育。我们决定采用远程评估方法,在设计方法过程中,我们决定使用来自行业的挑战、问题或问题。我们获得了四个公司的项目说明,我们用一个真正的学习方法来分析项目。我们现在的学习的学习方法。 我们找到了一个学习了一个新的学习方法。我们的方法,我们找到了一个学习方法中的学习方法。 我们找到了一个学习方法的学习了一个学习方法。