Mariana Orlandini Ferreira, Alexandre L’Erario

COADS Universidade Tecnológica Federal do Paraná - UTFPR

Cornélio Procópio, Brasil mari-orlandini@hotmail.com, alerario@utfpr.edu.br

José Augusto Fabri COADS

Universidade Tecnológica Federal do Paraná - UTFPR Cornélio Procópio, Brasil

fabri@utfpr.edu.br

Abstract— This paper presents the factors that contribute to successful teaching of distributed software development in graduate courses and the prerequisites for this practice.

Keywords: Teaching “Distributed software development” course.

I. INTRODUCTION So distributed, factors such as marketing reach, ease of

resources allocation, among others, gained focus and showed differences in the production of software, making Distributed Software Development (DSD) in a solution to increase productivity while keeping the final quality.

II. BACKGROUND In order to facilitate the training of professionals familiar

with the area of DSD, it is proposed this method in teaching graduate courses, helping students catch up with work experience, and gain practice in a context very promising, in addition to already get in touch with the practical application of their formation.

III. METHODOLOGY A pilot project was prepared to integrate two courses, in

order to embed the concepts in related disciplines necessary for the student learns to develop software in a distributed manner. This experiment is running inside the UTFPR / CP.

IV. DISTRIBUTED SOFTWARE DEVELOPMENT DSD is defined by collaboration and cooperation among

departments and organizations which creation of developers groups physically distant [1]. The point of view about distributed environment presented by L’Erario and Pessoa [2] indicates that the distributed environment must consist of at least two sites with physical distance; granularity of transfer; diffusion process; and degree of interaction.

V. THE DSD EDUCATION IN GRADUATE COURSES

We identified three levels of experiments that can be run from graduate courses. These experiments aim to serve as a mechanism transdisciplinary teaching and promoting the dissemination of concepts of DSD among students:

A. Level 1 - Project between students from different disciplines of the same course

B. Level 2 - Project between students of different disciplines and courses

C. Level 3 - Project between students from different courses to timing differences The relationship between the levels is expressed by the

Figure 1.

Figure 1. Experiments teaching Distributed Software Development.

VI. FINAL The model aims to describe the scenarios DSD between

teaching undergraduate courses at a university in order to demonstrate the requirements for a project work distributed among the students. To implement it will be involved students and teachers of two courses at a university, in order to map the results of a DSD teaching practice.

REFERENCES [1] R. Prikladnicki, e J. L. N. Audy. “Uma análise comparativa de

práticas de Desenvolvimento Distribuído de Software no Brasil e no exterior”. In: XX Simpósio Brasileiro de Engenharia de Software. Florianópolis: SBES, 2006. p. 255 – 270.

[2] A. L’Erario e M. S. P. Pessoa. “An Analysis of the Dynamics and Properties of the Distributed Development of Software Environments: A Case Study”. In: Software Engineering Research and Practice. Los Angeles, 2007 p. 471 – 47.

Prerequisites for Teaching of Distributed Software Development in Graduate Courses

2012 IEEE Seventh International Conference on Global Software Engineering

978-0-7695-4787-9/12 $26.00 © 2012 IEEE

DOI 10.1109/ICGSE.2012.36

180

2012 IEEE Seventh International Conference on Global Software Engineering

978-0-7695-4787-9/12 $26.00 © 2012 IEEE

DOI 10.1109/ICGSE.2012.36

180