Building the professional competence of future programmers using methods and tools of flexible development of software applications

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Building the professional competence of future programmers using methods and tools of flexible development of software applications

Olena H. Glazunova

Doctor of Pedagogical Sciences, Professor, Dean of the Faculty of Information Technology National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine

Oleksandra V. Parkhomenko

PhD of Pedagogical Sciences, Assistant Professor of the Chair of Information Systems and Technologies National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine

Valentyna I. Korolchuk

PhD, Associate Professor of the Chair of Information Systems and Technologies National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine

Tetiana V. Voloshyna

PhD of Pedagogical Sciences, Associate Professor of the Chair of Information Systems and Technologies National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine

Abstract

To support their professional expertise, a modern programmer must constantly follow new technologies, learn new methods of solving problems (best practices), exchange experience, use auxiliary tools that accelerate the development process, should be able to work in a team and develop their knowledge and skills. The task of modern IT education is to meet the demands of the information technology market. Specialists should be provided with proper training, which will give them relevant professional competences. The present paper analyzes modern methodologies of flexible software development and tools, defines professional competences related to software development based on the standard of higher education for the specialists of the Bachelor's academic level in Software engineering specialty. The novelty of the research lies in the justification of the competency-based approach to the training of future programmers. This approach involves the use of methods and tools for flexible development of software applications in three stages of project tasks of different types and complexity, which are formed in accordance with certain professional competencies. At Phase 1, students studied flexible methodologies and tools for developing software applications in the Software Design academic discipline. In Phase 2, flexible methodologies and software development tools were used during academic and technological practical training, in particular, students performed a group project according to the Scrum methodology, using Kanban approaches. In Phase 3, students worked individually on the Bachelor's thesis under the guidance of a teacher. The article describes the organization of the work process on the principles of flexible development and flexible learning, presents the results of experimental research, which showed an increase in the level of professional competencies in software development. A statistical analysis of the results of the experiment has been carried out and their significance has been proved.

Keywords: flexible methods of software development; flexible software development tools; future programmers.

Анотація

ФОРМУВАННЯ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ПРОГРАМІСТІВ З ВИКОРИСТАННЯМ МЕТОДІВ ТА ІНСТРУМЕНТІВ ГНУЧКОЇ РОЗРОБКИ ПРОГРАМНИХ ДОДАТКІВ

Глазунова Олена Григорівна

доктор педагогічних наук, професор, декан факультету інформаційних технологій Національний університет біоресурсів і природокористування України, м. Київ, Україна

Пархоменко Олександра В'ячеславівна

кандидат педагогічних наук, асистентка кафедри інформаційних систем і технологій Національний університет біоресурсів і природокористування України, м. Київ, Україна

Корольчук Валентина Ігорівна

доктор філософії, старша викладачка кафедри інформаційних систем і технологій Національний університет біоресурсів і природокористування України, м. Київ, Україна

Волошина Тетяна Володимирівна

кандидат педагогічних наук, доцент кафедри інформаційних систем і технологій Національний університет біоресурсів і природокористування України, м. Київ, Україна

Сучасний програміст для підтримки професіоналізму повинен постійно слідкувати за новими технологіями, дізнаватись про нові методики вирішення завдань (best practice), обмінюватись досвідом, використовувати допоміжні інструменти, що пришвидшують процес розробки, уміти працювати в команді та поповнювати свої знання і вміння. Відповідно до запитів ринку завдання сучасної ІТ -освіти - забезпечення підготовки фахівців, що володітимуть актуальними професійними компетентностями. У статті проаналізовано сучасні методології гнучкої розробки програмних додатків та відповідний інструментарій. Визначено професійні компетентності, які стосуються розробки програмного забезпечення на основі стандарту вищої освіти для фахівців освітнього ступеня “Бакалавр” спеціальності “Інженерія програмного забезпечення”. Новизна наукового дослідження полягає в обґрунтуванні компетентнісного підходу до підготовки майбутніх програмістів, який передбачає використання методів та засобів гнучкої розробки програмних додатків на трьох етапах виконання проєктних завдань різного типу та складності, які формуються відповідно до професійних компетентностей. На першому етапі студенти вивчали гнучкі методології та інструменти розробки програмних додатків у межах дисципліни «Конструювання програмного забезпечення». На другому етапі гнучкі методології та інструменти розробки програмного забезпечення були застосовані під час навчально-технологічної практики, зокрема студенти виконували груповий проєкт за методологією Скрам, використовуючи підходи Канбан. На третьому етапі студенти працювали індивідуально над виконанням бакалаврської роботи під керівництвом викладача. У статті описано організацію робочого процесу на принципах гнучкого розвитку та гнучкого навчання, представлено результати експериментальних досліджень, які показали підвищення рівня професійних компетенцій з розробки програмного забезпечення. Здійснено статистичний аналіз результатів експерименту та доведено їх значущість.

Ключові слова: гнучкі методології розробки програмних додатків; гнучкі засоби розробки

INTRODUCTION

professional competence programmers software

Problem statement. The current stage of development of the world society is closely connected with the rapid development of information technology. The complexity of information systems is constantly growing, respectively, the issues of effective management of the processes of creation, testing and implementation of such systems are becoming relevant. Scopes, software requirements, development approaches and tools are changing. Information technology covers almost all areas of human activity. There are more and more developments in the fields of BigData, Internet of Things, artificial intelligence, virtual reality, cloud technologies, increasing demand for specialists in programming, software engineering, design and development of information systems.

There is a need to train information technology specialists, possessing modern technologies that are in demand in the labor market. However, the traditional education system has certain problems with the rapid introduction of new technologies into the educational process, which is primarily due to the need to update the content and technological base. A study of articles, forums, professional communities and our own experience of working with IT-specialists suggest that to maintain professionalism, the programmer must be familiar with various new technologies, know the best solutions to certain tasks (best practices), use tools to speed up the process development, be able to work in a team, and replenish their knowledge and skills. The problem of training specialists in higher education institutions in accordance with the requirements of the labor market and the formation of their professional competences is becoming urgent. Thus, the task of modern education is to meet the demands of the information technology market and to train specialists who will have relevant knowledge and competences that are embedded in the educational standards of training.

It is also important that modern programming is collective, and the usefulness of an individual programmer is closely related to his/her usefulness to the whole team, and therefore requires teamwork skills, leadership skills, some knowledge of psychology and management. The collective nature of the development process and the complexity of the developed systems lead to the emergence and spread of specific technologies, methods, approaches to project management for software development. Managing the development and maintenance of complex information systems and software products under the conditions of uncertainty leads to the use of new approaches and tools. In addition, the feature of a successful programmer is not a fixed set of knowledge, skills and abilities in a particular field, but the formation of a range of competences. Building the educational process on the basis of the competency approach is the most effective way to ensure the training of a specialist in software engineering in accordance with modern requirements of higher education and society.

The competency approach, in addition to developing a certain set of professional knowledge, skills and abilities in software engineering, also focuses on the development of such qualities as teamwork, leadership, responsibility, the ability to reflect, to learn and to master new technologies throughout life, self-education, activity planning, logical and algorithmic thinking, purposefulness, persistence, ability to make independent decisions and to quickly adapt to new conditions and learn constantly. In addition, there is a demand for specific knowledge of psychology and management, in particular, project management in the framework of flexible software development methodologies.

Thus, there arises a problem of implementing a competency-based approach to training programmers using new methods and technologies that are widely used in real software development projects, among which the most important are the methods of flexible software development and tools.

The purpose of the study is to analyze the methods and tools of flexible software development, to develop approaches to the formation of professional competences using these methods and tools at different stages of training future programmers.

The review of recent papers and publications. Problems of training future programmers, in particular, the formation of their professional competences, are considered in the works by T. Vakaliuk, V. Kontsedaylo, D. Coppit, P. Kamthan, V. Kruglik, V. Osadchy, D. Saito, V. Sedov, A. Stryuk, A. Takebayashi, Ts. Yamaura and other scientists.

V. Kontsedaylo developed an original model, which involves improving the content of the “Professional Practice of Software Engineering” course through the use of game simulators in the learning process. The author recommends forms, methods and teaching aids that should be used to form the professional competences of future software engineers. The author's methodology includes the use of selected game simulators (SimSE, Game Dev Tycoon, Software Inc.) [1] and the following teaching methods: project method, adaptive learning, situation modeling, testing. The author suggests the following forms of conducting educational classes with the use of selected game simulators: practical classes, trainings, consultations, independent work [2].

V. Sedov proposes to improve the formation of professional competence of future software engineers in the Master's program. The author has developed course packages in such academic disciplines as: “Internet of Things”, “Cloud technologies in education”, “Programming of microcontrollers and the Internet of Things.” The paper describes the models of practice-oriented activities of students-programmers in the process of hackathons [3].

According to A. Stryuk, in the process of training bachelors in Software engineering, it is necessary to develop modules that provide effective support for the educational process in groups, which will be formed taking into account the organizational structure of the enterprise or educational institution, using the appropriate Agapa system [4].

In the initial stages of training future programmers A. Saito, A. Takebayashi, Ts. Yamaura [5] recommend the use of the Minecraft tool, because using this tool students can act as project participants, accordingly applying the project method of learning. The article describes the results of several years of gradual adaptation of Agile technology to the learning process, its introduction into the learning process and the results of the developed methodology approbation [6].

Many researchers consider the use of a competency-based approach in higher education. The effectiveness of this approach for vocational training is substantiated in the works of T. Lytvyn, K. Rajaram, Mollov M., Stoitsov G. and others.

In particular, according to T. Lytvyn, the main result of the competence approach is the comprehensive acquisition of knowledge and methods of practical activities, which allows future professionals to acquire competencies necessary for professional activities, and therefore successfully realize themselves in various fields [7].

K. Rajaram notes that universities and accreditation bodies need to develop curricula based on the competency-based approach, which will enable students to develop lifelong learning skills through self-directed learning and meet the challenges of the 21st century work environment [8].

M. Mollov and G. Stoitsov in their research demonstrate the effectiveness of the competence approach based on spiral competency development to be applied in the education modules "Introduction in object-oriented programming" (IOOP) and "Object-oriented programming" (OOP) in preparing students majoring in " Applied Programmer” of the National Program “Education for IT Careers ” (NPEITC) in Bulgaria [9].

In today's world, the IT industry is facing new challenges in developing complex software systems in conditions of uncertainty associated with constant change, and the need to adapt to them. Technologies, approaches and tools for software application development are changing and, accordingly, the requirements for their development are changing under the influence of external factors. Such conditions have led to the emergence and widespread use of flexible software methodologies, which have significantly influenced the software development process, making it iterative, modular and focused on product quality.

RESEARCH FINDINGS

Training IT specialists for IT-industry is a rather complicated process under the conditions of dynamic changes in the field of IT-products. Universities face problems of technological lag behind the level of the development of the IT-industry overall, lack of access to new technologies, the necessity of continuous improvement of curricula and training programs [10]. Future IT specialists need to develop the ability to solve complex specialized problems in the course of their studies in order to be leaders in their professional activities and meet the requirements of their clients, to apply modern methods and technologies of IT - solutions development [11].

One of the ways to improve the process of training future programmers is to use flexible methodologies in teaching and, accordingly, tools for flexible software development. The general advantage of using flexible methodologies for software development is that students not only get the opportunity to get acquainted with modern development methods, but also use them in the implementation of software development projects. This creates conditions close to real, for the acquisition of professional competences in software development directly during training. Project training of future programmers must be implemented using modern methodologies and real case studies.

The study on the formation of professional competences of future programmers focused on competences related to software development. The standard of higher education in the specialty 121 “Software Engineering” of the first (Bachelor's) level of higher education defines the following competences for software development: C13, C14, C15, C16, C17, C19, C22, C23, C25 (Table 1). The selected competences correspond to the process of software development, their codes, names and place in the life cycle of the software product are given in Table 1. For the stages of the life cycle, the basic stages of the cascade model were selected as those that are common to all models of software development, namely: requirements analysis, design, development, testing.

Table 1

Competences of future programmers in programming, formed at the phases of software development