Artigos

The use of agile methods in companies is becoming more common, such as the Scrum method. So, students reported the need to acquire practical knowledge of agile methods. Due to the COVID-19 pandemic, remote teaching has become the most practical and efficient way of imparting knowledge through courses and workshops. Based on the needs of the project's target audience, this study presents a proposal for teaching a practical approach using the Scrum method to college students. This paper presents the methodology used, describing the students' perceptions of the strategies, didactics, and the resources used. Also, we describe the real examples of hands-on activities and Kahoot, and the results of a questionnaire applied to collect feedback. The data obtained were analyzed qualitatively and quantitatively. According to the results the satisfaction level with the course was high, given the contribution of students to the practice of Scrum roles. Regarding the methodology, 100% of the students considered it easy and 85% were satisfied with the course, in general. In addition, most of the participants stated that they enjoyed the hands-on activities and felt quite competent after completing them. Moreover, students state that they enjoyed the course due to (a) the teaching methodology, (b) the use of real examples, and (c) the content approach. Thus, the relevance of good results obtained leads us to discussions about future actions.

Universities and extension projects had to redesign their teaching approaches and methods as a consequence to the replacement of face-to-face teaching by distance learning. The project LearningLab presents a proposal for a practical laboratory that offers courses to students in order to promote and expand their knowledge. This paper reports the findings of the application of the mentioned methodology on the course ‘Leadership in IT: A Practical Approach’. For this, examples of real situations from daily life in the labor market were used. The data obtained were analyzed qualitatively using the grounded theory method and quantitatively to identify positive and negative points related to the implementation of the course. The results show that the main positive points mentioned by the students were (a) the content covered in the course, (b) the teaching methodology, (c) examples of real situations, and (d) the didactics of the lecturers. 100% of the students pointed out that: (i) the teaching methodology was easy to learn, (ii) the content was easy to remember, (iii) the teaching was objective and clear, and (iv) questions were answered promptly. All the participants also did not find it tedious to submit the final project of the course. Therefore, the main contribution of this study can be noted on the student’s professional development of project LearningLab.