Orit Hazzan

Yael Dubinsky

Overview and Goals The agile approach for software development has been applied more and more extensively since the mid nineties of the 20th century. Though there are only about ten years of accumulated experience using the agile approach, it is currently conceived as one of the mainstream approaches for software development. This book presents a complete software engineering course from the agile angle. Our intention is to present the agile approach in a holistic and compreh- sive learning environment that fits both industry and academia and inspires the spirit of agile software development. Agile software engineering is reviewed in this book through the following three perspectives: l The Human perspective, which includes cognitive and social aspects, and refers to learning and interpersonal processes between teammates, customers, and management. l The Organizational perspective, which includes managerial and cultural aspects, and refers to software project management and control. l The Technological perspective, which includes practical and technical aspects, and refers to design, testing, and coding, as well as to integration, delivery, and maintenance of software products. Specifically, we explain and analyze how the explicit attention that agile software development gives these perspectives and their interconnections, helps viii Preface it cope with the challenges of software projects. This multifaceted perspective on software development processes is reflected in this book, among other ways, by the chapter titles, which specify dimensions of software development projects such as quality, time, abstraction, and management, rather than specific project stages, phases, or practices.

Agile Software Engineering

The message conveyed in this work is that agility can be implemented anywhere. Accordingly, ten guidelines are presented for the adoption of agility to enable us to cope with changes in our lives, in our teams, and in our organizations. Since the authors advocate agility, the content is presented in the form of concise standalone chapters, allowing the reader to focus on the specific topic they wish to adopt in order to become agile.

Essays on Agile Projects and Beyond

Agile Anywhere

Alberto Sillitti

Emily Bache

Xavier Albaladejo

This book contains the refereed proceedings of the 12th International Conference on Agile Software Development, XP 2011, held in Madrid, Spain, in May 2011. The year 2011 marked the 10th anniversary of the Agile Manifesto. In this spirit, the XP conference continued its fine tradition of promoting agility by disseminating new research results in a timely manner and by bringing together researchers and practitioners for a fruitful mutual exchange of experiences. As introduced for XP 2010, there were again two different program committees, one for research papers and one for experience reports. Regarding the research papers, 11 out of 56 submissions were accepted as full papers; and as far as the experience reports were concerned, the respective number was 4 out of 17 submissions. In addition to these papers, this volume also includes the short research papers, the abstracts of the posters, the position papers of the PhD symposium, and the abstracts of the workshops.

12th International Conference, XP 2011, Madrid, Spain, May 10-13, 2011, Proceedings

Agile Processes in Software Engineering and Extreme Programming

Tami Lapidot

Noa Ragonis

This textbook presents both a conceptual framework and detailed implementation guidelines for computer science (CS) teaching. Updated with the latest teaching approaches and trends, and expanded with new learning activities, the content of this new edition is clearly written and structured to be applicable to all levels of CS education and for any teaching organization. Features: provides 110 detailed learning activities; reviews curriculum and cross-curriculum topics in CS; explores the benefits of CS education research; describes strategies for cultivating problem-solving skills, for assessing learning processes, and for dealing with pupils’ misunderstandings; proposes active-learning-based classroom teaching methods, including lab-based teaching; discusses various types of questions that a CS instructor or trainer can use for a range of teaching situations; investigates thoroughly issues of lesson planning and course design; examines the first field teaching experiences gained by CS teachers.

Orit Hazzan

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