Agile adoption for Higher Education & Training Center in companies
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This a suggestion of how to design and implement class in higher education and for training center in companies: scrum flipped classroom, edu scrum
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Agile adoption for Higher Education & Training Center in companies
- 2. Agile Adoption for Vietnamese Higher Education Doi Pham Anh doi@agilevietnam.org Agile
- 3. 自己紹介 • Doi Pham Anh • FPT 大学講師(2009〜) • アジャイル開発者(2009〜) • アジャイルコーチ – Techcombank社 – NAL Vietnam社
- 4. About Me • Doi Pham Anh • FPT University Lecturer since 2009 • Agile Developer since 2009 • Agile Coach for Techcombank & NAL Vietnam
- 5. 概要 • ベトナムにおける高等教育の課題 • 原因分析 • Scrum 反転授業 • EduScrum コース • 企業向けの学習センター
- 6. Outlines • Issues of Vietnamese Higher Education • Find reasons • Scrum Flipped Class • EduScrum for course subject • Learning center for companies
- 7. ベトナムの人口 • 黄金の人口構成 • 高等教育に300万人の 学生 • 活発な努力家
- 8. Vietnam population • Golden Population • 3 millions students in Higher Education • Active and hard workers
- 11. ギャップ 大学 産業界
- 12. Gap
- 15. なぜ？
- 16. WHY?
- 17. “ウォーターフォール”なやり方
- 18. “WATERFALL” WAY
- 22. Student’s learning process Planning by teacher Learning Evaluation Feedback
- 24. How a class looks like • All students listen to lecturers a half of time. • They do homework and check with lecturer in a half of time
- 25. 低いモチベーション
- 26. Low motivation
- 27. 欠けているもの 21世紀のスキル
- 28. Lack of 21st Century skill
- 29. パーソナライズされていない
- 30. Not Personalized
- 31. 雇用主
- 32. Employer
- 33. アジャイルソフトウエア開発宣言 私たちは、ソフトウェア開発の実践あるいは実践を手助けをする活動を通じて、よりよい開 発方法を見つけだそうとしている。この活動を通して、私たちは以下の価値に至った。 • プロセスやツールよりも個人と対話を、 • 包括的なドキュメントよりも動くソフトウェアを、 • 契約交渉よりも顧客との協調を、 • 計画に従うことよりも変化への対応を、 価値とする。すなわち、左記のことがらに価値があることを認めながらも、私たちは右 記のことがらにより価値をおく。
- 34. Agile Manifesto We are uncovering better ways of developing software by doing it and helping others do it. Through this work we have come to value: Individuals and interactionsover processes and tools Working softwareover comprehensive documentation Customer collaborationover contract negotiation Responding to changeover following a plan That is, while there is value in the items on the right, we value the items on the left more.
- 35. Scrum 透明性 適応検査
- 39. テクノロジー
- 40. Technology
- 41. 新しいやり型
- 42. NEW WAYS
- 44. Scrum Flipped Class for foundation course
- 45. 結果 5 科目 5 期 合計: 100 人の学生 • GPA /4: 3.6 3.8 • 実践能力試験の合格率: 40% 70%
- 46. Results 5 subjects 5 batches Total: 100 students • GPA /4: 3.6 3.8 • Practical Examination Pass: 40% 70
- 48. Design Principles • PBL with 04 approaches • Kolb’s Learning Cycle • Flipped Learning
- 50. Design – Project Based Learning
- 52. Project Based Learning • Students learn course content through solving problems to deliver a project . • The scope and related materials must be designed.
- 54. Design – Project Based Learning
- 56. Problem Based Learning in Java course Animation maker
- 59. 設計 – 教材
- 61. 設計 – ツール Name
- 63. 実施 – 反転授業
- 64. Implementation – Flipped Class
- 65. 実施 – 反転授業
- 66. Implementation – Flipped Class
- 67. 実施 – Scrum クラス Scrum 透明 性 適応検査
- 68. Implementation – Scrum Class • Each objective is an user story • Daily meeting • Review & Retrospective after a week or two with group and individuals
- 69. 実施 – Scrum クラス • それぞれの目標をユーザーストーリーに • 毎日ミーティング • 1週間か2週間ごとにレビューとふりかえり
- 70. Implementation – Scrum class Scrum Transparency AdaptationInspection
- 71. 実施 – Scrum クラス • 教師 : Scrum Master • 学生 : 開発チーム • 品質管理: プロダクトオーナー
- 72. Implementation – Scrum Class • Teacher: Scrum Master • Student: development team • Quality Control: PO
- 74. EDUSCRUM FOR PROJECT COURSE
- 77. 役割 • チーム: 学生全員 • Scrum Master: 学生のうち一人 • PO: 教師 • アジャイルコーチ: 教師 • スプリントの長さは１週間
- 78. Roles • Team: all students of team • Scrum Master: One student • PO: Teacher • Agile Coach: Teacher • Sprint of 1 week
- 79. 企業向け 研修センター
- 82. Training process in company New comers need to learn by themselves
- 83. 研修センター
- 84. Training center
- 86. Training Center • Each new comer needs a facilitator (a senior)
- 87. 結論 & これから • The center of education is about learning not teaching . Scrum Flipped Class is all about that. It accelerates the feedback cycle. • The combination of Scrum Flipped Class and eduScrum is a solution for both foundation and synthesis course both in schools and companies.
- 88. Conclusion & future work • The center of education is about learning not teaching . Scrum Flipped Class is all about that. It accelerates the feedback cycle. • The combination of Scrum Flipped Class and eduScrum is a solution for both foundation and synthesis course both in schools and companies.
- 91. References • Agile Manifesto • Scrum Guide • Flip your classroom: the full picture • EduScrum Guide
- 92. 参考資料 • アジャイルソフトウェア開発宣言 • スクラムガイド • 反転授業: 全体図 • EduScrum ガイド
Editor's Notes
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- 2 Most of Vietnamese workers work far from home. They can learn and work on whatever any where that bring value. And they can work many hours per day.
- 2 Most of Vietnamese workers work far from home. They can learn and work on whatever any where that bring value. And they can work many hours per day.
- 1 But quality of the workforce has many problem. Most of companies need to do training for new employees.
- 1 But quality of the workforce has many problem. Most of companies need to do training for new employees.
- 1 Recent graduated are NOT ready to work. In most of companies, there are training center for new comers. This takes months to help recent graduated able to work. And this process is longer to help them get other important skills.
- 1 Recent graduated are NOT ready to work. In most of companies, there are training center for new comers. This takes months to help recent graduated able to work. And this process is longer to help them get other important skills.
- 1 High drop out rate. This rate is much higher in vocational training.
- 1 High drop out rate. This rate is much higher in vocational training.
- 1 In our program this take years to adapt. They need at least several years to know what is the problem. And many students graduate with this defects.
- 1 In our program this take years to adapt. They need at least several years to know what is the problem. And many students graduate with this defects.
- At initial of course, students are provided a plan of course with objective, schedule and all materials as books, slide. All students follow this plan regardless the capacity, need. At the end they are evaluated and received feedback. If Students miss or does not understand well some class, it will be a big problem. It is hard to follow next contents.
- At initial of course, students are provided a plan of course with objective, schedule and all materials as books, slide. All students follow this plan regardless the capacity, need. At the end they are evaluated and received feedback. If Students miss or does not understand well some class, it will be a big problem. It is hard to follow next contents.
- Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration
- Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration
- Objective Way to learn Time Rhythm Background
- Objective Way to learn Time Rhythm Background
- Content NOT from employers The content only depends on educators, people does not participate a lot in the industry. The requirement of employers change fast, but the curriculum stay unchanged
- Content NOT from employers The content only depends on educators, people does not participate a lot in the industry. The requirement of employers change fast, but the curriculum stay unchanged
- We found that if we can find some way to accomplish this manifesto, it could be a solution. Arise the motivation (human centric) it is the key for education Adapt to market’s need. Work with the students, parents, employers.
- Students and lecturers should have feedback as soon as possible about their learning and teaching. It can be achieved by inspection and transparency. So lecturers and teachers can adapt!
- Students and lecturers should have feedback as soon as possible about their learning and teaching. It can be achieved by inspection and transparency. So lecturers and teachers can adapt!
- PBL motivates learners. It is more than a game. No one can sleep in solving some problem. In PBL, students learn not only hard skill of the subject, they also learn how to collaborate, problem solving, critical thinking. Changing the project, we can easily adapt to the market.
- PBL motivates learners. It is more than a game. No one can sleep in solving some problem. In PBL, students learn not only hard skill of the subject, they also learn how to collaborate, problem solving, critical thinking. Changing the project, we can easily adapt to the market.
- Why do students need to listen to lecturer at class?
- Why do students need to listen to lecturer at class?
- We need to design to help students usually can solve meaningful problem! But how can we help every one with every level can solve a meaningful problem?
- We need to design to help students usually can solve meaningful problem! But how can we help every one with every level can solve a meaningful problem?
- First step can be building blocks. One of unusual thing in learning programming: student learn to write code before read code. code analysis is very important.
- First step can be building blocks. One of unusual thing in learning programming: student learn to write code before read code. code analysis is very important.
- At initial, students have class for draw circle, triangle and rectangular. Their project is to draw something from them. Building block After that, they need to build some unit from given building blocks. Unit building They also use
- At initial, students have class for draw circle, triangle and rectangular. Their project is to draw something from them. Building block After that, they need to build some unit from given building blocks. Unit building They also use
- Learning by doing But meaningful? It’s learning, not gaming! Learning is not a waterfall process. This cycle must be small. Learner get feedback fast and immediately the learned concept in project. We have a big problem with recent graduated, but we also have serious with developers after two years. They can not raise the bar They have a lot of experience, but they do not do reflection and abstraction to go far in the software development careers.
- Learning by doing But meaningful? It’s learning, not gaming! Learning is not a waterfall process. This cycle must be small. Learner get feedback fast and immediately the learned concept in project. We have a big problem with recent graduated, but we also have serious with developers after two years. They can not raise the bar They have a lot of experience, but they do not do reflection and abstraction to go far in the software development careers.
- Students can learn most of things by themselves due to availability of materials. Whole course objective is divided into unit. One of them For each concept, students go through kolb’s learning cycle at least once. In video
- Students can learn most of things by themselves due to availability of materials. Whole course objective is divided into unit. One of them For each concept, students go through kolb’s learning cycle at least once. In video
- Progress is visualized by everyone (learner and teacher).
- Progress is visualized by everyone (learner and teacher).
- There is no need to lecture in class. Student just work in class.
- There is no need to lecture in class. Student just work in class.
- Which part is the most difficult for students? Learning concept or fixing or problem solving? How to raise the motivation: doing in class, with friends. It is suitable for 21st century skill It’s the way to personalized everything: objective, rhythm, pace. ---- 1. Trải nghiệm cuốn hút Những trải nghiệm này được sinh ra khi xem xét những vấn đề thực tế ở trên lớp. Cách tôi làm là cho sinh viên xem để suy nghĩ về một vài tính năng nào đó của các ứng dụng thực tế và bài tập lớn của họ. Đó chính là gợi ý cho những khái niệm họ phải xem xét để giải quyết dự án của môn. Trong lớp mà tôi áp dụng thì bài tập lớn có ngay từ đầu môn, mỗi buổi sẽ có những gợi ý về những tính năng đã có thể làm được sau những nội dung cụ thể. Tuy nhiên sự cuốn hút có thể do việc một số sinh viên đã hoàn thành được một vài tính năng nào đó và chia sẻ cho các thành viên khác. 2. Khám phá khái niệm Thời gian ngoài lớp, sinh viên khám phá khái niệm mới dựa vào học liệu do giáo viên cung cấp, chủ yếu là những video ngắn, tự tìm trên Internet cũng như tham khảo với các bạn học và giáo viên thông qua các kênh liên lạc như thư điện tử, facebook, v.v. 3.Tạo ra ý nghĩa Vẫn ở ngoài lớp, khi đã khám phá được các khái niệm, sinh viên làm các bài kiểm tra (quiz) để củng cố những điều mới học được. Nếu mục tiêu là đạt kỹ năng áp dụng thì trong video sẽ có một bài ví dụ, sinh viên sẽ xem ví dụ và làm lại. Sau cùng sinh viên thực hiện việc phản tư (reflection) thông qua việc viết blog.
- Which part is the most difficult for students? Learning concept or fixing or problem solving? How to raise the motivation: doing in class, with friends. It is suitable for 21st century skill It’s the way to personalized everything: objective, rhythm, pace. ---- 1. Trải nghiệm cuốn hút Những trải nghiệm này được sinh ra khi xem xét những vấn đề thực tế ở trên lớp. Cách tôi làm là cho sinh viên xem để suy nghĩ về một vài tính năng nào đó của các ứng dụng thực tế và bài tập lớn của họ. Đó chính là gợi ý cho những khái niệm họ phải xem xét để giải quyết dự án của môn. Trong lớp mà tôi áp dụng thì bài tập lớn có ngay từ đầu môn, mỗi buổi sẽ có những gợi ý về những tính năng đã có thể làm được sau những nội dung cụ thể. Tuy nhiên sự cuốn hút có thể do việc một số sinh viên đã hoàn thành được một vài tính năng nào đó và chia sẻ cho các thành viên khác. 2. Khám phá khái niệm Thời gian ngoài lớp, sinh viên khám phá khái niệm mới dựa vào học liệu do giáo viên cung cấp, chủ yếu là những video ngắn, tự tìm trên Internet cũng như tham khảo với các bạn học và giáo viên thông qua các kênh liên lạc như thư điện tử, facebook, v.v. 3.Tạo ra ý nghĩa Vẫn ở ngoài lớp, khi đã khám phá được các khái niệm, sinh viên làm các bài kiểm tra (quiz) để củng cố những điều mới học được. Nếu mục tiêu là đạt kỹ năng áp dụng thì trong video sẽ có một bài ví dụ, sinh viên sẽ xem ví dụ và làm lại. Sau cùng sinh viên thực hiện việc phản tư (reflection) thông qua việc viết blog.