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This document discusses key aspects of effective learning and software development lifecycles. It identifies three attributes of effective learning: active construction of knowledge, cooperation, and problem-solving. It also outlines several approaches that have been incorporated into SDLC curricula over time, including object-oriented techniques, iterative approaches, and agile development. The document examines different phases and concepts that guide the software development process.
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- 1. Alavi (1994) 3 Attributes that can be associated with effective learning: a) active learning and construction of knowledge, b) cooperation and teamwork in learning, and c) learning via problem-solving
- 2. Ives and Jarvenpaa (1996) “where once schools provided a discrete career spanning set of concepts and tools, now they will build the skills and motivation for lifelong learning.”
- 3. Alavi and Leidner (2001) TML is defined as “an environment in which the learner’s interactions with learner materials (readings, assignments, exercises, etc.) peers, andor instructors are mediated through information technology.”
- 4. Fowler (2002), development methodologies in SDLC are important because they “impose a disciplined process upon software development more predictable and more efficient”
- 5. Royce (1970) the sequences of phases to guide SDLC are: • systems requirements determination • software requirement determination • analysis • program design • coding • testing • operations
- 6. Concepts Added to the SDLC Curriculum •interactive interfaces •client-server systems •enterprise systems •web-based technologies
- 7. Three major revisions have been mentioned in the IS community •object-oriented techniques, •iteration approach, •agile approach
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- 9. ITERATIVE APPROACH • is building a preliminary design, trying it out, refining it, trying it again, etc. • An advantage of this technique is to see changes as they occur and redirect resources to improve upon the systems development