An inverted classroom experience: engaging students in architectural thinking for agile projects
Jane Cleland‐Huang, Muhammad Ali Babar, Mehdi Mirakhorli · 2014
This case study presents our experiences using architecturally savvy personnas in the classroom. The personas were used to help students analyze and prioritize architecturally significant requirements, and then to drive and evaluate architectural design. The activity was designed to equip students with a technique for integrating architectural thinking into the agile development process. We describe our learning goals and the activity, discuss student learning outcomes,lessons learned from running the activity, and propose an improved structuring. All materials including training videos, hand outs, and instructions are available online at http://re.cs.depaul.edu/pedagogy/ASP.