"Now they just start working, and organize themselves" First Results of Introducing Agile Practices in Lessons
Petra Kastl, Ralf Romeike · 2015
This paper demonstrates a design-based-research (DBR) framework that provides the basis for refining agile practices and artefacts for school projects. It takes into account the pedagogical content knowledge of teachers by combining theory with practice. Based on qualitative analysis of material of the initial iteration of the DBR process, the findings provide an empirical basis demonstrating difficulties of teachers and students with sequential models. In addition, the preliminary findings substantiate the assumption that agile practices reduce teachers' effort in design and use of project-based-learning modules.