Entry requirements

90 credits in information systems or the equivalent

Learning outcomes

In terms of knowledge and understanding, after completed course the student should be able to:

• explain the philosophy and historical context of agile methods,
• explain common agile principles and practices,
• explain empirical evidence related to the efficacy of agile practices.

In terms of skills and abilities, after completed course the student should be able to:

• plan, carry out, and complete a comprehensive agile software development project,
• apply agile principles and practices in practical software development work,
• iteratively document and assess agile projects.

In terms of judgement and approach, after completed course the student should be able to:

• evaluate and critique agile approaches given a particular software development context,
• evaluate and critique agile practices and principles based upon empirical data,
• evaluate and critique agile methods in relation to agile philosophy,
• evaluate and critique agile practices, principles, and philosophy in relation to their own software development project.

Content

This course introduces students to modern agile development methods for systems development. The basic philosophy of agile methods is presented and the students receive a historical overview of agile methods as well as an overview of contemporary agile methods such as XP (eXtreme Programming) and Scrum.

The students get a thorough review of principles and practices for managing agile projects and agile development. The course also discusses context-specific application of agile methods as well as the evaluation and reporting of projects.

The students carry out a practical and comprehensive software development project where agile principles and methods are being used.

Instruction

Lectures, seminars, and supervision.

Assessment

Seminars, essays, and assignments. Compulsory attendance is required for some elements.

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University's disability coordinator or a decision by the department's working group for study matters.