LEADER 01169nam--2200385---450- 001 990000609380203316 005 20081205112453.0 010 $a88-8112-180-8 035 $a0060938 035 $aUSA010060938 035 $a(ALEPH)000060938USA01 035 $a0060938 100 $a20010905d2001----km-y0itay0103----ba 101 $aita 102 $aIT 105 $a||||||||001yy 200 1 $aCluetrain manifesto$ethe end of business as usual$fRick Levine ...[et al.]$ga cura di Antonio Tombolini 210 $aRoma$cFazi$d2001 215 $a319 p.$d21 cm 225 2 $aE-pensiero$v9 410 0$12001$aE-pensiero 606 0 $aInternet $xImpiego nelle aziende 676 $a658.05467 700 1$aLEVINE,$bRick$0547325 702 1$aTOMBOLINI,$bAntonio 912 $a990000609380203316 951 $a658.054 LEV 1 (IRA 15 123)$b159093 L.M.$cIRA 15$d00075463 959 $aBK 969 $aUMA 979 $aPAOLA$b40$c20010905$lUSA01$h1721 979 $c20020403$lUSA01$h1710 979 $aPATRY$b90$c20040406$lUSA01$h1642 979 $aRSIAV1$b90$c20081205$lUSA01$h1124 996 $aCluetrain manifesto$9957522 997 $aUNISA LEADER 01374nam a22002891i 4500 001 991002943289707536 005 20040512075603.0 008 040624s1969 it |||||||||||||||||eng 035 $ab13000986-39ule_inst 035 $aARCHE-095866$9ExL 040 $aDip.to Beni Culturali$bita$cA.t.i. Arché s.c.r.l. Pandora Sicilia s.r.l. 082 04$a733 110 2 $aMuseo Capitolino $0487098 245 12$aA catalogue of the ancient sculptures preserved in the municipal collections of Rome :$bthe sculptures of the Museo Capitolino by members of the British school at Roma /$cedited by H. Stuart Jones 250 $aEd. anast. 260 $aRoma :$bL'erma di Bretschneider,$c1969 300 $a2 v. ;$c26 cm 500 $aRipr. facs. dell'ed.: Oxford, 1912 650 4$aSculture$zRoma$xMuseo Capitolino$vCataloghi 700 1 $aJones, Henry Stuart 907 $a.b13000986$b02-04-14$c12-07-04 912 $a991002943289707536 945 $aLE001 AR V 30 4$g1$i2001000111619$lle001$nV. 1. - C. 1$o-$pE0.00$q-$rl$s- $t0$u0$v0$w0$x0$y.i13609361$z12-07-04 945 $aLE001 AR V 30a 4$g1$i2001000111640$lle001$nV. 2. - C. 1$o-$pE0.00$q-$rl$s- $t0$u0$v0$w0$x0$y.i13609373$z12-07-04 996 $aCatalogue of the ancient sculptures preserved in the municipal collections of Rome$9283975 997 $aUNISALENTO 998 $ale001$b12-07-04$cm$da $e-$feng$git $h2$i2 LEADER 05587nam 2200457 450 001 996565864803316 005 20231213075738.0 010 $a3-031-48639-0 035 $a(MiAaPQ)EBC30980179 035 $a(Au-PeEL)EBL30980179 035 $a(OCoLC)1412620035 035 $a(EXLCZ)9929128120500041 100 $a20231213d2023 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aFrontiers in Software Engineering Education $eSecond International Workshop, FISEE 2023, Villebrumier, France, January 23-25, 2023, Invited Papers /$fAlfredo Capozucca [and three others], editors 205 $aFirst edition. 210 1$aCham, Switzerland :$cSpringer,$d[2023] 210 4$d©2023 215 $a1 online resource (120 pages) 225 1 $aLecture Notes in Computer Science Series ;$vVolume 14387 311 08$aPrint version: Capozucca, Alfredo Frontiers in Software Engineering Education Cham : Springer,c2024 9783031486388 320 $aIncludes bibliographical references and index. 327 $aIntro -- Preface -- Organization -- Keynotes -- SING: Greatly Expanding Software Engineering Education -- Do Software Engineers Need to Know About Social Sciences and Humanities? -- Contents -- Specializations in Software Engineering Education -- 1 Background -- 1.1 Computer Science Education -- 1.2 The Origins of Software Engineering -- 1.3 Origins of Software Engineering Education -- 2 Modern Challenges in Software Engineering -- 2.1 The Internet Changes Everything -- 2.2 Mobile Applications Change Everything Again -- 2.3 The Internet of Things and "Smart" Devices Add to Complexity -- 2.4 Artificial Intelligence Changes Everything Yet Again -- 2.5 Changes in Software Engineering Processes and Tools -- 3 The Need for Specialization in Software Engineering Education -- 3.1 Specialization in Other Professions -- 3.2 Software Engineering Specialization -- 3.3 Possible Specialization Areas -- 4 Conclusion: Future Directions in Software Engineering Education -- References -- Co-design of Modern Technology Modules with Industry and Students as Partners -- 1 Introduction -- 2 Related Work -- 3 Our Approach -- 3.1 Access to Cloud Environments -- 3.2 Solution Design of the Private Cloud -- 3.3 Implementation Details of the Private Cloud -- 3.4 Iteration and Refinement -- 4 Cloud Computing Module -- 4.1 Assessment -- 5 Discussion -- 5.1 Student Experience and Evaluation -- 5.2 Industry Experience and Feedback -- 5.3 Academic Reflection -- 6 Conclusion and Future Work -- References -- Tribal Capstone Project Course -- 1 Introduction -- 2 High-Level View -- 3 Teaching Sequences -- 4 Further Considerations -- 5 Related Work -- 6 Conclusions -- References -- Analyzing Scrum Team Impediments Using NLP -- 1 Introduction -- 2 Background -- 2.1 Agile in the Classroom -- 2.2 AI and Software Engineering -- 3 Educational Context -- 3.1 Capstone Course. 327 $a3.2 Process and Tooling -- 4 Classifying Scrum Impediments -- 4.1 Scrum Impediments Dataset -- 4.2 Scrum Impediments Categories -- 4.3 Findings -- 5 Automated Classification of Impediments with NLP -- 5.1 Overall Classification Process -- 5.2 Building a LLM -- 6 Validation by Subject Matter Experts -- 6.1 Subject Matter Expert 1 -- 6.2 Subject Matter Expert 2 -- 7 Conclusion and Future Work -- References -- Finding Behavioral Indicators from Contextualized Commits in Software Engineering Courses with Process Mining -- 1 Introduction -- 2 Related Work -- 2.1 Process Mining in Education -- 2.2 Process Mining in Software Engineering -- 2.3 Process Mining in Software Engineering Education -- 3 Empirical Study -- 3.1 Datasets Description -- 3.2 Pre-processing -- 3.3 Process Mining Analysis with BupaR -- 3.4 Results -- 4 Discussion -- 4.1 Interpretation -- 4.2 Limits -- 4.3 Script: G4S-Automation -- 5 Conclusion -- A Description of the Datasets -- References -- Education to Agile: Fostering Team Awareness with Essence -- 1 Introduction -- 2 Literature Review -- 3 Extreme Development -- 3.1 Our Motivation -- 3.2 Fostering Extreme Development -- 4 The Role of Essence -- 4.1 Monitoring the Status of a Project -- 4.2 Retrospectives with Essence -- 4.3 Process Organization -- 5 Outcomes -- 6 Conclusions and Further Work -- References -- The Physical and Human Dimension of Communication in Distance Education -- 1 Introduction -- 2 Definitions and Theoretical Framework -- 2.1 Definitions -- 2.2 Collaborative Learning -- 3 The Proposed Approach -- 3.1 Overview -- 3.2 The Collaborative Distance Learning Meta-model -- 3.3 The Functional Architecture of the Learning Environment -- 4 Exploring Feasibility: Java Programming Lab Project -- 4.1 Instantiation of the Meta-model and the Functional Architecture -- 4.2 Results -- 5 Conclusion and Future Works -- References. 327 $aIs ChatGPT 3 Safe for Students? -- 1 Introduction -- 2 Experiment -- 3 Results -- 4 Limitations and Threats to Validity -- 5 Related Work -- 6 Conclusions and Future Work -- References -- Author Index. 410 0$aLecture notes in computer science ;$vVolume 14387. 606 $aSoftware engineering$xStudy and teaching$vCongresses 615 0$aSoftware engineering$xStudy and teaching 676 $a005.1071 702 $aCapozucca$b Alfredo 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a996565864803316 996 $aFrontiers in Software Engineering Education$91972606 997 $aUNISA