Authentic Teaching and Assessment: Simulation of an Off-Shoring Project with Geographically Distributed Teams

Abstract

To work effectively on multi-national software development projects, students need to learn the skills necessary to bridge geographical, temporal and cultural barriers. Effective communication with team members from different countries, who speak different native languages and who come from different cultural backgrounds is one of the most daunting challenges. Unexpected environmental disruptions require flexible adaptations to teaching methods. The rapid rise of generative AI Chatbots, such as ChatGPT, is one such disruption which has had a major impact on learning, teaching and assessments. This work in progress paper presents experiences gained in teaching a hybrid, cooperative course in Global Software Engineering which was simultaneously conducted in three countries: Indonesia, Japan and Germany. The logistical, administrative and organizational challenges encountered are reported. To discourage academic dishonesty enabled by generative AI, authentic assessment methods to motivate and measure student learning are utilized. Qualitative and quantitative feedback from students was collected and analyzed according to cultural dimensions. Lessons learned and plans for future work are described.

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