Page 253 - La investigación como vínculo enter educación y sociedad
P. 253
Meyer, B. (2018). Making Sense of Agile Methods. IEEE Software, 35(2), 91-94.
Pyhäjärvi, M. and Falco, L. (2018). The Mob Programming Guidebook. n/d: LeanPub.
Sadath, L., Karim, K. and Gill, S. (2018). Extreme Programming Implementation in Aca-
demia for Software Engineering Sustainability. 2018 Advances in Science and Engi-
neering Technology International Conferences (ASET), (pp. 1-6). Abu Dhabi.
Saltz, J. and Shamshurin, I. (2017). Does Pair Programming work in a Data Science Con-
text? An Initial Case Study. 2017 IEEE International Conference on Big Data (BIG-
DATA), (pp. 2348-2354).
Schartman, M. (2014). My Experience with Mob Programming. Appfolio Engineering.
Smith, M., Giugliano, A. and DeOrio, A. (2018). Long Term Effects of Pair Programming.
IEEE Transactions on Education, 61(3),1-8. Doi:10.1109/TE.2017.2773024
Wilson, A. (2015). Mob Programming - What works, what doesn´t. In Lassenius, C.,
Dingsøyr, T., Paasivaara, M. (eds.), Agile Processes in Software Engineering
LA INVESTIGACIÓN COMO VÍNCULO ENTRE EDUCACIÓN Y SOCIEDAD
and Extreme Programming. XP 2015. Lecture Notes in Business Information
Processing (vol. 212). Springer, Cham.
Zuill, W. (2015). Mob Programming - A Whole Team Approach. Retrieved from https://
www.agilealliance.org/wp-content/uploads/2015/12/ExperienceReport.2014.Zuill_.
pdf.
232