SLIIT - Practical Projects AGILE in Context AGILE in Practice

1. Class 2 – 15thJune 2011 SLIIT - Practical ProjectsAGILE in ContextAGILE in Practice

2. to draw comparisons with more traditional methods to discuss why AGILE has developed to describe how AGILE works to discuss the advantages and disadvantages Objectives

3. But first, a problem

4. Afternoon seminar today All at 3.00pm All gather in or outside Furnival 9129 Asif and Neil will lead the seminar And some administration

5. Structured Development Methods Analysis and Design System Development Development Design Testing Solution Problems Implementation The world changes Feasibility Training Technology changes Requirements Maintenance Only for large systems Start TIME Finish

6. Project Management Methodologies PRINCE II Project Management Structure Authority and Control Planning Documentation Monitoring SSADM Analysis Design Development Testing Implementation

7. Project Stages - documents Project Mandate (or Proposal) Validation Project Brief Authorisation Initiation The Project Initiation Document Actualisation Project reports Completion Client Sign-off Celebration Contemplation Conceptualisation Business Case

8. Project Management Methodologies PRINCE II Project Management Structure Authority and Control Planning Documentation Monitoring SSADM Analysis Design Development Testing Implementation RUP Inception Elaboration Construction Transition Elaboration Elaboration Construction Construction Transition Transition Requirements Agree - Sprint - Deliver Agree - Sprint - Deliver Agree - Sprint - Deliver AGILE

9. RUP – Rational Unified Process

10. Requirements Analysis - RUP

11. Prototyping • RAD / JAD • Agile tools and techniques • Lean • SCRUM • XP • Crystal Rapid Development Methods

12. We still need to Specify Requirements • Generate a shared and agreed understanding of what is required and proposed • Identify main components • Explain the complicated, simplify the complex • Emphasise elements and points • Convert “soft” requirements to “hard” technical specifications • Can be text documents, tables, models or pictures • but must be specific • Example

13. example – Requirementwasfor Mobile Computing What they wanted was this …. or this …. or this ….

14. ButSize and weightnotspecified So they got this …

15. “Agile – quick moving, nimble, active” Oxford Concise Dictionary • Emerged from Business Strategy • Agile methods are adaptive rather than predictive • Identify requirement • Agree and meet priority needs • Rework or move on • Agile methods are people-oriented rather than process-oriented • Self Managed Teams • Team members always have to think “why should we do this. Is there a need?” • Task and time constrained • Problem solving • Complete whole task AGILE - Features

16. Manifesto for Agile Software Development We are uncovering better ways of developing software by doing it and helping others do it. Through this work we have come to value: • Individuals and interactions over processes and tools • Working software over comprehensive documentation • Customer collaboration over contract negotiationResponding to change over following a plan • Manifestfor Agile http://agilemanifesto.org/ • "In general, agile projects follow four main principle: • modularity • an iterative approach • responsiveness to change • putting users at the core." System Error, Institute for Government The AGILE approach

17. Requirements • Model what is needed • Agree priority • Envisioning • Team • Architecture • Plan • Deliverables • Quality • Construction - iterations • Just meet requirements • Review against needs (may have changed) • Meet new requirements or move on. AGILE Lifecycle

18. AGILE – Lifecycle 1

19. AGILE – Lifecycle 2

20. Agile Development Speculate Model, create Release plan Product Launch Implementation & deployment Envision Scope and vision Explore Iterative delivery Close Review Iterations for each release Preparation & plan Story creation Development Produce, test and deliver. Quality assure and Client acceptance Integration Review product backlog Continuous Activity – Architecture design, integration, project management

21. Requirements • Model what is needed • Agree priority • Envisioning • Team • Architecture • Plan • Deliverables • Quality • Construction - iterations • Just meet requirements • Review against needs (may have changed) • Meet new requirements or move on. AGILE Lifecycle 3

22. Active Stakeholder Participation Architecture Envisioning Document Late Executable Specifications Iteration Modelling Just Barely Good Enough (JBGE) artefacts Model a bit Ahead Model Storming Multiple Models Prioritized Requirements Requirements Envisioning Single Source Information Test-Driven Design (TDD). Agile Rules 1

23. Documentation • Use Models and tables • Sign-up, Sign-off • Minimum possible • Rules • “there are no rules” • “there are strict rules” • Anything can be an artefact (deliverable) • Only do what is agreed • No bugs, compromises, omissions, or extras • Teams solve problems - imagination AGILE Rules 2

24. AGILE Modelling – Best Practice

25. PRINCE II Agile Adaptive rather than predictive Identify requirement Meet priority needs Rework or move on People not process oriented Self Managed Teams Team members always have to think “why should we do this. Is there a need?” Task and time constrained Problem solving Complete whole task • Product based • Activity based planning • Focus on end result • Business led • Authority from business • Business objectives embedded • Defined • Roles and responsibilities • Organised • Management structure • Procedures • Tools • Scaleable • Programmes and Projects Comparison PRINCE II - Agile

26. Some industry analysts claim that: • AGILE is not a complete approach - much of the Business Requirements analysis is done before Agile starts; • Developers have always taken an Agile approach in reality; • Without an overall strategic framework Iterations could go on for ever and the project never finish; • Agile encourages mediocrity, not excellence. • Others say that AGILE: • Encourages innovation and problem solving; • Takes a realistic view of what is possible; • Is more likely to result in successful projects. AGILE – Some Observations and Arguments

27. Agile Development Speculate Model, create Release plan Product Launch Implementation & deployment Envision Scope and vision Explore Iterative delivery Close Review Iterations for each release Preparation & plan Story creation Development Produce, test and deliver. Quality assure and Client acceptance Integration Review product backlog Continuous Activity – Architecture design, integration, project management

28. Requirements - Traditional • Design and create a team website which is available for tutor viewing by the deadline time and day. • Website Contents • A team profile giving information such as team name, team members, team identity. Based upon the 60 second presentation. • A team repository for files collected during the course. • A private area for each team member • MUST use SHU web space • Requirements - AGILE • As Stories • I need a site on the SHU system to show me what each team is like. • I need a private space for each students in their team area where they can build their AGILE Learning Diary for Assignment 3. An example - Assignment 1

29. Sources • Information Technology Project Management, Marchewka R, Wiley 2010 • Meredith and Mantel, Wiley 2009 • Agile Project Management2nd Ed, Highsmith J, Pearson 2010 • Office of Government Computing http://www.best-management-practice.com/Project-Management-PRINCE2/ • System Error, Fixing the Flaws in government IT, Institute for Government, March 2011 http://www.instituteforgovernment.org.uk/publications/23/ • British Computer Society BCS http://www.bcs.org/server.php?show=ConWebDoc.13170 • University of Edinburgh http://www.projects.ed.ac.uk/about/

30. Class 2 – 16th June 2009 SLIIT - Practical ProjectsAGILE in ContextAGILE in Practice

31. AGILE in Practice Examples and Case Studies

33. WP7-9-10 Understand the constraints within which we must work Understand what the learner wants to achieve WP4 WP5 WP2 Identify sources for content, off the shelf, adapt, or develop Agree with partner WPs content needs Agree technical spec and pedagogical design Understand what we want the technology to achieve Gather feedback from user trials and evaluations Gather / develop components and build LOs WP2 WP6-5-8 WP11 Test and validate the learning experience Implement and test on prototypes and final system Learn from and document the process WP6 WP7 WP9 WP10 WP2 WP4 Mobilearn - The Development Process

34. M1.4 Decide which exhibits to visit M1.6 Document thoughts and knowledge gained Museum Scenario M1 – Learning Activity Model M1.1 Decide which museum to visit M1.2 Review subject material for museum visit M1.3 Gather museum on-site tour information M1.5 Draw comparisons between prior knowledge and live experience M1.7 Seek additional material prompted by the live experience

35. Agree learning plan with prisoner Import new prisoner with learning record Manage prisoner access to learning provision Document learning record Continuously gather learning performance data for each prisoner Produce LSC standard learning records and MI reports Build and maintain education service MI records Admin PCs not available for learning purposes (£11k per PC to SEMA) Input data to transferable personal learning record Export prisoner with usable personal learning record To LSC, HQ Pathfinders – Prison e-learning

36. learndirect - Learning Centre Process Map Reception Enrolment Manage Learning Support learning • Critical Success Factors • repeat business • immediate support response • callers on courses Manage Information

37. Conceptual Model v1.3 14/07/05 High-level 1. Attract learner to learndirectlearndirect A system for delivering quality learning activities by providing access to the advice, expertise, funds and ICT necessary for learners to undertake learndirect courses within the constraints of the funding rules and delivery targets (KPIs). 5. Define criteria for Efficacy (E1) and Efficiency (E2) 6. Monitor activities 1 - 4 9. Monitor activities 1 - 712 7. Take control action 10. Take control action 2. Determine learner needs 8. Define criteria for Effectiveness (E3) 3. Agree contract between learner and learndirectlearndirect 4. Provision of learning activity Learndirect – New Learning Environment

38. Awareness Logs into the Cybrarian internet helper Send e-mails to relative and Dundee museum Decides to find out how to use the internet Try again Gets information about the internet and e-mail Impressed – decides to give it a go HELP! – lost and confused. Ask Cybrarian for help Relative is interested in Romans – what can I find in Dundee Practice – look up the weather for relative’s visit BBC Experiment Adventurous Check out the cinemas Decides to look into getting some exercise Search for information about local courses Revisit that weather site – need indoor entertainment Chooses a course and sends e-mail booking online Assesses information for suitability, location, cost etc. Decides to use new found skills to plan for relative’s visit Checks local transport for bus routes and times Purpose Cybrarian – the learning process