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opensym2017/content/07-process.tex
... | ... | @@ -7,17 +7,17 @@ software engineering (from 4th semester or upper). Since the students could |
7 | 7 | not dedicate many hours per week to the project, they always had the |
8 | 8 | flexibility to negotiate their work schedule during the semester in |
9 | 9 | order to not harm their classes and coursework. Their daily work routine |
10 | -in the project included programming and devops tasks. | |
10 | +in the project included programming and DevOps tasks. | |
11 | 11 | |
12 | 12 | The development of SPB project required a vast experience and background that |
13 | 13 | usually undergraduate students do not have yet. For this reason, a few senior |
14 | -developers have joined to the project to help with the more difficult issues and to transfer | |
15 | -knowledge to the students. Their main task was to provide solutions for complex | |
16 | -problems, in other words, they worked as developers. As these professionals | |
17 | -are very skillful and the project could not fund a full time work for them, | |
18 | -some of them worked partially on the project. In addition, they lived in a | |
19 | -different states spread around Brazil which led much of the communication to be | |
20 | -online. | |
14 | +developers have joined to the project to help with the more difficult issues | |
15 | +and to transfer knowledge to the students. Their main task was to provide | |
16 | +solutions for complex problems, in other words, they worked as developers. As | |
17 | +these professionals are very skillful and the project could not fund a full | |
18 | +time work for them, some of them worked partially on the project. In addition, | |
19 | +they lived in a different states spread around Brazil which led much of the | |
20 | +communication to be online. | |
21 | 21 | |
22 | 22 | In short, our work process was based on open and collaborative software |
23 | 23 | development practices. The development process was defined based on the |
... | ... | @@ -93,20 +93,21 @@ handle those cases, we used a set of tools to communication and other to manage |
93 | 93 | the project. |
94 | 94 | |
95 | 95 | For communication between member in different places, we used: Google |
96 | -handouts with tmate, IRC, and mailing lists. When one student had to | |
96 | +handouts with tmate tool, IRC, and mailing lists. When one student had to | |
97 | 97 | work in pair with a senior, normally, they used Google hangout for |
98 | 98 | communication and they shared a terminal session with tmate which allow |
99 | 99 | them to share the same terminal, with both typing and seeing the screen. |
100 | 100 | For questions and fast discussion, we used IRC. For general |
101 | 101 | notification, we used the mailing lists. |
102 | 102 | |
103 | -For managing the project we used the SPB Portal itself; first to | |
104 | -validate it by ourselves, and also because it had all the required | |
105 | -tools. We basically created one wiki page per release Gitlab, one | |
106 | -milestone per sprint, and one or more issues for addressing each | |
107 | -feature. With this approach we achieved two important goals: keeping all | |
108 | -the management as close possible to to the source codem, and tracking | |
109 | -every feature developed during the project. | |
103 | +For managing the project we used the SPB Portal itself; first to validate it by | |
104 | +ourselves, and also because it had all the required tools. We basically created | |
105 | +one wiki page per release in the SPB Gitlab instance with a mapping among | |
106 | +strategical, tactical, and operational views. In a practical point of view, one | |
107 | +milestone per user history (feature), and one or more issues for addressing | |
108 | +each feature. With this approach we achieved two important goals: keeping all | |
109 | +the management as close possible to to the source code, and tracking every | |
110 | +feature developed during the project. | |
110 | 111 | |
111 | 112 | \subsection{High-level project management and reporting} |
112 | 113 | ... | ... |