LEDS: The Rise of the (Collective) Force — 10 Years of Impact on Innovation and Education in Software Engineering: What we Have Learned by Integrating Teaching, Research, and Extension in Higher Education
Resumo
Over the past decade, the Laboratory for Extension in Development of Solutions (LEDS) has evolved from a small local initiative into an academic ecosystem that integrates teaching, research, and extension in Software Engineering. Founded in 2012 at the Federal Institute of Espírito Santo (IFES), LEDS simulates a real-world software development environment where students engage in multidisciplinary projects that serve public and private sector demands. Through project-based learning and interdisciplinary collaboration, LEDS fosters the development of both technical competencies and essential soft skills, enhancing student engagement and preparing them to face real-world challenges. This paper revisits LEDS over ten years after its inception, highlighting its organizational practices and impacts on student education and institutional innovation, through the creation of a research and extension culture grounded in experiential learning. Finally, we reflect on the lessons learned and challenges and offer practical insights for education professionals and researchers seeking to implement academic software factories as drivers of Software Engineering educational transformation and industry collaboration.
Palavras-chave:
Software Engineering, Education, Project-Based Learning, Nonformal Learning Environments, Academic Software Factory
Referências
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Rodrigo Calhau, Paulo Santos Júnior, Karin Komati, Maxwell Monteiro, Fabiano Ruy, and Vanessa Nunes. 2014. LEDS: Um Ambiente para Impulsionar o Aprendizado em Computação. In Anais do XXII Workshop sobre Educação em Computação (Brasília). SBC, Porto Alegre, RS, Brasil, 199–208. [link]
Daniel Catalá-Pérez, Mikko Rask, and María de Miguel-Molina. 2020. The Demola model as a public policy tool boosting collaboration in innovation: A comparative study between Finland and Spain. Technology in Society 63 (2020), 101358.
Sivachandran Chandrasekaran, Alex Stojcevski, Guy Littlefair, and Matthew Joordens. 2013. Project-oriented design-based learning: aligning students’ views with industry needs. (2013).
Mike Cooley. 2000. Human-centered design. Information design (2000), 59–81.
Mihaly Csikszentmihalyi. 1990. Flow: The Psychology of Optimal Experience. Harper and Row.
Victório Albani de Carvalho and Thiago Chieppe Saquetto. 2024. REDE LEDS: UM PROGRAMA DE PARCERIAS QUE INTEGRA ENSINO, PESQUISA E EXTENSÃO. In Propriedade intelectual, transferência de tecnologia e inovação: integrando ensino, pesquisa e extensão, André Romero da Silva (Ed.). Atena Editora, Ponta Grossa, Chapter 5. DOI: 10.22533/at.ed.8992430085
Richard DuFour and Rebecca DuFour. 2013. Learning by doing: A handbook for professional learning communities at work TM. Solution Tree Press.
Amy C Edmondson. 1999. Psychological safety and learning behavior in work teams. Administrative science quarterly 44, 2 (1999), 350–383.
Alexandre Feitosa, Artelino Tavares, Henrique Martins, Emanuel Pessôa, Marlon Paiva, Emerson Tomaz, and Allysson Araújo. 2024. Aproximando Indústria e Academia para Lapidação de Talentos em Desenvolvimento de Software no Sertão do Ceará: Um Estudo de Caso sobre o mandacaru.dev. In Anais do XXXVIII Simpósio Brasileiro de Engenharia de Software (Curitiba/PR). SBC, Porto Alegre, RS, Brasil, 433–443. DOI: 10.5753/sbes.2024.3518
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Nadia Gaiofatto Gonçalves. 2015. Indissociabilidade entre Ensino, Pesquisa e Extensão: um princípio necessário. Perspectiva 33, 3 (2015), 1229–1256.
Shaman Gupta and Sanjiv Kumar Jain. 2013. A literature review of lean manufacturing. International journal of management science and engineering management 8, 4 (2013), 241–249.
Reuven Hirak, Ann Chunyan Peng, Abraham Carmeli, and John M Schaubroeck. 2012. Linking leader inclusiveness to work unit performance: The importance of psychological safety and learning from failures. The leadership quarterly 23, 1 (2012), 107–117.
Paulo S. Santos Júnior, Monalessa P. Barcellos, Fabiano B. Ruy, and Moises S. Omêna. 2022. Flying over Brazilian Organizations with Zeppelin: A Preliminary Panoramic Picture of Continuous Software Engineering. In Proceedings of the XXXVI Brazilian Symposium on Software Engineering (SBES ’22). 279–288.
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Ruoming Pang, Ramon Caceres, Mike Burrows, Zhifeng Chen, Pratik Dave, Nathan Germer, Alexander Golynski, Kevin Graney, Nina Kang, Lea Kissner, Jeffrey L. Korn, Abhishek Parmar, Christina D. Richards, and MengzhiWang. 2019. Zanzibar: Google’s Consistent, Global Authorization System. In 2019 USENIX Annual Technical Conference (USENIX ATC ’19). Renton, WA.
Nadja N. Rodrigues. 2013. Praticando Qualidade de Software: Ensinando e Aprendendo seus Valores através de Ambiente Real. In Anais do IX Simpósio Brasileiro de Sistemas de Informação (João Pessoa). SBC, Porto Alegre, RS, Brasil, 475–486. DOI: 10.5753/sbsi.2013.5713
Scott Rose, Oliver Borchert, Stuart Mitchell, and Sean Connelly. 2020. Zero Trust Architecture. DOI: 10.6028/NIST.SP.800-207 NIST Special Publication 800-207.
Nagayuki Saito. 2015. Development of a Collaborative Skills Training Program Utilizing ICT for 21th-Century Students. In E-Learn: World Conference on ELearning in Corporate, Government, Healthcare, and Higher Education. Association for the Advancement of Computing in Education (AACE), 706–711.
J. Schwaber and Sutherland Ken. 2013. The scrum guide-the definitive guide to scrum: The rules of the game. [link]
Julian Sefton-Green. 2012. Learning at not-school: A review of study, theory, and advocacy for education in non-formal settings. The MIT Press.
Peter M Senge and John D Sterman. 1992. Systems thinking and organizational learning: Acting locally and thinking globally in the organization of the future. European Journal of Operational Research 59, 1 (1992), 137–150.
Burr Settles. 2009. Active learning literature survey. (2009).
Matthew Skelton and Manuel Pais. 2019. Team topologies: organizing business and technology teams for fast flow. It Revolution.
Carolyn Snyder. 2003. Paper prototyping: The fast and easy way to design and refine user interfaces. Morgan Kaufmann.
Paul Tosey, Spinder Dhaliwal, and Jukka Hassinen. 2015. The Finnish Team Academy model: implications for management education. Management Learning 46, 2 (2015), 175–194.
Roel Wieringa and Maya Daneva. 2015. Six strategies for generalizing software engineering theories. Science of Computer Programming 101 (2015), 136–152. DOI: 10.1016/j.scico.2014.11.013
Gloria Brown Wright. 2011. Student-centered learning in higher education. International journal of teaching and learning in higher education 23, 1 (2011), 92–97.
Carla B Zoltowski, William C Oakes, and Monica E Cardella. 2012. Students’ ways of experiencing human-centered design. Journal of Engineering Education 101, 1 (2012), 28–59.
Monalessa P. Barcellos. 2020. Towards a Framework for Continuous Software Engineering. In XXXIV SBES (Natal, Brazil) (SBES ’20). 626–631.
Monalessa P. Barcellos, Vítor E. Silva Souza, Patrícia Dockhorn Costa, and Camila Zacche de Aguiar. 2024. Using Extension Projects to Improve Software Engineering Education and Software Quality: The Experience of the “Ricardo de Almeida Falbo” Software Engineering Practices Laboratory. In Proceedings of the XXIII Brazilian Symposium on Software Quality (SBQS ’24). Association for Computing Machinery, New York, NY, USA, 552–562. DOI: 10.1145/3701625.3701680
Kent Beck. 1999. Embracing change with extreme programming. Computer 32, 10 (1999), 70–77.
Rodrigo Calhau, Paulo Santos Júnior, Karin Komati, Maxwell Monteiro, Fabiano Ruy, and Vanessa Nunes. 2014. LEDS: Um Ambiente para Impulsionar o Aprendizado em Computação. In Anais do XXII Workshop sobre Educação em Computação (Brasília). SBC, Porto Alegre, RS, Brasil, 199–208. [link]
Daniel Catalá-Pérez, Mikko Rask, and María de Miguel-Molina. 2020. The Demola model as a public policy tool boosting collaboration in innovation: A comparative study between Finland and Spain. Technology in Society 63 (2020), 101358.
Sivachandran Chandrasekaran, Alex Stojcevski, Guy Littlefair, and Matthew Joordens. 2013. Project-oriented design-based learning: aligning students’ views with industry needs. (2013).
Mike Cooley. 2000. Human-centered design. Information design (2000), 59–81.
Mihaly Csikszentmihalyi. 1990. Flow: The Psychology of Optimal Experience. Harper and Row.
Victório Albani de Carvalho and Thiago Chieppe Saquetto. 2024. REDE LEDS: UM PROGRAMA DE PARCERIAS QUE INTEGRA ENSINO, PESQUISA E EXTENSÃO. In Propriedade intelectual, transferência de tecnologia e inovação: integrando ensino, pesquisa e extensão, André Romero da Silva (Ed.). Atena Editora, Ponta Grossa, Chapter 5. DOI: 10.22533/at.ed.8992430085
Richard DuFour and Rebecca DuFour. 2013. Learning by doing: A handbook for professional learning communities at work TM. Solution Tree Press.
Amy C Edmondson. 1999. Psychological safety and learning behavior in work teams. Administrative science quarterly 44, 2 (1999), 350–383.
Alexandre Feitosa, Artelino Tavares, Henrique Martins, Emanuel Pessôa, Marlon Paiva, Emerson Tomaz, and Allysson Araújo. 2024. Aproximando Indústria e Academia para Lapidação de Talentos em Desenvolvimento de Software no Sertão do Ceará: Um Estudo de Caso sobre o mandacaru.dev. In Anais do XXXVIII Simpósio Brasileiro de Engenharia de Software (Curitiba/PR). SBC, Porto Alegre, RS, Brasil, 433–443. DOI: 10.5753/sbes.2024.3518
Fitzgerald, Brian and Stol, Klaas-Jan. 2017. Continuous software engineering: A roadmap and agenda. Journal of Systems and Software 123, 176–189.
Nadia Gaiofatto Gonçalves. 2015. Indissociabilidade entre Ensino, Pesquisa e Extensão: um princípio necessário. Perspectiva 33, 3 (2015), 1229–1256.
Shaman Gupta and Sanjiv Kumar Jain. 2013. A literature review of lean manufacturing. International journal of management science and engineering management 8, 4 (2013), 241–249.
Reuven Hirak, Ann Chunyan Peng, Abraham Carmeli, and John M Schaubroeck. 2012. Linking leader inclusiveness to work unit performance: The importance of psychological safety and learning from failures. The leadership quarterly 23, 1 (2012), 107–117.
Paulo S. Santos Júnior, Monalessa P. Barcellos, Fabiano B. Ruy, and Moises S. Omêna. 2022. Flying over Brazilian Organizations with Zeppelin: A Preliminary Panoramic Picture of Continuous Software Engineering. In Proceedings of the XXXVI Brazilian Symposium on Software Engineering (SBES ’22). 279–288.
Jake Knapp, John Zeratsky, and Braden Kowitz. 2017. Sprint: o método usado no Google para testar e aplicar novas ideias em apenas cinco dias. Intrínseca, Rio de Janeiro.
Kevin S Krahenbuhl. 2016. Student-centered education and constructivism: Challenges, concerns, and clarity for teachers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 89, 3 (2016), 97–105.
John Larmer, John Mergendoller, and Suzie Boss. 2015. Setting the standard for project based learning. Ascd.
Ruoming Pang, Ramon Caceres, Mike Burrows, Zhifeng Chen, Pratik Dave, Nathan Germer, Alexander Golynski, Kevin Graney, Nina Kang, Lea Kissner, Jeffrey L. Korn, Abhishek Parmar, Christina D. Richards, and MengzhiWang. 2019. Zanzibar: Google’s Consistent, Global Authorization System. In 2019 USENIX Annual Technical Conference (USENIX ATC ’19). Renton, WA.
Nadja N. Rodrigues. 2013. Praticando Qualidade de Software: Ensinando e Aprendendo seus Valores através de Ambiente Real. In Anais do IX Simpósio Brasileiro de Sistemas de Informação (João Pessoa). SBC, Porto Alegre, RS, Brasil, 475–486. DOI: 10.5753/sbsi.2013.5713
Scott Rose, Oliver Borchert, Stuart Mitchell, and Sean Connelly. 2020. Zero Trust Architecture. DOI: 10.6028/NIST.SP.800-207 NIST Special Publication 800-207.
Nagayuki Saito. 2015. Development of a Collaborative Skills Training Program Utilizing ICT for 21th-Century Students. In E-Learn: World Conference on ELearning in Corporate, Government, Healthcare, and Higher Education. Association for the Advancement of Computing in Education (AACE), 706–711.
J. Schwaber and Sutherland Ken. 2013. The scrum guide-the definitive guide to scrum: The rules of the game. [link]
Julian Sefton-Green. 2012. Learning at not-school: A review of study, theory, and advocacy for education in non-formal settings. The MIT Press.
Peter M Senge and John D Sterman. 1992. Systems thinking and organizational learning: Acting locally and thinking globally in the organization of the future. European Journal of Operational Research 59, 1 (1992), 137–150.
Burr Settles. 2009. Active learning literature survey. (2009).
Matthew Skelton and Manuel Pais. 2019. Team topologies: organizing business and technology teams for fast flow. It Revolution.
Carolyn Snyder. 2003. Paper prototyping: The fast and easy way to design and refine user interfaces. Morgan Kaufmann.
Paul Tosey, Spinder Dhaliwal, and Jukka Hassinen. 2015. The Finnish Team Academy model: implications for management education. Management Learning 46, 2 (2015), 175–194.
Roel Wieringa and Maya Daneva. 2015. Six strategies for generalizing software engineering theories. Science of Computer Programming 101 (2015), 136–152. DOI: 10.1016/j.scico.2014.11.013
Gloria Brown Wright. 2011. Student-centered learning in higher education. International journal of teaching and learning in higher education 23, 1 (2011), 92–97.
Carla B Zoltowski, William C Oakes, and Monica E Cardella. 2012. Students’ ways of experiencing human-centered design. Journal of Engineering Education 101, 1 (2012), 28–59.
Publicado
22/09/2025
Como Citar
SANTOS JÚNIOR, Paulo Sérgio dos; CALHAU, Rodrigo Fernandes; OMENA, Moisés Savedra; OLIVEIRA, Felipe Frechiani de; BATTESTIN, Vanessa; BARCELLOS, Monalessa P..
LEDS: The Rise of the (Collective) Force — 10 Years of Impact on Innovation and Education in Software Engineering: What we Have Learned by Integrating Teaching, Research, and Extension in Higher Education. In: SIMPÓSIO BRASILEIRO DE ENGENHARIA DE SOFTWARE (SBES), 39. , 2025, Recife/PE.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 503-513.
ISSN 2833-0633.
DOI: https://doi.org/10.5753/sbes.2025.11024.
