We present an approach for teaching introductory Scrum concepts through a playful online collaborative activity. It was conducted with 1st-semester students who never had any in-person contact and started their course under emergency online teaching during the Covid-19 pandemic. We adapted the Lego4Scrum approach and instead of plastic bricks, we combined an online whiteboard (Miro) with a communication tool (Discord) for teams.

This paper proposes an agile learning management method based on Scrum to support autonomous learning for students. In conjunction with the proposed method, a case study was carried out involving students from several undergraduate courses participating in a software development training program based on Challenge Based Learning. In this study, the Scrum framework was adapted to support students' learning with their Challenge team and mentor's support. Events, artifacts, and team profiles were added, adapted, and excluded to improve the stu-dent's autonomous learning management. The case study covered data collected through questionnaires, interviews, observations, and archival records as a source for analysis. The use of the method showed significant results in learning, the management of Learning Objectives (LOs), and the participants' use experience. Besides, the study brings opportunities for improvements to the method and hypotheses for future work.

Challenge Based Learning (CBL) is a student-centered learning ap- proach that aims to prepare them to learn by asking relevant ques- tions and proposing solutions to real-world challenges. However, in the context of CBL in general, learning management is a diffi- culty faced by undergraduate students, and it is rarely addressed. In order to support learning management, this work proposes an agile learning management method based on Scrum to support students in a CBL learning cycle. In conjunction with the proposed method, a case study was carried out involving students from several under- graduate courses. The use of the method showed significant results in learning, in the administration of learning objectives (LOs)[1], and in the acceptance of its use by the participants.

This paper describes a set of practices, techniques and conceptual tools that were tailored by combining ideas from Challenge-based Learning, Design Thinking and Lean Startup. While the former focuses on intrinsically motivating the students to engage in the learning process by tackling real-world problems aligned with their sense of purpose, the latter emphasizes aspects of the system being built, such as feasibility, viability, and desirability. The framework conception is as an innovative approach for mobile application development in long-term courses (1- or 2-year) involving programming, design, and business. We applied the methodology in the context of a regular undergraduate course including students with a diverse computing and non-computing backgrounds and collected their feedback during the process.