Project-based learning is a highly effective educational approach, especially in software engineering. It creates environments that mirror real-world industry settings, allowing students to apply both theoretical knowledge and practical skills. However, managing such courses involves significant organizational effort, often exceeding that of traditional lecture-based courses, which can limit broader adoption. PROMPT (Process Model for Managing Project-Based Teaching) addresses this challenge by formalizing and streamlining the course management process for the iPraktikum course at the Technical University of Munich (TUM). Despite its success in this context, PROMPT remains too rigid and lacks applicability to other project-based courses.
This Master’s Thesis addresses these limitations by introducing the PROMPT 2 meta-model. The new model replaces fixed course structures with modular, configurable course phases. This flexible approach enables instructors to adapt PROMPT 2 to different teaching formats and reduce organizational overhead across a wide variety of project-based courses.
To develop the new PROMPT 2 meta-model, this thesis analyzes the limitations of the current model and its reference implementation. Based on the findings, we derive the new PROMPT 2 meta-model and design a modular platform implementation utilizing the new model. The platform allows instructors to instantiate the meta-model to their specific course needs and streamline course management for a wide range of project-based courses. Finally, we re-integrate the custom iPraktikum functionality of the existing reference implementation as modular course phase services into the new platform implementation.