An architectural model for software testing lesson learned systems

Software testing is a key aspect of software reliability and quality assurance in a context where software development constantly has to overcome mammoth challenges in a continuously changing environment. One of the characteristics of software testing is that it has a large intellectual capital component and can thus benefit from the use of the experience gained from past projects. Software testing can, then, potentially benefit from solutions provided by the knowledge management discipline. There are in fact a number of proposals concerning effective knowledge management related to several software engineering processes. Objective: We defend the use of a lesson learned system for software testing. The reason is that such a system is an effective knowledge management resource enabling testers and managers to take advantage of the experience locked away in the brains of the testers. To do this, the experience has to be gathered, disseminated and reused. Method: After analyzing the proposals for managing software testing experience, significant weaknesses have been detected in the current systems of this type. The architectural model proposed here for lesson learned systems is designed to try to avoid these weaknesses. This model (i) defines the structure of the software testing lessons learned; (ii) sets up procedures for lesson learned management; and (iii) supports the design of software tools to manage the lessons learned. Results: A different approach, based on the management of the lessons learned that software testing engineers gather from everyday experience, with two basic goals: usefulness and applicability. Conclusion: The architectural model proposed here lays the groundwork to overcome the obstacles to sharing and reusing experience gained in the software testing and test management. As such, it provides guidance for developing software testing lesson learned systems

Software development in startup companies: A systematic mapping study

Context: Software startups are newly created companies with no operating history and fast in producing cutting-edge technologies. These companies develop software under highly uncertain conditions, tackling fast-growing markets under severe lack of resources. Therefore, software startups present an unique combination of characteristics which pose several challenges to software development activities. Objective: This study aims to structure and analyze the literature on software development in startup companies, determining thereby the potential for technology transfer and identifying software development work practices reported by practitioners and researchers. Method: We conducted a systematic mapping study, developing a classification schema, ranking the selected primary studies according their rigor and relevance, and analyzing reported software development work practices in startups. Results: A total of 43 primary studies were identified and mapped, synthesizing the available evidence on software development in startups. Only 16 studies are entirely dedicated to software development in startups, of which 10 result in a weak contribution (advice and implications (6); lesson learned (3); tool (1)). Nineteen studies focus on managerial and organizational factors. Moreover, only 9 studies exhibit high scientific rigor and relevance. From the reviewed primary studies, 213 software engineering work practices were extracted, categorized and analyzed. Conclusion: This mapping study provides the first systematic exploration of the state-of-art on software startup research. The existing body of knowledge is limited to a few high quality studies. Furthermore, the results indicate that software engineering work practices are chosen opportunistically, adapted and configured to provide value under the constrains imposed by the startup context

A return to the "Rules of Thumb" in Maritime Engineering for digital native students

Engineering and technical degrees are difficult to teach and, consequently, have always been characterized by a large number of academic failures. That is the reason why different methodologies have been applied to classes of similar content in different countries [1]. Among these methodologies, it is noteworthy to mention audio/visual resources as a useful tool to improve the teaching of coastal engineering [2], which means more students that pass the coastal engineering courses [3]. Moreover, use of GPS and Google Earth have also shown to be useful tools to improve the learning process [4]. Nevertheless, the authors have not found anything about the use of “rules of thumb” as a better way for students to improve their comprehension of the basic knowledge of an engineering subject. This paper shows the teaching experience on Maritime Engineering for undergraduate students of Civil Engineering in the School of Engineering at the University of Seville (Spain). The application of new information technologies in classrooms and advanced training in the use of finite element software tools and programming languages gives our students extremely powerful tools for solving very complex engineering problems with excellent results. However, the enormous effort invested by the students in acquiring this advanced knowledge and to be up to date in using and commanding on these technologies leads them to focus their main efforts, attention and skills just toward the numerical resolution of the problem, the efficiency of the implemented algorithm, and the programming language difficulties. This puts aside the essential and the critical sense of the accuracy of the results obtained by the algorithm. The students do not get the physical ‘feeling’ of what’s happening in the algorithm. We have included a teaching sequence in our lesson programs that always starts with an historical review of the different approaches used by engineers in their times in order to solve engineering problems from the seventeenth through the nineteenth century to today. This method makes the students to appreciate the importance and wits required by those men in the past in facing a difficult task when they didn’t have a PC or powerful software. The “rules of thumb” in engineering become a powerful tool for the digital native students which helps them make sense and enjoy the study and programming when they finally find out that their algorithm responds with reasonable accuracy and orders of magnitude to the result expected beforehand. Simply applying "rules of thumb" and well-known approximations of the past, perhaps obsolete from a technical point of view, will help the student learn the process. Some examples will be given in this paper in order to show the use of these “rules of thumb” or simplified models in class for teaching Maritime Engineering subject. Among them: the dimensionless stability number of Vicente Negro [5] for the design of the armour layer blocks in breakwaters, the Iribarren’s wave drawings [6], the US Army Corps of Engineers Shore Protection Manual Graphs and plates, etc

Incorporating engineering in high school biology

textThe purpose of this project was to create a series of lessons that incorporate both Biology and Engineering concepts. The three lessons were intended to increase in complexity as the students progress throughout the year. Using PyMol software allowed students to visually represent complex protein structures while introducing and providing an opportunity to practice programming. Each lesson was followed by a worksheet or activity to aid in students' comprehension and application of practice. These lessons were designed to maximize students' time learning to program and using PyMol software while enhancing the current curriculum. Lesson one introduced students to the PyMol software while building and representing the four main structures of proteins. With increased programming knowledge, lesson two focused on modeling the DNA double helix. The final lesson introduced students to evolutionary relationships based on a protein's amino acid sequence.Science, Technology, Engineering, and Mathematics Educatio

Understanding best practices in control engineering education using the concept of TPACK

This study aimed to design an integrated pedagogical approach to advance introductory Process Control Engineering Education through the application of the Technological Pedagogical Content Knowledge (TPACK) framework, and evaluating its impact on student learning. The research is initially being undertaken at Nottingham Trent University, UK but we will next adapt it to a case study in Libya. This paper aims to strengthen the teaching of introductory Process Control by using appropriate approach es in universities to improve the learning outcomes for students. From this work a new schematic for teaching Process Control ha s be en developed and, moreover, a thoughtful best practice in introducing Process Control in engineering education can be developed

ARDUINO Tutor: An Intelligent Tutoring System for Training on ARDUINO

This paper aims at helping trainees to overcome the difficulties they face when dealing with Arduino platform by describing the design of a desktop based intelligent tutoring system. The main idea of this system is a systematic introduction into the concept of Arduino platform. The system shows the circuit boards of Arduino that can be purchased at low cost or assembled from freely-available plans; and an open-source development environment and library for writing code to control the board topic of Arduino platform. The system is adaptive with the trainee’s individual progress. The system functions as a special tutor who deals with trainees according to their levels and skills. Evaluation of the system has been applied on professional and unprofessional trainees in this field and the results were good

The Effect of Using Computer Technology Tools to Enhance the Teaching-Learning Process in CAD-CAM-CNC Module in Mechanical Engineering Subject Area

This study presents the evaluation of Computer Assisted Learning (CAL) package included in the teaching and learning methodology of computer aided design- computer aided design - computer numerical control (CAD-CAM-CNC) module. Three groups of students with similar pre-abilities were exposed to three different teaching learning methodologies.The effectiveness of these three methods was determined by questionnaires completed by the students and collected by first author. Their answers were analysed quantitatively and qualitatively. The various categories used in the questionnaire was student’s attitudes towards learning CAD-CAM-CNC subjects, students’ opinions about their lecturers approaches to teaching process, students’ opinions and views about various aspects the CAD-CAM-CNC. The study concludes that the students taught with a combination of CAL package and traditional methods were more effective, efficient and satisfied with their learning experiences. So the proposed hybrid learning method (CAI plus traditional teaching method) is most suited for CAD-CAM-CNC teaching. Computer Technology; Computer-Assisted Instruction (CAI); Computer Assisted Learning (CAL); Computer Aided Design (CAD); Computer Aided Manufacturing (CAM); Computer Numerical Control (CNC)