A design recording framework to facilitate knowledge sharing in collaborative software engineering

This paper describes an environment that allows a development team to share knowledge about software artefacts by recording decisions and rationales as well as supporting the team in formulating and maintaining design constraints. It explores the use of multi-dimensional design spaces for capturing various issues arising during development and presenting this meta-information using a network of views. It describes a framework to underlie the collaborative environment and shows the supporting architecture and its implementation. It addresses how the artefacts and their meta-information are captured in a non-invasive way and shows how an artefact repository is embedded to store and manage the artefacts

An approach to control collaborative processes in PLM systems

Companies that collaborate within the product development processes need to implement an effective management of their collaborative activities. Despite the implementation of a PLM system, the collaborative activities are not efficient as it might be expected. This paper presents an analysis of the problems related to the collaborative work using a PLM system. From this analysis, we propose an approach for improving collaborative processes within a PLM system, based on monitoring indicators. This approach leads to identify and therefore to mitigate the brakes of the collaborative work

A high-level semiotic trust agent scoring model for collaborative virtual organisations

In this paper, we describe how a semiotic ladder, together with a supportive trust agent, can be used to address “soft” trust issues in the context of collaborative Virtual Organisations (VO). The intention is to offer all parties better support for trust (as reputation) management including the reduction of risk and improved reliability of VO e-services. The semiotic ladder is intended to support the VO e-service lifecycle through the articulation of e-trust at various levels of system abstraction, including trust as measurable confidence. At the social level, reputation and reliability measures of e-trust are the relevant dimensions as regards choice of VO partner and are also relevant to the negotiation of service level agreements between the VO partners. By contrast, at the lower levels of the trust ladder, e-trust measures typically address the degree to which secure sign on and message level security conforms to various tangible technological security protocols. The novel trust agent provides the e-service consumer with an objective measure of the trustworthiness of the e-service at run-time, just prior to its actual consumption. Specifically, VO e-service consumer confidence level is informed, by leveraging third party objective evidence. This evidence comprises a set of Corporate Governance (CG) scores. These scores are used as a trust proxy for the "real" owner of the VO. There are also inherent limitations associated with the use of CG scores. These are duly acknowledged

Using a simulated student to repair difficulties in collaborative learning

We describe the use of a simulated student in a synchronous but distributed collaborative learning environment in the domain of programming. The role of the simulated student is to detect and repair difficulties in collaborative learning amongst the human students, for example when a human student is too passive or when the students start chatting about off-topic conversations. The simulated student intervenes by posting messages in the shared "chat" window, just like the human students and was believed to be another human student by them. The paper describes the rules by which the simulated student operates and briefly outlines an evaluation of the system with university first year programming students. The system proved to be successful both in detecting a range of difficulties and in intervening effectively

A group learning management method for intelligent tutoring systems

In this paper we propose a group management specification and execution method that seeks a compromise between simple course design and complex adaptive group interaction. This is achieved through an authoring method that proposes predefined scenarios to the author. These scenarios already include complex learning interaction protocols in which student and group models use and update are automatically included. The method adopts ontologies to represent domain and student models, and object Petri nets to specify the group interaction protocols. During execution, the method is supported by a multi-agent architecture