Special Session on Industry 4.0

No abstract available

Automated analysis of feature models: Quo vadis?

Feature models have been used since the 90's to describe software product lines as a way of reusing common parts in a family of software systems. In 2010, a systematic literature review was published summarizing the advances and settling the basis of the area of Automated Analysis of Feature Models (AAFM). From then on, different studies have applied the AAFM in different domains. In this paper, we provide an overview of the evolution of this field since 2010 by performing a systematic mapping study considering 423 primary sources. We found six different variability facets where the AAFM is being applied that define the tendencies: product configuration and derivation; testing and evolution; reverse engineering; multi-model variability-analysis; variability modelling and variability-intensive systems. We also confirmed that there is a lack of industrial evidence in most of the cases. Finally, we present where and when the papers have been published and who are the authors and institutions that are contributing to the field. We observed that the maturity is proven by the increment in the number of journals published along the years as well as the diversity of conferences and workshops where papers are published. We also suggest some synergies with other areas such as cloud or mobile computing among others that can motivate further research in the future.Ministerio de Economía y Competitividad TIN2015-70560-RJunta de Andalucía TIC-186

Principles in Patterns (PiP) : Institutional Approaches to Curriculum Design Institutional Story

The principal outputs of the PiP Project surround the Course and Class Approval (C-CAP) system. This web-based system built on Microsoft SharePoint addresses and resolves many of the issues identified by the project. Generally well received by both academic and support staff, the system provides personalised views, adaptive forms and contextualised support for all phases of the approval process. Although the system deliberately encapsulates and facilitates existing approval processes thus achieving buy-in, it is already achieving significant improvements over the previous processes, not only in reducing the administrative overheads but also in supporting curriculum design and academic quality. The system is now embedded across three faculties and is now considered by the University of Strathclyde to be a "core institutional service". Alongside the C-CAP system the PiP Project also cultivated a suite of approaches: an incremental systems development methodology; a structured and replicable evaluation approach, and; Strathclyde's Lean Approach to Efficiencies in Education Kit (SLEEK) business process improvement methodology Each is based on recognised formal techniques, providing the basis for a rigorous approach. This is contextualised within and adapted to the HE institutional context thus building the foundation not only for the project but ultimately for institution wide process improvement. This "institutional story" report summarises the principal outcomes of the Project

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

Developing a distributed electronic health-record store for India

The DIGHT project is addressing the problem of building a scalable and highly available information store for the Electronic Health Records (EHRs) of the over one billion citizens of India

Business process modelling tool selection : a review

Abstract: The interest in business process modelling has increased in the last decade. Numerous business process modelling tools for developing business processes exist. These tools serve a wide range of business functions and applications. There exist limitations in effectively selecting the appropriate business process modelling tool relative to corporate functions and applications. This research explores this specific limitation and serves as a guide to mitigate this specific limitation relative to prioritizing and selecting a business process modelling tool. This investigation explores the limitations in the currently designed business process modelling tool based on local, regional and global modelling of corporate processes. Results prove essential prioritization constituents relative to selecting a more enhanced business process modelling tool for enterprise professionals. The applicability of the proposed prioritization approach is demonstrated

Ensuring behavioural equivalence in test-driven porting

In this paper we present a test-driven approach to porting code from one object-oriented language to another. We derive an order for the porting of the code, along with a testing strategy to verify the behaviour of the ported system at intra and inter-class level. We utilise the recently defined methodology for porting C++ applications, eXtreme porting, as a framework for porting. This defines a systematic routine based upon porting and unit-testing classes in turn. We augment this approach by using Object Relation Diagrams to define an order for porting that minimises class stubbing. Since our strategy is class-oriented and test-driven, we can ensure the structural equivalence of the ported system, along with the limited behavioural equivalence of each class. In order to extend this to integration-level equivalence, we exploit aspect-oriented programming to generate UML sequence diagrams, and we present a technique to compare such automatically-generated diagrams for equivalence. We demonstrate and evaluate our approach using a case study that involves porting an application from C++ to Java