The SEC-system : reuse support for scheduling system development

Recently, in a joint cooperation of Stichting VNA, SAL Apotheken, the Faculty of Management and Organization, and the University Centre for Pharmacy, University of Groningen in the Netherlands, a Ph.D-study started regarding Apot(he)ek, Organization and Management (APOM). The APOM-project deals with the structuring and steering of pharmacy organization. The manageability of the internal pharmacy organization, and the manageability of the direct environment of pharmacy organization is the subject matter. The theoretical background of the APOM-project is described. A literature study was made to find mixes of objectives. Three mixes of objectives in pharmacy organization are postulated; the product mix, the process mix, and the customer mix. The typology will be used as a basic starting point for the empirical study in the next phase of the APOM-project.

Modelling the pacemaker in event-B: towards methodology for reuse

The cardiac pacemaker is one of the system modelling problems posed to the Formal Methods community by the {\it Grand Challenge for Dependable Systems Evolution} \cite{JOW:06}. The pacemaker is an intricate safety-critical system that supports and moderates the dysfunctional heart's intrinsic electrical control system. This paper focusses on (i) the problem (requirements) domain specification and its mapping to solution (implementation) domain models, (ii) the significant commonality of behaviour between its many operating modes, emphasising the potential for reuse, and (iii) development and verification of models.We introduce the problem and model three of the operating modes in the problem domain using a state machine notation. We then map each of these models into a solution domain state machine notation, designed as shorthand for a refinement-based solution domain development in the Event-B formal language and its RODIN toolki

A learning design toolkit to create pedagogically effective learning activities

Despite the plethora of Information and Communication Technologies (ICT) tools and resources available, practitioners are still not making effective use of e-learning to enrich the student experience. This article describes a learning design toolkit which guides practitioners through the process of creating pedagogically informed learning activities which make effective use of appropriate tools and resources. This work is part of a digital libraries project in which teaching staff at two universities in the UK and two in the USA are collaborating to share e-learning resources in the subject domains of Physical, Environmental and Human Geography. Finding, or creating, suitable e-learning resources and embedding them in well designed learning activities can be both challenging and time consuming. Sharing and adapting effective designs and solutions is both a stimulant and a time saver. This article describes the background to the specification of a learning activities design toolkit to support teachers as they create or adapt e-learning activities. This uses a model of pedagogical approaches as a basis for developing effective learning design plans and illustrates its use. The authors share their definition of a learning activity and taxonomies for the constituent elements. Real examples are discussed to illustrate their approach

Learning design – making practice explicit

New technologies have immense potential for learning, but the sheer variety possible also creates challenges for learners in terms of navigating through an increasingly complex digital landscape and for teachers in terms of how to design and support learning interventions. How can learners and teachers make informed decisions about what technologies to use in the design and support of learning activities? This presentation will consider this question and present a new methodology for design – 'learning design', which aims to shift the creation and support of learning from what has traditionally been an implicit, belief-based practice to one that is explicit and design based. Learning design research at the Open University, UK has included the development of a set of conceptual design views, a tool for visualising designs (CompendiumLD) and a social networking site, for sharing and discussing learning and teaching ideas and designs (Cloudworks). An overview of this work will be provided, along with a discussion of the perceived benefits of this new approach to educational design

Defining adaptation in a generic multi layer model : CAM: the GRAPPLE conceptual adaptation model

Authoring of Adaptive Hypermedia is a difficult and time consuming task. Reference models like LAOS and AHAM separate adaptation and content in different layers. Systems like AHA! offer graphical tools based on these models to allow authors to define adaptation without knowing any adaptation language. The adaptation that can be defined using such tools is still limited. Authoring systems like MOT are more flexible, but usability of adaptation specification is low. This paper proposes a more generic model which allows the adaptation to be defined in an arbitrary number of layers, where adaptation is expressed in terms of relationships between concepts. This model allows the creation of more powerful yet easier to use graphical authoring tools. This paper presents the structure of the Conceptual Adaptation Models used in adaptive applications created within the GRAPPLE adaptive learning environment, and their representation in a graphical authoring tool

Defining adaptation in a generic multi layer model : CAM: the GRAPPLE conceptual adaptation model

Authoring of Adaptive Hypermedia is a difficult and time consuming task. Reference models like LAOS and AHAM separate adaptation and content in different layers. Systems like AHA! offer graphical tools based on these models to allow authors to define adaptation without knowing any adaptation language. The adaptation that can be defined using such tools is still limited. Authoring systems like MOT are more flexible, but usability of adaptation specification is low. This paper proposes a more generic model which allows the adaptation to be defined in an arbitrary number of layers, where adaptation is expressed in terms of relationships between concepts. This model allows the creation of more powerful yet easier to use graphical authoring tools. This paper presents the structure of the Conceptual Adaptation Models used in adaptive applications created within the GRAPPLE adaptive learning environment, and their representation in a graphical authoring tool

Using contextual goal models for constructing situational methods

Situation and intention are two fundamental notions in situational method engineering (SME). They are used to assess the context of an ISD project and to specify method requirements in this context. They also allow defining the goals of the method chunks and the conditions under which they can be applied. In this way, the selection and assembly of method chunks for a particular ISD project is driven by matching situational method requirements to method chunks’ goals and context descriptions. In this paper we propose the use of contextual goal models for supporting all SME steps. Our approach is based on iStar2.0 modeling language that we extend with contextual annotations.Peer ReviewedPostprint (author's final draft