Automatic instantiation of abstract tests on specific configurations for large critical control systems

Computer-based control systems have grown in size, complexity, distribution and criticality. In this paper a methodology is presented to perform an abstract testing of such large control systems in an efficient way: an abstract test is specified directly from system functional requirements and has to be instantiated in more test runs to cover a specific configuration, comprising any number of control entities (sensors, actuators and logic processes). Such a process is usually performed by hand for each installation of the control system, requiring a considerable time effort and being an error prone verification activity. To automate a safe passage from abstract tests, related to the so called generic software application, to any specific installation, an algorithm is provided, starting from a reference architecture and a state-based behavioural model of the control software. The presented approach has been applied to a railway interlocking system, demonstrating its feasibility and effectiveness in several years of testing experience

The future of technology enhanced active learning – a roadmap

The notion of active learning refers to the active involvement of learner in the learning process, capturing ideas of learning-by-doing and the fact that active participation and knowledge construction leads to deeper and more sustained learning. Interactivity, in particular learnercontent interaction, is a central aspect of technology-enhanced active learning. In this roadmap, the pedagogical background is discussed, the essential dimensions of technology-enhanced active learning systems are outlined and the factors that are expected to influence these systems currently and in the future are identified. A central aim is to address this promising field from a best practices perspective, clarifying central issues and formulating an agenda for future developments in the form of a roadmap

Systematic development of courseware systems

Various difficulties have been reported in relation to the development of courseware systems. A central problem is to address the needs of not only the learner, but also instructor, developer, and other stakeholders, and to integrate these different needs. Another problem area is courseware architectures, to which much work has been dedicated recently. We present a systematic approach to courseware development – a methodology for courseware engineering – that addresses these problems. This methodology is rooted in the educational domain and is based on methods for software development in this context. We illustrate how this methodology can improve the quality of courseware systems and the development process

A Framework for Evaluating Model-Driven Self-adaptive Software Systems

In the last few years, Model Driven Development (MDD), Component-based Software Development (CBSD), and context-oriented software have become interesting alternatives for the design and construction of self-adaptive software systems. In general, the ultimate goal of these technologies is to be able to reduce development costs and effort, while improving the modularity, flexibility, adaptability, and reliability of software systems. An analysis of these technologies shows them all to include the principle of the separation of concerns, and their further integration is a key factor to obtaining high-quality and self-adaptable software systems. Each technology identifies different concerns and deals with them separately in order to specify the design of the self-adaptive applications, and, at the same time, support software with adaptability and context-awareness. This research studies the development methodologies that employ the principles of model-driven development in building self-adaptive software systems. To this aim, this article proposes an evaluation framework for analysing and evaluating the features of model-driven approaches and their ability to support software with self-adaptability and dependability in highly dynamic contextual environment. Such evaluation framework can facilitate the software developers on selecting a development methodology that suits their software requirements and reduces the development effort of building self-adaptive software systems. This study highlights the major drawbacks of the propped model-driven approaches in the related works, and emphasise on considering the volatile aspects of self-adaptive software in the analysis, design and implementation phases of the development methodologies. In addition, we argue that the development methodologies should leave the selection of modelling languages and modelling tools to the software developers.Comment: model-driven architecture, COP, AOP, component composition, self-adaptive application, context oriented software developmen

A web services architecture for learning object discovery and assembly

Courseware systems are often based on an assembly of different components, addressing the different needs of storage and delivery functionality. The Learning Technology Standard Architecture LTSA provides a generic architectural framework for these systems. Recent developments in Web technology – e.g. the Web services framework – have greatly enhanced the flexible and interoperable implementation of courseware architectures. We argue that in order to make the Web services philosophy work, two enhancements to the LTSA approach are required. Firstly, a combination with metadata annotation is needed to support the discovery of educational Web services. Secondly, if these components are to be provided in form of services, more support is needed for their assembly. Architectural patterns of a finer degree of granularity shall satisfy this need

A conceptual architecture for interactive educational multimedia

Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. A conceptual architecture for interactive educational multimedia can support the development of such multimedia systems. Such an architecture needs to embed multimedia technology into a coherent educational context. A framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, to describe them in the human-computer context, and to integrate them with mechanisms and principles of multimedia interaction

Separating Agent-Functioning and Inter-Agent Coordination by Activated Modules: The DECOMAS Architecture

The embedding of self-organizing inter-agent processes in distributed software applications enables the decentralized coordination system elements, solely based on concerted, localized interactions. The separation and encapsulation of the activities that are conceptually related to the coordination, is a crucial concern for systematic development practices in order to prepare the reuse and systematic integration of coordination processes in software systems. Here, we discuss a programming model that is based on the externalization of processes prescriptions and their embedding in Multi-Agent Systems (MAS). One fundamental design concern for a corresponding execution middleware is the minimal-invasive augmentation of the activities that affect coordination. This design challenge is approached by the activation of agent modules. Modules are converted to software elements that reason about and modify their host agent. We discuss and formalize this extension within the context of a generic coordination architecture and exemplify the proposed programming model with the decentralized management of (web) service infrastructures

A Survey on Service Composition Middleware in Pervasive Environments

The development of pervasive computing has put the light on a challenging problem: how to dynamically compose services in heterogeneous and highly changing environments? We propose a survey that defines the service composition as a sequence of four steps: the translation, the generation, the evaluation, and finally the execution. With this powerful and simple model we describe the major service composition middleware. Then, a classification of these service composition middleware according to pervasive requirements - interoperability, discoverability, adaptability, context awareness, QoS management, security, spontaneous management, and autonomous management - is given. The classification highlights what has been done and what remains to do to develop the service composition in pervasive environments