How Advanced Change Patterns Impact the Process of Process Modeling

Process model quality has been an area of considerable research efforts. In this context, correctness-by-construction as enabled by change patterns provides promising perspectives. While the process of process modeling (PPM) based on change primitives has been thoroughly investigated, only little is known about the PPM based on change patterns. In particular, it is unclear what set of change patterns should be provided and how the available change pattern set impacts the PPM. To obtain a better understanding of the latter as well as the (subjective) perceptions of process modelers, the arising challenges, and the pros and cons of different change pattern sets we conduct a controlled experiment. Our results indicate that process modelers face similar challenges irrespective of the used change pattern set (core pattern set versus extended pattern set, which adds two advanced change patterns to the core patterns set). An extended change pattern set, however, is perceived as more difficult to use, yielding a higher mental effort. Moreover, our results indicate that more advanced patterns were only used to a limited extent and frequently applied incorrectly, thus, lowering the potential benefits of an extended pattern set

Principles in Patterns (PiP) : User Acceptance Testing of Course and Class Approval Online Pilot (C-CAP)

The PiP Evaluation Plan documents four distinct evaluative strands, the first of which entails an evaluation of the PiP system pilot (WP7:37 – Systems & tool evaluation). Phase 1 of this evaluative strand focused on the heuristic evaluation of the PiP Course and Class Approval Online Pilot system (C-CAP) and was completed in December 2011. Phase 2 of the evaluation is broadly concerned with "user acceptance testing". This entails exploring the extent to which C-CAP functionality meets users' expectations within specific curriculum design tasks, as well as eliciting data on C-CAP's overall usability and its ability to support academics in improving the quality of curricula. The general evaluative approach adopted therefore employs a combination of standard Human-Computer Interaction (HCI) approaches and specially designed data collection instruments, including protocol analysis, stimulated recall and pre- and post-test questionnaire instruments. This brief report summarises the methodology deployed, presents the results of the evaluation and discusses their implications for the further development of C-CAP

Using digital pens to expedite the marking procedure

This is the Post-print version of the Article. The official published version can be accessed from the link below - Copyright @ 2010 Inderscience PublishersDigital pens have been introduced over the last six years and have demonstrated that they can be used effectively for collecting, processing and storing data. These properties make them ideal for use in education, particularly in the marking procedure of multiple-choice questions (MCQ). In this report, we present a system that was designed to expedite the marking procedure of MCQ, for use at any educational level. The main element of the system is a digital pen, i.e. given to the students prior to the examination. On return of the pen, the system immediately recognises the students' answers and produces their results. In this specific research, four groups of students were studied and a variety of data were collected, concerning issues, such as accuracy, time gained by the use of the system and the impressions of the students. The pedagogic value of the use of the system is also presented

A Critical Review of "Automatic Patch Generation Learned from Human-Written Patches": Essay on the Problem Statement and the Evaluation of Automatic Software Repair

At ICSE'2013, there was the first session ever dedicated to automatic program repair. In this session, Kim et al. presented PAR, a novel template-based approach for fixing Java bugs. We strongly disagree with key points of this paper. Our critical review has two goals. First, we aim at explaining why we disagree with Kim and colleagues and why the reasons behind this disagreement are important for research on automatic software repair in general. Second, we aim at contributing to the field with a clarification of the essential ideas behind automatic software repair. In particular we discuss the main evaluation criteria of automatic software repair: understandability, correctness and completeness. We show that depending on how one sets up the repair scenario, the evaluation goals may be contradictory. Eventually, we discuss the nature of fix acceptability and its relation to the notion of software correctness.Comment: ICSE 2014, India (2014

Proposal for a EU quality label for aerospace education

The paper presents a possible roadmap for the definition of a European quality label for aerospace related higher education degrees. The proposal is the result of a two-years long Horizon 2020 project that has involved a great portion of the European stakeholders in aerospace: Universities, research centres, industries (both small and large) networks, associations and accreditation agencies. The core concept established is that it is possible to establish a sector-specific, content based, quality system, that can complement the existing national or European accreditation systems, providing added value to the internal and/or external quality assurance processes that are in place in most EU countries. The tools and processes proposed are sufficiently simple to be manageable by Universities in addition to their national accreditation processes or as stand-alone assessment. The main goal of the proposed process is the evaluation of the quality of the aerospace curricula in the European context, whereas the accreditation of the programme can be seen as an optional extension of the process, subject to further national regulations. The process is proposed in view of the awarding of a sector-specific, content based, quality label, to be issued by an appropriate legally recognized and qualified institution. 8 field tests with volunteering universities throughout Europe have been performed. They experienced the method as very practical and to the point.Unión Europea H2020 64021

An integrated approach to courseware

Software engineering is becoming increasingly important as an engineering discipline, and its teaching in universities and other higher education institutions should be of high quality. In this paper we describe a tool (BOSS — the Boss Online Submission System) which aids the education of software engineers. BOSS allows students to submit programming assignments online, and to run black-box tests on their programs prior to submission. Instructors can use BOSS to assist in marking such assignments by allowing submitted programs to be tested against multiple data sets. We describe how BOSS helps in the teaching of specific conceptual aspects of software engineering, and how it addresses some of the practical issues involved in teaching large student numbers in a pedagogically neutral manner

An Extended Stable Marriage Problem Algorithm for Clone Detection

Code cloning negatively affects industrial software and threatens intellectual property. This paper presents a novel approach to detecting cloned software by using a bijective matching technique. The proposed approach focuses on increasing the range of similarity measures and thus enhancing the precision of the detection. This is achieved by extending a well-known stable-marriage problem (SMP) and demonstrating how matches between code fragments of different files can be expressed. A prototype of the proposed approach is provided using a proper scenario, which shows a noticeable improvement in several features of clone detection such as scalability and accuracy.Comment: 20 pages, 10 figures, 6 table

A Unified Checklist for Observational and Experimental Research in Software Engineering (Version 1)

Current checklists for empirical software engineering cover either experimental research or case study research but ignore the many commonalities that exist across all kinds of empirical research. Identifying these commonalities, and explaining why they exist, would enhance our understanding of empirical research in general and of the differences between experimental and case study research in particular. In this report we design a unified checklist for empirical research, and identify commonalities and differences between experimental and case study research. We design the unified checklist as a specialization of the general engineering cycle, which itself is a special case of the rational choice cycle. We then compare the resulting empirical research cycle with two checklists for experimental research, and with one checklist for case study research. The resulting checklist identifies important questions to be answered in experimental and case study research design and reports. The checklist provides insights in two different types of empirical research design and their relationships. Its limitations are that it ignores other research methods such as meta-research or surveys. It has been tested so far only in our own research designs and in teaching empirical methods. Future work includes expanding the comparison with other methods and application in more cases, by others than ourselves