Requirements traceability in model-driven development: Applying model and transformation conformance

The variety of design artifacts (models) produced in a model-driven design process results in an intricate relationship between requirements and the various models. This paper proposes a methodological framework that simplifies management of this relationship, which helps in assessing the quality of models, realizations and transformation specifications. Our framework is a basis for understanding requirements traceability in model-driven development, as well as for the design of tools that support requirements traceability in model-driven development processes. We propose a notion of conformance between application models which reduces the effort needed for assessment activities. We discuss how this notion of conformance can be integrated with model transformations

Measures for assessing the impact of ICT use on attainment

"Building on ImpaCT2, this study aims to design a measure or measures capable of tracking 'snapshot' data, such that it will be possible to monitor the development of ICT use to support attainment" -- page 4

Assessing a Collaborative Online Environment for Music Composition

The current pilot study tested the effectiveness of an e-learning environment built to enable students to compose music collaboratively. The participants interacted online by using synchronous and asynchronous resources to develop a project in which they composed a new music piece in collaboration. After the learning sessions, individual semi-structured interviews with the participants were conducted to analyze the participants\u2019 perspectives regarding the e-learning environment\u2019s functionality, the resources of the e-learning platform, and their overall experience with the e-learning process. Qualitative analyses of forum discussions with respect to metacognitive dimensions, and semi-structured interview transcriptions were performed. The findings showed that the participants successfully completed the composition task in the virtual environment, and that they demonstrated the use of metacognitive processes. Moreover, four themes were apparent in the semi-structured interview transcriptions: Teamwork, the platform, face-to-face/online differences, and strengths/weaknesses. Overall, the participants exhibited an awareness of the potential of the online tools, and the task performed. The results are discussed in consideration of metacognitive processes, and the following aspects that rendered virtual activity effective for learning: The learning environment, the platform, the technological resources, the level of challenge, and the nature of the activity. The possible implications of the findings for research on online collaborative composition are also considered

How can I use Irish language e-portfolios in the assessment for learning approach in my primary classroom?

This paper investigates the process of assessment for learning (AfL) in the primary school Irish language classroom. Electronic portfolios (e-portfolios) are used as a tool in assessment for learning with eight of my second class pupils in an urban primary school in North Dublin. This research was carried out as part of the Master of Science in Education and Training Management (e-learning strand) at Dublin City University and was supervised by Dr. Margaret Farren. Some strategies from the literature served as a solid basis from which to develop a framework to organise my own investigation. My action research enquiry is strengthened by the values I hold for my pupils and for my own professional practice, which include the value of self-evaluation, freedom to create in language-learning using technology and the ability to ‘share learning’ with a peer. Several strategies emerge through the enquiry, which improve with reflection, planning and redrafting. My introduction to the practicalities of implementing electronic portfolios involve identifying appropriate software, dealing with technical difficulties and adapting the portfolios to meet the needs of my pupils. Through the process of critical questioning and action reflection cycles my own professional practice has developed. By seeking to create a living educational theory, I hope these changes have impacted positively on my pupils’ learning and involved me in deeper reflection of my own teaching

"Fuzzy front end" practices in innovating Japanese companies

In this paper, we report on the results of a large-scale study about typical front-end-related innovation practices in 553 Japanese mechanical and electrical engineering companies. We explore typical activities concerning the generation and assessment of new product ideas, the reduction of technological as well as market uncertainty and front end planning. Finally, we report on differences between successful and unsuccessful companies. Our study confirms earlier findings about the frequent use of creativity techniques in Japan during the process of idea generation. We also find companies to intensively involve upper management and customers into NPD projects. While integrating upper management is of vital importance for assessing new product ideas, integrating customers and users is primarily used to developing product ideas and concepts. We further find evidence that successful companies integrate their customers more frequently in the process of developing and assessing new product ideas than non successful companies. In addition, the former integrate customer requirements into their product definitions more often and also translate these requirements into technical specifications more frequently than non-successful companies. Finally, successful companies more often systematically plan a project prior to its start than unsuccessful ones. --New product development,Japanese firms,planning,success innovation