The highs and lows of deploying Formal Methods in Industry

I attended my first software conference in 1968; it was organised by NATO with the title “The Software Crisis.” Many of the papers presented then could have been written yesterday; the problems of the software industry in producing reliable, correct software in the face of increasing complexity and shrinking time to market pressures have not fundamentally changed that much.In the intervening years as a community we have developed various tactics for trying to minimise software errors. Advances in theorem proving and model checking are good examples of systematic efforts to improve software correctness. Nevertheless, it remains the case that such approaches are rarely if ever encountered in the industrial workplace, with the possible exception of some safety critical domains, such as the software controlling nuclear power plants.In spite advances in formal methods and supporting tools, the tools available to programmers for verifying assertions about program execution are complex and require knowledge and skills that most practicing programmers do not have. Formal proofs remain difficult to construct, especially for anything but the simplest of programs. Merely constructing assertions to characterise program correctness is a difficult challenge.In 1998, I conceived the idea of combing model checking, code generation and the specification approach of Sequence-based Specification together to form an integrated software design platform for developing software components whose design (implementation) would be formally verified for correctness with respect to its specification. Other general correctness properties such as freedom from deadlocks, non-determinism, incomplete cases, etc. would also be verified. Verification would be performed by automatically translating Sequence-based specifications into semanti- cally equivalent CSP process algebra and then applying the model-checking engine FDR2. After verification was completed, semantically equivalent source code would be generated in one of several supported high-level languages.These ideas were developed further together with Philippa Hopcroft and in 2003 a company was founded to develop a commercial implementation of a development platform based on these ideas. In this talk, I will present an overview of the develop-ment platform and the technologies used. I will then discuss the experience gained during 10 years of trying to introduce this approach into industry and the lessons learned along the way

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

Transforming pedagogy using mobile Web 2.0

Blogs, wikis, podcasting, and a host of free, easy to use Web 2.0 social software provide opportunities for creating social constructivist learning environments focusing on student-centred learning and end-user content creation and sharing. Building on this foundation, mobile Web 2.0 has emerged as a viable teaching and learning tool, facilitating engaging learning environments that bridge multiple contexts. Today’s dual 3G and wifi-enabled smartphones provide a ubiquitous connection to mobile Web 2.0 social software and the ability to view, create, edit, upload, and share user generated Web 2.0 content. This article outlines how a Product Design course has moved from a traditional face-to-face, studio-based learning environment to one using mobile Web 2.0 technologies to enhance and engage students in a social constructivist learning paradigm. Keywords: m-learning; Web 2.0; pedagogy 2.0; social constructivism; product desig

Building capacity in climate change policy analysis and negotiation: methods and technologies

Capacity building is often cited as the reason “we cannot just pour money into developing countries” and why so many development projects fail because their design does not address local conditions. It is therefore a key technical and political concept in international development. Some of the poorest countries in the world are also some of the most vulnerable to the impacts of climate change. Their vulnerability is in part due to a lack of capacity to plan and anticipate the effects of climate change on crops, water resources, urban electricity demand etc. What capacities do these countries lack to deal with climate change? How will they cope? What steps can they take to reduce their vulnerability? This innovative and high-profile research project was part of a larger project (called C3D) and conducted with non-governmental organisations in Senegal, South Africa and Sri Lanka. The research involved several participatory workshops and a questionnaire to all three research centres

Disruptive Innovations and Disruptive Assurance: Assuring Machine Learning and Autonomy

Autonomous and machine learning-based systems are disruptive innovations and thus require a corresponding disruptive assurance strategy. We offer an overview of a framework based on claims, arguments, and evidence aimed at addressing these systems and use it to identify specific gaps, challenges, and potential solutions

Virtual reality in theatre education and design practice - new developments and applications

The global use of Information and Communication Technologies (ICTs) has already established new approaches to theatre education and research, shifting traditional methods of knowledge delivery towards a more visually enhanced experience, which is especially important for teaching scenography. In this paper, I examine the role of multimedia within the field of theatre studies, with particular focus on the theory and practice of theatre design and education. I discuss various IT applications that have transformed the way we experience, learn and co-create our cultural heritage. I explore a suite of rapidly developing communication and computer-visualization techniques that enable reciprocal exchange between students, theatre performances and artefacts. Eventually, I analyse novel technology-mediated teaching techniques that attempt to provide a new media platform for visually enhanced information transfer. My findings indicate that the recent developments in the personalization of knowledge delivery, and also in student-centred study and e-learning, necessitate the transformation of the learners from passive consumers of digital products to active and creative participants in the learning experience

Software reliability and dependability: a roadmap

Shifting the focus from software reliability to user-centred measures of dependability in complete software-based systems. Influencing design practice to facilitate dependability assessment. Propagating awareness of dependability issues and the use of existing, useful methods. Injecting some rigour in the use of process-related evidence for dependability assessment. Better understanding issues of diversity and variation as drivers of dependability. Bev Littlewood is founder-Director of the Centre for Software Reliability, and Professor of Software Engineering at City University, London. Prof Littlewood has worked for many years on problems associated with the modelling and evaluation of the dependability of software-based systems; he has published many papers in international journals and conference proceedings and has edited several books. Much of this work has been carried out in collaborative projects, including the successful EC-funded projects SHIP, PDCS, PDCS2, DeVa. He has been employed as a consultant t

A literature review of the use of Web 2.0 tools in Higher Education

This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, ‘Peals in the Cloud’, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching

Moving outside the box: Researching e-learning in disruptive times

Indexación: Scopus.The rise of technology’s influence in a cross-section of fields within formal education, not to mention in the broader social world, has given rise to new forms in the way we view learning, i.e. what constitutes valid knowledge and how we arrive at that knowledge. Some scholars have claimed that technology is but a tool to support the meaning-making that lies at the root of knowledge production while others argue that technology is increasingly and inextricably intertwined not just with knowledge construction but with changes to knowledge makers themselves. Regardless which side one stands in this growing debate, it is difficult to deny that the processes we use to research learning supported by technology in order to understand these growing intricacies, have profound implications. In this paper, my aim is to argue and defend a call in the research on ICT for a critical reflective approach to researching technology use. Using examples from qualitative research in e-learning I have conducted on three continents over 15 years, and in diverse educational contexts, I seek to unravel the means and justification for research approaches that can lead to closing the gap between research and practice. These studies combined with those from a cross-disciplinary array of fields support the promotion of a research paradigm that examines the socio-cultural contexts of learning with ICT, at a time that coincides with technology becoming a social networking facilitator. Beyond the examples and justification of the merits and power of qualitative research to uncover the stories that matter in these socially embodied e-learning contexts, I discuss the methodologically and ethically charged decisions using emerging affordances of technology for analyzing and representing results, including visual ethnography. The implications both for the consumers and producers of research of moving outside the box of established research practices are yet unfathomable but excitinghttp://www.ejel.org/volume15/issue1/p5

Teaching Cultural Heritage using Mobile Augmented Reality

open2noThe relationship between augmented reality, mobile learning, gamification and non-formal education methods provide a great potential. The AR-CIMUVE Augmented Reality for the Walled Cities of the Veneto is an original project in collaboration with Italia Nostra and other associations which deal with transmitting our cultural heritage and which teach primary and middle school children the cultural and historical importance of the Veneto’s and the surrounding territories’ walled cities. In this learning experience students will explore how our environment has developed across the ages using the mobile devices with the technical back-up of the AR App. This will allow them to see maps, examine data, 3D models and will enable them to judge and improve their skills. From a pedagogical and educational point of view the emphasis is on a constructivist social-cultural approach which helps students to become active citizens more aware of their historical identity.openPetrucco, Corrado; Agostini, DanielePetrucco, Corrado; Agostini, Daniel