Designing minimal effective normative systems with the help of lightweight formal methods

Normative systems (i.e., a set of rules) are an important approach to achieving effective coordination among (often an arbitrary number of) agents in multiagent systems. A normative system should be effective in ensuring the satisfaction of a desirable system property, and minimal (i.e., not containing norms that unnecessarily over-constrain the behaviors of agents). Designing or even automatically synthesizing minimal effective normative systems is highly non-trivial. Previous attempts on synthesizing such systems through simulations often fail to generate normative systems which are both minimal and effective. In this work, we propose a framework that facilitates designing of minimal effective normative systems using lightweight formal methods. Given a minimal effective normative system which coordinates many agents must be minimal and effective for a small number of agents, we start with automatically synthesizing one such system with a few agents. We then increase the number of agents so as to check whether the same design remains minimal and effective. If it is, we manually establish an induction proof so as to lift the design to an arbitrary number of agents

Ten Lightweight SA&D Tools Based on Work System Theory and Its Extensions

This paper illustrates ten lightweight SA&D tools that could support initial deliberations about system requirements and subsequent sanity checking for high-level designs and for proposed functions and features. The tools are as relevant to agile development as to other approaches related to work systems in organizations. A brief introduction to the work system perspective leads to a section that illustrates ten SA&D tools based directly on work system theory or its extensions. The tools are applied to the same situation, a hiring system at a technical firm. These tools are not part of established SA&D pedagogy or practice. This paper’s ideas provide a context for comparing the focus of established SA&D methods and tools with a broader view of SA&D that engages managers and other business professionals more fully

Towards Experience Management for Very Small Entities

International audienceThe ISO/IEC 29110 standard: Lifecycle profiles for Very Small Entities, provides several Process Reference Models applicable to the vast majority of very small entities (defined by the ISO as "an entity (enterprise, organization, department or project) having up to 25 people") which do not develop critical software and share typical situational factors. An ISO/IEC 29110 pilot project has been established between the Software Engineering group at Brest University and a 14-employee company with the aim of establishing an engineering discipline for a new Web-based project. As the project proceeded, it became apparent that setting up the ISO/IEC 29110 standard has to be performed in two steps: 1) provide self-training materials to the VSE employees on this new standard; and 2) support good practices with a simple Experience Management system which is compatible with the ISO/IEC 29110 standard. This paper reports the lessons learned about training from the pilot project, and addresses the research issues associated with the Experience Management system

Video Game Development in a Rush: A Survey of the Global Game Jam Participants

Video game development is a complex endeavor, often involving complex software, large organizations, and aggressive release deadlines. Several studies have reported that periods of "crunch time" are prevalent in the video game industry, but there are few studies on the effects of time pressure. We conducted a survey with participants of the Global Game Jam (GGJ), a 48-hour hackathon. Based on 198 responses, the results suggest that: (1) iterative brainstorming is the most popular method for conceptualizing initial requirements; (2) continuous integration, minimum viable product, scope management, version control, and stand-up meetings are frequently applied development practices; (3) regular communication, internal playtesting, and dynamic and proactive planning are the most common quality assurance activities; and (4) familiarity with agile development has a weak correlation with perception of success in GGJ. We conclude that GGJ teams rely on ad hoc approaches to development and face-to-face communication, and recommend some complementary practices with limited overhead. Furthermore, as our findings are similar to recommendations for software startups, we posit that game jams and the startup scene share contextual similarities. Finally, we discuss the drawbacks of systemic "crunch time" and argue that game jam organizers are in a good position to problematize the phenomenon.Comment: Accepted for publication in IEEE Transactions on Game

Wikidatians are Born: Paths to Full Participation in a Collaborative Structured Knowledge Base

We investigated how participation evolves in Wikidata as its editors become established members of the community. Originally conceived to support Wikipedia, Wikidata is a collaborative structured knowledge base, created and maintained by a large number of volunteers, whose data can be freely reused in other contexts. Just like in any other online social environment, understanding its contributors\u27 pathways to full participation helps Wikidata improve user experience and retention. \ \ We analysed how participation changes in time under the frameworks of legitimate peripheral participation and activity theory. We found out that as they engage more with the project, ``Wikidatians\u27\u27 acquire a higher sense of responsibility for their work, interact more with the community, take on more advanced tasks, and use a wider range of tools. Previous activity in Wikipedia has varied effects. As Wikidata is a young community, future work should focus on volunteers with little or no experience in similar projects and specify means to improve critical aspects such as engagement and data quality

Regulated MAS: Social Perspective

This chapter addresses the problem of building normative multi-agent systems in terms of regulatory mechanisms. It describes a static conceptual model through which one can specify normative multi-agent systems along with a dynamic model to capture their operation and evolution. The chapter proposes a typology of applications and presents some open problems. In the last section, the authors express their individual views on these mattersMunindar Singh’s effort was partially supported by the U.S. Army Research Office under grant W911NF-08-1-0105. The content of this paper does not necessarily reflect the position or policy of the U.S. Government; no official endorsement should be inferred or implied. Nicoletta Fornara’s effort is supported by the Hasler Foundation project nr. 11115-KG and by the SER project nr. C08.0114 within the COST Action IC0801 Agreement Technologies. Henrique Lopes Cardoso’s effort is supported by Fundação para a Ciência e a Tecnologia (FCT), under project PTDC/EIA-EIA/104420/2008. Pablo Noriega’s effort has been partially supported by the Spanish Ministry of Science and Technology through the Agreement Technologies CONSOLIDER project under contract CSD2007-0022, and the Generalitat of Catalunya grant 2009-SGR-1434.Peer Reviewe

Personalized Approaches to Supporting the Learning Needs of Lifelong Professional Learners

Advanced learning technology research has begun to take on a complex challenge: supporting lifelong learning. Professional learning is an essential subset of lifelong learning that is more tractable than the full lifelong learning challenge. Professionals do not always have access to professional teachers to provide input to the problems they encounter, so they rely on their peers in an online learning community (OLC) to help meet their learning needs. Supporting professional learners within an OLC is a difficult problem as the learning needs of each learner continuously evolve, often in different ways from other learners. Hence, there is a need to provide personalized support to learners adapted to their individual learning needs. This thesis explores personalized approaches for detecting the unperceived learning needs and meeting the expressed learning needs of learners in an OLC. The experimental test bed for this research is Stack Overflow (SO), an OLC used by software professionals. To date, seven experiments have been carried out mining SO peer-peer interaction data. Knowing that question-answerers play a huge role in meeting the learning needs of the question-askers, the first experiment aimed to detect the learning needs of the answerers. Results from experiment 1 show that reputable answerers themselves demonstrate unperceived learning needs as revealed by a decline in quality answers in SO. Of course, a decline in quality answers could impact the help-seeking experience of question-askers; hence experiment 2 sought to understand the effects of the help-seeking experience of question-askers on their enthusiasm to continuously participate within the OLC. As expected, negative help-seeking experiences of question-askers had a large impact on their propensity to seek further help within the OLC. To improve the help-seeking experience of question-askers, it is important to proactively detect the learning needs of the question-answerers before they provide poor quality answers. Thus, in experiment 3 the goal was to predict whether a question-answerer would give a poor answer to a question based on their past peer-peer interactions. Under various assumptions, accuracies ranging from 84.57% to 94.54% were achieved. Next, experiment 4 attempted to detect the unperceived learning needs of question-askers even before they are aware of such needs. Using information about a learner’s interactions over a 5-month period, a prediction was made as to what they would be asking about during the next month, achieving recall and precision values of 0.93 and 0.81. Knowing the learning needs of question-askers early creates an opportunity to predict prospective answerers who could provide timely and quality answers to their question. The goal of experiment 5 was thus to predict the actual answerers for questions based only on information known at the time the question was asked. The iv success rate was at best 63.15%, which would only be marginally useful to inform a real-life peer recommender system. Thus, experiment 6 explored new measures in predicting the answerers, boosting the success rate to 89.64%. Of course, a peer recommender system would be deemed to be especially useful if it can provide prompt interventions, especially to get answers to questions that would otherwise not be answered quickly. To this end, experiment 7 attempted to predict the question-askers whose questions would be answered late or even remain unanswered, and a success rate of 68.4% was achieved. Results from these experiments suggest that modelling the activities of learners in an OLC is key in providing support to them to meet their learning needs. Perhaps, the most important lesson learned in this research is that lightweight approaches can be developed to help meet the evolving learning needs of professionals, even as knowledge changes within a profession. Metrics based on the experiments above are exactly such lightweight methodologies and could be the basis for useful tools to support professional learners