Education and software engineering : Ten years of progress towards a recognised professional discipline

The discipline of Software Engineering has a history dating back to 1968. However, it is only during the last ten years that real efforts have been made to address it as a profession with appropriate educational support at university levels. The achievements and failures regarding movements in the US towards professionalism in the latter half of the 1990s are first considered. Then parallel and subsequent activities that have taken place on a broader front under the auspices of the International Federation for Information Processing (IFIP) are reported. The framework that the IFIP work has produced is then used in an evaluation of international progress over a ten-year period. Finally a summary of remaining challenges is given.2nd IFIP Conference on the History of Computing and EducationRed de Universidades con Carreras en Informática (RedUNCI

Informatics Research Institute (IRIS) July 2004 newsletter

This summer period has been rich in presence and dissemination related activities. Several important conferences, which have enjoyed a great international participation and success, have been organized by IRIS academics in Salford. These include NLDB04, CRIS 2004 and the LTSN workshop. Also, a substantial number of research projects have been secured from national as well as European funding sources. All these activities are contributing to reinforcing the leading position that IRIS is currently enjoying in the field of Informatics. This newsletter gives an overview of all research activities that took place during this reporting period. It is hoped that this will help trigger further collaboration with existing and future colleagues from academia, research and industry to work together towards addressing the many societal and technological challenges engendered by the information age

Education and software engineering : Ten years of progress towards a recognised professional discipline

The discipline of Software Engineering has a history dating back to 1968. However, it is only during the last ten years that real efforts have been made to address it as a profession with appropriate educational support at university levels. The achievements and failures regarding movements in the US towards professionalism in the latter half of the 1990s are first considered. Then parallel and subsequent activities that have taken place on a broader front under the auspices of the International Federation for Information Processing (IFIP) are reported. The framework that the IFIP work has produced is then used in an evaluation of international progress over a ten-year period. Finally a summary of remaining challenges is given.2nd IFIP Conference on the History of Computing and EducationRed de Universidades con Carreras en Informática (RedUNCI

Methods for applying Activity Theory to HCI Design

Activity Theory (AT) has been a recognised framework for enhancing design practices in HCI and related disciplines for a couple of decades. In most cases, AT has been deployed as an analytical framework for conceptualising user and contextual perspectives during systems design. However, the popularity of this framework has not yet resulted in operational methods and techniques that can easily and readily be applied in HCI design. The purpose of this workshop is to examine current methods and techniques based on AT so as to establish the feasibility of using this framework in HCI for practical design purposes. Given this remit, the term ‘HCI design’ is used in a much broader sense so as to incorporate the whole range of activities involved in the systems development process

See no evil? Ethics in an interventionist ICTD

This paper considers some of the ethical questions that arise in conducting interventionist ICTD research, and examines the ethical advice and guidance that is readily available to researchers. Recent years have seen a growing interest from technology researchers in applying their skills to address the needs and aspirations of people in developing regions. In contrast to much previous research in Information and Communication Technologies for Development (ICTD) which has sought to study and understand processes surrounding technologies, technology researchers are interested in finding ways to change the forms of these technologies in order to promote desirable social aims. These more interventionist research encounters raise distinctive ethical challenges. This paper explores the discussions that have been presented in the major ICTD journals and conferences and major development studies journals as well as examining codes of conduct from related fields of research. Exploration of this literature shows that the quantity, quality and detail of advice that directly addresses the challenges of interventionist ICTD is actually very limited. This paper argues that the there is an urgent need for the ICTD research community to investigate and debate this subject

Learning for design reuse

Over the past decade 'design assistance', i.e. where the computer is viewed as an Intelligent Design Assistant (IDA) [MacCallum-etal85], has emerged in knowledge based design support and has formed the basic research strategy for the CAD Centre, University of Strathclyde, since the mid-80s. Within this philosophy, an IDA would act as a colleague to a designer, providing guidance, learning from past design experiences, carrying out semi and fully automated tasks, explaining its reasoning and in essence complementing the designer's own natural skills, and thus leaving the ultimate decision making, control and responsibility with the designer

Learning morphological phenomena of Modern Greek an exploratory approach

This paper presents a computational model for the description of concatenative morphological phenomena of modern Greek (such as inflection, derivation and compounding) to allow learners, trainers and developers to explore linguistic processes through their own constructions in an interactive open‐ended multimedia environment. The proposed model introduces a new language metaphor, the ‘puzzle‐metaphor’ (similar to the existing ‘turtle‐metaphor’ for concepts from mathematics and physics), based on a visualized unification‐like mechanism for pattern matching. The computational implementation of the model can be used for creating environments for learning through design and learning by teaching

weSPOT: a cloud-based approach for personal and social inquiry

Scientific inquiry is at the core of the curricula of schools and universities across Europe. weSPOT is a new European initiative proposing a cloud-based approach for personal and social inquiry. weSPOT aims at enabling students to create their mashups out of cloud-based tools in order to perform scientific investigations. Students will also be able to share their inquiry accomplishments in social networks and receive feedback from the learning environment and their peers