ScaFi: A Scala DSL and Toolkit for Aggregate Programming

Supported by current socio-scientific trends, programming the global behaviour of whole computational collectives makes for great opportunities, but also significant challenges. Recently, aggregate computing has emerged as a prominent paradigm for so-called collective adaptive systems programming. To shorten the gap between such research endeavours and mainstream software development and engineering, we present ScaFi, a Scala toolkit providing an internal domain-specific language, libraries, a simulation environment, and runtime support for practical aggregate computing systems development

Quantifying usability of domain-specific languages: An empirical study on software maintenance

A domain-specific language (DSL) aims to support software development by offering abstractions to a particular domain. It is expected that DSLs improve the maintainability of artifacts otherwise produced with general-purpose languages. However, the maintainability of the DSL artifacts and, hence, their adoption in mainstream development, is largely dependent on the usability of the language itself. Unfortunately, it is often hard to identify their usability strengths and weaknesses early, as there is no guidance on how to objectively reveal them. Usability is a multi-faceted quality characteristic, which is challenging to quantify beforehand by DSL stakeholders. There is even less support on how to quantitatively evaluate the usability of DSLs used in maintenance tasks. In this context, this paper reports a study to compare the usability of textual DSLs under the perspective of software maintenance. A usability measurement framework was developed based on the cognitive dimensions of notations. The framework was evaluated both qualitatively and quantitatively using two DSLs in the context of two evolving object-oriented systems. The results suggested that the proposed metrics were useful: (1) to early identify DSL usability limitations, (2) to reveal specific DSL features favoring maintenance tasks, and (3) to successfully analyze eight critical DSL usability dimensions.This work was funded by B. Cafeo CAPES PhD Scholarship, and CNPq scholarship grant number 141688/2013-0; A. Garcia FAPERJ - distinguished scientist grant (number E-26/102.211/2009), CNPq - productivity grants (number 305526/2009-0 and 308490/2012-6), Universal project grants (number 483882/2009-7 and 485348/2011-0), and PUC-Rio (productivity grant).info:eu-repo/semantics/publishedVersio

Designing Distributed, Component-Based Systems for Industrial Robotic Applications

none3noneM. Amoretti; S. Caselli; M. ReggianiM., Amoretti; S., Caselli; Reggiani, Monic

mage: Fluid Moves Between Code and Graphical Work in Computational Notebooks

We aim to increase the flexibility at which a data worker can choose the right tool for the job, regardless of whether the tool is a code library or an interactive graphical user interface (GUI). To achieve this flexibility, we extend computational notebooks with a new API mage, which supports tools that can represent themselves as both code and GUI as needed. We discuss the design of mage as well as design opportunities in the space of flexible code/GUI tools for data work. To understand tooling needs, we conduct a study with nine professional practitioners and elicit their feedback on mage and potential areas for flexible code/GUI tooling. We then implement six client tools for mage that illustrate the main themes of our study findings. Finally, we discuss open challenges in providing flexible code/GUI interactions for data workers

Tools to develop end-user programming skills from primary school to higher education

Some years ago at the MIDK2013 Conference [16] we presented a concept regarding the use of a new generation of computer programming novice languages (in fact, an environment, called ‘block languages’). We showed how we imagine the use of this kind of language for different ages and at different levels of education. Now we would like to present the results of our projects related to this concept and our psychological and pedagogical experiences. Furthermore we would like to present further tools to develop end-user programming skills from primary school to higher education