Requirements engineering for computer integrated environments in construction

A Computer Integrated Environment (CIE) is the type of innovative integrated information system that helps to reduce fragmentation and enables the stakeholders to collaborate together in business. Researchers have observed that the concept of CIE has been the subject of research for many years but the uptake of this technology has been very limited because of the development of the technology and its effective implementation. Although CIE is very much valued by both industrialists and academics, the answers to the question of how to develop and how to implement it are still not clear. The industrialists and researchers conveyed that networking, collaboration, information sharing and communication will become popular and critical issues in the future, which can be managed through CIE systems. In order for successful development of the technology, successful delivery, and effective implementation of user and industry-oriented CIE systems, requirements engineering seems a key parameter. Therefore, through experiences and lessons learnt in various case studies of CIE systems developments, this book explains the development of a requirements engineering framework specific to the CIE system. The requirements engineering process that has been developed in the research is targeted at computer integrated environments with a particular interest in the construction industry as the implementation field. The key features of the requirements engineering framework are the following: (1) ready-to-use, (2) simple, (3) domain specific, (4) adaptable and (5) systematic, (6) integrated with the legacy systems. The method has three key constructs: i) techniques for requirements development, which includes the requirement elicitation, requirements analysis/modelling and requirements validation, ii) requirements documentation and iii) facilitating the requirements management. It focuses on system development methodologies for the human driven ICT solutions that provide communication, collaboration, information sharing and exchange through computer integrated environments for professionals situated in discrete locations but working in a multidisciplinary and interdisciplinary environment. The overview for each chapter of the book is as follows; Chapter 1 provides an overview by setting the scene and presents the issues involved in requirements engineering and CIE (Computer Integrated Environments). Furthermore, it makes an introduction to the necessity for requirements engineering for CIE system development, experiences and lessons learnt cumulatively from CIE systems developments that the authors have been involved in, and the process of the development of an ideal requirements engineering framework for CIE systems development, based on the experiences and lessons learnt from the multi-case studies. Chapter 2 aims at building up contextual knowledge to acquire a deeper understanding of the topic area. This includes a detailed definition of the requirements engineering discipline and the importance and principles of requirements engineering and its process. In addition, state of the art techniques and approaches, including contextual design approach, the use case modelling, and the agile requirements engineering processes, are explained to provide contextual knowledge and understanding about requirements engineering to the readers. After building contextual knowledge and understanding about requirements engineering in chapter 2, chapter 3 attempts to identify a scope and contextual knowledge and understanding about computer integrated environments and Building Information Modelling (BIM). In doing so, previous experiences of the authors about systems developments for computer integrated environments are explained in detail as the CIE/BIM case studies. In the light of contextual knowledge gained about requirements engineering in chapter 2, in order to realize the critical necessity of requirements engineering to combine technology, process and people issues in the right balance, chapter 4 will critically evaluate the requirements engineering activities of CIE systems developments that are explained in chapter 3. Furthermore, to support the necessity of requirements engineering for human centred CIE systems development, the findings from semi-structured interviews are shown in a concept map that is also explained in this chapter. In chapter 5, requirements engineering is investigated from different angles to pick up the key issues from discrete research studies and practice such as traceability through process and product modelling, goal-oriented requirements engineering, the essential and incidental complexities in requirements models, the measurability of quality requirements, the fundamentals of requirements engineering, identifying and involving the stakeholders, reconciling software requirements and system architectures and barriers to the industrial uptake of requirements engineering. In addition, a comprehensive research study measuring the success of requirements engineering processes through a set of evaluation criteria is introduced. Finally, the key issues and the criteria are comparatively analyzed and evaluated in order to match each other and confirm the validity of the criteria for the evaluation and assessment of the requirements engineering implementation in the CIE case study projects in chapter 7 and the key issues will be used in chapter 9 to support the CMM (Capability Maturity Model) for acceptance and wider implications of the requirements engineering framework to be proposed in chapter 8. Chapter 6 explains and particularly focuses on how the requirements engineering activities in the case study projects were handled by highlighting strengths and weaknesses. This will also include the experiences and lessons learnt from these system development practices. The findings from these developments will also be utilized to support the justification of the necessity of a requirements engineering framework for the CIE systems developments. In particular, the following are addressed. • common and shared understanding in requirements engineering efforts, • continuous improvement, • outputs of requirement engineering • reflections and the critical analysis of the requirements engineering approaches in these practices. The premise of chapter 7 is to evaluate and assess the requirements engineering approaches in the CIE case study developments from multiple viewpoints in order to find out the strengths and the weaknesses in these requirements engineering processes. This evaluation will be mainly based on the set of criteria developed by the researchers and developers in the requirements engineering community in order to measure the success rate of the requirements engineering techniques after their implementation in the various system development projects. This set of criteria has already been introduced in chapter 5. This critical assessment includes conducting a questionnaire based survey and descriptive statistical analysis. In chapter 8, the requirements engineering techniques tested in the CIE case study developments are composed and compiled into a requirements engineering process in the light of the strengths and the weaknesses identified in the previous chapter through benchmarking with a Capability Maturity Model (CMM) to ensure that it has the required level of maturity for implementation in the CIE systems developments. As a result of this chapter, a framework for a generic requirements engineering process for CIE systems development will be proposed. In chapter 9, the authors will discuss the acceptance and the wider implications of the proposed framework of requirements engineering process using the CMM from chapter 8 and the key issues from chapter 5. Chapter 10 is the concluding chapter and it summarizes the findings and brings the book to a close with recommendations for the implementation of the Proposed RE framework and also prescribes a guideline as a way forward for better implementation of requirements engineering for successful developments of the CIE systems in the future

From Bare Metal to Virtual: Lessons Learned when a Supercomputing Institute Deploys its First Cloud

As primary provider for research computing services at the University of Minnesota, the Minnesota Supercomputing Institute (MSI) has long been responsible for serving the needs of a user-base numbering in the thousands. In recent years, MSI---like many other HPC centers---has observed a growing need for self-service, on-demand, data-intensive research, as well as the emergence of many new controlled-access datasets for research purposes. In light of this, MSI constructed a new on-premise cloud service, named Stratus, which is architected from the ground up to easily satisfy data-use agreements and fill four gaps left by traditional HPC. The resulting OpenStack cloud, constructed from HPC-specific compute nodes and backed by Ceph storage, is designed to fully comply with controls set forth by the NIH Genomic Data Sharing Policy. Herein, we present twelve lessons learned during the ambitious sprint to take Stratus from inception and into production in less than 18 months. Important, and often overlooked, components of this timeline included the development of new leadership roles, staff and user training, and user support documentation. Along the way, the lessons learned extended well beyond the technical challenges often associated with acquiring, configuring, and maintaining large-scale systems.Comment: 8 pages, 5 figures, PEARC '18: Practice and Experience in Advanced Research Computing, July 22--26, 2018, Pittsburgh, PA, US

Analysis domain model for shared virtual environments

The field of shared virtual environments, which also encompasses online games and social 3D environments, has a system landscape consisting of multiple solutions that share great functional overlap. However, there is little system interoperability between the different solutions. A shared virtual environment has an associated problem domain that is highly complex raising difficult challenges to the development process, starting with the architectural design of the underlying system. This paper has two main contributions. The first contribution is a broad domain analysis of shared virtual environments, which enables developers to have a better understanding of the whole rather than the part(s). The second contribution is a reference domain model for discussing and describing solutions - the Analysis Domain Model

The virtual playground: an educational virtual reality environment for evaluating interactivity and conceptual learning

The research presented in this paper aims at investigating user interaction in immersive virtual learning environments (VLEs), focusing on the role and the effect of interactivity on conceptual learning. The goal has been to examine if the learning of young users improves through interacting in (i.e. exploring, reacting to, and acting upon) an immersive virtual environment (VE) compared to non interactive or non-immersive environments. Empirical work was carried out with more than 55 primary school students between the ages of 8 and 12, in different between-group experiments: an exploratory study, a pilot study, and a large-scale experiment. The latter was conducted in a virtual environment designed to simulate a playground. In this ‘Virtual Playground’, each participant was asked to complete a set of tasks designed to address arithmetical ‘fractions’ problems. Three different conditions, two experimental virtual reality (VR) conditions and a non-VR condition, that varied the levels of activity and interactivity, were designed to evaluate how children accomplish the various tasks. Pre-tests, post-tests, interviews, video, audio, and log files were collected for each participant, and analyzed both quantitatively and qualitatively. This paper presents a selection of case studies extracted from the qualitative analysis, which illustrate the variety of approaches taken by children in the VEs in response to visual cues and system feedback. Results suggest that the fully interactive VE aided children in problem solving but did not provide as strong evidence of conceptual change as expected; rather, it was the passive VR environment, where activity was guided by a virtual robot, that seemed to support student reflection and recall, leading to indications of conceptual change

A review of microgrid development in the United States – A decade of progress on policies, demonstrations, controls, and software tools

Microgrids have become increasingly popular in the United States. Supported by favorable federal and local policies, microgrid projects can provide greater energy stability and resilience within a project site or community. This paper reviews major federal, state, and utility-level policies driving microgrid development in the United States. Representative U.S. demonstration projects are selected and their technical characteristics and non-technical features are introduced. The paper discusses trends in the technology development of microgrid systems as well as microgrid control methods and interactions within the electricity market. Software tools for microgrid design, planning, and performance analysis are illustrated with each tool's core capability. Finally, the paper summarizes the successes and lessons learned during the recent expansion of the U.S. microgrid industry that may serve as a reference for other countries developing their own microgrid industries

Responding to the vision of the information society: first steps towards a national virtual university.

Executive Summary 1. There is confusion, both in academic circles and the public more generally, about the definition of a virtual university. Hence in considering such an option, it is worth looking more fundamentally at the contexts for higher education, and the functions of a National Virtual University equipped to meet the needs of the 21st Century. 2. The increase in the use of ICT has caused a radical increase in demand for higher education globally, and increased access to higher education via the use of ICT. New suppliers in the form of private and corporate universities, now compete with universities in their home countries, and increasingly, overseas. 3. Although demands for higher education are growing rapidly, analysis of the new and changing demands on universities at local, national and international levels, within an increasingly global knowledge market, indicates that the role of a National Virtual University will be much broader than that of an existing university. Moreover, a NVU will need to successfully compete in an environment which is growing in competitiveness and complexity as corporate universities start to operate, but will have to do so with greater efficiency and lower funding. 4. The socio-economic environment in Finland is characterised by an internationally high (and growing) involvement with information and communication technologies in all spheres of life. Within this fast developing Information Society, there is a high need for increasing skills levels and retraining, especially with respect to ICT. However, like elsewhere in Europe, the use of technology for collaborative teaching in Universities and for promoting joint research with industry, is comparatively underexploited, although the existing higher education platform, provides a useful structure which could adapt to, and benefit from, the establishment of a National Virtual University. 5. The rationale for incorporating the use of new technologies in higher education by building a National Virtual University is well-established. Such a development would require a quantum leap in the design and development of a new learning method. However, in addition to educational benefits, the NVU would aid the creation of a knowledge based economy, the promotion of social cohesion, the protection of the existing Finnish university system, and the preservation of national language and culture. 6. The experience of previous virtual university ventures in the USA demonstrates that collaborative ventures, based on existing providers and reliant on reengineering of existing teaching and learning practices, are unlikely to be successful, even where they are well financed. A National Virtual University can be constructed with varying degrees of functionality, but where it covers all ranges of university activities (teaching, research and technology transfer), and is well-linked to the local community, the cost of development will be high but the returns on expenditure will be greatest. 7. A project of this size, complexity, cost and importance will only succeed in maximising its potential as a collaborative venture, if it involves all stakeholder groups in discussing its form, as consensus on the form of the NVU will be critical in ensuring the success of its implementation

Use and Mastery of Virtual Learning Environment in Brazilian Open University

This paper describes and analyses the dynamics of the use and/or mastery of Virtual Learning Environments (VLEs) by educators and students Open University, important part of the Brazilian Educational System. A questionnaire with 32 items was answered by 174 students/instructors/coordinators of the Media in Education and Physics courses, of two federal universities, between 2011 and early 2012. The interview with a coordinator was transcribed and related to the data systematised in tables and graphs. Interpretative analysis, in an open dialogue with the references and with the data from the Universidade Aberta do Brasil (UAB - Open University of Brazil) site resulted in the final considerations. These suggest that the use and/or mastery of VLEs by students are important, and the specificities of these uses subsidise studies and publications, still in a small number in the literature in this area of knowledge. The work reflects the development of the Open Distance Education System, conducted with strong popular participation, as a response to the challenge posed to the educational policies for expanding the public provision of higher education, also using VLEs for this purpose

Design Thinking and Participation: Lessons Learned from Three Case Studies

This paper examines how design thinking and serious games approaches can be used to support participation through the analysis of three case studies. Indeed we will analyze these approaches in three different contexts: (i) a state-owned multi-utilities company; (ii) a political party; (iii) an information system strategic committee. Our analysis framework relies on the concepts of "perceived usefulness" and "perceived ease of use" and we will use it to discuss the lessons learned. Our main finding is that these approaches really contributing in making complex and abstract matters more "tangible" and thus understandable.participation; design thinking; serious games; case study; perceived usefulness