Identifying and Modelling Complex Workflow Requirements in Web Applications

Workflow plays a major role in nowadays business and therefore its requirement elicitation must be accurate and clear for achieving the solution closest to business’s needs. Due to Web applications popularity, the Web is becoming the standard platform for implementing business workflows. In this context, Web applications and their workflows must be adapted to market demands in such a way that time and effort are minimize. As they get more popular, they must give support to different functional requirements but also they contain tangled and scattered behaviour. In this work we present a model-driven approach for modelling workflows using a Domain Specific Language for Web application requirement called WebSpec. We present an extension to WebSpec based on Pattern Specifications for modelling crosscutting workflow requirements identifying tangled and scattered behaviour and reducing inconsistencies early in the cycle

Detecting Conflicts and Inconsistencies in Web Application Requirements

Web applications evolve fast. One of the main reasons for this evolution is that new requirements emerge and change constantly. These new requirements are posed either by customers or they are the consequence of users’ feedback about the application. One of the main problems when dealing with new requirements is their consistency in relationship with the current version of the application. In this paper we present an effective approach for detecting and solving inconsistencies and conflicts in web software requirements. We first characterize the kind of inconsistencies arising in web applications requirements and then show how to isolate them using a modeldriven approach. With a set of examples we illustrate our approach

Sensitive and Scalable Online Evaluation with Theoretical Guarantees

Multileaved comparison methods generalize interleaved comparison methods to provide a scalable approach for comparing ranking systems based on regular user interactions. Such methods enable the increasingly rapid research and development of search engines. However, existing multileaved comparison methods that provide reliable outcomes do so by degrading the user experience during evaluation. Conversely, current multileaved comparison methods that maintain the user experience cannot guarantee correctness. Our contribution is two-fold. First, we propose a theoretical framework for systematically comparing multileaved comparison methods using the notions of considerateness, which concerns maintaining the user experience, and fidelity, which concerns reliable correct outcomes. Second, we introduce a novel multileaved comparison method, Pairwise Preference Multileaving (PPM), that performs comparisons based on document-pair preferences, and prove that it is considerate and has fidelity. We show empirically that, compared to previous multileaved comparison methods, PPM is more sensitive to user preferences and scalable with the number of rankers being compared.Comment: CIKM 2017, Proceedings of the 2017 ACM on Conference on Information and Knowledge Managemen

The Collective Building of Knowledge in Collaborative Learning Environments

The intention of this chapter is to investigate how collaborative learning environments (CLEs) can be used to elicit the collective building of knowledge. This work discusses CLEs as lively cognitive systems and looks at some strategies that might contribute to the improvement of significant pedagogical practices. The study is supported by rhizome principles, whose characteristics allow us to understand the process of selecting and connecting what is relevant and meaningful for the collective building of knowledge. A brief theoretical and conceptual approach is presented and major contributions and difficulties about collaborative learning environments are discussed. New questions and future trends about the collective building of knowledge are suggested

Towards a re-engineering method for web services architectures

Recent developments in Web technologies – in particular through the Web services framework – have greatly enhanced the flexible and interoperable implementation of service-oriented software architectures. Many older Web-based and other distributed software systems will be re-engineered to a Web services-oriented platform. Using an advanced e-learning system as our case study, we investigate central aspects of a re-engineering approach for the Web services platform. Since our aim is to provide components of the legacy system also as services in the new platform, re-engineering to suit the new development paradigm is as important as re-engineering to suit the new architectural requirements

Authoring a Web‐enhanced interface for a new language‐learning environment

This paper presents conceptual considerations underpinning a design process set up to develop an applicable and usable interface as well as defining parameters for a new and versatile Computer Assisted Language Learning (CALL) environment. Based on a multidisciplinary expertise combining Human Computer Interaction (HCI), Web‐based Java programming, CALL authoring and language teaching expertise, it strives to generate new CALL‐enhanced curriculum developments in language learning. The originality of the approach rests on its design rationale established on the strength of previously identified student requirements and authoring needs identifying inherent design weaknesses and interactive limitations of existing hypermedia CALL applications (Hémard, 1998). At the student level, the emphasis is placed on three important design decisions related to the design of the interface, student interaction and usability. Thus, particular attention is given to design considerations focusing on the need to (a) develop a readily recognizable, professionally robust and intuitive interface, (b) provide a student‐controlled navigational space based on a mixed learning environment approach, and (c) promote a flexible, network‐based, access mode reconciling classroom with open access exploitations. At the author level, design considerations are essentially orientated towards adaptability and flexibility with the integration of authoring facilities, requiring no specific authoring skills, to cater for and support the need for a flexible approach adaptable to specific language‐learning environments. This paper elaborates on these conceptual considerations within the design process with particular emphasis on the adopted principled methodology and resulting design decisions and solutions