Application of machine learning techniques to the flexible assessment and improvement of requirements quality

It is already common to compute quantitative metrics of requirements to assess their quality. However, the risk is to build assessment methods and tools that are both arbitrary and rigid in the parameterization and combination of metrics. Specifically, we show that a linear combination of metrics is insufficient to adequately compute a global measure of quality. In this work, we propose to develop a flexible method to assess and improve the quality of requirements that can be adapted to different contexts, projects, organizations, and quality standards, with a high degree of automation. The domain experts contribute with an initial set of requirements that they have classified according to their quality, and we extract their quality metrics. We then use machine learning techniques to emulate the implicit expert’s quality function. We provide also a procedure to suggest improvements in bad requirements. We compare the obtained rule-based classifiers with different machine learning algorithms, obtaining measurements of effectiveness around 85%. We show as well the appearance of the generated rules and how to interpret them. The method is tailorable to different contexts, different styles to write requirements, and different demands in quality. The whole process of inferring and applying the quality rules adapted to each organization is highly automatedThis research has received funding from the CRYSTAL project–Critical System Engineering Acceleration (European Union’s Seventh Framework Program FP7/2007-2013, ARTEMIS Joint Undertaking grant agreement no 332830); and from the AMASS project–Architecture-driven, Multi-concern and Seamless Assurance and Certification of Cyber-Physical Systems (H2020-ECSEL grant agreement no 692474; Spain’s MINECO ref. PCIN-2015-262)

Software Product Line Engineering via Software Transplantation

For companies producing related products, a Software Product Line (SPL) is a software reuse method that improves time-to-market and software quality, achieving substantial cost reductions.These benefits do not come for free. It often takes years to re-architect and re-engineer a codebase to support SPL and, once adopted, it must be maintained. Current SPL practice relies on a collection of tools, tailored for different reengineering phases, whose output developers must coordinate and integrate. We present Foundry, a general automated approach for leveraging software transplantation to speed conversion to and maintenance of SPL. Foundry facilitates feature extraction and migration. It can efficiently, repeatedly, transplant a sequence of features, implemented in multiple files. We used Foundry to create two valid product lines that integrate features from three real-world systems in an automated way. Moreover, we conducted an experiment comparing Foundry's feature migration with manual effort. We show that Foundry automatically migrated features across codebases 4.8 times faster, on average, than the average time a group of SPL experts took to accomplish the task

Challenges for engineering students working with authentic complex problems

Engineers are important participants in solving societal, environmental and technical problems. However, due to an increasing complexity in relation to these problems new interdisciplinary competences are needed in engineering. Instead of students working with monodisciplinary problems, a situation where students work with authentic complex problems in interdisciplinary teams together with a company may scaffold development of new competences. The question is: What are the challenges for students structuring the work on authentic interdisciplinary problems? This study explores a three-day event where 7 students from Aalborg University (AAU) from four different faculties and one student from University College North Denmark (UCN), (6th-10th semester), worked in two groups at a large Danish company, solving authentic complex problems. The event was structured as a Hackathon where the students for three days worked with problem identification, problem analysis and finalizing with a pitch competition presenting their findings. During the event the students had workshops to support the work and they had the opportunity to use employees from the company as facilitators. It was an extracurricular activity during the summer holiday season. The methodology used for data collection was qualitative both in terms of observations and participants’ reflection reports. The students were observed during the whole event. Findings from this part of a larger study indicated, that students experience inability to transfer and transform project competences from their previous disciplinary experiences to an interdisciplinary setting

Exploring the practical use of a collaborative robot for academic purposes

This article presents a set of experiences related to the setup and exploration of potential educational uses of a collaborative robot (cobot). The basic principles that have guided the work carried out have been three. First and foremost, study of all the functionalities offered by the robot and exploration of its potential academic uses both in subjects focused on industrial robotics and in subjects of related disciplines (automation, communications, computer vision). Second, achieve the total integration of the cobot at the laboratory, seeking not only independent uses of it but also seeking for applications (laboratory practices) in which the cobot interacts with some of the other devices already existing at the laboratory (other industrial robots and a flexible manufacturing system). Third, reuse of some available components and minimization of the number and associated cost of required new components. The experiences, carried out following a project-based learning methodology under the framework of bachelor and master subjects and thesis, have focused on the integration of mechanical, electronic and programming aspects in new design solutions (end effector, cooperative workspace, artificial vision system integration) and case studies (advanced task programming, cybersecure communication, remote access). These experiences have consolidated the students' acquisition of skills in the transition to professional life by having the close collaboration of the university faculty with the experts of the robotics company.Postprint (published version