A Web-Based Distributed Virtual Educational Laboratory

Evolution and cost of measurement equipment, continuous training, and distance learning make it difficult to provide a complete set of updated workbenches to every student. For a preliminary familiarization and experimentation with instrumentation and measurement procedures, the use of virtual equipment is often considered more than sufficient from the didactic point of view, while the hands-on approach with real instrumentation and measurement systems still remains necessary to complete and refine the student's practical expertise. Creation and distribution of workbenches in networked computer laboratories therefore becomes attractive and convenient. This paper describes specification and design of a geographically distributed system based on commercially standard components

Global state, local decisions: Decentralized NFV for ISPs via enhanced SDN

The network functions virtualization paradigm is rapidly gaining interest among Internet service providers. However, the transition to this paradigm on ISP networks comes with a unique set of challenges: legacy equipment already in place, heterogeneous traffic from multiple clients, and very large scalability requirements. In this article we thoroughly analyze such challenges and discuss NFV design guidelines that address them efficiently. Particularly, we show that a decentralization of NFV control while maintaining global state improves scalability, offers better per-flow decisions and simplifies the implementation of virtual network functions. Building on top of such principles, we propose a partially decentralized NFV architecture enabled via an enhanced software-defined networking infrastructure. We also perform a qualitative analysis of the architecture to identify advantages and challenges. Finally, we determine the bottleneck component, based on the qualitative analysis, which we implement and benchmark in order to assess the feasibility of the architecture.Peer ReviewedPostprint (author's final draft

Examining perceptions of agility in software development practice

This is the post-print version of the final published article that is available from the link below. Copyright @ 2010 ACM.Organizations undertaking software development are often reminded that successful practice depends on a number of non-technical issues that are managerial, cultural and organizational in nature. These issues cover aspects from appropriate corporate structure, through software process development and standardization to effective collaborative practice. Since the articulation of the 'software crisis' in the late-1960s, significant effort has been put into addressing problems related to the cost, time and quality of software development via the application of systematic processes and management practices for software engineering. Early efforts resulted in prescriptive structured methods, which have evolved and expanded over time to embrace consortia/ company-led initiatives such as the Unified Modeling Language and the Unified Process alongside formal process improvement frameworks such as the International Standards Organization's 9000 series, the Capability Maturity Model and SPICE. More recently, the philosophy behind traditional plan-based initiatives has been questioned by the agile movement, which seeks to emphasize the human and craft aspects of software development over and above the engineering aspects. Agile practice is strongly collaborative in its outlook, favoring individuals and interactions over processes and tools, working software over comprehensive documentation, customer collaboration over contract negotiation, and responding to change over following a plan (see Sidebar 1). Early experience reports on the use of agile practice suggest some success in dealing with the problems of the software crisis, and suggest that plan-based and agile practice are not mutually exclusive. Indeed, flexibility may arise from this unlikely marriage in an aim to strike a balance between the rigor of traditional plan-based approaches and the need for adaptation of those to suit particular development situations. With this in mind, this article surveys the current practice in software engineering alongside perceptions of senior development managers in relation to agile practice in order to understand the principles of agility that may be practiced implicitly and their effects on plan-based approach

Thematic review and analysis of grounded theory application in software engineering

We present metacodes, a new concept to guide grounded theory (GT) research in software engineering. Metacodes are high level codes that can help software engineering researchers guide the data coding process. Metacodes are constructed in the course of analyzing software engineering papers that use grounded theory as a research methodology. We performed a high level analysis to discover common themes in such papers and discovered that GT had been applied primarily in three software engineering disciplines: agile development processes, geographically distributed software development, and requirements engineering. For each category, we collected and analyzed all grounded theory codes and created, following a GT analysis process, what we call metacodes that can be used to drive further theory building. This paper surveys the use of grounded theory in software engineering and presents an overview of successes and challenges of applying this research methodology

Beyond the software factory : a comparison of "classic" and PC software developers

Includes bibliographical references.Stanley A. Smith and Michael A. Cusumano

The Capacity of the electronics industry for closing the lifecycle look: Assessing the infrastucture for the recovery and recycling of electronics in the Unites States

This work examined why the electronics industry, specifically producers of commercial and consumer equipment, does not complete the product lifecycle by recapturing valuable materials from products when the products reach the end of their useful life. The electronics industry, it seems, is not capable of fully recovering and recycling its products. It lacks the infrastructure, or the underlying foundation, to enable the industry to take back its products and recycle or reuse the components that make up those products. This research identified and examined the various infrastructure deficiencies, including technical and regulatory factors, causing the recovery and recycling of electronic products to remain infeasible. This research provided a summary of the initiatives that are currently taking place to help establish an infrastructure in the U.S

Do we engage the student in e-assessment by personalising lecturers' feedback interventions?

This paper describes the results of an eighteen month study evaluating what students' perceptions were of digital ink feedback on electronic assignments. It was a comparative study with 10 distance learning lecturers, (hereafter referred to as tutors) marking up to a maximum of 600 students' electronic assignments over, two nine month presentations of the UK Open University (OU) course, T175 Networked Living. Assignments were submitted by students over the internet to a centralised web depository called the electronic tutor marked system (eTMA) at the OU, in Microsoft Word. Tutors downloaded these assignments onto their own computers and in this study; half of the assignments were marked and edited using a Personal Computer (PC) with conventional keyboard input, using word processing software. The other half of the assignments were marked using a Tablet PC in which it is possible to create a layer over, the Microsoft Word submission and then write directly onto the screen of the Tablet PC using a pen, as if writing on paper. The hand-written feedback was saved or converted to typed text and then saved. In the first presentation of the course over 67% of students made positive comments about how their tutor had used the Tablet PC in providing feedback. This study also showed that the digital ink technology could help extend pedagogy and is of interest to Higher Education establishments considering on-line submission of assessment