Multi-level modeling with LML : A contribution to the Multi-level Process Challenge

This paper presents a solution to the MULTI Process Challenge which was first posed to the participants of the MULTI workshop at the MODELS conference in 2019 and subsequently adapted for this special issue of the EMISA Journal. The structure of the paper therefore follows the guidelines laid out in the Challenge description. The models are represented in the Level-agnostic Modeling Language LML and the DOCL constraint language using the Melanee deep modeling tool. After first outlining the case study and documenting which aspects are supported in the LML solution, the paper presents multi-level models for both the insurance and the software engineering domains. This is followed by a discussion of the strengths and weaknesses of the approach. The presented model covers all mandatory and optional aspects of the Challenge case study

Multi-Level Design of Process-Oriented Enterprise Information Systems:Essential Guidelines and two Case Studies based on the FMMLx and the XModelerML

This paper presents prototypical multi-level models of two uses cases. They comprise models of business processes and models that represent the context required to execute a business process. On the one hand, the context consists of the organizational units that are responsible for the execution of processes. They are represented by a model of organizational structures. On the other hand, the context includes the artifacts that are needed or manipulated by processes. The models serve to demonstrate the specific power of multi-level modeling. First, they integrate models on higher levels, which correspond to domain-specific modeling languages, with those on lower levels. Second, models are supplemented with objects on L0 to demonstrate how these can be integrated. Third, the models are executable without the need to generate code, since models and corresponding program code share the same representation, thus demonstrating the possibility of advanced application system architectures, which allow users to navigate a comprehensive representation of the system they work with at runtime. The presentation of the models is supplemented with a general evaluation of multi-level concepts. The design of the models was inspired by the EMISA process challenge. Therefore, they are evaluated against the requirements defined with the challenge. In addition, a challenge is discussed that goes beyond the challenge, that is, the design of multi-level models of behavior

XI CIDU. La transformación digital de la universidad Congreso Iberoamericano de Docencia Universitaria

Nesta comunicação apresenta-se uma experiência de gamificação realizada numa turma online, numa Universidade Virtual. Foram utilizados como elementos de jogo pontos, badges, leadboard, avatares e desafios. Do ponto de vista do desenho da unidade curricular, foi proposto um desafio global, sob a forma de roleplaying, que percorreu todo o semestre. Para este desafio global contribuíram três outros desafios, nos quais os estudantes deveriam dinamizar discussões, sendo atribuídos pontos e badges em função da sua prestação. No que se refere à metodologia, tratou-se de uma investigação exploratória, com carácter qualitativo. Como técnicas de recolha de dados, privilegiou-se a observação, realizada durante toda a unidade curricular, complementada por um questionário aos estudantes no final do semestre. Constatou-se que a estratégia adotada incentivou a participação ativa dos estudantes, tendo estes gostado da experiência. Verificaram-se, contudo, algumas limitações, pelo facto de os estudantes desta amostra serem adultos trabalhadores a frequentar uma licenciatura online, com outros compromissos profissionais e familiares. Com efeito, verificou-se que vários deles mencionaram ter dificuldade na gestão do tempo, limitando a possibilidade de adesão a um percurso exigente em termos de participação ativa.In this paper, we present a gamification experiment that took place in an online class at a virtual university. The game elements were points, badges, leaderboard, avatars and challenges. Taking into account the curricular unit design, a global challenge was proposed, in the form of roleplaying, and took place along the whole semester. Three other challenges contributed to this global challenge: the students had to dynamize debates, and received points and badges, according to their performance. In terms of methodology, it consisted in an exploratory research of a qualitative character. Observation, complemented by a questionnaire made available to the students at the end of the semester, were the chosen techniques for data collection. It was observed that the adopted strategy motivated the students’ active participation, who really enjoyed the experience. However, some limitations were also observed, once these students, attending an online First Cycle Degree, are adults who have professional and family responsibilities and commitments. Actually, several of them mentioned that the difficulty in organizing their time did limit the possibility of participating in the challenge, which was indeed demanding in terms of active participation.info:eu-repo/semantics/publishedVersio