Software Reuse in Agile Development Organizations - A Conceptual Management Tool

The reuse of knowledge is considered a major factor for increasing productivity and quality. In the software industry knowledge is embodied in software assets such as code components, functional designs and test cases. This kind of knowledge reuse is also referred to as software reuse. Although the benefits can be substantial, software reuse has never reached its full potential. Organizations are not aware of the different levels of reuse or do not know how to address reuse issues. This paper proposes a conceptual management tool for supporting software reuse. Furthermore the paper presents the findings of the application of the management tool in an agile development organization

Supporting the automated generation of modular product line safety cases

Abstract The effective reuse of design assets in safety-critical Software Product Lines (SPL) would require the reuse of safety analyses of those assets in the variant contexts of certification of products derived from the SPL. This in turn requires the traceability of SPL variation across design, including variation in safety analysis and safety cases. In this paper, we propose a method and tool to support the automatic generation of modular SPL safety case architectures from the information provided by SPL feature modeling and model-based safety analysis. The Goal Structuring Notation (GSN) safety case modeling notation and its modular extensions supported by the D-Case Editor were used to implement the method in an automated tool support. The tool was used to generate a modular safety case for an automotive Hybrid Braking System SPL

Models for Learning (Mod4L) Final Report: Representing Learning Designs

The Mod4L Models of Practice project is part of the JISC-funded Design for Learning Programme. It ran from 1 May – 31 December 2006. The philosophy underlying the project was that a general split is evident in the e-learning community between development of e-learning tools, services and standards, and research into how teachers can use these most effectively, and is impeding uptake of new tools and methods by teachers. To help overcome this barrier and bridge the gap, a need is felt for practitioner-focused resources which describe a range of learning designs and offer guidance on how these may be chosen and applied, how they can support effective practice in design for learning, and how they can support the development of effective tools, standards and systems with a learning design capability (see, for example, Griffiths and Blat 2005, JISC 2006). Practice models, it was suggested, were such a resource. The aim of the project was to: develop a range of practice models that could be used by practitioners in real life contexts and have a high impact on improving teaching and learning practice. We worked with two definitions of practice models. Practice models are: 1. generic approaches to the structuring and orchestration of learning activities. They express elements of pedagogic principle and allow practitioners to make informed choices (JISC 2006) However, however effective a learning design may be, it can only be shared with others through a representation. The issue of representation of learning designs is, then, central to the concept of sharing and reuse at the heart of JISC’s Design for Learning programme. Thus practice models should be both representations of effective practice, and effective representations of practice. Hence we arrived at the project working definition of practice models as: 2. Common, but decontextualised, learning designs that are represented in a way that is usable by practitioners (teachers, managers, etc).(Mod4L working definition, Falconer & Littlejohn 2006). A learning design is defined as the outcome of the process of designing, planning and orchestrating learning activities as part of a learning session or programme (JISC 2006). Practice models have many potential uses: they describe a range of learning designs that are found to be effective, and offer guidance on their use; they support sharing, reuse and adaptation of learning designs by teachers, and also the development of tools, standards and systems for planning, editing and running the designs. The project took a practitioner-centred approach, working in close collaboration with a focus group of 12 teachers recruited across a range of disciplines and from both FE and HE. Focus group members are listed in Appendix 1. Information was gathered from the focus group through two face to face workshops, and through their contributions to discussions on the project wiki. This was supplemented by an activity at a JISC pedagogy experts meeting in October 2006, and a part workshop at ALT-C in September 2006. The project interim report of August 2006 contained the outcomes of the first workshop (Falconer and Littlejohn, 2006). The current report refines the discussion of issues of representing learning designs for sharing and reuse evidenced in the interim report and highlights problems with the concept of practice models (section 2), characterises the requirements teachers have of effective representations (section 3), evaluates a number of types of representation against these requirements (section 4), explores the more technically focused role of sequencing representations and controlled vocabularies (sections 5 & 6), documents some generic learning designs (section 8.2) and suggests ways forward for bridging the gap between teachers and developers (section 2.6). All quotations are taken from the Mod4L wiki unless otherwise stated

The added value of implementing the Planet Game scenario with Collage and Gridcole

This paper discusses the suitability and the added value of Collage and Gridcole when contrasted with other solutions participating in the ICALT 2006 workshop titled “Comparing educational modelling languages on a case study.” In this workshop each proposed solution was challenged to implement a Computer-Supported Collaborative Learning situation (CSCL) posed by the workshop’s organizers. Collage is a pattern-based authoring tool for the creation of CSCL scripts compliant with IMS Learning Design (IMS LD). These IMS LD scripts can be enacted by the Gridcole tailorable CSCL system. The analysis presented in the paper is organized as a case study which considers the data recorded in the workshop discussion as well the information reported in the workshop contributions. The results of this analysis show how Collage and Gridcole succeed in implementing the scenario and also point out some significant advantages in terms of design reusability and generality, user-friendliness, and enactment flexibility

Reusability in software engineering

This paper surveys recent work concerning reusability in software engineering. The current directions in software reusability are discussed, and the two major approaches of reusable building blocks and reusable patterns studied. An extensive bibliography, parts of which are annotated, is included

Towards an Intelligent Workflow Designer based on the Reuse of Workflow Patterns

In order to perform process-aware information systems we need sophisticated methods and concepts for designing and modeling processes. Recently, research on workflow patterns has emerged in order to increase the reuse of recurring workflow structures. However, current workflow modeling tools do not provide functionalities that enable users to define, query, and reuse workflow patterns properly. In this paper we gather a suite for both process modeling and normalization based on workflow patterns reuse. This suite must be used in the extension of some workflow design tool. The suite comprises components for the design of processes from both legacy systems and process modeling

Workflow Patterns for Business Process Modeling

For its reuse advantages, workflow patterns (e.g., control flow patterns, data patterns, resource patterns) are increasingly attracting the interest of both researchers and vendors. Frequently, business process or workflow models can be assembeled out of a set of recurrent process fragments (or recurrent business functions), each of them having generic semantics that can be described as a pattern. To our best knowledge, so far, there has been no (empirical) work evidencing the existence of such recurrent patterns in real workflow applications. Thus, in this paper we elaborate the frequency with which certain patterns occur in practice. Furthermore, we investigate completeness of workflow patterns (based on recurrent functions) with respect to their ability to capture a large variety of business processes

Open educational practices for curriculum enhancement

Open educational resources (OER) and open educational practices (OEP) are relatively new areas in educational research. How OER and OEP can help practitioners enhance curricula is one of a number of under-researched topics. This article aims to enable practitioners to identify and implement appropriate open practices to enhance higher education curricula. To that aim, we put forward a framework of four open educational practices based on patterns of OER reuse (‘as is’ or adapted), mapped against the processes of curriculum design and delivery. The framework was developed from the in-depth analysis of 20 cases of higher education practitioners, which revealed patterns of OER reuse across disciplines, institutions and needs. For each open practice we offer evidence, examples and ideas for application by practitioners. We also put forward recommendations for institutional policies on OER and OE