On system sequence descriptions

Context: Use cases (UCs) are widely used to specify the functionality of a SW system. A UC is usually worked out in a Main Success Scenario and several other (Alternative) Scenarios. To make the overall structure of the UC clear and to prepare for the software implementing the UC, these scenarios must be integrated into one structure per UC. Question/problem: How to integrate the different scenarios of a UC into one structure? Our solution: We propose so-called (textual) System Sequence Descriptions (SSDs). We introduce a suitable (context-free) grammar for our SSDs. We can express all usual constructs with our SSDs, such as primary and secondary actors, basic steps, the internal responsibilities of the system, sequential composition, arbitrary order, loops/repetition, conditionals, alternatives, options, choices, definitions, and calls/'Includes'. To support validation of the resulting SSDs (with integrated scenarios) and check it with the users (Requirements quality assessment), we give (inductive) translation rules to translate the SSDs to natural language (Natural Language Generation for RE). Additionally, we give (inductive) rules to generate graphical SSDs (like the more familiar UML-diagrams) from our textual SSDs. This might support validation too. Results: With this new artefact design we can easily integrate the different scenarios of a UC into one clear SSD and also check the result with the users. That integrated SSD clarifies the overall structure of the UC and forms a suitable basis for implementation. With a nontrivial example we illustrate that the proposed grammar is very practical and that the approach scales up easily. Main contribution: The paper describes novel technical solutions for the application of NL-technologies to RE-relevant artefacts. The paper includes additional solutions to the RE-problem of validation.</p

Teaching and practicing RE for agility

During the development of an information system, requirements might constantly change. The practice of Information Systems Engineering clearly evolved because of the adoption of agile methods. However, after practice and theory of agile development, teaching agile development should follow. We have to let our students experience agile development and to teach them how to deal with it, not only in theory but also in practice. E.g., in practice it is difficult to keep everything consistent in a constantly changing situation. Also, for students it is (very) strange that something which is judged good in an earlier stage might be judged wrong in a later stage. In this paper, we describe how we simulate agility in our course and how we let the students experience constantly changing requirements, and how we teach them how to handle that. And because of a sudden pandemic (COVID), we were forced to teach all this on-line, with all its educational restrictions (e.g., no personal meetings, limited human interaction/dynamics, etc.).</p

Teaching and practicing RE for agility

During the development of an information system, requirements might constantly change. The practice of Information Systems Engineering clearly evolved because of the adoption of agile methods. However, after practice and theory of agile development, teaching agile development should follow. We have to let our students experience agile development and to teach them how to deal with it, not only in theory but also in practice. E.g., in practice it is difficult to keep everything consistent in a constantly changing situation. Also, for students it is (very) strange that something which is judged good in an earlier stage might be judged wrong in a later stage. In this paper, we describe how we simulate agility in our course and how we let the students experience constantly changing requirements, and how we teach them how to handle that. And because of a sudden pandemic (COVID), we were forced to teach all this on-line, with all its educational restrictions (e.g., no personal meetings, limited human interaction/dynamics, etc.).</p

Teaching and practicing RE for agility

During the development of an information system, requirements might constantly change. The practice of Information Systems Engineering clearly evolved because of the adoption of agile methods. However, after practice and theory of agile development, teaching agile development should follow. We have to let our students experience agile development and to teach them how to deal with it, not only in theory but also in practice. E.g., in practice it is difficult to keep everything consistent in a constantly changing situation. Also, for students it is (very) strange that something which is judged good in an earlier stage might be judged wrong in a later stage. In this paper, we describe how we simulate agility in our course and how we let the students experience constantly changing requirements, and how we teach them how to handle that. And because of a sudden pandemic (COVID), we were forced to teach all this on-line, with all its educational restrictions (e.g., no personal meetings, limited human interaction/dynamics, etc.).</p