Everything is INTERRELATED:Teaching Software Engineering for Sustainability

Sustainability has become an important concern across many disciplines,and software systems play an increasingly central role in addressing it. However, teaching students from software engineering and related disciplines to effectively act in this space requires interdisciplinary courses that combines the concep to of sustainability with software engineering practice and principles. Yet, presently little guidance exist on which subjects and materials to cover in such courses and how, combined with a lack of reusable learning objects. This paper describes a summer school course on Software Engineering for Sustainability (SE4S). We provide a blueprint for this course, in the hope that it can help the community develop a shared approach and methods to teaching SE4S. Practical lessons learned from delivery of this course are also reported here, and could help iterate over the course materials, structure, and guidance for future improvements. The course blueprint, availability of used materials and report of the study results make this course viable for replication and further improvement

Massively distributed authorship of academic papers

Wiki-like or crowdsourcing models of collaboration can provide a number of benefits to academic work. These techniques may engage expertise from different disciplines, and potentially increase productivity. This paper presents a model of massively distributed collaborative authorship of academic papers. This model, developed by a collective of thirty authors, identifies key tools and techniques that would be necessary or useful to the writing process. The process of collaboratively writing this paper was used to discover, negotiate, and document issues in massively authored scholarship. Our work provides the first extensive discussion of the experiential aspects of large-scale collaborative researc

A proposal for cognitive gameplay requirements

In cognitive gameplay, players must identify inputs, classify and integrate them in a contextually appropriate manner, then draw conclusions and provide feedback to the game engine to demonstrate their mastery of the challenge. Established requirements practices do not exist for this domain and game development teams rely upon ad hoc approaches to specification and iterative requirements-through-implementation-and-test techniques to achieve their goals. In this work we report our observations of a game development team as they prepared a game design in response to a third-party commercial request for proposal. We report upon three examples of cognitive gameplay definition and propose a definition for cognitive gameplay requirements, capable of capturing the requirements from within the case study, that can be used as the basis for further investigations.Ye

Visualizing Emotional Requirements

Emotional requirements capture the game designer's vision for the player's emotional experience and are used to facilitate communication between pre-production and production teams. However, production-phase deficiencies in emotional requirements have been identified. In this work, we extend the definition of emotional requirements to include emotion prototypes and emotion markers and present improved techniques for eliciting, capturing and visualizing emotional requirements. A detailed investigation of one gameplay scenario is presented, with a focus on evaluating visualization techniques for emotional requirements. The solutions developed in this work met the needs of all development team members and appear to be general solutions for the domain.Ye