Developing an agent-based simulation model of software evolution

Context In attempt to simulate the factors that affect the software evolution behaviour and possibly predict it, several simulation models have been developed recently. The current system dynamic (SD) simulation model of software evolution process was built based on actor-network theory (ANT) of software evolution by using system dynamic environment, which is not a suitable environment to reflect the complexity of ANT theory. In addition the SD model has not been investigated for its ability to represent the real-world process of software evolution. Objectives This paper aims to re-implements the current SD model to an agent-based simulation environment ‘Repast’ and checks the behaviour of the new model compared to the existing SD model. It also aims to investigate the ability of the new Repast model to represent the real-world process of software evolution. Methods a new agent-based simulation model is developed based on the current SD model's specifications and then tests similar to the previous model tests are conducted in order to perform a comparative evaluation between of these two results. In addition an investigation is carried out through an interview with an expert in software development area to investigate the model's ability to represent real-world process of software evolution. Results The Repast model shows more stable behaviour compared with the SD model. Results also found that the evolution health of the software can be calibrated quantitatively and that the new Repast model does have the ability to represent real-world processes of software evolution. Conclusion It is concluded that by applying a more suitable simulation environment (agent-based) to represent ANT theory of software evolution, that this new simulation model will show more stable bahaviour compared with the previous SD model; And it will also shows the ability to represent (at least quantatively) the real-world aspect of software evolution.Peer reviewedFinal Accepted Versio

Student Choice: Blends of Technology beyond the University to support social interaction and social participation in learning.

M. Doolan and Gilbert, T., 'Student Choice: Blends of Technology beyond the University to support social interaction and social participation in learning' , Chapter in E-Learning, E-Education, and Online Training, Third International Conference, eLEOT 2016, Dublin, Ireland, August 31 – September 2, 2016, Revised Selected Papers Publisher: Springer International Publishing, the final publication is available at Springer via doi: http://dx.doi.org/10.1007/978-3-319-49625-2_12 Print ISBN: 978-3-319-49624-5 Electronic ISBN: 978-3-319-49625-2 © ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering 2017This paper presents an overview of a blended collaborative learning design driven by assessment and feedback. To extend class based activities students were provided with a private group space on the university managed learning environment. They chose to supplement this using technologies beyond those provided by the University to support their social interactions and participate in their learning. Qualitative data analysis of student’s reflections provides insights into the students own blends of technology including Skype, What’s App, Facebook amongst others and accessed via their hand held mobile devices such as Smartphones and laptops. These were used by the students to connect and collaborate with their peer group to complete the set tasks throughout the module and the final group based assessment.Final Accepted Versio

Repurposing the Learning Environment: Using Robots to Engage and Support Students in Collaborative Learning through Assessment Design

This document is the Accepted Manuscript of the following paper: Martina Doolan and Michael Walters, 'Repurposing the Learning Environment: Using Robots to Engage and Support Students in Collaborative Learning through Assessment Design', in Proceedings of the 15th European Conference on e-Learning. Prague, Czech Republic, 27-28 October 2016. Antonín Janaík and Jarmila Novotná, eds., ISBN 978-1-911218-18-0, e-ISBN 978-1-911218-17-3.This paper presents a case study related to the setting up and the implementation of a multi-mode blended learning environment driven by an assessment design. The technological blend comprised access to robots and an online group space. The pedagogical blend included the assessment design and teaching and learning practice informed by current research taking place in the School of Computer Science at the University of Hertfordshire. Learners were provided with access to the research centre and the robotics house to help progress and complete the group based assessment and this was supplemented by class-based learning. The overall aim was to repurpose the learning environment and shift the emphasis from teacher-centric to learner-centric practices in order to motivate and engage learners in authentic group based assessment. Additionally, emphasis was placed on learners’ sharing work on their assessment as it progressed using a mini-project approach. This constructively aligned with the assessment and the subject delivery. In this learner-centric environment learners alongside the teacher administered feedback to students on their work as it progressed. This was intended to provide an opportunity for learners to develop their understanding and skills and take the necessary corrective action. Learner attitude was captured quantitatively by means of a questionnaire. Qualitative data was obtained using learners’ own reflections of their experience. This was provided in the form of students’ explanations of their answers to questions posed on the questionnaire. Overall learning was measured using the learner’s performance on the assessment. There are some interesting findings including learner views on the assessment design, how access to the robots and the research centre supported their learning and the learners’ overall perceptions of learning in the multi-modal blended learning environment. These findings will add to the debate on how we engage with and support learners who are growing up in a digital world and provides an example of how we can do this by taking a research-informed teaching approach to the practice of learning driven by an assessment design using robots. Keywords: Robots-in-learning, Research-Informed-Teaching, Research-Informed-Learning, Collaborative Learning, Assessment DesignFinal Accepted Versio

Compassion on University Degree Programmes at a UK University: The Neuroscience of Effective Group work

This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/ licences/by/4.0/legalcodePurpose The purpose of this paper is to explore the neuroscience that underpins the psychology of compassion as a competency. We explain why this cognitive competency is now taught and assessed on modules of different degree subjects in a UK university. Design/methodology/approach The paper is divided into first, an exploration of recent psychology and neuroscience literature that illuminates the differences, and relationship, between empathy and compassion for safeness building in teams. Within that, the role of oxytocin in achieving social and intellectual rewards though the exercise of cognitive flexibility, working memory and impulsive inhibitory control (Zelazo, et al, 2016) is also identified. The literature findings are compared against relevant qualitative data from the above university’s, so far, nine years of mixed methods action research on compassion-focused pedagogy (CfP). Findings These are that the concept and practice of embedding compassion as a cognitive competency into assessed university group work is illuminated and rationalised by research findings in neuroscience. Research limitations/implications The limitations of the study are that, so far, fMRI research methods have not been used to investigate student subjects involved in the compassion-focused pedagogy now in use. Practical implications The paper has implications for theory, policy and practice in relation to managing the increasing amount of group work that accompanies widening participation in Higher Education. Originality/value A review of this kind specifically for student assessed group and its implications for student academic achievement and mental health has not, apparently, been publishedPeer reviewe

Work in Progress – Establishing a Master Program in Cyber Physical Systems: Basic Findings and Future Perspectives

© 2020 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.This paper reports on the basic findings and future perspectives of a capacity building project funded by the European Union. The International Master of Science on Cyber Physical Systems (MS@CPS) is a collaborative project that aims to establish a master program in cyber physical systems (CPS). A consortium composed of nine partners proposed the project. Three partners are European and from Germany, UK and Sweden; while the other six partners are from the South Mediterranean region and include: Palestine, Jordan and Tunisia. The consortium is led by the University of Siegen in Germany who also manages the implementation of the work packages. CPS is an emerging engineering subject with significant economic and societal implications, which motivated the consortium to propose the establishment of a master program to offer educational and training opportunities at graduate level in the fields of CPS. In this paper, CPS as a field of study is introduced with an emphasis on its importance, especially with regard to meeting local needs. A brief description of the project is presented in conjunction with the methodology for developing the courses and their learning outcomes

Pedagogical and Innovative Practice : Using technologies to support Assessment and Assessment Feedback in real-time

The Pedagogical and Innovative Practice (PIP) project is funded by the Centre of Excellence in Learning and Teaching (CELT) at the University of Hertfordshire in the United Kingdom. The project was carried out across a community of practice at the School of Computer Science, with six members of academic staff teaching in teams on a variety of subjects such as data visualisation, and strategic information and planning management. The intention was to address assessment issues highlighted by students as captured on the National Student Survey in the UK; and related to students need for more informative and timely feedback on assessment With this in mind, assessment practices comprised of learning design and activities intended to support student learning within and beyond the classroom individually and by group learning. These practices were grounded in instructive and social constructivist theories in learning, teaching and assessment practice. Their design was intended to provide learners with timely feedback on their assessment. Initial lessons learnt as presented in this paper include: planning and preparation by tutors for technology use, different academic experiences, and conceptual perspectives, student and staff engagement, use of different types of assessment methods and practice, and the different types of feedback.Final Accepted Versio

The Role of the Tutor : Preparing learners to engage in collaborative learning using a Wiki as part of a blend

This paper reports on the role of the tutor in enabling student learning through the use of a blend comprising a Wiki application to supplement class-based learning. Interweaved in the descriptive in creating the conditions to support the collaborative learning experience are the intended consequences arising from the tutor role. These consequences were captured through tutor observations and students reflections in a blog. To this end, learners were prepared for the Wiki learning experience in two ways: in class-based sessions and using the discussion facilities of the University’s Managed Learning Environment. Results of a Wilcoxon Signed-Rank test performed on data derived using a pre and post test questionnaire shows that the tutorial activities set by the tutor provided sufficient knowledge to undertake the group work, the learning materials set helped learners to feel a sense ownership of group work and the online activities prepared learners for the collaborative experience.Final Accepted Versio

Using Technology to Support Collaborative Learning Through Assessment Design

This thesis offers an assessment design for collaborative learning, utilisation of blended learning support through current communication technologies and highlights the crucial role of the tutor. The thesis designed and tested a theoretical framework which encompassed an active learning environment and resulted in the development of the shamrock conceptual framework. To test the theoretical framework, clarify the role of the tutor and the impact on the learner experience two studies were undertaken using pedagogical models that combined the concepts of learner-centric, sociocultural and dialogic perspectives on collaborative learning and technology in meeting the needs of learners in the 21st Century. In the first study, the role of the tutor was found to be crucial in setting, implementing and guiding learners using the assessment design as part of a social constructivist pedagogical practice. The pedagogical approach adopted was to blend face-to-face and Wiki learning experiences and was found to promote learner ownership, engagement and the fostering of a learning community. The second study validated the first and provided additional asynchronous technology experiences in addition to the Wiki blend in the assessment design. Study 2 examined the role of the tutor and the learner whilst using current technologies comprising podcasts and video and a Wiki in the collaborative experience. Findings showed that the Wiki supported community and collaborative aspects of a sociocultural practice whilst learners were engaged in authentic learning activities and led to a well supported learning environment. The importance of technology design and use to accommodate collaborative and community aspects was found to be an essential component. It was found that technology is not simply an add-on but rather needs to be planned and considered purposefully by both tutors and learners when used in a blend to supplement learning on campus as part of an assessment design in higher education. This study has shown that, for this to happen, academics need to be provided with the appropriate support, knowledge and skills required in developing a blended learning experience using a Wiki supplemented by class contact on campus as part of an assessment design

Developing Pedagogy : The Role of the Tutor in Enabling Student Learning through the Use of a Wiki

This chapter intends to clarify the role of the tutor in enabling student learning through the use of a Wiki application. Such clarification will firstly establish that there is a clear role for the tutor in establishing a Wiki learning environment to support collaborative learning through assessment. Secondly, this chapter will provide guidance on how this role can be enacted as this area of practice develops further. This will be achieved through a practical example of using the “Collaborative Learning through Assessment and Technology” (CLAT) pedagogical model which is underpinned by social constructivism and the principles of ‘good teaching and learning practice’. The argument is made that a Wiki when used in this way is a learning resource to support collaborative learning. This chapter will help the reader to understand the Wiki concepts and their potential to enhance collaborations, knowledge development, and transfer. Further, this chapter presents the key concepts to prepare learners for using a Wiki within a blended learning framework. This includes the use of the CLAT model when considering the learning design and adaption to curriculum in order to achieve the concepts and practices that are necessary in collaborative learning through the use of a Wiki application in higher education.Non peer reviewe