A Knowledge Graph Based Integration Approach for Industry 4.0

The fourth industrial revolution, Industry 4.0 (I40) aims at creating smart factories employing among others Cyber-Physical Systems (CPS), Internet of Things (IoT) and Artificial Intelligence (AI). Realizing smart factories according to the I40 vision requires intelligent human-to-machine and machine-to-machine communication. To achieve this communication, CPS along with their data need to be described and interoperability conflicts arising from various representations need to be resolved. For establishing interoperability, industry communities have created standards and standardization frameworks. Standards describe main properties of entities, systems, and processes, as well as interactions among them. Standardization frameworks classify, align, and integrate industrial standards according to their purposes and features. Despite being published by official international organizations, different standards may contain divergent definitions for similar entities. Further, when utilizing the same standard for the design of a CPS, different views can generate interoperability conflicts. Albeit expressive, standardization frameworks may represent divergent categorizations of the same standard to some extent, interoperability conflicts need to be resolved to support effective and efficient communication in smart factories. To achieve interoperability, data need to be semantically integrated and existing conflicts conciliated. This problem has been extensively studied in the literature. Obtained results can be applied to general integration problems. However, current approaches fail to consider specific interoperability conflicts that occur between entities in I40 scenarios. In this thesis, we tackle the problem of semantic data integration in I40 scenarios. A knowledge graphbased approach allowing for the integration of entities in I40 while considering their semantics is presented. To achieve this integration, there are challenges to be addressed on different conceptual levels. Firstly, defining mappings between standards and standardization frameworks; secondly, representing knowledge of entities in I40 scenarios described by standards; thirdly, integrating perspectives of CPS design while solving semantic heterogeneity issues; and finally, determining real industry applications for the presented approach. We first devise a knowledge-driven approach allowing for the integration of standards and standardization frameworks into an Industry 4.0 knowledge graph (I40KG). The standards ontology is used for representing the main properties of standards and standardization frameworks, as well as relationships among them. The I40KG permits to integrate standards and standardization frameworks while solving specific semantic heterogeneity conflicts in the domain. Further, we semantically describe standards in knowledge graphs. To this end, standards of core importance for I40 scenarios are considered, i.e., the Reference Architectural Model for I40 (RAMI4.0), AutomationML, and the Supply Chain Operation Reference Model (SCOR). In addition, different perspectives of entities describing CPS are integrated into the knowledge graphs. To evaluate the proposed methods, we rely on empirical evaluations as well as on the development of concrete use cases. The attained results provide evidence that a knowledge graph approach enables the effective data integration of entities in I40 scenarios while solving semantic interoperability conflicts, thus empowering the communication in smart factories

Git4Voc: Git-based Versioning for Collaborative Vocabulary Development

Collaborative vocabulary development in the context of data integration is the process of finding consensus between the experts of the different systems and domains. The complexity of this process is increased with the number of involved people, the variety of the systems to be integrated and the dynamics of their domain. In this paper we advocate that the realization of a powerful version control system is the heart of the problem. Driven by this idea and the success of Git in the context of software development, we investigate the applicability of Git for collaborative vocabulary development. Even though vocabulary development and software development have much more similarities than differences there are still important differences. These need to be considered within the development of a successful versioning and collaboration system for vocabulary development. Therefore, this paper starts by presenting the challenges we were faced with during the creation of vocabularies collaboratively and discusses its distinction to software development. Based on these insights we propose Git4Voc which comprises guidelines how Git can be adopted to vocabulary development. Finally, we demonstrate how Git hooks can be implemented to go beyond the plain functionality of Git by realizing vocabulary-specific features like syntactic validation and semantic diffs

Methodology for the Implementation of Knowledge Management Systems

Managing knowledge means managing the processes of creation, development, distribution and utilisation of knowledge in order to improve organisational performance and increase competitive capacity. However, serious difficulties arise when attempts are made to implement knowledge management in enterprises. One of the reasons behind this situation is the lack of suitable methodologies for guiding the process of development and implementation of a Knowledge Management System, which is a computer system that allows the processes of creating, collecting, organising, accessing and using knowledge to be automated as far as possible. In this paper we propose a methodology for directing the process of developing and implementing a Knowledge Management System in any type of organisation. The methodology is organised in phases and outlines the activities to be performed, the techniques and supporting tools to be used, and the expected results for each phase. In addition, we show how the proposed methodology can be applied to the particular case of an enterpris

Desde la Iniciativa Empresarial hacia el éxito pasando por Metodologías Ágiles e Ingeniería del Software

Las asignaturas de los nuevos grados universitarios surgidos de la implantación del Espacio Europeo de Educación Superior (EEES) funcionan en la mayoría de casos como islas de conocimiento. La coordinación entre asignaturas, si existe, se limita a evitar el solapamiento de contenidos. A pesar de ello, existen interesantes propuestas de coordinación entre asignaturas en las que se suele trabajar sobre un proyecto común. Como consecuencia, el alumnado no percibe las asignaturas como entes independientes y el resultado de su trabajo sirve para evaluar la adquisición de competencias tanto específicas como genéricas. Una de las principales claves del éxito de estas propuestas es elegir asignaturas claramente complementarias y proponer un proyecto adecuado a realizar en común. En este trabajo presentamos una experiencia docente en la que las asignaturas no se eligen tanto por su complementariedad y después se propone un proyecto, sino que el nexo de unión en nuestro caso lo define un objetivo y a partir del mismo se eligen las asignaturas que hemos creído más adecuadas para guiar al alumno hacia él. Este objetivo consiste en el planteamiento y desarrollo de una idea de negocio que luego se convertirá en un proyecto informático que tras su planificación pueda ser implementado. Para conseguirlo se han elegido tres asignaturas del Grado en Ingeniería Informática de la Universitat Jaume I: Iniciativa Empresarial, en la cual se plantea un plan de negocio; Métodos Ágiles, en la cual se aplica la metodología Scrum Manager en la planificación y seguimiento del proyecto surgido de dicho plan; y Taller de Ingeniería del Software, en la cual se implementa y prueba la aplicación web resultante. Además creemos que una de las claves del éxito de la experiencia es el haber implicado a otros actores dentro del proceso de coordinación, tales como las empresas y el Parque Científico, Tecnológico y Empresarial de la Universitat Jaume I. Aplicando así el Modelo de la Triple Hélice en un contexto educativo.The courses offered by the new university degrees that have resulted from the implementation of the European Higher Education Area (EHEA) are like isolated enti-ties. Coordination between courses, if there is any, is limited to avoiding overlapping of contents. However, there are some interesting proposals for coordination between courses in order to work towards a common project. As a result, students do not perceive the courses as independent entities and the outcome of their work is to evaluate the acquisition of both specific and general skills. One of the main keys to the success of these proposals is to choose complementary courses and propose a suitable, common project to be carried out in conjunction with the other courses.In this paper we present an educational experience in which the courses are not chosen for their comple-mentarity and then the proposed project is carried out. The link in our case defines an objective, and the courses that we have considered would be best suited to lead the students toward this objective are then chosen. This goal consists of the planning and development of a business idea that will later become a computer project that after planning can be implemented. To achieve this we have selected three courses in the Computer Engineering Degree at the Universitat Jaume I: Entrepreneurship, in which a Business Plan is developed; Agile Methods, in which the Scrum Manager Methodology is applied for planning and controlling the project emerged from the mentioned plan; and Workshop on Software Engineering, in which the resulting web application is implemented and tested. Furthermore, we believe that one of the keys to the success of the experience is to have other actors involved in the coordination process, such as the companies and the Science, Technology and Business Park at the Universitat Jaume I, thus applying the Triple Helix Model in an educational context

A Domain-Specific Modelling Language for Corporate Social Responsibility (CSR)

Corporate Social Responsibility (CSR) has become a strategic critical subject in many business processes, since enterprises not only need to provide good products or services, but they also have to demonstrate that they are environmentally and socially responsible. In this context, enterprises should use appropriate computer systems in order to manage CSR ensuring the adoption of best practices with the aim of obtaining competitive advantages. On the other hand, Model-Driven Engineering is a proven and accepted paradigm that provides sound mechanisms to develop quality and reliable computer systems in an efficient way starting from business models. The main results presented in this paper are a CSR Metamodel and a CSR UML profile that provide a Domain-Specific Modelling Language (DSML) to represent CSR. This DSML supports the design of CSR Computer Independent Models (CIM) that are the starting point for Model-Driven Engineering development. To propose this DSML to represent CSR we analysed international standards, guides and regulations on CSR and we reviewed CSR strategies developed by different companies in order to define the artifacts of the CSR Metamodel. Finally, a practical case study using this DSML is provided in order to improve and to validate the defined CSR Metamodel, and to show how to apply the proposal in an actual company

Contratos de aprendizaje y evaluación entre iguales para responsabilizar al alumno de su aprendizaje

Con la implantación del EEES el proceso de enseñanza-aprendizaje ha pasado de estar centrado en la enseñanza del profesorado al aprendizaje del alumnado. Así pues los créditos que supone el superar un grado ya no se miden en horas de docencia presencial que debe realizar el profesorado, sino en horas de trabajo que debe llevar a cabo el alumnado. Este cambio ha propiciado una evolución tanto de los procesos de enseñanza-aprendizaje como de los de evaluación. En este nuevo entorno la atención se desplaza hacia el estudiante de forma que es importante dotarlo de la motivación y las herramientas necesarias para que sea capaz de tomar parte de la responsabilidad que supone su aprendizaje. Los contratos de aprendizaje son uno de los métodos de enseñanza-aprendizaje que pueden ser usados con la finalidad de potenciar el aprendizaje autónomo del alumnado y hacer que asuma dicha responsabilidad. Por otra parte, la evaluación entre iguales puede ser el complemento ideal para hacer que la responsabilidad del alumno se prolongue hasta el final del proceso de enseñanza-aprendizaje. En este artículo se presenta el uso de ambos métodos en una asignatura del ámbito de la ingeniería del software analizando el diseño de la experiencia docente y sus resultados.SUMMARY -- With the implementation of the EEES the teachinglearning process has evolved from focusing on teaching faculty to student centred learning. Therefore, the credits need to obtain a degree are no longer measured in presencial hours performed by the teacher, but in hours of work to be carried out by the students. This change has led to the evolution of both, teachinglearning and evaluation processes. In this new environment the focus shifts to the students so that it is important to provide them with the motivation and necessary tools to be able to take some responsibility for their own learning. The learning contracts are one of the teaching-learning methods that can be used in order to enhance students’ independent learning and do assume that responsibility. Moreover, peer evaluation may be the ideal complement to the student’s responsibility to continue until the end of the teaching-learning process. This paper presents the use of these methods in a software engineering subject, to analyse the design and results of the teaching experience

El Eportfolio en la Ingeniería del Software como una herramienta de reflexión el proceso de aprendizaje

La aplicación de nuevas metodologías de enseñanzaaprendizaje y sistemas de evaluación, basados principalmente en los contratos de aprendizaje, ha conseguido mejorar visiblemente los resultados de los alumnos en la superación de la asignatura ‘Ingeniería del Software’. Sin embargo, el profesorado de dicha asignatura se plantea, con el ánimo de mejorar, si estos cambios hacen que realmente los alumnos estén aprendiendo más. Para dar respuesta a esta cuestión se ha utilizado el eportfolio como una herramienta de evaluación enfocada a la reflexión sobre el propio proceso de aprendizaje. En este artículo, se explica esta experiencia docente, detallando la situación de partida, la planificación, ejecución y evaluación de la misma, así como los resultados obtenidos.Peer Reviewe

Aprender a aprender estudiando Ingeniería del Software

Uno de los retos actuales a los que se enfrentan los alumnos universitarios es el de aprender a aprender. Este reto implica también a los profesores y por tanto conlleva un cambio de mentalidad en los actores del proceso de enseñanza-aprendizaje, es decir, alumnos y profesores. En cuanto a los profesores es parte de su cometido adaptar las asignaturas a esta nueva mentalidad incluyendo actividades y técnicas que enseñen al alumno como aprender a aprender, para que en el futuro sea capaz de aprender por sí mismo los nuevos conocimientos, habilidades y actitudes que la sociedad le va a demandar. En este artículo se presenta este cambio de mentalidad en la docencia de la Ingeniería del Software en la Ingeniería Informática. Se muestra la experiencia llevada a cabo a lo largo de diversos cursos, así como ejemplos de los principales métodos pedagógicos aplicados: contratos de aprendizaje, aprendizaje cooperativo y ePortfolio.Peer Reviewe