Lessons learned in developing a Second Life educational environment

Virtual worlds are rapidly spreading beyond gaming and entertainment into education and the corporate world. Should this trend continue, as forecast by the industry, then immersive applications will become more prominent, with bespoke software developed in the metaverse affording both opportunities and challenges. This paper reflects on the experience of developing a learning virtual space based on Second Life as part of an innovation project at The Open University, UK. The paper focuses on the lessons learnt from the viewpoint of managing the development of the learning environment, and could be of benefit to educators and educational technologists who are thinking to engage in this sort of development

Designing an online part-time Master of Philosophy with Problem Oriented Engineering

The paper reports on the application of Problem Oriented Engineering (POE) to the design of a highly innovative post-graduate research programme for the Open University, UK, a world leader in supported distance higher education. The new programme, to be launched in October 2009, is a part-time Master of Philosophy (MPhil) to be delivered entirely at a distance, supported by a blend of synchronous, asynchronous and immersive internet and web technologies. POE is a framework for engineering design under development at the Open University. After a brief description of the project and the task at hand, the paper discusses the overall engineering approach taken, key aspects of product design, the mapping between requirements and technology, and the development of one key technological component

The discipline of Natural Design

If we define design work as those cognitive and practical things to which designers give their valuable effort, then our Natural Design framework allows the recording and replaying of design work. Natural Design provides a meta-structural framework that has developed through our observations of engineering design in safety and mission critical industries, such as aircraft design. Our previous work has produced parametrisable models of design work for software intensive systems, and we now look to make an initial assessment of our natural design framework for its fit to the more creative design practices. In this paper we briefly sketch the framework and subsequently attempt to locate ‘creativity’ in it. We find that, although there are good strong hooks for what the designer does, we are forced to find a role for the community of the designer in the creative process in our framework, something that was only implicit in our previous work. Keywords: Natural design; Engineering design; Creativity</p

A phenomenal basis for hybrid modelling

This work in progress extends the new mechanical philosophy from science to engineering. Engineering is the practice of organising the design and construction of artifices that satisfy needs in real-world contexts. This work shows how artifices can be described in terms of their mechanisms and composed through their observable phenomena. Typically, the engineering of real system requires descrip- tions in many different languages: software components will be described in code; sensors and actuators in terms of their physical and electronic characteristics; plant in terms of differ- ential equations, perhaps. Another aspect of this work, then, to construct a formal framework so that diverse description languages can be used to characterise sub-mechanisms. The work is situated in Problem Oriented Engineering, a design theoretic framework engineering defined by the first two authors

Requirements analysis gamification in legacy system replacement projects

The replacement of legacy systems in the public sector is fraught with project delays, budgetary overruns, technological and business process complexities. Moreover, the software implemented to replace legacy systems is developed or configured to largely mimic their features and functionality in order to minimize the disruption to organizational operations that accompanies the introduction of new technology. When the requirements for legacy replacement primarily replicate existing applications and processes, opportunities for business process improvement are bypassed. However, it is difficult for practitioners to transcend the business and systems models prevalent in their organizations for many years. The challenge is to support them to overcome such a difficulty, and be creative and engaged during requirements discussions. Our research aims to evaluate the utility of gamifying the requirements activities during legacy replacement projects for scoping replacement systems efforts in a way that takes advantage of opportunities for innovation while minimizing unnecessary changes to the status quo. The supplementation of the requirements process with game elements is explored in our research through the development of a requirements discussion game (RE-PROVO) and its evaluation by practitioners in two government agencies. Our findings reveal that key elements of RE-PROVO, including competition, anonymity and roleplay, encourage a more critical evaluation of business requirements in legacy replacement projects, but that the success of requirements gamification is contingent on a proper incentivization model which takes organizational culture and values into account

deep|think: A Second Life environment for part-time research students at a distance

This paper reports on the design of a Second Life campus for a new innovative post-graduate research programme at the Open University, UK, a world leader in supported distance higher education. The programme, launched in October 2009, is a part- time Master of Philosophy (MPhil) to be delivered at a distance, supported by a blend of synchronous and asynchronous Internet technologies. This paper briefly discusses the pedagogical thinking behind the Second Life campus, and the way the implementation was designed to meet the pedagogy. The paper also reports on the outcome of an early evaluation we have conducted

Using problem descriptions to represent variabilities for context-aware applications

This paper investigates the potential use of problem descriptions to represent and analyse variability in context-aware software products. By context-aware, we refer to recognition of changes in properties of external domains, which are recognised as affecting the behaviour of products. There are many reasons for changes in the operating environment, from fluctuating resources upon which the product relies, to different operating locations or the presence of objects. There is an increasing expectation for software intensivedevices to be context-aware which, in turn, adds further variability to problem description and analysis. However, we argue in this paper that the capture of contextual variability on current variability representations and analyses has yet to be explored. We illustrate the representation of this type of variability in a pilot study, and conclude with lessons learnt and an agenda for further work

Parametrising a theory of software problem solving

We explore what can be said about the detailed modelling of problem solving ability via a stochastic semantics of a theory of software problem solving, and end with an invitation to discuss possible experiments that may lead to the practical characterisation of the problem solving ability of software teams

Towards a design theoretic characterisation of software development process models

Effective assessment, comparison, selection and adaptation of software development processes remain an acute problem in Software Engineering practice. The quest for a unified theory which might serve this purpose is ongoing. Objective: To take a first step towards such a theory, with focus on characterising and comparing features of software development process models. Method: We consider a theory of design as problem solving and investigate how it can be applied to characterise and explicate specific process features in well known process models from the literature. The intention is to characterise emerging trade-offs between resource expenditure and risk mitigation, which result from the interplay between process efforts into problem and solution exploration vs. stakeholder validation. The analysis, at this point performed, is purely qualitative, and the treatment of resource expenditure and risk quite abstract. Results: We provide an initial characterisation and comparison of features found in a wide range of process models from the literature, within a design theoretic framework using a single building block -- the Problem Oriented Engineering (POE) Process Pattern -- that allows the characterisation of information flow, the relationship between actors, resource usage and developmental risk. Conclusions: The initial characterisation identifies repeated structure in diverse processes, which allows basic process comparison across models. The interpretations are modular, allowing the possibility of relationships between different process models to be explored. As such, the theory allows for a unified means to characterise and compare systematically key features of different process models. In being of an exploratory nature, the work has a number of limitations, which should be addressed by further research

Masters-level software engineering education and the enriched student context

Currently, adult higher education software engineering pedagogy isolates the student in a controlled environment during delivery, with application of their learning temporally distant from their professional practice. Delivering software engineering teaching that is immediately relevant to professional practice remains an open challenge. In this paper, we discuss a new pedagogical model which addresses this problem by embedding the validation of the student’s learning within their rich professional context. We discuss our experience of applying the model to the design and delivery of a new post-graduate software development module, a core component in our new software engineering Masters qualification at the Open University, UK, a market leader in adult higher education at a distance