The origin and evolution of syntax errors in simple sequence flow models in BPMN

How do syntax errors emerge? What is the earliest moment that potential syntax errors can be detected? Which evolution do syntax errors go through during modeling? A provisional answer to these questions is formulated in this paper based on an investigation of a dataset containing the operational details of 126 modeling sessions. First, a list is composed of the different potential syntax errors. Second, a classification framework is built to categorize the errors according to their certainty and severity during modeling (i.e., in partial or complete models). Third, the origin and evolution of all syntax errors in the dataset are identified. This data is then used to collect a number of observations, which form a basis for future research

Linking data and BPMN processes to achieve executable models

We describe a formally well founded approach to link data and processes conceptually, based on adopting UML class diagrams to represent data, and BPMN to represent the process. The UML class diagram together with a set of additional process variables, called Artifact, form the information model of the process. All activities of the BPMN process refer to such an information model by means of OCL operation contracts. We show that the resulting semantics while abstract is fully executable. We also provide an implementation of the executor.Peer ReviewedPostprint (author's final draft

Considerations about quality in model-driven engineering

The final publication is available at Springer via http://dx.doi.org/10.1007/s11219-016-9350-6The virtue of quality is not itself a subject; it depends on a subject. In the software engineering field, quality means good software products that meet customer expectations, constraints, and requirements. Despite the numerous approaches, methods, descriptive models, and tools, that have been developed, a level of consensus has been reached by software practitioners. However, in the model-driven engineering (MDE) field, which has emerged from software engineering paradigms, quality continues to be a great challenge since the subject is not fully defined. The use of models alone is not enough to manage all of the quality issues at the modeling language level. In this work, we present the current state and some relevant considerations regarding quality in MDE, by identifying current categories in quality conception and by highlighting quality issues in real applications of the model-driven initiatives. We identified 16 categories in the definition of quality in MDE. From this identification, by applying an adaptive sampling approach, we discovered the five most influential authors for the works that propose definitions of quality. These include (in order): the OMG standards (e.g., MDA, UML, MOF, OCL, SysML), the ISO standards for software quality models (e.g., 9126 and 25,000), Krogstie, Lindland, and Moody. We also discovered families of works about quality, i.e., works that belong to the same author or topic. Seventy-three works were found with evidence of the mismatch between the academic/research field of quality evaluation of modeling languages and actual MDE practice in industry. We demonstrate that this field does not currently solve quality issues reported in industrial scenarios. The evidence of the mismatch was grouped in eight categories, four for academic/research evidence and four for industrial reports. These categories were detected based on the scope proposed in each one of the academic/research works and from the questions and issues raised by real practitioners. We then proposed a scenario to illustrate quality issues in a real information system project in which multiple modeling languages were used. For the evaluation of the quality of this MDE scenario, we chose one of the most cited and influential quality frameworks; it was detected from the information obtained in the identification of the categories about quality definition for MDE. We demonstrated that the selected framework falls short in addressing the quality issues. Finally, based on the findings, we derive eight challenges for quality evaluation in MDE projects that current quality initiatives do not address sufficiently.F.G, would like to thank COLCIENCIAS (Colombia) for funding this work through the Colciencias Grant call 512-2010. This work has been supported by the Gene-ralitat Valenciana Project IDEO (PROMETEOII/2014/039), the European Commission FP7 Project CaaS (611351), and ERDF structural funds.Giraldo-Velásquez, FD.; España Cubillo, S.; Pastor López, O.; Giraldo, WJ. (2016). Considerations about quality in model-driven engineering. Software Quality Journal. 1-66. https://doi.org/10.1007/s11219-016-9350-6S166(1985). Iso information processing—documentation symbols and conventions for data, program and system flowcharts, program network charts and system resources charts. ISO 5807:1985(E) (pp. 1–25).(2011). Iso/iec/ieee systems and software engineering – architecture description. 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In Nierstrasz, O., Whittle, J., Harel, D., & Reggio, G. (Eds.) Model Driven Engineering Languages and Systems, volume 4199 of Lecture Notes in Computer Science (pp. 27–41). Berlin, Heidelberg: Springer.Lange, C.F.J., & Chaudron, M.R.V. (2006). Effe

The universal ontology: A vision for conceptual modeling and the semantic web

This paper puts forward a vision of a universal ontology (UO) aiming at solving, or at least greatly alleviating, the semantic integration problem in the field of conceptual modeling and the understandability problem in the field of the semantic web. So far it has been assumed that the UO is not feasible in practice, but we think that it is time to revisit that assumption in the light of the current state-of-the-art. This paper aims to be a step in this direction. We try to make an initial proposal of a feasible UO. We present the scope of the UO, the kinds of its concepts, and the elements that could comprise the specification of each concept. We propose a modular structure for the UO consisting of four levels. We argue that the UO needs a complete set of concept composition operators, and we sketch three of them. We also tackle a few issues related to the feasibility of the UO, which we think that they could be surmountable. Finally, we discuss the desirability of the UO, and we explain why we conjecture that there are already organizations that have the knowledge and resources needed to develop it, and that might have an interest in its development in the near future.Peer ReviewedPostprint (author's final draft

Learning from Errors: Error-based Exercises in Domain Modelling Pedagogy

Part 7: Teaching ChallengesInternational audienceConceptual modelling remains a challenging topic for educators, as it concerns ill-defined problems and requires substantial amount of practice for reaching even the initial level of proficiency. Year after year, novice modellers tend to make similar errors when learning to design models and some of those errors become persistent even at the higher level of proficiency. Are these errors the unavoidable “necessary evil” or there is a possibility to address them at the very early stage of a modeller’s education? In this work, we examine a novel approach to teaching conceptual modelling by identifying the most frequent errors in students’ models and introducing error-based step-by-step exercises in the framework of a Small Private Online Course for university students

Cognitive Feedback and Behavioral Feedforward Automation Perspectives for Modeling and Validation in a Learning Context

State-of-the-art technologies have made it possible to provide a learner with immediate computer-assisted feedback by delivering a feedback targeting cognitive aspects of learning, (e.g. reflecting on a result, explaining a concept, i.e. improving understanding). Fast advancement of technology has recently generated increased interest for previously non-feasible approaches for providing feedback based on learning behavior observations by exploiting different traces of learning processes stored in information systems. Such learner behavior data makes it possible to observe different aspects of learning processes in which feedback needs of learners (e.g. difficulties, engagement issues, etc.) based on individual learning trajectories can be traced. By identifying problems earlier in a learning process it is possible to deliver individualized feedback helping learners to take control of their own learning, i.e. to become self-regulated learners, and teachers to understand individual feedback needs and/or adapt their teaching strategies. In this work we (i) propose cognitive computer-assisted feedback mechanisms using a combination of MDE based simulation augmented with automated feedback, and (ii) discuss perspectives for behavioral feedback, i.e. feedforward, that can be based on learning process analytics in the context of learning conceptual modeling. Aggregated results of our previous studies assessing the effective-ness of a proposed cognitive feedback method with respect to improved understanding on different dimension of knowledge, as well as feasibility of behavioural feedforward, are presented. Despite our focus on conceptual modeling and specific diagrams, the principles of the approach presented in this work can be used to support educational feedback automation for a broader spectrum of diagram types beyond the scope of conceptual modeling.status: accepte