UML Support for Reliability Evaluation

Abstract. Today's software systems are developed and targeted for satisfying sometimes very critical functions. Reliability is considered to be one of the most important nonfunctional quality attribute of such software systems. The aim of reliability estimation in early stages of software development process -analysis and design -should reduce the future costs for possible failure repairing through increasing the reliability before the construction of the software system. Because, the Unified Modeling Language (UML) becomes the standard for software system's specification, the last works done in architecture based reliability estimation and assessment use UML as the base for software architecture specification. In this paper, we discuss the existing approaches with critical overview and outline the directions for future research

The collaborative designing of a personalized hybrid LMS using a virtual machine in a cloud environment

Педагогу нині необхідно підтримувати і опрацьовувати величезну кількість освітньої інформації та знань під час його/її професійної діяльності для досягнення цілей викладання, самонавчання, публікації, проведення дослідження, мовної підтримки та пов’язаних з цим процесів. В академічному освітньому середовищі так звані системи управління навчанням (LMS), особливо Moodle в Європейському Союзі, знайшли широке застосування для опрацювання освітнього контенту електронного навчання. LMS зазвичай функціонують як онлайн-платформи і водночас як доповнення до академічних інформаційних систем (AIS) на локальних серверах університетів. Вони використовуються великою кількістю учасників, але не завжди відповідають потребам педагога в усіх видах діяльності, які він/вона виконує. Наприклад, вони не підтримують багатомовне опрацювання даних, багаторівневий пошук і спільне опрацювання контенту електронного навчання. У науковій літературі є велика кількість статей, що описують дизайн додаткових модулів для LMS. У межах спільних досліджень у сфері підтримки та проєктування ІКТ-навчання міжнародна команда проєкту V4 EDUPORT впроваджує персоналізовану гібридну систему в ІТ-інфраструктурі, що складається з прикладного додатка WPad, вебдодатка (PIKS) і віддаленого робочого столу (віртуальний комп’ютер на хмарному сервері з Windows 2022). У цій роботі дослідники діляться своїм досвідом, отриманим в освітньому середовищі з використанням LMS своїх університетів (Moodle та AIS), і порівнюють їхні можливості персоналізації з рівнем їх використання в хмарі. У цій статті пояснюється, як викладачі використовували цю систему для навчання студентів STEM (у той час, коли Moodle ще не використовувався в Словацьких університетах), і як питання проєктування аудіовізуальної багатомовної підтримки ІКТ-навчання, дослідження та автоматизації створення освітніх пакетів вирішуються спільно в межах проєкту (в середовищі Windows паралельно з розробкою універсального освітнього програмного забезпечення WPad). Перспективою поточних і майбутніх досліджень є розвиток Інтернет-додатка PIKS, який працює як багатофункціональний канал зв’язку для цілей електронного навчання (зокрема використання людьми з вадами зору).A teacher currently needs to acquire a huge amount of educational information and knowledge as part of his/her practice for the purposes of teaching, self-study, publishing, research, language support and related activities. In the academic environment, so-called learning management systems (LMSs), especially Moodle in the European Union, have proven suitable for the processing of educational content under e-Learning. LMSs usually function as online platform, at the same time as a supplement to academic information systems (AIS) on the local servers of universities. These are used by a larger number of participants, so these do not always meet the pedagogical needs of the teacher in all the activities he/she does. For example, these do not allow multilingual support, multiple searches and mass processing of e-Learning content. There are a large number of articles in the scientific literature describing the design of add-on modules for LMS. The authors offer their own approach to solving the problem of processing educational information to support a virtual team's work. As part of collaborative research in the field of technology-enhanced education and e-Learning design, the international team in the V4 EDUPORT project is implementing a personalized hybrid system on the IT infrastructure consisting of a specially designed desktop application WPad or web application (PIKS) and a common shared remote computer (virtual computer on a cloud server with Windows 2022). In this paper, the researchers share their experiences gained with their universities' academic LMSs (Moodle and AIS) and compare their personalization capabilities level to the teacher level and their use in the cloud. Part of current and future research is the development of the PIKS internet application, which operates as a multi-functional communication channel for e-Learning purposes (including use for the visually impaired)

Computer Support for Knowledge Management within R&D and the Teaching of Bachelor Students

Abstract—Knowledge plays a key role within research, development and education. One of the major challenges for knowledge management is to select the right knowledge from numerous sources, including know - how of individuals, and to transform it into useful, practicable knowledge. The focus should always be on supporting strategic organisational goals. In this context, from the organisation’s strategic point of view, it is very important to link an institutional knowledge management system with the knowledge management systems of individuals. This paper presents personalised IT - support for knowledge management within industrial R&D and especially for teaching and learning. The support is based on the use of a long term developed in - house software that enables individuals (managers and teachers) to process and manage knowledge on their desktop computers in a user friendly way. Within the implementation of “Technology - enhanced learning” at the Faculty of Materials Science and Technology, a pre - programmed work environment called BIKE (Batch Information and Knowledge Editor) was developed. However, this desktop environment works also as a teacher’s personalized knowledge management system. It is programmed by the lead author of this paper who is a teacher; therefore the outcomes into teaching bachelor students are implemented directly into the classroom. The paper also presents how such IT - support complements, at a personalized level, the existing organizational knowledge management tool known as the university’s Academic Information System. Some examples from teaching are presented, communication channels (teacher - student forums) were also mentioned as a part of the teacher’s knowledge management personalised system. In this case, the BIKE environment is demonstrated as an alternative to learning management systems based on the so called WEB 2.0 technologies

The Personalized Computer Support of Teaching

In comparison with the traditional learning, the computer support of collaborative teaching represents a combination of didactics and informatics approaches. This requires researchers to solve an additional design of specific edu-cational software and suitable ICT infrastructure. This contribution describes a continuous progress under the umbrella of the research on technology-enhanced learning; and how the ICT integration is modelled for the collaborative teaching and appropriated activities when using an in-house educational beta-software BIKE(E)/WPad. The practical experiences are demonstrated with some examples of how it is applied within the teaching bachelors students and from the related research on computer support from a teacher point of view

Computer Support for Knowledge Management within R&D and the Teaching of Bachelor Students

Abstractâ??Knowledge plays a key role within research, development and education. One of the major challenges for knowledge management is to select the right knowledge from numerous sources, including know - how of individuals, and to transform it into useful, practicable knowledge. The focus should always be on supporting strategic organisational goals. In this context, from the organisationâ??s strategic point of view, it is very important to link an institutional knowledge management system with the knowledge management systems of individuals. This paper presents personalised IT - support for knowledge management within industrial R&D and especially for teaching and learning. The support is based on the use of a long term developed in - house software that enables individuals (managers and teachers) to process and manage knowledge on their desktop computers in a user friendly way. Within the implementation of â??Technology - enhanced learningâ? at the Faculty of Materials Science and Technology, a pre - programmed work environment called BIKE (Batch Information and Knowledge Editor) was developed. However, this desktop environment works also as a teacherâ??s personalized knowledge management system. It is programmed by the lead author of this paper who is a teacher; therefore the outcomes into teaching bachelor students are implemented directly into the classroom. The paper also presents how such IT - support complements, at a personalized level, the existing organizational knowledge management tool known as the universityâ??s Academic Information System. Some examples from teaching are presented, communication channels (teacher - student forums) were also mentioned as a part of the teacherâ??s knowledge management personalised system. In this case, the BIKE environment is demonstrated as an alternative to learning management systems based on the so called WEB 2.0 technologies