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This paper aims to gather tools from the scientific literature that can be used to teach software design patterns and software architecture patterns. The underlying procedure is a systematic literture review based on Kitchenham’s methodology. In order to improve categorization and clarify the objectives and focus, this systematic literature review was classified according to Cooper’s taxonomy. The presentation of the results following the underlying research questions of the tools found and listed includes the general description, the presentation of the functionalities, the support of the tools in teaching as well as a classification of the functionalities into the five areas: description, detection, selection, application, and implementation.
Learning how to model software systems or components is con- sidered to be a central part in the education of future computer scientists. Students are usually introduced to this topic in software engineering courses. As de facto standard, most of them teach the Unified Modeling Language (UML) for creating diagrams in spe- cific contexts. This task regularly presents students with significant challenges, as has been widely discussed in literature. Therefore, it is not surprising that there are some tool-supported approaches provided by educators. These are often based on observations. How- ever, comprehensive research on actual students’ requirements and aspirations for such tools has so been missing. The contribution of this paper will be a qualitative requirements elicitation for students requirements for tools to support teaching of UML diagrams in software engineering education.
With the increasing complexity of software systems, it is becom- ing more and more relevant for students in software engineering education to learn how to elicitate requirements from customers or stakeholders and visualize them in a diagram. This continues to present different challenges to novice modellers. To counter- act these, educators and researchers have developed support tools. These offer various functionalities to address different challenges. However, it is unclear what functionality needs to be provided to address all of these issues and not just individual ones. Therefore, this paper extracts such functional requirements and summarizes them. It also shows how they can be translated into activities during an exercise lesson.
Gamification is not a new term in the field of education. Visual Novels (VN) are text-based and afford interaction with their users. This work discusses the use of VNs as a gamification approach in software engineering education. VNs tell stories and can, therefore, offer a facilitated introduction to complex topics in higher education. Such a topic is the Waterfall model (WM), a process model for software development. It is lectured within a software engineering course at the University of Applied Sciences, Kempten (Germany). This lecture is taught to the students in form of an online video. In order to familiarize students with this topic, we developed and implemented a learning scenario in form of a VN. The aim of this approach is to motivate students, and thus improve their learning success.
The article proposes to determine, discuss and qualify how the Framework Scrum Higher Education - based on the original Framework Scrum Version 2017 - supports teachers and students to recognize the difficulties and challenges related to the intended learning outcome and the missing motivation of students' learning process. The study aims to answer several research questions, e.g. what is the effect of a value-based framework and the intervention by a Scrum Master on students' agile and critical performance in teamwork? The team performance was diagnosed by applying a set of tools to measure the capacity for teamwork. The evaluation confirms that agile and collaborative adaption of Scrum for Higher Education improves the self-learning process, self-motivation and self-emotion for the learner. Especially the event Sprint-Retrospective with the tailor-made framework for the Definition of Flow plays a key role and the Scrum Master gets a chance for solution-focused coaching in a convenient phase of reflection. The paper shows empirical results of a quantitative survey, which analyses quality criteria of teamwork during the sprints of the Scrum Framework. As an agile method of learning, students figured out their own learning and team working obstacles by using the solution-focused coaching.
Learning how to create UML class diagrams from requirements specifications in textual format is one of the fundamental competences of students in Information Technologies. However, students seem to struggle creating those with all the requested elements. This process is not only challenging for students, but for teachers as well. Teachers, who correct the students solutions, have to take a deeper look at each created diagram to verify whether it is correct or not. Created diagrams can differ from each other or a given solution, but can nevertheless be correct. Also we observed, that the manner of creating class diagrams differ from student to student. Some create them using tools like the Enterprise Architect, others draw them by hand. To support students in the progress of learning how to create UML class diagrams and support teachers, we began realizing a prototype which can visually detect UML class diagram elements and compare them to a given solution. Visual recognition enables universal support no matter how a student created the diagram. Deep learning technologies have lead to major achievements in visual image processing in the recent years. Therefore this paper investigates that they are of use in UML element detection and syntactical analysis.
Die mittelständisch geprägte deutsche Gießereibranche steht vor akuten
Herausforderungen. Steigende Energie- und Rohstoffpreise wirken sich als Standortnachteil aus und erhöhen den Druck, die Effizienz der Produktion weiter zu erhöhen. Probleme bei der Rekrutierung qualifizierter Fachkräfte erfordern neue Ansätze zur Sicherung des Prozesswissens erfahrener Mitarbeiter. Zudem fehlt aufgrund der mangelnden analytischen Beschreibbarkeit und der Komplexität der Prozesse häufig eine adäquate Modellierung der Kausalketten, was die Ursachenforschung bei Qualitätsproblemen erschwert.
Datenbasierte multimodale Assistenzsysteme können gewinnbringend in
Gießprozessen eingesetzt werden und einen Teil dieser Probleme lösen. Sie nutzen fortgeschrittene Methoden der Datenanalyse (Data Analytics), ein Prozess der Datenuntersuchung, des Datenverständnisses und des Erkenntnisgewinns, in dem unbekannten Muster und Zusammenhänge zwischen den Variablen durch die Analyse von Rohdaten identifiziert werden. So können komplexe Prozesse modelliert, Probleme frühzeitig erkannt und Lösungen in Echtzeit generiert werden. Viele Softwaretools und Datenbanken unterstützen bereits heute die sogenannte „deskriptive Analyse“ und die „diagnostische Analyse“. Ein weiterer Schritt ist jedoch, dieselben Daten zu nutzen, um Modelle zu speisen, die Vorhersagen mit ähnlicher oder besserer Genauigkeit als ein menschlicher Experte treffen können (prädiktive Analyse).
There is hardly a university that does not offer a course in software engineering for computer scientists. Due to the expanding complexity of software systems and rapidly changing requirements, it has become increasingly difficult to teach students all the content they need for their professional careers in the industry or academia. Additionally, teaching modelling with modelling languages like UML is a sophisticated task for educators. Student-generated solutions may be visually different from a sample solution and still be correct. Regarding large software engineering courses, individual feedback for students is usually not possible or comes with a time delay. However, it would contribute to their learning success. Therefore, a rising number of software tools can be found to support this area of teaching. In this paper, a systematic literature review is presented. It follows the methodology of Kitchenham and provides an overview about the tools, that are used to support teaching of modelling in higher software engineering education. Alongside the functionalities and their differences, this literature review summarizes the difficulties, that motivated educators to develop these tools.
In the field of computer science, Continuous Practices enable companies to frequently and instantly provide new software and products to customers and stakeholders. With a growing interest in these practices, some secondary literature has been published within this research area. However, there are still open questions when it comes to teaching such practices to computer science students. With more and more companies demanding these skills from graduated students, educating them the required knowledge and skills is necessary. This systematic literature review follows the methodology of Kitchenham and analyses which of these practices are taught in higher computer science education. Along with the kind of courses that use them, it is reviewed how they are taught in higher computer science education and how these approaches differ from each other. The systematic literature review points out, that there are currently different teaching approaches described in literature. The review might help educators to gain new ideas of how to develop an own course to teach such practices or how to implement such contents into existing courses.
Creating class diagrams from given texts is an important skill for software engineering students in higher computer science education. Choosing the right diagram components and arranging them correctly regularly challenges students. Therefore, a thoughtful teaching approach is required from educators. Creating such exercises for different courses with different contexts is time-consuming for educators. In preparation for an upcoming exam, students are limited to few available exercise texts. To address these challenges, a deep learning model was trained to automatically generate textual exercises for software engineering education. To verify whether the model is suitable for educational purposes or not, a study with software engineering students has been conducted. The results show, that the texts are well understood according to grammar and sentence structure. Also, students found the created exercise useful and would like to use comparable exercises for exam preparation.
Work-In-Progress: Converting textual software engineering class diagram exercises to UML models
(2022)
Class diagram exercises are an important part in the development of software engineering students in higher computer science education. Generating textual exercises with sample solutions for such courses is time-consuming for educators, especially with multiple courses and different contexts. According to literature, the automatic generation of diagrams from structured text is possible. However, students often do not receive template based exercise texts but descriptions in natural language, which is still not a closed research topic. To address this problem, this paper discusses a model that analyses real exercise texts used for software engineering education, considers each individual sentences components and provides a class diagram. Due to the complexity of natural language, the model does not deliver perfect results so far, but is a great work in progress for the attempt to generate sample solutions for given exercise texts.