TY - CHAP A1 - Mauerer, Wolfgang A1 - Scherzinger, Stefanie T1 - 1-2-3 Reproducibility for Quantum Software Experiments T2 - 2022 IEEE International Conference on Software Analysis, Evolution and Reengineering (SANER), Honolulu, HI, USA, 15-18 March 2022 N2 - Various fields of science face a reproducibility crisis. For quantum software engineering as an emerging field, it is therefore imminent to focus on proper reproducibility engineering from the start. Yet the provision of reproduction packages is almost universally lacking. Actionable advice on how to build such packages is rare, particularly unfortunate in a field with many contributions from researchers with backgrounds outside computer science. In this article, we argue how to rectify this deficiency by proposing a 1-2-3~approach to reproducibility engineering for quantum software experiments: Using a meta-generation mechanism, we generate DOI-safe, long-term functioning and dependency-free reproduction packages. They are designed to satisfy the requirements of professional and learned societies solely on the basis of project-specific research artefacts (source code, measurement and configuration data), and require little temporal investment by researchers. Our scheme ascertains long-term traceability even when the quantum processor itself is no longer accessible. By drastically lowering the technical bar, we foster the proliferation of reproduction packages in quantum software experiments and ease the inclusion of non-CS researchers entering the field. KW - Computer Science KW - Quantum Physics KW - Software Engineering Y1 - 2022 U6 - https://doi.org/10.1109/SANER53432.2022.00148 SP - 1247 EP - 1248 PB - IEEE ER - TY - CHAP A1 - Schönberger, Manuel A1 - Franz, Maja A1 - Scherzinger, Stefanie A1 - Mauerer, Wolfgang T1 - Peel | Pile? Cross-Framework Portability of Quantum Software T2 - 2022 IEEE 19th International Conference on Software Architecture Companion (ICSA-C), 12-15 March 2022, Honolulu, HI, USA N2 - In recent years, various vendors have made quantum software frameworks available. Yet with vendor-specific frameworks, code portability seems at risk, especially in a field where hardware and software libraries have not yet reached a consolidated state, and even foundational aspects of the technologies are still in flux. Accordingly, the development of vendor-independent quantum programming languages and frameworks is often suggested. This follows the established architectural pattern of introducing additional levels of abstraction into software stacks, thereby piling on layers of abstraction. Yet software architecture also provides seemingly less abstract alternatives, namely to focus on hardware-specific formulations of problems that peel off unnecessary layers. In this article, we quantitatively and experimentally explore these strategic alternatives, and compare popular quantum frameworks from the software implementation perspective. We find that for several specific, yet generalisable problems, the mathematical formulation of the problem to be solved is not just sufficiently abstract and serves as precise description, but is likewise concrete enough to allow for deriving framework-specific implementations with little effort. Additionally, we argue, based on analysing dozens of existing quantum codes, that porting between frameworks is actually low-effort, since the quantum- and framework-specific portions are very manageable in terms of size, commonly in the order of mere hundreds of lines of code. Given the current state-of-the-art in quantum programming practice, this leads us to argue in favour of peeling off unnecessary abstraction levels. KW - Computer Science KW - Quantum Physics KW - Software Engineering Y1 - 2022 U6 - https://doi.org/10.1109/ICSA-C54293.2022.00039 N1 - Preprint unter: https://arxiv.org/abs/2203.06289 PB - IEEE ER - TY - CHAP A1 - Figas, Paula A1 - Knörl, Susanne A1 - Mörtlbauer, Stefanie A1 - Sedelmaier, Yvonne A1 - Schroll-Decker, Irmgard ED - Hagel, Georg ED - Mottok, Jürgen T1 - Developing Software Engineering Education as a Didactical Discipline in its own right T2 - 1st European Conference on Software Engineering Education (ECSEE) at Seon Monastery, Germany N2 - Simultaneously to the growing significance of the discipline software engineering (SE) also its education becomes more important. This reinforces the need of a theoretical foundation of software engineering education, but there is still a lack of scientifically justified didactical concepts. In the context of the project EVELIN (Experimental Improvement in Learning Software Engineer-ing) the authors want to give a decisive impulse for the development of a “Fachdidaktik software engineering” (FD-SE). In order to compile an adequate theoretical basis for a Fachdidaktik of software engineering “Allgemeine Did-aktik” (AD)1, its relation to “Fachdidaktik” (FD) in general, the special branch of science of software engineering and related scientific disciplines are dis-cussed. This analysis is used to justify the necessity of an autonomous scientific discipline Fachdidaktik software engineering which meets the challenges of teaching and learning software engineering. The main contributions of this pa-per are proposals on how this FD can be built scientifically upon AD, on the one hand, and how it can be implemented by specific didactical approaches for software engineering, on the other hand. KW - Fachdidaktik KW - Software Engineering KW - Lehre KW - Hochschule Y1 - 2014 UR - https://www.researchgate.net/publication/269762126_Developing_Software_Engineering_Education_as_a_Didactical_Discipline_in_its_own_right SP - 1 EP - 15 PB - Shaker Verlag ER - TY - CHAP A1 - Reuter, Rebecca A1 - Hauser, Florian A1 - Gold-Veerkamp, Carolin A1 - Mottok, Jürgen A1 - Abke, Jörg T1 - Towards a Definition and Identification of Learning Obstacles in Higher Software Engineering Education T2 - EDULEARN17 Proceedings, 9th International Conference on Education and New Learning Technologies, 3-5 July, 2017, Barcelona, Spain KW - Hochschuldidaktik KW - Software Engineering Y1 - 2017 SN - 978-84-697-3777-4 U6 - https://doi.org/10.21125/edulearn.2017.0943 SN - 2340-1117 SP - 10259 EP - 10267 ER -