No abstract

Abstract. Writing effective models for systems and their environment is a challenge. The task involves both mastering the modeling tool and its notation, and faithfully translating all requirements and specifications into a complete model. The former ability can be learned, while the latter one is a continuous challenge requiring experience and tools supporting the visualization and understanding of models. This paper describes our experience with incomplete models, the types of changes that were made later, and the defects that were found with the improved models.

ForewordFormal methods have an important role to play in the development of complex computing systems -a role acknowledged in industrial standards such as IEC 61508 and ISO/IEC 15408, and in the increasing use of precise modeling notations, semantic markup languages, and model-driven techniques.There is a growing need for software engineers who can work effectively with simple, mathematical abstractions, and with practical notions of inference and proof. However, there is little clear guidance -for educators, for managers, or for the engineers themselves -as to what might comprise a basic education in formal methods. The present IEEE/ACM Software Engineering Body of Knowledge (SWEBOK), in particular, lacks the kind of specific information that teachers and practitioners need to establish an adequate, balanced programme of learning in formal methods.The workshop on Formal Methods Education and Training provided a forum for the discussion of the key issues in formal methods education, with a particular focus upon the development and advocacy of a Formal Methods Body of Knowledge (FMBOK), analogous to the Institute of Project Management's PMBOK. This BOK would facilitate the design of appropriate programmes of education and training -undergraduate, graduate, and professional -for modern software engineers, as well as promoting the sharing of teaching approaches, educational tools, and teaching materials.Contributions were invited on this theme, and on a number of related aspects of education and training in formal methods: teaching experience, both academically and industrially; curriculum issues, and the relationship with computer science and software engineering; teaching methodologies; and the use of tools.The extended abstracts that were submitted were reviewed for relevance. A