Teaching UML Is Teaching Software Engineering Is Teaching Abstraction

Engels, Gregor; Hausmann, Jan Hendrik; Lohmann, Marc; Sauer, Stefan

doi:10.1007/11663430_32

Cited by 24 publications

(15 citation statements)

References 3 publications

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“…By introducing code generation later in the course we avoid that pitfall, even though some of the student comments suggest that the moment they were sold on modelling was when they first clicked the code generation button. Engels et al use the research tool DAVE for modelling education [8]. While the authors do not provide any information if code generation is used, they mention executable statecharts as a means to increase understanding by students.…”

Section: Discussionmentioning

confidence: 98%

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Impact of the Use of Industrial Modelling Tools on Modelling Education

Liebel

Heldal

Steghöfer

2016

2016 IEEE 29th International Conference on Software Engineering Education and Training (CSEET)

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It has been stated that industrial-grade modelling tools are unsuitable for teaching modelling. We assume, however, that the experiences of the teachers and the students is strongly connected to the support available. In this paper, we present our experience with a university course on software modelling. In the first year of the course, we used a commercial modelling tool, in the second year the open-source alternative Papyrus. Our quantitative analysis shows that the industrial-grade modelling tools with all their complexity did not have a negative impact on the students' experience of modelling. We analyse why our experience differs from published accounts and conclude that the availability of a tool champion and tailored instruction material is key. From this, we derive lessons learned and give recommendations on how to successfully use industrial-strength modelling tools in the classroom.

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Section: Discussionmentioning

confidence: 98%

“…Reflecting the current practice in industry [4], [5], UML is commonly used as the modelling language of choice, e.g. in [6], [7], [8].…”

Section: Introductionmentioning

confidence: 99%

Impact of the Use of Industrial Modelling Tools on Modelling Education

Liebel

Heldal

Steghöfer

2016

2016 IEEE 29th International Conference on Software Engineering Education and Training (CSEET)

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“…Finding abstractions is hard to teach! (Engels, Hausmann, Lohmann, and Sauer (2005); Simonot, Homps, and Bonnot 2012)The second factor needing more explicit attention is 'Demonstrations'. For example, good demonstrations for abstract classes (in the technical sense) covering structure (attributes and operations) as well as behavior (e.g.…”

Section: Factors Needing Attention and Improvementmentioning

confidence: 99%

Teaching modeling in computer science as an ecosystem: a provocative analogy

Gogolla

Stevens

2018

Computer Science Education

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Teaching modeling in computer science is complicated. Many factors contribute, and are related in diverse ways. We regard some combinations as more successful than others, but we also value diversity, and we struggle to elucidate the relationships and our value structure. Similar remarks apply to the study of biological ecosystems. This contribution views teaching modeling as an ecosystem: we push the analogy as far as we can, with the intention of provoking readers' thought in unaccustomed directions, which may perhaps lead to interesting advances. We identify the factors that contribute to the ecosystem and establish some relationships between the constituent factors. We discuss some of the factors that need further work and improvement. Finally we discuss what it should mean for the ecosystem of the teaching of modeling to be healthy.

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“…The areas addressed by the papers of this symposium include experience reports from academia, industry, and primary schools regarding issues related to teaching modeling and model-driven development in particular. The covered topics were MDD with UML [2,4,5,6,8,9,10], MDD in general [3,7], course design issues [3,4,5,6,7,8,10], and design patterns [4,8,9]. Additionally, methodology issues as well as the integrating of modeling and model driven development into the curriculum are discussed.…”

Section: Introductionmentioning

confidence: 99%

“…Additionally, methodology issues as well as the integrating of modeling and model driven development into the curriculum are discussed. Extended versions of the two best papers [5,10] are included in this volume.…”

Section: Introductionmentioning

confidence: 99%