An experience using design patterns: Lessons learned and tool support

1996 ◽  
Vol 2 (1) ◽  
pp. 61-74 ◽  
Author(s):  
Jung J. Kim ◽  
Kevin M. Benner
Keyword(s):  
Design Patterns ◽  
Lessons Learned ◽  
Tool Support

scholarly journals Pattern-based design applied to cultural heritage knowledge graphs

Semantic Web ◽  
2020 ◽  
pp. 1-45
Author(s):  
Valentina Anita Carriero ◽  
Aldo Gangemi ◽  
Maria Letizia Mancinelli ◽  
Andrea Giovanni Nuzzolese ◽  
Valentina Presutti ◽  
...  
Keyword(s):  
Cultural Heritage ◽  
Design Patterns ◽  
Lessons Learned ◽  
Knowledge Graph ◽  
Unit Testing ◽  
Domain Specific ◽  
Rigorous Testing ◽  
Ontology Design ◽  
Domain Specific Knowledge ◽  
Knowledge Graphs

Ontology Design Patterns (ODPs) have become an established and recognised practice for guaranteeing good quality ontology engineering. There are several ODP repositories where ODPs are shared as well as ontology design methodologies recommending their reuse. Performing rigorous testing is recommended as well for supporting ontology maintenance and validating the resulting resource against its motivating requirements. Nevertheless, it is less than straightforward to find guidelines on how to apply such methodologies for developing domain-specific knowledge graphs. ArCo is the knowledge graph of Italian Cultural Heritage and has been developed by using eXtreme Design (XD), an ODP- and test-driven methodology. During its development, XD has been adapted to the need of the CH domain e.g. gathering requirements from an open, diverse community of consumers, a new ODP has been defined and many have been specialised to address specific CH requirements. This paper presents ArCo and describes how to apply XD to the development and validation of a CH knowledge graph, also detailing the (intellectual) process implemented for matching the encountered modelling problems to ODPs. Relevant contributions also include a novel web tool for supporting unit-testing of knowledge graphs, a rigorous evaluation of ArCo, and a discussion of methodological lessons learned during ArCo’s development.

Tool Support for Model-Driven Development of Web Applications

2009 ◽  
pp. 331-344
Author(s):  
Jaime Gomez ◽  
Alejandro Bia ◽  
Antonio Parraga
Keyword(s):  
Rapid Prototyping ◽  
Case Studies ◽  
Web Applications ◽  
Lessons Learned ◽  
Tool Support ◽  
Natural Consequence ◽  
Model Driven ◽  
High Level ◽  
Model Driven Approach ◽  
Industrial Context

This paper describes the engineering foundations of VisualWADE, a CASE tool to automate the production of Web applications. VisualWADE follows a model-driven approach focusing on requirements analysis, high level design, and rapid prototyping. In this way, an application evolves smoothly from the first prototype to the final product, and its maintenance is a natural consequence of development. The paper also discusses the lessons learned in the development of the tool and its application to several case studies in the industrial context.

scholarly journals A Visual Language for Design Pattern Modeling and Instantiation

2011 ◽  
pp. 20-43 ◽  
Author(s):  
David Maplesden ◽  
John Hosking ◽  
John Grundy
Keyword(s):  
Design Pattern ◽  
Design Patterns ◽  
Visual Language ◽  
Tool Support ◽  
Modeling Language ◽  
Formal Specifications ◽  
Prototype Tool ◽  
Pattern Modeling ◽  
Generic Design ◽  
Solution Specification

In this chapter we describe the Design pattern modeling language, a notation supporting the specification of Design pattern solutions and their instantiation into UML design models. DPML uses a simple set of visual abstractions and readily lends itself to tool support. DPML Design pattern solution specifications are used to construct visual, formal specifications of Design patterns. DPML instantiation diagrams are used to link a Design pattern solution specification to instances of a UML model, indicating the roles played by different UML elements in the generic Design pattern solution. A prototype tool is described, together with an evaluation of the language and tool.

Precision, Flexibility, and Tool Support

2011 ◽  
pp. 280-301
Author(s):  
Neelam Soundarajan ◽  
Jason O. Hallstrom
Keyword(s):  
Design Patterns ◽  
Tool Support ◽  
Novel Approach ◽  
Wide Range ◽  
System Maintenance

There are two important requirements that any approach to formalizing Design patterns must meet. First, the approach must enable the precise specification of the implementation requirements and behavioral guarantees associated with a wide range of patterns. Second, the formalization of each pattern must retain the pattern’s inherent flexibility. In this chapter, we present a novel approach to formalizing Design patterns that satisfies these seemingly conflicting requirements. For the formalism to be of practical value, we also need tools that can assist practitioners in determining whether the patterns used in designing their systems have been implemented correctly. Such tools are especially important during system maintenance and evolution to ensure that the design integrity of a system is not compromised. We show how our approach lends itself to the construction of such tools.

Using Games to Teach Design Patterns and Computer Graphics

2009 ◽  
pp. 525-545
Author(s):  
Pollyana Notargiacomo Mustaro ◽  
Luciano Silva ◽  
Ismar Frango Silveira
Keyword(s):  
Information Technology ◽  
Computer Graphics ◽  
Learning Styles ◽  
Computer Science ◽  
Undergraduate Students ◽  
Computer Games ◽  
Design Patterns ◽  
Lessons Learned ◽  
Undergraduate Teaching ◽  
Net Generation

This chapter discusses some possibilities of using computer games to effectively reach didactic goals in undergraduate teaching. Nowadays, undergraduate students belong to the Net generation and usually play different kinds of games on consoles, computers, and the Internet. Some elements such as creativity and abstraction could be included in computer science and information technology curriculums through the use of games as educational methodological resources, due the motivational factor they inherently have. This learner-centered approach not only contributes to personalizing the knowledge-building process but also permits the consideration of learning styles to adapt different ludic environments and/or realworld situations according to topics of the course. To demonstrate the possibilities of this educational scenario, two case studies were conducted. One focuses on Design Patterns contents in a computer science course, and the other spotlights computer graphics topics in an information technology course. The results gained in these processes demonstrate the students’ involvement in the proposed activities and the capacity to apply the lessons learned in diverse situations.

scholarly journals Progress on water data integration and distribution: a summary of select US Geological Survey data systems

2015 ◽  
Vol 18 (2) ◽  
pp. 226-237 ◽  
Author(s):  
David Blodgett ◽  
Jessica Lucido ◽  
James Kreft
Keyword(s):  
Design Patterns ◽  
Open Water ◽  
Lessons Learned ◽  
Geological Survey ◽  
Quality Data ◽  
Web Pages ◽  
Data Systems ◽  
Water Quality Data ◽  
Data Infrastructure ◽  
The Status

Critical water-resources issues ranging from flood response to water scarcity make access to integrated water information, services, tools, and models essential. Since 1995 when the first water data web pages went online, the US Geological Survey has been at the forefront of water data distribution and integration. Today, real-time and historical streamflow observations are available via web pages and a variety of web service interfaces. The Survey has built partnerships with Federal and State agencies to integrate hydrologic data providing continuous observations of surface and groundwater, temporally discrete water-quality data, groundwater well logs, aquatic biology data, water availability and use information, and tools to help characterize the landscape for modeling. In this paper, we summarize the status and design patterns implemented for selected data systems. We describe how these systems contribute to a US Federal Open Water Data Initiative and present some gaps and lessons learned that apply to global hydroinformatics data infrastructure.

scholarly journals The Role-Based Metamodeling Language for Specifying Design Patterns

2011 ◽  
pp. 183-205 ◽  
Author(s):  
Dae-Kyoo Kim
Keyword(s):  
Design Pattern ◽  
Design Patterns ◽  
Specification Language ◽  
Tool Support ◽  
Future Trends ◽  
Solution Domain ◽  
The Future ◽  
Role Based ◽  
Pattern Specification

This chapter describes a UML-based pattern specification language called the role-based metamodeling language (RBML), which defines the solution domain of a Design pattern in terms of roles at the metamodel level. The goal of the RBML is to support the development of precise pattern specifications that can be used for the development of pattern tools. The author describes the approach and benefits of the RBML, and demonstrates the notation for capturing various perspectives of pattern properties using the Observer, Interpreter, and Iterator patterns. The author also discusses tool support for the RBML and the future trends in pattern specification.

Using Games to Teach Design Patterns and Computer Graphics

2011 ◽  
pp. 173-191
Author(s):  
Pollyana Notargiacomo Mustaro ◽  
Luciano Silva ◽  
Ismar Frango Silveira
Keyword(s):  
Information Technology ◽  
Computer Graphics ◽  
Learning Styles ◽  
Computer Science ◽  
Undergraduate Students ◽  
Computer Games ◽  
Design Patterns ◽  
Lessons Learned ◽  
Undergraduate Teaching ◽  
Net Generation

This chapter discusses some possibilities of using computer games to effectively reach didactic goals in undergraduate teaching. Nowadays, undergraduate students belong to the Net generation and usually play different kinds of games on consoles, computers, and the Internet. Some elements such as creativity and abstraction could be included in computer science and information technology curriculums through the use of games as educational methodological resources, due the motivational factor they inherently have. This learner-centered approach not only contributes to personalizing the knowledge-building process but also permits the consideration of learning styles to adapt different ludic environments and/or realworld situations according to topics of the course. To demonstrate the possibilities of this educational scenario, two case studies were conducted. One focuses on Design Patterns contents in a computer science course, and the other spotlights computer graphics topics in an information technology course. The results gained in these processes demonstrate the students’ involvement in the proposed activities and the capacity to apply the lessons learned in diverse situations.

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