A model-driven approach to cross-platform development of accessible business apps

Author(s):  
Christoph Rieger ◽  
Daniel Lucrédio ◽  
Renata Pontin M. Fortes ◽  
Herbert Kuchen ◽  
Felipe Dias ◽  
...  
Author(s):  
Liliana Maria Favre

Smartphones are at the core of new paradigms such as cloud computing, pervasive computing, and internet of things. Frequently, the development of mobile software requires adaptation of valuable and tested non-mobile software. In this context, most challenges are related to the diversity of platforms on the smartphones market and to the need of systematic and reusable processes with a high degree of automation that reduce time, cost, and risks. To face these challenges, this chapter presents an analysis of non-mobile software modernization through an integration of MDE (model-driven engineering) with cross-platform development. Two approaches are analyzed. One of them is a lightweight process that combines MDA (model-driven architecture) with traditional static and dynamic analysis techniques of reverse engineering. The other approach is based on ADM (architecture-driven modernization) standards. A scenario for the migration of C/C++ or Java software through the multiplatform Haxe language is described.


2015 ◽  
Vol 97 ◽  
pp. 31-36 ◽  
Author(s):  
Henning Heitkötter ◽  
Herbert Kuchen ◽  
Tim A. Majchrzak

2021 ◽  
Vol 11 (6) ◽  
pp. 2554
Author(s):  
Yoel Arroyo ◽  
Ana I. Molina ◽  
Miguel A. Redondo ◽  
Jesús Gallardo

This paper introduces Learn-CIAM, a new model-based methodological approach for the design of flows and for the semi-automatic generation of tools in order to support collaborative learning tasks. The main objective of this work is to help professors by establishing a series of steps for the specification of their learning courses and the obtaining of collaborative tools to support certain learning activities (in particular, for in-group editing, searching and modeling). This paper presents a complete methodological framework, how it is supported conceptually and technologically, and an application example. So to guarantee the validity of the proposal, we also present some validation processes with potential designers and users from different profiles such as Education and Computer Science. The results seem to demonstrate a positive reception and acceptance, concluding that its application would facilitate the design of learning courses and the generation of collaborative learning tools for professionals of both profiles.


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