Continuous Data-driven Software Engineering - Towards a Research Agenda

Abstract Continuous integration (CI) is widely used in software engineering. The observed benefits include reduced efforts for system integration, which is particularly appealing for engineering automated production systems (aPS) due to the different disciplines involved. Yet, while many individual quality assurance means for aPS have been proposed, their adequacy for and systematic use in CI remains unclear. In this article, the authors provide two key contributions: First, a quality model for a model-based engineering approach specifically developed for aPS. Based thereon, a discussion of the suitable verification techniques for aPS and their systematic integration in a CI process are given. As a result, the paper provide a blueprint to be further studied in practice, and a research agenda for quality assurance of aPS.

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Towards a Software Engineering Process for Developing Data-Driven Applications

2019 IEEE/ACM 7th International Workshop on Realizing Artificial Intelligence Synergies in Software Engineering (RAISE) ◽

10.1109/raise.2019.00014 ◽

2019 ◽

Cited By ~ 3

Author(s):

Marc Hesenius ◽

Nils Schwenzfeier ◽

Ole Meyer ◽

Wilhelm Koop ◽

Volker Gruhn

Keyword(s):

Software Engineering ◽

Data Driven ◽

Engineering Process ◽

Software Engineering Process

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Enhancing Software Engineering Curricula By Incorporating Open, Data-Driven Planning Methods

10.18260/p.26702 ◽

2016 ◽

Cited By ~ 1

Author(s):

John (Lalit) Jagtiani ◽

Neal Lewis

Keyword(s):

Software Engineering ◽

Open Data ◽

Data Driven ◽

Planning Methods

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Technology-mediated task-based language teaching: A research agenda

Language Teaching ◽

10.1017/s0261444820000233 ◽

2020 ◽

pp. 1-17

Author(s):

Bryan Smith ◽

Marta González-Lloret

Keyword(s):

Language Learning ◽

Research Agenda ◽

Task Complexity ◽

Language Teaching ◽

Mobile Apps ◽

Data Driven ◽

Process Data ◽

Face To Face ◽

Technological Affordances ◽

Specific Learning

Abstract This paper discusses key concepts in the emerging field of technology-mediated task-based language teaching (TMTBLT) and provides a research agenda for moving this sub-field forward in a theoretically sound and data-driven way. We first define TMTBLT and discuss the importance of considering technological affordances and specific learning contexts when matching individual technologies with particular tasks. We then explore the notion of task, specifically task complexity and sequencing, and how the introduction of technology may interact and modify tasks' features. Next, we examine the use of mobile apps and social media within a task-based language teaching (TBLT) framework and highlight areas primed for exploration or in need of reconciliation. Finally, we call for TMTBLT studies to capture and evaluate learner process data. Within each area above we propose a series of specific research tasks that incrementally build on previous research in both face-to-face and technology-mediated environments, which may help us better understand how tasks and technologies intersect to promote language learning.

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