Combining Heterogeneity, Compositionality, and Automatic Generation in Formal Modelling

2013 ◽  
pp. 17-33
Author(s):  
Stefano Marrone ◽  
Nicola Mazzocca ◽  
Roberto Nardone ◽  
Valeria Vittorini
Keyword(s):  
Flexible Manufacturing ◽  
Manufacturing Systems ◽  
Formal Model ◽  
Automatic Generation ◽  
Formal Proof ◽  
Functional Requirements ◽  
Formal Modelling ◽  
Model Driven ◽  
Analysis Methodology ◽  
Market Needs

Critical computer-based systems have an increasing complexity due to the number of components, to their heterogeneity, and to the relationships among them. Such systems must meet strict non-functional requirements and should be able to cope with competitive market needs. The adoption of formal methods is often advocated in order to provide formal proof, but their application does not scale with the growing size of systems. The aim of this chapter is to introduce a modelling and analysis methodology that allows the combination of three proven research trends in formal modelling of large systems: formal model generation (by means of model-driven techniques), multiformalism, and compositional approaches. In this chapter there is also a discussion about enabling techniques. The proposed approach has been applied to the performability modelling and evaluation of flexible manufacturing systems.

scholarly journals Learn-CIAM: A Model-Driven Approach for the Development of Collaborative Learning Tools

2021 ◽  
Vol 11 (6) ◽  
pp. 2554
Author(s):  
Yoel Arroyo ◽  
Ana I. Molina ◽  
Miguel A. Redondo ◽  
Jesús Gallardo
Keyword(s):  
Collaborative Learning ◽  
Methodological Approach ◽  
Automatic Generation ◽  
Learning Activities ◽  
Learning Tools ◽  
Model Driven ◽  
Collaborative Tools ◽  
Learning Tasks ◽  
Collaborative Learning Tools ◽  
Model Driven Approach

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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