Teaching Model-Driven Engineering in a Master's Program

2022 ◽  
pp. 1586-1611
Author(s):  
Alexandre Bragança ◽  
Isabel Azevedo ◽  
Nuno Bettencourt
Keyword(s):  
Project Based Learning ◽  
Learning Approach ◽  
Master's Program ◽  
Student Survey ◽  
Model Driven Engineering ◽  
Master Program ◽  
Teaching Experiences ◽  
Model Driven ◽  
Software Complexity ◽  
Software Professionals

Model-driven engineering (MDE) is an approach to software engineering that adopts models as the central artefact. Although the approach is promising in addressing major issues in software development, particularly in dealing with software complexity, and there are several success cases in the industry as well as growing interest in the research community, it seems that it has been hard to generalize its gains among software professionals. To address this issue, MDE must be taught at a higher-education level. This chapter presents a three-year experience in teaching MDE in a course of a master program in informatics engineering. The chapter provides details on how a project-based learning approach was adopted and evolved along three editions of the course. Results of a student survey are discussed and compared to those from another course. In addition, several other similar teaching experiences are analyzed.

Teaching Model-Driven Engineering in a Master's Program

2019 ◽  
pp. 126-159
Author(s):  
Alexandre Bragança ◽  
Isabel Azevedo ◽  
Nuno Bettencourt
Keyword(s):  
Project Based Learning ◽  
Learning Approach ◽  
Master's Program ◽  
Student Survey ◽  
Model Driven Engineering ◽  
Master Program ◽  
Teaching Experiences ◽  
Model Driven ◽  
Software Complexity ◽  
Software Professionals

Model-driven engineering (MDE) is an approach to software engineering that adopts models as the central artefact. Although the approach is promising in addressing major issues in software development, particularly in dealing with software complexity, and there are several success cases in the industry as well as growing interest in the research community, it seems that it has been hard to generalize its gains among software professionals. To address this issue, MDE must be taught at a higher-education level. This chapter presents a three-year experience in teaching MDE in a course of a master program in informatics engineering. The chapter provides details on how a project-based learning approach was adopted and evolved along three editions of the course. Results of a student survey are discussed and compared to those from another course. In addition, several other similar teaching experiences are analyzed.

Model-Driven Data Warehouse Automation

2014 ◽  
pp. 240-267
Author(s):  
Moez Essaidi ◽  
Aomar Osmani ◽  
Céline Rouveirol
Keyword(s):  
Machine Learning ◽  
Data Warehouse ◽  
Inductive Logic Programming ◽  
Inductive Logic ◽  
Machine Learning Techniques ◽  
Learning Approach ◽  
Model Driven Engineering ◽  
Model Driven ◽  
Transformation Rules ◽  
Learning Techniques

Transformation design is a key step in model-driven engineering, and it is a very challenging task, particularly in context of the model-driven data warehouse. Currently, this process is ensured by human experts. The authors propose a new methodology using machine learning techniques to automatically derive these transformation rules. The main goal is to automatically derive the transformation rules to be applied in the model-driven data warehouse process. The proposed solution allows for a simple design of the decision support systems and the reduction of time and costs of development. The authors use the inductive logic programming framework to learn these transformation rules from examples of previous projects. Then, they find that in model-driven data warehouse application, dependencies exist between transformations. Therefore, the authors investigate a new machine learning methodology, learning dependent-concepts, that is suitable to solve this kind of problem. The experimental evaluation shows that the dependent-concept learning approach gives significantly better results.

scholarly journals Project-Based Approach in a First-Year Engineering Course to Promote Project Management and Sustainability

2018 ◽  
Vol 8 (3) ◽  
pp. 104 ◽  
Author(s):  
Pooya Taheri
Keyword(s):  
Project Management ◽  
Learning Outcomes ◽  
Project Based Learning ◽  
Future Generations ◽  
First Year ◽  
Learning Approach ◽  
Student Survey ◽  
Energy Demands ◽  
Energy Needs ◽  
Scientific Technical

To safeguard the environment and satisfy the energy needs of the present, without compromising the ability of future generations to do the same, sustainable energy development is urgently needed. This complex task is riddled with social, political, scientific, technical, and environmental challenges. Education is essential if we are to meet the energy demands of the world in the most sustainable manner available to us. Langara College offers a first-year engineering course that is meant to introduce students to engineering design and case studies, in addition to providing a brief glance on the history, ethics, and the different disciplines of engineering (APSC 1010). Using a project-based learning approach that promotes teamwork and research, this course uses a variety of instructional methods including lectures, class discussions, and guest appearances by experts in their fields. Introductions to technical concepts, such as soldering, 3D printing, and microcontroller, are also addressed in this course. This paper demonstrates how this, or similar courses, are optimized to raise awareness of the sustainability issues this planet is facing. Learning outcomes are evaluated using an anonymous student survey which demonstrates how the students’ project-management and presentation skills have improved.

scholarly journals Mechatronics: Experiential Learning and the Stimulation of Thinking Skills

2021 ◽  
Vol 11 (2) ◽  
pp. 46
Author(s):  
Maki K. Habib ◽  
Fusaomi Nagata ◽  
Keigo Watanabe
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Learning Process ◽  
Laboratory Experiments ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Learning Approach ◽  
Learning Approaches ◽  
Experimental Systems

The development of experiential learning methodologies is gaining attention, due to its contributions to enhancing education quality. It focuses on developing competencies, and build-up added values, such as creative and critical thinking skills, with the aim of improving the quality of learning. The interdisciplinary mechatronics field accommodates a coherent interactive concurrent design process that facilitates innovation and develops the desired skills by adopting experiential learning approaches. This educational learning process is motivated by implementation, assessment, and reflections. This requires synergizing cognition, perception, and behavior with experience sharing and evaluation. Furthermore, it is supported by knowledge accumulation. The learning process with active student’s engagement (participation and investigation) is integrated with experimental systems that are developed to facilitate experiential learning supported by properly designed lectures, laboratory experiments, and integrated with course projects. This paper aims to enhance education, learning quality, and contribute to the learning process, while stimulating creative and critical thinking skills. The paper has adopted a student-centered learning approach and focuses on developing training tools to improve the hands-on experience and integrate it with project-based learning. The developed experimental systems have their learning indicators where students acquire knowledge and learn the target skills through involvement in the process. This is inspired by collaborative knowledge sharing, brainstorming, and interactive discussions. The learning outcomes from lectures and laboratory experiments are synergized with the project-based learning approach to yield the desired promising results and exhibit the value of learning. The effectiveness of the developed experimental systems along with the adopted project-based learning approach is demonstrated and evaluated during laboratory sessions supporting different courses at Sanyo-Onoda City University, Yamaguchi, Japan, and at the American University in Cairo.

Model-driven engineering and run-time model-usage in service robotics

2012 ◽  
Vol 47 (3) ◽  
pp. 73-82 ◽  
Author(s):  
Andreas Steck ◽  
Alex Lotz ◽  
Christian Schlegel
Keyword(s):  
Model Driven Engineering ◽  
Service Robotics ◽  
Time Model ◽  
Model Driven ◽  
Run Time
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