On Understanding Teaching Modelingin Computer Science as an Ecosystem
Martin Gogolla
University of Bremen, Germany
What is an ecosystem?
What is an ecosystem?
● Community of living organisms in conjunction with nonliving components of environment (e.g. air, water, soil).
● Interacting as a system.
● Biotic factors as well as abiotic factors.
● Self supporting.
● Components linked through nutrient cycles and energy flows.
● Network of interactions among organisms, andbetween organisms and their environment.
● Any size.
● Usually encompasses limited space.
What is an ecosystem?
● Factors and dimensions (in example): soil, water, air, climate, sun, animals, plants, harvest, fields, housing, growth, energy flow (production, consumption)
● Content
– modeling techniques use case modeling
– model qualities abstraction
– modeling style domain-specific
● Medium Excel
● Demonstrations industrial case study
● Actors tutor
● Timing 3rd year undergraduate
● Form project 10 ECTS
● Style gamification
● (Involved CS) Areas articial intelligence
● Environment legal requirements
Factors and dimensions in teaching modeling
Content Medium Demonstrations Actors Timing Form Style Areas Environment
● Content
– modeling techniques
● class diagrams, state charts, ...● profiles, ...● bx trafos, ... model - structure, behavior, organisation
– model qualities and characteristics
● classification, abstraction, structuredness, appropriateness● clearness, understandability● verifiability, executability
– modeling style
● textual..graphical● universal..domain-specific● semi-formal..formal
Detailed factors and dimensions
Content Medium Demonstrations Actors Timing Form Style Areas Environment
● Medium
– blackboard, sheet
– UML @ Magic Draw
– USE, Umple, EMFtoCSP
– Excel, Power point, yEd
– Java, SQL, ATL
● Demonstrations (examples, case studies)
– tiny..large, vague..detailed, concrete..abstract
– positive..negative, academic..industrial
– suitability for modeling technique
– cases at different development stages or refinement levels
Detailed factors and dimensions
Content Medium Demonstrations Actors Timing Form Style Areas Environment
● Actors
– researcher, teacher, lecturer
– student, tutor
– programmer, designer
– examination administrator, technician, dean
● Timing
– undergraduate, graduate, phd, education for professionals
– Gogolla: basics of dbs, dbs, design of information systems
● Form
– lecture, exercise, course, seminar
– homework, project, thesis
– research paper
Detailed factors and dimensions
Content Medium Demonstrations Actors Timing Form Style Areas Environment
● Style
– teacher-in-front, group work
– traditional..gamified
– research-oriented..trainee-oriented
● (Involved CS) Areas
– programming languages, information systems, networks
– theory
– artificial Intelligence, sw engineering
● Environment
– curricula
– institution, related curricula & institutions
– colleagues, law
Detailed factors and dimensions
Content Medium Demonstrations Actors Timing Form Style Areas Environment
Factors and dimensions – Ecosystem relationships
● Content: Model qualities and characteristics
– abstraction, classification, executability, verifiability, appropriateness
● Demonstrations
– cases at different development stages or refinement levels
– negative examples
● Actors
– teaching researcher .. professional teacher
● Timing
– modeling before programming
● Areas
– identification of confederate CS areas and their integration
● Environment
– MODELS conference: Edusymp..Tutorials
Factors needing attention and improvement
● Content: Model qualities and characteristics
– abstraction, classification, executability, verifiability, appropriateness
● currently neglected: `traditional´ modeling languages (flowcharts, automata, er, 1st order predicate calculus, graphs)
● focus on `modern´ modeling languages (UML, OCL, SYSML, EMF, ATL, QVT)
● focus on teaching techniques not onmodel qualities like abstraction or classification
● models in their representing medium should give feedbackabout verifiabilty or executability
Factors needing attention and improvement
Is it possible to teach `when and how to use abstraction´?
Demonstrations with abstract classes with structure and behavior!
abstraction = reductionrelative to a concern
● Demonstrations
– cases at different development stages or refinement levels
– negative examples
● not only presentation of perfect, non-developing cases
discusssion of development steps and their rationals
presentation of models at various levels of detail
● negative examples that show how students should not model
Factors needing attention and improvement
● Actors
– teaching researcher .. professional teacher
● teaching typically done from our research perspective
teaching of our own research results
● research-oriented vs. trainee-oriented teaching method
● teach what students help in a way they undertstand
Factors needing attention and improvement
● Timing
– modeling before programming
● is modeling done too late?
● often modeling is regarded as `documenting the code´
● ban programming from the first years of CS education
Factors needing attention and improvement
● Areas
– identification of confederate CS areas and their integration
● modeling done in many (all?) CS areas
● modeling community looks from outside like to re-invent the wheel
● identification of partners resp. confederates
● connecting `their´ modeling to our view on modeling
Factors needing attention and improvement
● Environment
– MODELS conference: Edusymp..Tutorials
● Edusymp and Tutorials separated at MODELS
● no common strategy
● tutorials as a place for MODEL education or teaching
● `Bridge´ tutorials from core modeling to other CS areas
Factors needing attention and improvement
Factors needing attention and improvement
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