Evolution in software systems: foundations of the SPE classification scheme

The SPE taxonomy of evolving software systems, first proposed by Lehman in 1980, is re-examined in this work. The primary concepts of software evolution are related to generic theories of evolution, particularly Dawkins' concept of a replicator, to the hermeneutic tradition in philosophy and to Kuhn's concept of paradigm. These concepts provide the foundations that are needed for understanding the phenomenon of software evolution and for refining the definitions of the SPE categories. In particular, this work argues that a software system should be defined as of type P if its controlling stakeholders have made a strategic decision that the system must comply with a single paradigm in its representation of domain knowledge. The proposed refinement of SPE is expected to provide a more productive basis for developing testable hypotheses and models about possible differences in the evolution of E- and P-type systems than is provided by the original scheme. Copyright (C) 2005 John Wiley & Sons, Ltd.

The impact of Group Intelligence software on enquiry-based learning

Despite the increasing use of groupware technologies in education, there is little evidence of their impact, especially within an enquiry-based learning (EBL) context. In this paper, we examine the use of a commercial standard Group Intelligence software called GroupSystems®ThinkTank. To date, ThinkTank has been adopted mainly in the USA and supports teams in generating ideas, categorising, prioritising, voting and multi-criteria decision-making and automatically generates a report at the end of each session. The software was used by students carrying out an EBL project, set by employers, for a full academic year. The criteria for assessing the impact of ThinkTank on student learning were those of creativity, participation, productivity, engagement and understanding. Data was collected throughout the year using a combination of interviews and questionnaires, and written feedback from employers. The overall findings show an increase in levels of productivity and creativity, evidence of a deeper understanding of their work but some variation in attitudes towards participation in the early stages of the project.

A conceptual framework for aligning business and information systems from organisational learning perspective

The three decades of on-going executives’ concerns of how to achieve successful alignment between business and information technology shows the complexity of such a vital process. Most of the challenges of alignment are related to knowledge and organisational change and several researchers have introduced a number of mechanisms to address some of these challenges. However, these mechanisms pay less attention to multi-level effects, which results in a limited un-derstanding of alignment across levels. Therefore, we reviewed these challenges from a multi-level learning perspective and found that business and IT alignment is related to the balance of exploitation and exploration strategies with the intellec-tual content of individual, group and organisational levels.

Student perceptions of iPads as mobile learning devices for fieldwork

This paper reports findings from six field courses about student’s perceptions of iPads as mobile learning devices for fieldwork. Data were collected through surveys and focus groups. The key findings suggest that the multi-tool nature of the iPads and their portability were the main strengths. Students had some concerns over the safety of the iPads in adverse weather and rugged environments, though most of these concerns were eliminated after using the devices with protective cases. Reduced connectivity was found to be one of the main challenges for mobile learning. Finally, students and practitioners views of why they used the mobile devices for fieldwork did not align.

Comparison of simulated periodontal bone defect depth measured in digital radiographs in dedicated and non-dedicated software systems

Objectives: To compare simulated periodontal bone defect depth measured in digital radiographs with dedicated and non-dedicated software systems and to compare the depth measurements from each program with the measurements in dry mandibles.Methods: Forty periodontal bone defects were created at the proximal area of the first premolar in dry pig mandibles. Measurements of the defects were performed with a periodontal probe in the dry mandible. Periapical digital radiographs of the defects were recorded using the Schick sensor in a standardized exposure setting. All images were read using a Schick dedicated software system (CDR DICOM for Windows v.3.5), and three commonly available non-dedicated software systems (Vix Win 2000 v.1.2; Adobe Photoshop 7.0 and Image Tool 3.0). The defects were measured three times in each image and a consensus was reached among three examiners using the four software systems. The difference between the radiographic measurements was analysed using analysis of variance (ANOVA) and by comparing the measurements from each software system with the dry mandibles measurements using Student's t-test.Results: the mean values of the bone defects measured in the radiographs were 5.07 rum, 5.06 rum, 5.01 mm and 5.11 mm for CDR Digital Image and Communication in Medicine (DICOM) for Windows, Vix Win, Adobe Photoshop, and Image Tool, respectively, and 6.67 mm for the dry mandible. The means of the measurements performed in the four software systems were not significantly different, ANOVA (P = 0.958). A significant underestimation of defect depth was obtained when we compared the mean depths from each software system with the dry mandible measurements (t-test; P congruent to 0.000).Conclusions: the periodontal bone defect measurements in dedicated and in three non-dedicated software systems were not significantly different, but they all underestimated the measurements when compared with the measurements obtained in the dry mandibles.

Proposal of convergence of e-Learning systems for t-Learning

This article presents considerations about viability on reutilize existing web based e-Learning systems on Interactive Digital TV environment according to Digital TV standard adopted in Brazil. Considering the popularity of Moodle system in academic and corporative area, such system was chosen as a foundation for a survey into its properties to create a specification of an Application Programming Interface (API) for convergence to t-Learning characteristics that demands efforts in interface design area due the fact that computer and TV concepts are totally different. This work aims to present studies concerning user interface design during two stages: survey and detail of functionalities from an e-Learning system and how to adapt them for the Interactive TV regarding usability context and Information Architecture concepts.

Power Electronics course: Analysis and evaluation of the educational software and the environment learning

This paper presents the analysis and evaluation of the Power Electronics course at So Paulo State University-UNESP-Campus of Ilha Solteira(SP)-Brazil, which includes the usage of interactive Java simulations tools and an educational software to aid the teaching of power electronic converters. This platform serves as an oriented course for the lectures and supplementary support for laboratory experiments in the power electronics courses. The simulation tools provide an interactive and dynamic way to visualize the power electronics converters behavior together with the educational software, which contemplates the theory and a list of subjects for circuit simulations. In order to verify the performance and the effectiveness of the proposed interactive educational platform, it is presented a statistical analysis considering the last three years. © 2011 IEEE.

Studio e implementazione di componenti software per piattaforma mobile Android

Studio, descrizione, analisi e implementazione di tecnologie Android: Mappe, Google Cloud Messaging, Sensori

Nuove metodologie di apprendimento digitale: Microlearning e mobile learning

La tesi tratta in modo approfondito le tipologie di apprendimento non tradizionale, ovvero in contesto non scolastico/universitario, focalizzandosi sull'importanza che hanno i dispositivi mobili come mezzo di aggiornamento e miglioramento costante delle conoscenze e abilità delle persone. Queste nuove metodologie sono chiamate microlearning e mobile learning, evoluzioni naturali dell'e-learning nate dall'esigenza di un apprendimento che non fosse più solo a distanza, ma applicabile al contesto mobile per rispecchiare le nuove esigenze delle persone.

Change-Enabled Software Systems

Few real software systems are built completely from scratch nowadays. Instead, systems are built iteratively and incrementally, while integrating and interacting with components from many other systems. Adaptation, reconfiguration and evolution are normal, ongoing processes throughout the lifecycle of a software system. Nevertheless the platforms, tools and environments we use to develop software are still largely based on an outmoded model that presupposes that software systems are closed and will not significantly evolve after deployment. We claim that in order to enable effective and graceful evolution of modern software systems, we must make these systems more amenable to change by (i) providing explicit, first-class models of software artifacts, change, and history at the level of the platform, (ii) continuously analysing static and dynamic evolution to track emergent properties, and (iii) closing the gap between the domain model and the developers' view of the evolving system. We outline our vision of dynamic, evolving software systems and identify the research challenges to realizing this vision.

Comparative Analysis of Evolving Software Systems Using the Gini Coefficient

Software metrics offer us the promise of distilling useful information from vast amounts of software in order to track development progress, to gain insights into the nature of the software, and to identify potential problems. Unfortunately, however, many software metrics exhibit highly skewed, non-Gaussian distributions. As a consequence, usual ways of interpreting these metrics --- for example, in terms of "average" values --- can be highly misleading. Many metrics, it turns out, are distributed like wealth --- with high concentrations of values in selected locations. We propose to analyze software metrics using the Gini coefficient, a higher-order statistic widely used in economics to study the distribution of wealth. Our approach allows us not only to observe changes in software systems efficiently, but also to assess project risks and monitor the development process itself. We apply the Gini coefficient to numerous metrics over a range of software projects, and we show that many metrics not only display remarkably high Gini values, but that these values are remarkably consistent as a project evolves over time.