Examinando por Materia "software"

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    10 Challenges for the Specification of Self-Adaptive Software
    (IEEE, 2018-01-01) Munoz-Fernandez, JC; Mazo, R; Salinesi, C; Tamura, G; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las Comunicaciones
    The demand for systems that continue on operation by adapting themselves in response to disturbing changes in their environment has increased in the last decades. Those systems, termed self-adaptive software (SAS) systems, should be developed with techniques and methods appropriated for analysing and designing this kind of systems, starting from the requirements phase. Several contributions propose approaches to improve the specification of requirements for those systems. This paper aims to review the most significant challenges still open in the domains of languages for requirements specification and methods for model verification of self-adaptive systems, independently of their particular application areas. More concretely, the main contribution of this paper is a list of ten challenges to achieve a better-defined specification of requirements for SAS systems, and a more effective verification of such specifications. These challenges are well worthy of being addressed in both communities, the requirements engineering (RE) and the SAS one.
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    APPLIES: A framework for evaluAting organization's motivation and preparation for adopting product lines
    (IEEE Computer Society, 2018-01-01) Rincón, L.; Mazo, R.; Salinesi, C.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las Comunicaciones
    In the software industry, product Lines has emerged as an attractive approach to perform planned reuse. Nevertheless, a product line solution is not appropriate for all the cases and requires some conditions to be implemented successfully. The literature offers several contributions regarding the adoption of product lines. However, only a few of these support decision-makers for taking well-informed decisions in favor or against following this approach. This paper presents APPLIES, a framework to (i) detect signals that could motivate an organization to adopt a product line approach (ii) assess to what extent a company is prepared for supporting the practices necessary to adopt a product line. APPLIES is grounded in a thematic analysis of the literature and was preliminarily evaluated with two experts through a survey and an interview. The results of the evaluation provide us insights to create an improved version of the proposal following a design-science method. © 2018 IEEE.
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    Technological tools to learn calculus
    (Institute of Electrical and Electronics Engineers Inc., 2015-12-02) Gómez, G.P.P.; Restrepo, C.M.Z.; Duarte, P.V.E.; Rivera, L.F.Z.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las Comunicaciones
    Online learning tools have allowed professors to carry out their classes in an interactive way, synchronic as well as asynchronic, giving them the opportunity to explore from different points of view specific themes or concepts, achieving greater dynamism in their classes through the active participation of students. This article presents the results of the implementation of an software tool for massive use designed with the objective of allowing Engineering students to strengthen their basic mathematical knowledge as well as to improve their results in courses such as Calculus I and Mathematics I. These courses are part of the first semesters of the syllabus for all undergraduate programs of the School of Engineering, and are basic courses in the formation of an engineer at Universidad EAFIT (Medellin, Colombia). This software tool for massive use allows students to self-diagnose, to solve exercises with different levels of complexity and difficulty, to visualize academic contents such as video classes and virtual resources, and to know their evolution in the understanding of basic concepts in calculus. On one hand, this facilitates the beginning of their studies at the university. On the other, it gives the professor an initial diagnose of the level students have to start the course so that continuous analytics can be performed based on the learning process of the student. Furthermore, this article shows the results of a comparative analysis done to two groups of students, a Control group and an Experimental group, that took Calculus I as part of their undergraduate studies. The experiment lasted two months with testing done at the beginning and at the end of the course. The objective was to register the level of knowledge acquired by the students and compare the differences between the two groups, control and experimental. The testing also allowed the progress of the student between tests to be measured, taking into account that the experimental group had the opportunity to explore the platform during this two-month period. Therefore, the analysis performed served to gather information useful for evaluating the effectiveness of the proposed system in the learning process of the students at the University. © 2015 IEEE.