NDLI: Problem on Software Engineering Learning: Domain Engineering

Content Provider	IEEE Xplore Digital Library
Author	Marcondes, F.S. Brumatto, H.J. Sonoda, E.H. Barboza, L.C. Zannuto, J.
Copyright Year	2009
Abstract	During the system information undergraduate course, besides the knowledge on how to build a software system, the students should also know how to analyses business processes. Integrated projects would be a good opportunity to practice this concept if it had been better direction to this objective since it is a longer project that is supported by many chairs. Those projects use to presents the business rules and requirements to the students withdrawing from them the chance to exercises the domain and requirement engineering. It was made an experience to close that gap, so, 20 students were asked to get the requirements to a project. It was expected that the students should got requirements using the Use Case approach, also, they should realizes the need of Domain Engineering to empower the requirement's elicitation process. The need of this realization is based on the learning strategy used on the experience called Problem-based Learning (PBL) where the students should find solutions to a stated problem even before the presentation of the proper concepts that best solves the problem, so, in this study the need of Domain Engineering was not formally defined. To perform the strategy, the problem should had defined in a way which avoids the student's business rules intuitive inferences, so, it was defined a problem in an unknown domain. Another property of the problem is that should be a unique distributed system sharing the same business rules even the groups had different requirements. It was expected that the students got the requirements and realizes the need of Domain Engineering from a high level stakeholders' need in a 18 weeks time frame. Despite this, the students neither got requirements neither realizes the Domain Engineering needs during the first 5 weeks (27% of the time frame) they just had asking to the professor "which are the requirements?" and did not performed any requirements procedures. Supposing a conceptual problem, the Use Case Approach concepts were retrieved, but it were realized that there were not a conceptual problem, so, the next logical step is consider concept's transfer problems. It was performed a transfer procedure where starting from a high level need, going through the approach till got the first classes of a rental software system (a well know domain to focuses the approach) the Domain Engineering aspects are commented as demanded by the students. During the transfer, the students tried to just create the requirements on a intuitively way on this time, they had been pushed back to follow the approach and get the requirements using it. During this activity, they once again, tried to escape from the procedure outweigh the lack of business rules just intuitively creating them, once again, they were induced to obtain and elicit the business rules and not just create them. The second part of the induction was very important since it was used to instigate on the students the curiosity about the Domain Engineering becoming a start point to the solution's search as defined by PBL. Once the transfer procedure was accomplished, the students started to ask the "correct questions" and the project could be started. After this point, the students should realizes the need of a unified Domain Engineering to the whole project positioning themselves as parts of the system, once again it did not happened and a new transfer procedure was made. In this transfer procedure was enough just help the students retrieve the distributed system's concepts and help them to identify each module and their position on them. During the transfer procedure the professor realizes that the students did not considered the modules communications and they had started to create incompatible modules leading the professor to start a new induction to solve this problem. From this point to the end, the project had a normal development. As a remark some students had declared they have difficulties to uses the theoretical knowledge on real projects at their jobs, the same problem had been detected on students of different grades pointing to a possible computer's students related problem which need to be treated. Based on this paper one should note the need to perform transfer procedures during the Software Engineering learning helping the student to lead the theoretical knowledge into the practice using concrete cases over many contexts propitiating to the student the time and experience needed to yield its knowledge. This paper also remarked the problem of lectures without sufficient practical activities once it was detected they are not been successful to replaces the beginner knowledge by a specialized one. As shown at case study, even having specialized theoretical knowledge, when the students needs to solve a problem, they retrieves the beginner practical knowledge and not the specialized theoretical knowledge, so, it is necessary to create strategies that propitiates a better beginner knowledge replacement and a better specialized knowledge retrieve.
Starting Page	1636
Ending Page	1636
File Size	149573
Page Count	1
File Format	PDF
ISBN	9781424437702
DOI	10.1109/ITNG.2009.275
Language	English
Publisher	Institute of Electrical and Electronics Engineers, Inc. (IEEE)
Publisher Date	2009-04-27
Publisher Place	USA
Access Restriction	Subscribed
Rights Holder	Institute of Electrical and Electronics Engineers, Inc. (IEEE)
Subject Keyword	Knowledge engineering Software Engineering Learning Use Case Software Engineering Software systems Concrete Domain Information technology Software engineering Information analysis
Content Type	Text
Resource Type	Article

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

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