Applying Pantomime and Reverse Engineering Techniques in Software Engineering Education

1. Applying Pantomime andReverse Engineering Techniquesin Software Engineering Education Vladimir L Pavlov, Nikita Boyko, Alexander Babich, Oleksii Kuchaiev, Stanislav Busygin http://www.intspei.com

2. Agenda http://www.intspei.com

3. Students’ Practical Experience • Small Projects • Easy to implement in university environment • Students learn: • Software Engineering methods create additional overhead – without them it would be more easy to complete the project • If you want to finish your project faster, you code and then create (fake) all the documentation to meet “official” requirements • Negative learning experience • Large Projects • Hard to implement in university environment • Students learn: • Software Engineering methods create value – without them it would be more difficult to complete the project • If you follow your SDLC, you finish your project faster and with less bugs • Positive learning experience http://www.intspei.com

4. “Dirty Tricks to Train Software Engineers” • Give an inadequate specification • Make sure all assumptions are wrong • Have conflicting requirements and pressures • Give additional tasks to disrupt the schedule • Change the deadlines • Crash the hardware • . . . Ray Dawson “Twenty Dirty Tricks to Train Software Engineers”, Proceedings of the 22nd International Conference on Software Engineering, 2000, pp 209-218. http://www.intspei.com

5. SE2004 • Curriculum designers must strike an appropriate balance between coverage of material, and flexibility to allow for innovation. • The underlying and enduring principles of software engineering should be emphasized, rather than details of the latest or specific tools. • In order to ensure that students embrace certain important ideas, care must be taken to motivate students by using interesting, concrete and convincing examples. • Software engineering education in the 21st century needs to move beyond the lecture format: It is therefore important to encourage consideration of a variety of teaching and learning approaches. • Important efficiencies and synergies can be achieved by designing curricula so that several types of knowledge are learned at the same time. http://www.intspei.com

6. Evolution of P-Modeling • 2001: Speechless modeling – will it work? • 2003: Are “normal” teams performing better, than “speechless”? • 2005: Can we use reverse engineering as a quality-control tool? • 200X: ?-?-?-?-?-?-?-? http://www.intspei.com

7. P-Modeling Session http://www.intspei.com

8. Current Experience of Using P-Modeling Sessions in Universities • Four universities in Ukraine/Russia • Never a required part of curriculum • always an option for students to choose an alternative activity • usually 30%-50% of students choose to participate in a P-Modeling Session • Around 200 participants so far • undergraduates in their third, fourth or fifth year of studying Software Engineering or Computer Science http://www.intspei.com

9. Feedback From Students 100% would want to participate in such events again and/or to organize such events in their professional practice in the future 100% would recommend attending such sessions to others 100% assess Reverse Semantic Traceability as an extremely powerful tool to validate software design and want to use it in their practical work in the future 93% of all participants consider Speechless Modeling a powerful tool for learning Object-Oriented Analysis and Design with UML 90% mentioned improving of their team working skills 71% of participants think that such sessions can help new team members to understand the domain area more quickly than traditional approach 52% said that Speechless sessions taught them to create more precise models more quickly http://www.intspei.com

10. Sample Assignment and Outcome of P-Modeling Session …. … are Available in the Article (see Conference Proceedings) http://www.intspei.com

11. Submit Your UML Jokeand Win a Brand-New Laptop! • How powerful is UML to express humor? • The project is aimed to • research semantic capabilities of the UML • attract the community’s attention to it • A chance to win a brand-new laptop, PDA or another exciting prize • www.umljokes.com http://www.intspei.com

12. Summary http://www.intspei.com

13. Backup Slides http://www.intspei.com

14. Cost to Correct Maintenance Requirements Construction Architecture DetailedDesign Detailed Design Architecture Construction Requirements Phase That a Defect is Created Phase That a Defect is Corrected INTSPEI P-Modeling Framework • The most important decisions (and most expensive mistakes) are done at the beginning of the project • The initial amount of quality control is minimal and then grows as development moves forward. • This results in a costly rework (often hidden) on the late stages of the project • INTSPEI P-Modeling Framework addresses this problem. It enables to reduce delays between bug insertions and bug fixes • Engineers start discovering and fixing critical mistakes virtually immediately - when introduced - not at the late phases where they are the most expensive to resolve Cost to correct a defect greatly depends on how early it was introduced and revealed http://www.intspei.com

15. Iterative Development

16. Traceability Management