Сучасний стан та проблеми розвитку сервіс-орієнтованої парадигми

This chapter introduces a review of most of the work done in the INGENIAS methodology along 10 years. Few methodologies have been capable of evolving while keeping their initial premises. The key for INGENIAS survival has been an extreme adoption of Model Driven Development practises since its inception. The needs of its end users, the developers, have been gradually incorporated using those techniques. INGENIAS proposes a modelling language for Multi-agent Systems, recommendations for using it, tool support, and integration with some Software Engineering (SE) development processes. INGENIAS has its own support tools, which concern code generation, documentation, visual edition of the specification, simulation, testing, and installation. This chapter explains how INGENIAS was able to grow while keeping an updated tool support, introduces some important advances, and enumerates some of its challenges in the near future.

With the rapid development of science and technology, database programming technology has become more mature and perfect, and it has been widely used in the field of computer software engineering, laying a good foundation for the development of computer software engineering and the whole society. Based on this, this paper briefly introduces the database file generation process in computer software engineering, and then summarizes the database programming technology in computer software engineering. Based on this, it analyzes the importance of database programming technology in computer software engineering, discusses the application points of database programming technology in computer software engineering, and provides support for better application of database programming technology.

Software development is a fast-changing area. New methods and new technologies emerge all the time. As a result, the education of software engineering is generally considered not to be keeping pace with the development of software engineering in industry. Given the limited resources in academia, it is unrealistic to purchase all the latest software tools for classroom usage. In this chapter, the authors describe how free/open-source data and free/open-source tools are used in an upper-level software engineering class at Indiana University South Bend. Depending on different learning objectives, different free/open-source tools and free/open-source data are incorporated into different team projects. The approach has been applied for two semesters, where instructor’s experiences are assembled and analyzed. The study suggests (1) incorporating both free/open-source tools and free/open-source data in a software engineering course so that students can better understand both development methods and development processes and (2) updating software engineering course regularly in order to keep up with the advance of development tools and development methods in industry.

Software engineering education must be guided by developments in software engineering and aim for professional and educational development of students. This position paper explores the historical and conceptual evolution of software engineering as a discipline central to modern integrated design, software systems, and process science, tracing the trajectory from early structured models, through waterfall, to Agile and AI-augmented paradigms, and looks at how changes in application mix and modes of use, technological complexity, and business and enterprise needs have shaped development methodologies. Special attention is paid to the role of generative AI on the software engineering process and the role of the software engineer, altering workflows, collaboration, and enterprise architectures, and further enabling automation, digital transformation, and autonomous systems, shifting responsibilities and skill sets upwards. The article then considers corresponding shifts in software engineering education, highlighting the need for curricula that intertwine process thinking, systems theory, and ethical engagement, integrate with generative AI technologies, and place greater emphasis on “soft skills”, in courses that combine development of professional expertise with conceptual capabilities and an enhanced capacity for life-long learning. It then presents a set of requirements, options, and guidelines for software engineering education in the era of generative AI.

This paper presents a graduate curriculum for software engineering education, as proposed by the Air Force Institute of Technology (AFIT). In order to define such a curriculum, it is first necessary to define what is meant by the term “software engineer,” and what capabilities are expected in a graduate of such a program. The process of “software engineering” is examined in the context of requirements for software system development and management within the Air Force. These requirements help define the fundamental concepts and techniques, as well as the support tools, which must be integrated into an effective curriculum for software engineering. The program presented incorporates both the theory and practice of software engineering. The proposed curriculum for a Master of Science degree with a major in software engineering is based on AFIT’s experience with software engineering education and its ongoing contact with many Air Force agencies involved in software development. Many of AFIT’s student thesis efforts have involved large-scale software developments which often extend from student to student over several years. This paper presents this program, along with supporting discussion of program objectives and course content.

Progress in software engineering has led to system development following models of the system life cycle. These models incorporate the use of prototyping and formal methods of program verification. They are becoming supported by integrated project support environments and permit the planning and monitoring of software development projects.In contrast, knowledge based systems (KBS) are developed using informal views of the system life cycle. Tools have been developed to support some stages of the life cycle in an undisciplined manner. The commercial use of KBS needs development projects to be planned and monitored. This requires methods and tools based on systematic life cycle models to be established for KBS.This paper reviews the current state of life cycle approaches to software engineering and KBS development projects in order to provide a direction for the development of methodical KBS life cycle models.

During the process of appearance and development of software engineering, the thought originality plays a very important role. The paper analyzes several examples of the thought originality promoting development of software engineering, such as, understanding software and software development, the form of structuring software development method, the form of object-oriented software development method and the form of agile software development method. The paper is to point out except teaching the knowledge of software engineering; we must teach them the ideas of thought originality and strengthen the ideas of thought originality, during the process of software engineerpsilas teaching.

This study was designed as a preliminary investigation of the practices of software engineers within New Zealand, including their use of development tools. The project involved a review of relevant literature on software engineering and CASE tools, the development and testing of an interview protocol, and structured interviews with five software engineers. This paper describes the project, presents the findings, examines the results in the context of the literature and outlines on-going funded work involving a larger survey.

Since the term “software engineering” was coined some 20+ years ago, [4] a number of definitions for both the practice and the practitioner, a “software engineer,” have been proposed. The definition from a recent report on undergraduate software engineering curricula [3] states:Software engineering entails the understanding and application of engineering principles, design skills, good management practice, computer science and mathematical formalism. …The Software Engineer must be able to estimate the cost and duration of the software development process, and to determine correctness and reliability and express them with a degree of precision meaningful to other engineers and informed clients. …In recent years, several advanced degree programs in “software engineering” have been instituted in the US and abroad. One example of this can be found at the SEI itself. Two of the goals of the SEI Education Program are to: (1) develop software engineering curriculum modules that identify, organize, and document the body of knowledge that could be taught in software engineering degree programs, and (2) design, develop, support, and maintain model curricula for undergraduate and graduate software engineering programs.The question remains, however, how much of this can be taught in a classroom setting or even in a design lab, and how much must be learned on the job or via some sort of apprentice program? What does Ada have to do with software engineering ? Can Ada exist without it? Can software engineering be done without Ada?There are those who believe the term “software engineering” is just plain wrong: [1]… I deeply resent the misuse of the word “engineering” in the compound term “software engineering.” Such misuse constitutes, in my opinion, a cheap, deceptive attempt to take advantage of the professional reputation and image developed by real engineers over a century or so … it constitutes theft of professional reputation.In 1986, I coordinated a similar panel for the ACM Computer Science Conference (CSC) [2]. The introduction from that session still holds true for this one, and is paraphrased and tuned below:Most universities prepare students for continued growth and development during a lifetime of employment, whether in an industrial or government setting. Since traditionally, such an education has implied better job opportunities, the university student believes that by studying computer science and/or software engineering, she2 will be assured of a good job at a reasonable salary performing interesting and challenging tasks.On the other hand, some universities prepare students for graduate education and research, placing a heavy emphasis on theory. From this perspective, the university student believes that upon completion of a computer science or software engineering degree, she will be able to choose where to pursue her research, at the university, industry, or government site of her choosing.Three years have passed; and I have found other group of articulate people to join us and present new and exciting viewpoints on the topic of software engineering, university education, and, of course Ada. Richard Fairley, who participated in that CSC panel, continues to represent the academic point of view; Marcia Finfer represents the industrial point of view; Garth Glynn also provides the industrial point of view with the interesting addition of evaluating graduate-level software engineering degree curricula; David Markus brings the perspective of the human resource issues; Lyn Plinta provides the view of the recent graduate dealing with veterans of the hacking era; and David Umphress represents the DoD interests.These panelists, bringing together a wealth of experience as educators, practitioners, and policy makers, provide insights from both the demand-side of software engineering and the supply-side, as they take a multi-faceted, multi-national look at industrial, academic, and government expectations of software engineering as it is taught and practiced today.

Work is reported on the development and enhancement of the GRASP software engineering and visualization tool. GRASP automatically produces visualizations of control and complexity (control structure diagrams and complexity profile graphs, respectively) of source code written in Ada 95, C, and Java. These visualizations use intuitive, compact graphical representations that allow the software engineer to holistically visualize the overall program as well as visualize the details of a small section of the code. Current features and enhancements of GRASP as well as its availability are discussed.

In recent years, requirements engineering has been generally considered to be fundamental in software engineering. It defines requirements such as goals, stakeholders, and behaviors of the required system and is the main foundation of software development. Our research proposed an integrated framework for requirements analysis which consists of four existing methods (i− framework, KAOS, Message Sequence Chart, and Problem Frames) and developed a tool to provide assistance to the user in using the framework for requirements analysis. Furthermore, we evaluated its support tool regarding its usability to provide assistance to the user in using the framework to analyze requirements. This paper will present the results that answer our early hypothesis in which the proposed framework and its support tool were expected to be able to enhance existing methods in requirements analysis. Additionally, it can also be seen that the integrated framework holds the potential to be a suitable tool for introducing requirements engineering for students especially those in higher education.

Empirical Software Engineering rests on the understanding of practical problems and their solution counterparts. Frequently, solutions are not absolute but relative to the context where the problem is observed. This tends to imply that the solution and the problem unveil gradually together, and hence, researchers are not always in the position to state the research question (RQ) at the onset. Like software engineers when facing blurred requirements, researchers might not be familiar enough with the problem in the early phases of a research to properly scope their RQs (hereafter referred to as RQ Scoping). Here, the literature may play the role of the stakeholders in Agile methods: keeping the focus on the aspects that are essential (vs. accidental) of the RQ. Informed by Inductive Top-Down Theorizing, this article acknowledges RQ Scoping as iterative and incremental, entailing a conversation between the experimental work and literature reviewing. Yet, for literature reviewing to become “Agile” it is not only required to be driven by the RQ but also to have tool support. Tools might bring transparency and traceability, both factors especially welcome in a scenario characterized by testing (is my RQ relevant?) and adjustment (how can I make my RQ relevant?). Specifically, the advent of the RQ in close relationship with the literature advises for “Agile” literature reviewing to be conducted at the place where the literature is naturally kept: the Reference Management System (e.g., Mendeley). This article introduces the theoretical underpinnings, design principles, proof of concept and evaluation for FRAMEndeley, a Mendeley-integrated utility for RQ Scoping.

The chapter provides possible directions for the wider application of the systems approach to information systems development. Potential improvement of software development practices is linked by some leading experts to the application of more systemic ideas. However, the current state of the practice in software engineering and information systems development shows the urgent need for improvement through greater application of systems thinking.

The quest by E&P companies and their service providers to gain a competitive edge through technology is driving a demand for higher standards in engineering software. Time to market is a critical success factor and is often viewed as contradictory to higher standards and other factors such as limited resources and budgets. An optimum approach to engineering software development can successfully satisfy both time-to-market and budgetary requirements while continually raising standards. This paper will discuss software practices that have proven effective during a full oilfield engineering software application development life cycle. Although the process activities – including specification, design, development, testing and deployment – were conventional, they were sequenced in a non-conventional manner and augmented with techniques such as risk management, use cases analysis, software modeling and configuration management. The paper presents a case study that illustrates how these practices were used in a sand control engineering software development project to successfully design and remodel an existing horizontal gravel pack spreadsheet application into a standalone desktop application. The new application provides a user-friendly interface to design and analyze gravel transport for solids of varying density in Newtonian fluids. A computation engine was developed as a plug-in component to perform various computations during the gravel packing process. An object-oriented architecture and framework were designed and built to avoid having to rebuild every new application from scratch. The authors will explain how the system was built and extended to incorporate new capabilities and how adopting optimized development practices has enabled reuse of software components in new applications and increased both the standards and cost-effectiveness of engineering software development.

Computer games, predominantly a form of interactive entertainment, have been repurposed for game-based learning in recent years. Many studies have presented the educational value that computer games possess with evidence that supports the positive experiences of game-based learning. Game-based learning could be an invaluable learning approach for the 21 <sup xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">st</sup> century, but is currently hindered by the lack of availability of serious games to support this innovative approach. Developments in software engineering that enable automatic generation of software artefacts through modelling promises new hope for game-based learning adopters, especially those with little or no technical knowledge, to produce their own serious games for use in game-based learning. This paper presents a new framework based on a model-driven approach designed to aid non-technical domain experts in the production of serious games.