Educators Symposium

ACM/IEEE 17th International Conference on Model Driven

 Engineering Languages and Systems


Documento sin título


Monday  (Sep 29th)

8:00-9:00 Registration

Welcome and Introduction
Birgit Demuth and Dave Stikkolorum

Keynote Speech:
Bad Modelling Teaching Practices
[Download Slides]
Richard F. Paige
University of York, United Kingdom
Teaching in a Software Design Studio: Implications for Modeling Education
Jon Whittle, Christopher Bull, Jaejoon Lee and Gerald Kotonya
Lancaster University, United Kingdom
Coffee Break
11:00-11:30 CASE Tools versus Pencil and Paper - A student's Perspective on Modeling Software Design
Imed Hammouda, Håkan Burden, Rogardt Heldal and Michel R.V. Chaudron
Chalmers and University of Gothenburg, Sweden
11:30-12:00 Exploiting the Internet of Things to teach Domain-Specific Languages and Modelling [Download Slides]
Sebastien Mosser, Philippe Collet, and Mireille Blay-Fornarino
Université Nice-Sophia Antiopolis
12:00-12:30 Symbolic Representation of Models Improves Model Understanding and Tendency to Use Models
Mira Balaban, Ben-Gurion
University of the Negev, Israel

Short Presentations:

Real Projects With Informal Models
[Download Slides]
Dora Dzvonyar, Stephan Krusche, and Lukas Alperowitz

Model-based Student Admission [Download Slides]
Vadim Zaytsev

Reflections on Courses for Software Language Engineering [Download Slides]
Anya Helene Bagge, Ralf Lämmel, and Vadim Zaytsev

Introductory Software Engineering with a Focus on Dependency Management [Download Slides]
Christine Hofmeister

Coffee Break

Panel Discussion

"The MOOC Spook: Why We Can Safely Ignore It" [Download Slides]

The current MOOC wave is already the second incarnation of the idea that electronic media and the internet can help lower the cost of education. While the mediocre outcome of massively funding research on e-learning (as it was called during the first wave washing over us at the turn of the century) has caused considerable disappointment, the idea of online courses seems to have wintered the depression that followed, and has recently resurged under the guise of “democratizing higher education”. Not surprisingly, the key insight of the first flood, that learning profits from teaching and that teaching means human interaction involving an actual teacher, is currently being rediscovered.

Modelling and model-driven engineering are highly abstract activities. In particular, it is not self-evident whether the outcome of modelling, a particular model, is satisfactory, or even good. In an industrial context, the quality of a model will be judged by the success of the product whose development it served; in a teaching context, the quality of a model can only be assessed by an experienced human. But even if such a human oracle is in the MOOC loop, learning how to model through a trial-and-error process will be a frustrating experience — instead, individual, step-by-step guidance, picking up the students’ ideas and gently redirecting them where necessary, in short: teaching students the human way, will lead to better results in shorter time.

In this panel, the potential of MOOCs, or any electronic medium for that matter, in disseminating the concepts of MDE and teaching the skills required to exploit them with good success will be broadly discussed. The panellists contribute their own teaching experiences, and will provide valuable insights into the difficulties of the matter and how they can be overcome.

Panelists: Friedrich Steimann (introduction), Robert France, Jeff Gray, Gregor Engels

The Educators Symposium will be held on Monday, September 29, 2014 (full day). As a post-proceedings, this symposia will be archived in its own CEUR volume with page numbers and indexed in the DBLP. The following are the keynote and papers that will be presented at the MODELS 2014 Educators Symposium.
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