Abstract
This paper is an experience report and discussion of an experiment in teaching and using a comprehensive model-based methodology and tool (Objectory) in a large software project. The paper describes in detail the preparation of such an experiment, states our assumptions during the planning phase, and presents the results together with a discussion of the most important issues. We observed certain improvements in the productivity and understanding of the students, while discovering a number of non-trivial organizational and pedagogical issues still remaining to be solved (e.g. communication latency and breakdown; project set up time; training time etc.). We believe that this paper will provide valuable insights to the reader at a number of different levels: 1. To those interested in state of the art software engineering methodologies; 2. To those interested in Objectory per se; 3. To those interested in the issues of introducing a sophisticated modeling methodology into a pilot project involving a large number of participants.
This research was sponsored in part by the Division of Undergraduate Education, National Science Foundation grant number USE-92511836, by grants from Bellcore Communication Research and the Wireless Research Initiative at Carneige-Mellon's Information Networking Institute and by the Engineering Design Research Center, a NSF Engineering Research Center.
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Coyne, R.F., Bruegge, B., Dutoit, A.H., Rothenberger, D. (1995). Teaching more comprehensive model-based software engineering: Experience with objectory's use case approach. In: Ibrahim, R.L. (eds) Software Engineering Education. CSEE 1995. Lecture Notes in Computer Science, vol 895. Springer, Berlin, Heidelberg. https://doi.org/10.1007/3-540-58951-1_116
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DOI: https://doi.org/10.1007/3-540-58951-1_116
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