Despite their considerable dissemination, existing uml modeling tools suffer from significant limitations that stand in the way of their profitable use in practice as well as in teaching. This paper presents a new uml...
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ISBN:
(纸本)9783031790584;9783031790591
Despite their considerable dissemination, existing uml modeling tools suffer from significant limitations that stand in the way of their profitable use in practice as well as in teaching. This paper presents a new uml modeling tool, called uml-MX (c), that overcomes these limitations. It is based on a language architecture that not only enables the integration of class and object diagrams, but also the execution of objects in the diagram editor. Thus, it promotes a more inspiring learning experience. At the same time, it goes beyond the limitations of traditional approaches to model-driven software development by enabling a common representation of models and programs.
Unified Modeling Language (uml) is a widely used modeling language in the software industry. However, students face difficulties while learning how to model complete and correct uml diagrams. In order to minimize thes...
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ISBN:
(纸本)9781450365031
Unified Modeling Language (uml) is a widely used modeling language in the software industry. However, students face difficulties while learning how to model complete and correct uml diagrams. In order to minimize these difficulties, educators perform individual and/or group modeling activities during class. Despite the importance of this problem, there are few experience reports comparing students' performance on these two forms of practicing modeling exercises in the classroom. In this context, this paper describes an empirical study aiming to compare the effects of modeling exercises carried out individually and in group. We evaluated the correctness and completeness of the uml diagrams and use case specification produced by the students and their perceptions about both forms of organization. The results showed that although the students presented difficulties in understanding the syntax, they modeled the use case specification and the class diagram more correctly individually. On the other hand, the students modeled the diagram and use case specification, and the sequence diagram more completely in group. Differently from what we expected, these results suggest that if the instructor's goal is for students to learn to design more correct and complete models, performing group activities not always show more positive learning outcomes. Instead, in some cases, individual modeling is likely to yield better results.
Huge classes with more than 800 students pose a major challenge to lecturers as well as to students, especially when a practical part is included. In order to successfully master lectures of this size, novel kinds of ...
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ISBN:
(纸本)9783642212093
Huge classes with more than 800 students pose a major challenge to lecturers as well as to students, especially when a practical part is included. In order to successfully master lectures of this size, novel kinds of teaching media provide a multitude of enhanced *** this paper, we present our experiences with the application of new media in our undergraduate course Introduction to Object-Oriented Modeling (OOM). In this course, we teach approximately 800-1000 students per year the principles and techniques of uml 2.0. New media, i.e., technologies other than the traditional blackboard presentation like a document camera, web-based self assessments, or lecture recordings, are applied to support both, students and lecturers when learning and teaching, respectively. We empirically underline the acceptance of our concept with the feedback of our students concerning the newly used technologies gained through an extensive survey.
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