SlideShare une entreprise Scribd logo
1  sur  14
Télécharger pour lire hors ligne
A Survey on Teaching of
Software Product Lines
Mathieu Acher

Roberto Lopez-Herrejon

Rick Rabiser

Inria/IRISA
University of Rennes 1
Rennes, France

SEA
Johannes Kepler Univ.
Linz, Austria

CDL MEVSS
Johannes Kepler Univ.
Linz, Austria

mathieu.acher@irisa.fr
www.mathieuacher.com

roberto.lopez@jku.at
www.sea.jku.at

rick.rabiser@jku.at
mevss.jku.at
Teach or perish!

SPL
19902014

Jan, 2014

VaMoS 2014, Nice, France

2
Motivation and Goals
•
•
•
•

SPL now well-established in research and industry; body of knowledge growing
Scope continuously broadens
Education has a key role to play in disseminating the SPL knowledge
Research can also benefit from teaching

• Teaching SPLs is challenging
• Relatively young discipline
• SPLE encompasses a variety of topics
• Teaching material suitable for attracting students?

• Dedicated venues for SW Eng. teaching (SEET@ICSE, CSEE&T, Educators
Symposium at MODELS) -- Not for SPLs!
• Currently unclear, our goal: find out…
•
•
•
•

…how SPLs are taught
…what are the possible gaps and difficulties faced
…what are the benefits
…what is the material available

Jan, 2014

VaMoS 2014, Nice, France

3
Survey Design

• 91 contacts
• pool of SPL researchers we know teach
• search for SPL courses online
• review SPLC and VaMoS papers

• on-line questionnaire
(http://www.surveygizmo.com/s3/1342346
/Teaching-Software-Product-Lines)
• 13 enumerative and 5 open questions

• feedback by colleagues to refine
questionnaire
• 34 complete responses and 15 partial
• Decision: only analyze complete responses

• 13 enumerative questions  5 categories

Jan, 2014

VaMoS 2014, Nice, France

4
Survey Results
Respondents and their institutions
• 34 responses from 13 countries
• Avg. SPL experience 10yrs, avg. SPL teaching experience 6yrs
• Half say their research exp. = their teaching exp.

• Institutions
•
•
•
•

15 research-focused
9 teaching-focused (colleges)
7 have both focuses
3 industrial institutions

• Departments
• CS (13), SE (9), IT (2)
• others (10) -- all CS-related

Portugal, 1
USA, 6

VaMoS 2014, Nice, France

Colombia, 1
France, 2

Switzerland,
1
Spain, 3
Korea, Rep.
Of, 1
Japan, 1
Italy, 1
Israel, 2

• 16 full and self-contained SPL courses
• 18 teach SPL topics as part of other courses
Jan, 2014

Austria, 2
Canada, 1

Germany, 1
2

5
Survey Results
Literature used
• 28 respondents use these books
• 25 use research papers, selected based on personal preferences
• 12 use case studies, e.g., by van der Linden et al. 2007; BigLever;
Renault, STAGO, LINUX, and SPLOT; and own case studies
10
9
8
7
6
5
4
3
2
1
0

Apel et al.
2013

Jan, 2014

Clements Czarnecki
and
and
Northrop Eisenecker
2001
2000

VaMoS 2014, Nice, France

Gomaa
2005

Pohl et al.
2005

van der Weiss and
Linden et Lai 1999
al. 2007

6
Survey Results
Tools used
SPL Tool
used by
None
8
FeatureIDE
6
BigLever's GEARS
4
FeatureHouse
3
pure system's pure::variants
3
AHEAD
2
CIDE
2
CVL
2
Feature Modelling Plug-in (FMP)
2
DOPLER, EasyProducer, FaMa, Familiar, FeatureMapper, Munge,
1
SPLAR, SPLOT, VARIAMOS, Varmod
each
C++, Metaprogramming, Software Generators, Xtext, MPS
1
Different tools for creating feature diagrams and UML-based models
1
Feature modeling UML tools extended for SPL
1
Haskell-Embedded Variation DSL
1
Own research prototypes
1
also see the survey by Berger et al. VaMoS 2013
Jan, 2014

VaMoS 2014, Nice, France

7
Survey Results
Length, audience
• Most courses are held over a semester (26)
• 3 "on demand", 2 as week-long courses, quarter (1), 1-2 days
seminars (1), and with a flexible schedule (1)
• Average course length 24 hours (min: 1h; max: 120h)
Only Undergrads
14

Undergrads, Grads
, and Industry
people

12
10
8

Only Grads

6
4
2

Undergrads
students and
Industry people

Grads and Industry
people
Jan, 2014

VaMoS 2014, Nice, France

0

Only Industry
People

Undergrads and
Grads
8
Survey Results
Practical time, SPL lifecycle coverage
• Practical time/overall course time 65% in average

Topic
Requirements engineering
Testing
Modelling
Implementation
Maintenance & Evolution
Reverse engineering & SPL Adoption
Processes
Other

Department
CS SE OT
7 4 12
3 1 4
9 8 13
9 8 8
9 3 5
7 2 1
5 6 8
5 2 3

Total
23
8
30
25
17
10
19
10

CS: Computer Science, SE: Software Engineering, OT: Other departments

Jan, 2014

VaMoS 2014, Nice, France

9
Survey Results
Challenges of teaching SPL
• Lack of and availability of well-documented real-world examples and
case studies suitable for teaching (16)
• Complexity of the subject and required background knowledge (9)
• Lack of and availability of SPL tools (7)
• Acceptance on the curriculum and opening the mind of students (4)
• "Even software engineering can be hard to teach as developing
large-scale systems does not connect to students hands-on
experience of developing rather small solutions. Teaching SPL
means SE for many systems, this does even less relate to students'
experiences."
Jan, 2014

VaMoS 2014, Nice, France

10
Survey Results
How to improve the state of teaching SPL
• Improved textbook examples and case studies (13)
• Better tools for students (7)
• Broaden the focus of teaching SPLs (3)
• SPL is already mainstream! (2)

• Other ideas
• videos of experts to motivate SPLs and explain key concepts and ideas
• incorporate the notions and terminology of SPLs more in other courses
• develop a standard curriculum and evaluation scheme for teaching SPLs

Jan, 2014

VaMoS 2014, Nice, France

11
Survey Results
Impact of teaching SPL
• On research
•
•
•
•
•

Student participation in research evaluations (11)
Finding research personnel (8)
Feedback on and discussion about tools, examples, case studies (6)
Connecting with industry (5)
Discussion of open research issues with students (2)

• On practice
• Teaching SPLE = preparation of introduction of SPLE in industry (13)
• Makes students aware of the topic  students eventually end up in
industry or even are already working in industry  increases awareness of
SPL in industry and trains future practitioners (7)
• Teaching SPLs can be the start of industry-academia collab. projects (2)

Jan, 2014

VaMoS 2014, Nice, France

12
Survey Results
Other comments
• Teaching SPLs together with model-driven development
• very interesting from a teaching perspective

• Having a common, clearly defined basis of terminology and
concepts taught at the majority of the institutions
• would help a lot

• Real-world SPLE is very different from research
• Variability models seem to be the key topic in research
• In practice it often is just one technique for some roles
• Industry often successfully manages variability w/o dedicated models

• Our survey was not a perfect fit for SPL consultants and trainers
• True; we have to address this in our future work
• Invite consultants/trainers in a workshop

Jan, 2014

VaMoS 2014, Nice, France

13
What now? Perspectives?
Here, we need your help!
• Organize SPL teaching workshop at SPLC
• Create a virtual meeting place for the community
• teaching materials, tools, case studies, examples for teaching
• Later
• Tool and artifact recognition at conferences or workshops, awards
• Strive for teaching benchmarks
• Involve industry in teaching
• Develop a baseline curriculum and evaluation scheme

Thank You! Questions now or later to
mathieu.acher@irisa.fr – roberto.lopez@jku.at – rick.rabiser@jku.at
Jan, 2014

VaMoS 2014, Nice, France

14

Contenu connexe

Tendances

Improving Education by Learning Analtyics (EADTU-EU Summit 2017)
Improving Education by Learning Analtyics (EADTU-EU Summit 2017)Improving Education by Learning Analtyics (EADTU-EU Summit 2017)
Improving Education by Learning Analtyics (EADTU-EU Summit 2017)EADTU
 
Learning Spaces - the Final Frontier in Educational Development
Learning Spaces - the Final Frontier in Educational DevelopmentLearning Spaces - the Final Frontier in Educational Development
Learning Spaces - the Final Frontier in Educational DevelopmentSantanu Vasant
 
From LIBEs’ framework to users experience of LIBE courses: analysing the Port...
From LIBEs’ framework to users experience of LIBE courses: analysing the Port...From LIBEs’ framework to users experience of LIBE courses: analysing the Port...
From LIBEs’ framework to users experience of LIBE courses: analysing the Port...Marta Pinto
 
Keuzeproces en implementatie nieuwe leeromgeving: verandermanagement en onder...
Keuzeproces en implementatie nieuwe leeromgeving: verandermanagement en onder...Keuzeproces en implementatie nieuwe leeromgeving: verandermanagement en onder...
Keuzeproces en implementatie nieuwe leeromgeving: verandermanagement en onder...SURF Events
 
Design, Implementation, and Evaluation of an English Blended Course
Design, Implementation, and Evaluation of an English Blended CourseDesign, Implementation, and Evaluation of an English Blended Course
Design, Implementation, and Evaluation of an English Blended CourseParisa Mehran
 
2021_06_30 «Increasing Student Interaction with Formal Languages using Progra...
2021_06_30 «Increasing Student Interaction with Formal Languages using Progra...2021_06_30 «Increasing Student Interaction with Formal Languages using Progra...
2021_06_30 «Increasing Student Interaction with Formal Languages using Progra...eMadrid network
 
Eaquals Training for Excellence: Assessment, Elaine Boyd
Eaquals Training for Excellence: Assessment, Elaine BoydEaquals Training for Excellence: Assessment, Elaine Boyd
Eaquals Training for Excellence: Assessment, Elaine Boydeaquals
 
Apps for teaching and learning: An institutional approach
Apps for teaching and learning: An institutional approachApps for teaching and learning: An institutional approach
Apps for teaching and learning: An institutional approachJisc
 
Learning Dashboards for Feedback at Scale
Learning Dashboards for Feedback at ScaleLearning Dashboards for Feedback at Scale
Learning Dashboards for Feedback at ScaleTinne De Laet
 
Technology acceptance of augmented reality and wearable technologies ilrn 201...
Technology acceptance of augmented reality and wearable technologies ilrn 201...Technology acceptance of augmented reality and wearable technologies ilrn 201...
Technology acceptance of augmented reality and wearable technologies ilrn 201...Mikhail Fominykh
 
Kirsten Holt The material writer’s toolkit for success
Kirsten Holt The material writer’s toolkit for successKirsten Holt The material writer’s toolkit for success
Kirsten Holt The material writer’s toolkit for successeaquals
 
Student experience experts group meeting - introduction and Jisc update
Student experience experts group meeting - introduction and Jisc updateStudent experience experts group meeting - introduction and Jisc update
Student experience experts group meeting - introduction and Jisc updateJisc
 
An augmented reality approach to curriculum design
An augmented reality approach to curriculum designAn augmented reality approach to curriculum design
An augmented reality approach to curriculum designdebbieholley1
 
EdX webinar on Blended Learning, with Merle de Kreuk
EdX webinar on Blended Learning, with Merle de KreukEdX webinar on Blended Learning, with Merle de Kreuk
EdX webinar on Blended Learning, with Merle de KreukJanine Kiers
 
SEMAT & SE Education - LACREST 2013 Keynote
SEMAT & SE Education - LACREST 2013 KeynoteSEMAT & SE Education - LACREST 2013 Keynote
SEMAT & SE Education - LACREST 2013 Keynoteperaire
 
Fighting level 3: From the LA framework to LA practice on the micro-level
Fighting level 3: From the LA framework to LA practice on the micro-levelFighting level 3: From the LA framework to LA practice on the micro-level
Fighting level 3: From the LA framework to LA practice on the micro-levelHendrik Drachsler
 
2018-06-25 ICLS 2018 Quality of MOOCs towards QRF Stracke Tan
2018-06-25 ICLS 2018 Quality of MOOCs towards QRF Stracke Tan2018-06-25 ICLS 2018 Quality of MOOCs towards QRF Stracke Tan
2018-06-25 ICLS 2018 Quality of MOOCs towards QRF Stracke TanChristian M. Stracke
 
Meaningful interaction across the borders for all
Meaningful interaction across the borders for allMeaningful interaction across the borders for all
Meaningful interaction across the borders for allKristi Jauregi Ondarra
 

Tendances (20)

Engage legacy
Engage legacy Engage legacy
Engage legacy
 
Minor start
Minor startMinor start
Minor start
 
Improving Education by Learning Analtyics (EADTU-EU Summit 2017)
Improving Education by Learning Analtyics (EADTU-EU Summit 2017)Improving Education by Learning Analtyics (EADTU-EU Summit 2017)
Improving Education by Learning Analtyics (EADTU-EU Summit 2017)
 
Learning Spaces - the Final Frontier in Educational Development
Learning Spaces - the Final Frontier in Educational DevelopmentLearning Spaces - the Final Frontier in Educational Development
Learning Spaces - the Final Frontier in Educational Development
 
From LIBEs’ framework to users experience of LIBE courses: analysing the Port...
From LIBEs’ framework to users experience of LIBE courses: analysing the Port...From LIBEs’ framework to users experience of LIBE courses: analysing the Port...
From LIBEs’ framework to users experience of LIBE courses: analysing the Port...
 
Keuzeproces en implementatie nieuwe leeromgeving: verandermanagement en onder...
Keuzeproces en implementatie nieuwe leeromgeving: verandermanagement en onder...Keuzeproces en implementatie nieuwe leeromgeving: verandermanagement en onder...
Keuzeproces en implementatie nieuwe leeromgeving: verandermanagement en onder...
 
Design, Implementation, and Evaluation of an English Blended Course
Design, Implementation, and Evaluation of an English Blended CourseDesign, Implementation, and Evaluation of an English Blended Course
Design, Implementation, and Evaluation of an English Blended Course
 
2021_06_30 «Increasing Student Interaction with Formal Languages using Progra...
2021_06_30 «Increasing Student Interaction with Formal Languages using Progra...2021_06_30 «Increasing Student Interaction with Formal Languages using Progra...
2021_06_30 «Increasing Student Interaction with Formal Languages using Progra...
 
Eaquals Training for Excellence: Assessment, Elaine Boyd
Eaquals Training for Excellence: Assessment, Elaine BoydEaquals Training for Excellence: Assessment, Elaine Boyd
Eaquals Training for Excellence: Assessment, Elaine Boyd
 
Apps for teaching and learning: An institutional approach
Apps for teaching and learning: An institutional approachApps for teaching and learning: An institutional approach
Apps for teaching and learning: An institutional approach
 
Learning Dashboards for Feedback at Scale
Learning Dashboards for Feedback at ScaleLearning Dashboards for Feedback at Scale
Learning Dashboards for Feedback at Scale
 
Technology acceptance of augmented reality and wearable technologies ilrn 201...
Technology acceptance of augmented reality and wearable technologies ilrn 201...Technology acceptance of augmented reality and wearable technologies ilrn 201...
Technology acceptance of augmented reality and wearable technologies ilrn 201...
 
Kirsten Holt The material writer’s toolkit for success
Kirsten Holt The material writer’s toolkit for successKirsten Holt The material writer’s toolkit for success
Kirsten Holt The material writer’s toolkit for success
 
Student experience experts group meeting - introduction and Jisc update
Student experience experts group meeting - introduction and Jisc updateStudent experience experts group meeting - introduction and Jisc update
Student experience experts group meeting - introduction and Jisc update
 
An augmented reality approach to curriculum design
An augmented reality approach to curriculum designAn augmented reality approach to curriculum design
An augmented reality approach to curriculum design
 
EdX webinar on Blended Learning, with Merle de Kreuk
EdX webinar on Blended Learning, with Merle de KreukEdX webinar on Blended Learning, with Merle de Kreuk
EdX webinar on Blended Learning, with Merle de Kreuk
 
SEMAT & SE Education - LACREST 2013 Keynote
SEMAT & SE Education - LACREST 2013 KeynoteSEMAT & SE Education - LACREST 2013 Keynote
SEMAT & SE Education - LACREST 2013 Keynote
 
Fighting level 3: From the LA framework to LA practice on the micro-level
Fighting level 3: From the LA framework to LA practice on the micro-levelFighting level 3: From the LA framework to LA practice on the micro-level
Fighting level 3: From the LA framework to LA practice on the micro-level
 
2018-06-25 ICLS 2018 Quality of MOOCs towards QRF Stracke Tan
2018-06-25 ICLS 2018 Quality of MOOCs towards QRF Stracke Tan2018-06-25 ICLS 2018 Quality of MOOCs towards QRF Stracke Tan
2018-06-25 ICLS 2018 Quality of MOOCs towards QRF Stracke Tan
 
Meaningful interaction across the borders for all
Meaningful interaction across the borders for allMeaningful interaction across the borders for all
Meaningful interaction across the borders for all
 

Similaire à A survey on teaching of software product lines

OER uptake in adult education
OER uptake in adult educationOER uptake in adult education
OER uptake in adult educationLieDM asociacija
 
IoP Talk Sam Nolan Paul Hatherly
IoP Talk Sam Nolan Paul HatherlyIoP Talk Sam Nolan Paul Hatherly
IoP Talk Sam Nolan Paul HatherlySam Nolan
 
Innovation in Education: Tools and methods for success (Session 1)
Innovation in Education: Tools and methods for success (Session 1)Innovation in Education: Tools and methods for success (Session 1)
Innovation in Education: Tools and methods for success (Session 1)Andreas Meiszner
 
OERup! OER uptake in adult education
OERup! OER uptake in adult educationOERup! OER uptake in adult education
OERup! OER uptake in adult educationPetra Newrly
 
Elisabeth Hall’en: PLE -supporting personal STEM learning
Elisabeth Hall’en: PLE -supporting personal STEM learningElisabeth Hall’en: PLE -supporting personal STEM learning
Elisabeth Hall’en: PLE -supporting personal STEM learningBrussels, Belgium
 
Modelling openness: Developing the Digital Fluency course at OUT
Modelling openness: Developing the Digital Fluency course at OUTModelling openness: Developing the Digital Fluency course at OUT
Modelling openness: Developing the Digital Fluency course at OUTBrenda Mallinson
 
Modelling Openness in Academic Professional Development: case study of develo...
Modelling Openness in Academic Professional Development: case study of develo...Modelling Openness in Academic Professional Development: case study of develo...
Modelling Openness in Academic Professional Development: case study of develo...Open Education Consortium
 
Time for a New Approach to Innovation in Technology Enhanced Learning?
Time for a New Approach to Innovation in Technology Enhanced Learning?Time for a New Approach to Innovation in Technology Enhanced Learning?
Time for a New Approach to Innovation in Technology Enhanced Learning?Anthony Fisher Camilleri
 
SHEILA project: Panel on capacity building
SHEILA project: Panel on capacity buildingSHEILA project: Panel on capacity building
SHEILA project: Panel on capacity buildingRiina Vuorikari
 
Blended Learning Essentials Embedding Practice
Blended Learning Essentials Embedding PracticeBlended Learning Essentials Embedding Practice
Blended Learning Essentials Embedding PracticeSarah Knight
 
Take one step
Take one step Take one step
Take one step SEDA
 
Delivering a Multi-Engagement Corporate Work-Based Learning Program
Delivering a Multi-Engagement Corporate Work-Based Learning ProgramDelivering a Multi-Engagement Corporate Work-Based Learning Program
Delivering a Multi-Engagement Corporate Work-Based Learning ProgramNAFCareerAcads
 
Gps phase3 overview
Gps phase3 overviewGps phase3 overview
Gps phase3 overviewStephen Best
 
Open Learning Analytics Network - Summit Europe 2014
Open Learning Analytics Network - Summit Europe 2014Open Learning Analytics Network - Summit Europe 2014
Open Learning Analytics Network - Summit Europe 2014LACE Project
 
Case Study: Learning Commons at Lee Wee Nam Library
Case Study: Learning Commons at Lee Wee Nam LibraryCase Study: Learning Commons at Lee Wee Nam Library
Case Study: Learning Commons at Lee Wee Nam LibraryFCChoy
 
3. developing and implementing
3. developing and implementing3. developing and implementing
3. developing and implementingAngelica Risquez
 

Similaire à A survey on teaching of software product lines (20)

OER uptake in adult education
OER uptake in adult educationOER uptake in adult education
OER uptake in adult education
 
IoP Talk Sam Nolan Paul Hatherly
IoP Talk Sam Nolan Paul HatherlyIoP Talk Sam Nolan Paul Hatherly
IoP Talk Sam Nolan Paul Hatherly
 
Innovation in Education: Tools and methods for success (Session 1)
Innovation in Education: Tools and methods for success (Session 1)Innovation in Education: Tools and methods for success (Session 1)
Innovation in Education: Tools and methods for success (Session 1)
 
OERup! OER uptake in adult education
OERup! OER uptake in adult educationOERup! OER uptake in adult education
OERup! OER uptake in adult education
 
Elisabeth Hall’en: PLE -supporting personal STEM learning
Elisabeth Hall’en: PLE -supporting personal STEM learningElisabeth Hall’en: PLE -supporting personal STEM learning
Elisabeth Hall’en: PLE -supporting personal STEM learning
 
The Entrepreneurial School
The Entrepreneurial SchoolThe Entrepreneurial School
The Entrepreneurial School
 
Modelling openness: Developing the Digital Fluency course at OUT
Modelling openness: Developing the Digital Fluency course at OUTModelling openness: Developing the Digital Fluency course at OUT
Modelling openness: Developing the Digital Fluency course at OUT
 
Modelling Openness in Academic Professional Development: case study of develo...
Modelling Openness in Academic Professional Development: case study of develo...Modelling Openness in Academic Professional Development: case study of develo...
Modelling Openness in Academic Professional Development: case study of develo...
 
Time for a New Approach to Innovation in Technology Enhanced Learning?
Time for a New Approach to Innovation in Technology Enhanced Learning?Time for a New Approach to Innovation in Technology Enhanced Learning?
Time for a New Approach to Innovation in Technology Enhanced Learning?
 
SHEILA project: Panel on capacity building
SHEILA project: Panel on capacity buildingSHEILA project: Panel on capacity building
SHEILA project: Panel on capacity building
 
Blended Learning Essentials Embedding Practice
Blended Learning Essentials Embedding PracticeBlended Learning Essentials Embedding Practice
Blended Learning Essentials Embedding Practice
 
Take one step
Take one step Take one step
Take one step
 
Delivering a Multi-Engagement Corporate Work-Based Learning Program
Delivering a Multi-Engagement Corporate Work-Based Learning ProgramDelivering a Multi-Engagement Corporate Work-Based Learning Program
Delivering a Multi-Engagement Corporate Work-Based Learning Program
 
Gps phase3 overview
Gps phase3 overviewGps phase3 overview
Gps phase3 overview
 
Mathematics Competences Assessment at Lab sessions of Aerospace Engineering F...
Mathematics Competences Assessment at Lab sessions of Aerospace Engineering F...Mathematics Competences Assessment at Lab sessions of Aerospace Engineering F...
Mathematics Competences Assessment at Lab sessions of Aerospace Engineering F...
 
Open Learning Analytics Network - Summit Europe 2014
Open Learning Analytics Network - Summit Europe 2014Open Learning Analytics Network - Summit Europe 2014
Open Learning Analytics Network - Summit Europe 2014
 
g2greport
g2greportg2greport
g2greport
 
Case Study: Learning Commons at Lee Wee Nam Library
Case Study: Learning Commons at Lee Wee Nam LibraryCase Study: Learning Commons at Lee Wee Nam Library
Case Study: Learning Commons at Lee Wee Nam Library
 
3. developing and implementing
3. developing and implementing3. developing and implementing
3. developing and implementing
 
Tesol 13 presentation
Tesol 13 presentationTesol 13 presentation
Tesol 13 presentation
 

Plus de University of Rennes, INSA Rennes, Inria/IRISA, CNRS

Plus de University of Rennes, INSA Rennes, Inria/IRISA, CNRS (20)

A Demonstration of End-User Code Customization Using Generative AI
A Demonstration of End-User Code Customization Using Generative AIA Demonstration of End-User Code Customization Using Generative AI
A Demonstration of End-User Code Customization Using Generative AI
 
24 Reasons Why Variability Models Are Not Yet Universal (24RWVMANYU)
24 Reasons Why Variability Models Are Not Yet Universal (24RWVMANYU)24 Reasons Why Variability Models Are Not Yet Universal (24RWVMANYU)
24 Reasons Why Variability Models Are Not Yet Universal (24RWVMANYU)
 
Generative AI for Reengineering Variants into Software Product Lines: An Expe...
Generative AI for Reengineering Variants into Software Product Lines: An Expe...Generative AI for Reengineering Variants into Software Product Lines: An Expe...
Generative AI for Reengineering Variants into Software Product Lines: An Expe...
 
Tackling Deep Software Variability Together
Tackling Deep Software Variability TogetherTackling Deep Software Variability Together
Tackling Deep Software Variability Together
 
On anti-cheating in chess, science, reproducibility, and variability
On anti-cheating in chess, science, reproducibility, and variabilityOn anti-cheating in chess, science, reproducibility, and variability
On anti-cheating in chess, science, reproducibility, and variability
 
Feature Subset Selection for Learning Huge Configuration Spaces: The case of ...
Feature Subset Selection for Learning Huge Configuration Spaces: The case of ...Feature Subset Selection for Learning Huge Configuration Spaces: The case of ...
Feature Subset Selection for Learning Huge Configuration Spaces: The case of ...
 
Machine Learning and Deep Software Variability
Machine Learning and Deep Software VariabilityMachine Learning and Deep Software Variability
Machine Learning and Deep Software Variability
 
Mastering Software Variability for Innovation and Science
Mastering Software Variability for Innovation and ScienceMastering Software Variability for Innovation and Science
Mastering Software Variability for Innovation and Science
 
Transfer Learning Across Variants and Versions: The Case of Linux Kernel Size
Transfer Learning Across Variants and Versions: The Case of Linux Kernel SizeTransfer Learning Across Variants and Versions: The Case of Linux Kernel Size
Transfer Learning Across Variants and Versions: The Case of Linux Kernel Size
 
Reproducible Science and Deep Software Variability
Reproducible Science and Deep Software VariabilityReproducible Science and Deep Software Variability
Reproducible Science and Deep Software Variability
 
Software Variability and Artificial Intelligence
Software Variability and Artificial IntelligenceSoftware Variability and Artificial Intelligence
Software Variability and Artificial Intelligence
 
Exploiting the Enumeration of All Feature Model Configurations: A New Perspec...
Exploiting the Enumeration of All Feature Model Configurations: A New Perspec...Exploiting the Enumeration of All Feature Model Configurations: A New Perspec...
Exploiting the Enumeration of All Feature Model Configurations: A New Perspec...
 
Assessing Product Line Derivation Operators Applied to Java Source Code: An E...
Assessing Product Line Derivation Operators Applied to Java Source Code: An E...Assessing Product Line Derivation Operators Applied to Java Source Code: An E...
Assessing Product Line Derivation Operators Applied to Java Source Code: An E...
 
Synthesis of Attributed Feature Models From Product Descriptions
Synthesis of Attributed Feature Models From Product DescriptionsSynthesis of Attributed Feature Models From Product Descriptions
Synthesis of Attributed Feature Models From Product Descriptions
 
From Basic Variability Models to OpenCompare.org
From Basic Variability Models to OpenCompare.orgFrom Basic Variability Models to OpenCompare.org
From Basic Variability Models to OpenCompare.org
 
Pandoc: a universal document converter
Pandoc: a universal document converterPandoc: a universal document converter
Pandoc: a universal document converter
 
Metamorphic Domain-Specific Languages
Metamorphic Domain-Specific LanguagesMetamorphic Domain-Specific Languages
Metamorphic Domain-Specific Languages
 
3D Printing, Customization, and Product Lines
3D Printing, Customization, and Product Lines3D Printing, Customization, and Product Lines
3D Printing, Customization, and Product Lines
 
WebFML: Synthesizing Feature Models Everywhere (@ SPLC 2014)
WebFML: Synthesizing Feature Models Everywhere (@ SPLC 2014)WebFML: Synthesizing Feature Models Everywhere (@ SPLC 2014)
WebFML: Synthesizing Feature Models Everywhere (@ SPLC 2014)
 
Product Comparison Matrix (PCM), Variability Modeling: The Wikipedia Case Study
Product Comparison Matrix (PCM), Variability Modeling: The Wikipedia Case StudyProduct Comparison Matrix (PCM), Variability Modeling: The Wikipedia Case Study
Product Comparison Matrix (PCM), Variability Modeling: The Wikipedia Case Study
 

Dernier

Quantitative research methodology and survey design
Quantitative research methodology and survey designQuantitative research methodology and survey design
Quantitative research methodology and survey designBalelaBoru
 
30-de-thi-vao-lop-10-mon-tieng-anh-co-dap-an.doc
30-de-thi-vao-lop-10-mon-tieng-anh-co-dap-an.doc30-de-thi-vao-lop-10-mon-tieng-anh-co-dap-an.doc
30-de-thi-vao-lop-10-mon-tieng-anh-co-dap-an.docdieu18
 
Metabolism of lipoproteins & its disorders(Chylomicron & VLDL & LDL).pptx
Metabolism of  lipoproteins & its disorders(Chylomicron & VLDL & LDL).pptxMetabolism of  lipoproteins & its disorders(Chylomicron & VLDL & LDL).pptx
Metabolism of lipoproteins & its disorders(Chylomicron & VLDL & LDL).pptxDr. Santhosh Kumar. N
 
BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (FRIE...
BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (FRIE...BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (FRIE...
BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (FRIE...Nguyen Thanh Tu Collection
 
Research Methodology and Tips on Better Research
Research Methodology and Tips on Better ResearchResearch Methodology and Tips on Better Research
Research Methodology and Tips on Better ResearchRushdi Shams
 
The OERs: Transforming Education for Sustainable Future by Dr. Sarita Anand
The OERs: Transforming Education for Sustainable Future by Dr. Sarita AnandThe OERs: Transforming Education for Sustainable Future by Dr. Sarita Anand
The OERs: Transforming Education for Sustainable Future by Dr. Sarita AnandDr. Sarita Anand
 
Pharmacology chapter No 7 full notes.pdf
Pharmacology chapter No 7 full notes.pdfPharmacology chapter No 7 full notes.pdf
Pharmacology chapter No 7 full notes.pdfSumit Tiwari
 
AI Uses and Misuses: Academic and Workplace Applications
AI Uses and Misuses: Academic and Workplace ApplicationsAI Uses and Misuses: Academic and Workplace Applications
AI Uses and Misuses: Academic and Workplace ApplicationsStella Lee
 
Plant Tissue culture., Plasticity, Totipotency, pptx
Plant Tissue culture., Plasticity, Totipotency, pptxPlant Tissue culture., Plasticity, Totipotency, pptx
Plant Tissue culture., Plasticity, Totipotency, pptxHimansu10
 
ASTRINGENTS.pdf Pharmacognosy chapter 5 diploma in Pharmacy
ASTRINGENTS.pdf Pharmacognosy chapter 5 diploma in PharmacyASTRINGENTS.pdf Pharmacognosy chapter 5 diploma in Pharmacy
ASTRINGENTS.pdf Pharmacognosy chapter 5 diploma in PharmacySumit Tiwari
 
The First National K12 TUG March 6 2024.pdf
The First National K12 TUG March 6 2024.pdfThe First National K12 TUG March 6 2024.pdf
The First National K12 TUG March 6 2024.pdfdogden2
 
BBA 205 BE UNIT 2 economic systems prof dr kanchan.pptx
BBA 205 BE UNIT 2 economic systems prof dr kanchan.pptxBBA 205 BE UNIT 2 economic systems prof dr kanchan.pptx
BBA 205 BE UNIT 2 economic systems prof dr kanchan.pptxProf. Kanchan Kumari
 
LEAD6001 - Introduction to Advanced Stud
LEAD6001 - Introduction to Advanced StudLEAD6001 - Introduction to Advanced Stud
LEAD6001 - Introduction to Advanced StudDr. Bruce A. Johnson
 
2024 March 11, Telehealth Billing- Current Telehealth CPT Codes & Telehealth ...
2024 March 11, Telehealth Billing- Current Telehealth CPT Codes & Telehealth ...2024 March 11, Telehealth Billing- Current Telehealth CPT Codes & Telehealth ...
2024 March 11, Telehealth Billing- Current Telehealth CPT Codes & Telehealth ...Marlene Maheu
 
Arti Languages Pre Seed Send Ahead Pitchdeck 2024.pdf
Arti Languages Pre Seed Send Ahead Pitchdeck 2024.pdfArti Languages Pre Seed Send Ahead Pitchdeck 2024.pdf
Arti Languages Pre Seed Send Ahead Pitchdeck 2024.pdfwill854175
 
THYROID HORMONE.pptx by Subham Panja,Asst. Professor, Department of B.Sc MLT,...
THYROID HORMONE.pptx by Subham Panja,Asst. Professor, Department of B.Sc MLT,...THYROID HORMONE.pptx by Subham Panja,Asst. Professor, Department of B.Sc MLT,...
THYROID HORMONE.pptx by Subham Panja,Asst. Professor, Department of B.Sc MLT,...Subham Panja
 
PHARMACOGNOSY CHAPTER NO 5 CARMINATIVES AND G.pdf
PHARMACOGNOSY CHAPTER NO 5 CARMINATIVES AND G.pdfPHARMACOGNOSY CHAPTER NO 5 CARMINATIVES AND G.pdf
PHARMACOGNOSY CHAPTER NO 5 CARMINATIVES AND G.pdfSumit Tiwari
 
3.14.24 Gender Discrimination and Gender Inequity.pptx
3.14.24 Gender Discrimination and Gender Inequity.pptx3.14.24 Gender Discrimination and Gender Inequity.pptx
3.14.24 Gender Discrimination and Gender Inequity.pptxmary850239
 

Dernier (20)

Quantitative research methodology and survey design
Quantitative research methodology and survey designQuantitative research methodology and survey design
Quantitative research methodology and survey design
 
Problems on Mean,Mode,Median Standard Deviation
Problems on Mean,Mode,Median Standard DeviationProblems on Mean,Mode,Median Standard Deviation
Problems on Mean,Mode,Median Standard Deviation
 
30-de-thi-vao-lop-10-mon-tieng-anh-co-dap-an.doc
30-de-thi-vao-lop-10-mon-tieng-anh-co-dap-an.doc30-de-thi-vao-lop-10-mon-tieng-anh-co-dap-an.doc
30-de-thi-vao-lop-10-mon-tieng-anh-co-dap-an.doc
 
Metabolism of lipoproteins & its disorders(Chylomicron & VLDL & LDL).pptx
Metabolism of  lipoproteins & its disorders(Chylomicron & VLDL & LDL).pptxMetabolism of  lipoproteins & its disorders(Chylomicron & VLDL & LDL).pptx
Metabolism of lipoproteins & its disorders(Chylomicron & VLDL & LDL).pptx
 
BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (FRIE...
BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (FRIE...BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (FRIE...
BÀI TẬP BỔ TRỢ TIẾNG ANH 11 THEO ĐƠN VỊ BÀI HỌC - CẢ NĂM - CÓ FILE NGHE (FRIE...
 
Research Methodology and Tips on Better Research
Research Methodology and Tips on Better ResearchResearch Methodology and Tips on Better Research
Research Methodology and Tips on Better Research
 
The OERs: Transforming Education for Sustainable Future by Dr. Sarita Anand
The OERs: Transforming Education for Sustainable Future by Dr. Sarita AnandThe OERs: Transforming Education for Sustainable Future by Dr. Sarita Anand
The OERs: Transforming Education for Sustainable Future by Dr. Sarita Anand
 
Pharmacology chapter No 7 full notes.pdf
Pharmacology chapter No 7 full notes.pdfPharmacology chapter No 7 full notes.pdf
Pharmacology chapter No 7 full notes.pdf
 
AI Uses and Misuses: Academic and Workplace Applications
AI Uses and Misuses: Academic and Workplace ApplicationsAI Uses and Misuses: Academic and Workplace Applications
AI Uses and Misuses: Academic and Workplace Applications
 
Plant Tissue culture., Plasticity, Totipotency, pptx
Plant Tissue culture., Plasticity, Totipotency, pptxPlant Tissue culture., Plasticity, Totipotency, pptx
Plant Tissue culture., Plasticity, Totipotency, pptx
 
ASTRINGENTS.pdf Pharmacognosy chapter 5 diploma in Pharmacy
ASTRINGENTS.pdf Pharmacognosy chapter 5 diploma in PharmacyASTRINGENTS.pdf Pharmacognosy chapter 5 diploma in Pharmacy
ASTRINGENTS.pdf Pharmacognosy chapter 5 diploma in Pharmacy
 
The First National K12 TUG March 6 2024.pdf
The First National K12 TUG March 6 2024.pdfThe First National K12 TUG March 6 2024.pdf
The First National K12 TUG March 6 2024.pdf
 
BBA 205 BE UNIT 2 economic systems prof dr kanchan.pptx
BBA 205 BE UNIT 2 economic systems prof dr kanchan.pptxBBA 205 BE UNIT 2 economic systems prof dr kanchan.pptx
BBA 205 BE UNIT 2 economic systems prof dr kanchan.pptx
 
LEAD6001 - Introduction to Advanced Stud
LEAD6001 - Introduction to Advanced StudLEAD6001 - Introduction to Advanced Stud
LEAD6001 - Introduction to Advanced Stud
 
2024 March 11, Telehealth Billing- Current Telehealth CPT Codes & Telehealth ...
2024 March 11, Telehealth Billing- Current Telehealth CPT Codes & Telehealth ...2024 March 11, Telehealth Billing- Current Telehealth CPT Codes & Telehealth ...
2024 March 11, Telehealth Billing- Current Telehealth CPT Codes & Telehealth ...
 
Arti Languages Pre Seed Send Ahead Pitchdeck 2024.pdf
Arti Languages Pre Seed Send Ahead Pitchdeck 2024.pdfArti Languages Pre Seed Send Ahead Pitchdeck 2024.pdf
Arti Languages Pre Seed Send Ahead Pitchdeck 2024.pdf
 
Least Significance Difference:Biostatics and Research Methodology
Least Significance Difference:Biostatics and Research MethodologyLeast Significance Difference:Biostatics and Research Methodology
Least Significance Difference:Biostatics and Research Methodology
 
THYROID HORMONE.pptx by Subham Panja,Asst. Professor, Department of B.Sc MLT,...
THYROID HORMONE.pptx by Subham Panja,Asst. Professor, Department of B.Sc MLT,...THYROID HORMONE.pptx by Subham Panja,Asst. Professor, Department of B.Sc MLT,...
THYROID HORMONE.pptx by Subham Panja,Asst. Professor, Department of B.Sc MLT,...
 
PHARMACOGNOSY CHAPTER NO 5 CARMINATIVES AND G.pdf
PHARMACOGNOSY CHAPTER NO 5 CARMINATIVES AND G.pdfPHARMACOGNOSY CHAPTER NO 5 CARMINATIVES AND G.pdf
PHARMACOGNOSY CHAPTER NO 5 CARMINATIVES AND G.pdf
 
3.14.24 Gender Discrimination and Gender Inequity.pptx
3.14.24 Gender Discrimination and Gender Inequity.pptx3.14.24 Gender Discrimination and Gender Inequity.pptx
3.14.24 Gender Discrimination and Gender Inequity.pptx
 

A survey on teaching of software product lines

  • 1. A Survey on Teaching of Software Product Lines Mathieu Acher Roberto Lopez-Herrejon Rick Rabiser Inria/IRISA University of Rennes 1 Rennes, France SEA Johannes Kepler Univ. Linz, Austria CDL MEVSS Johannes Kepler Univ. Linz, Austria mathieu.acher@irisa.fr www.mathieuacher.com roberto.lopez@jku.at www.sea.jku.at rick.rabiser@jku.at mevss.jku.at
  • 2. Teach or perish! SPL 19902014 Jan, 2014 VaMoS 2014, Nice, France 2
  • 3. Motivation and Goals • • • • SPL now well-established in research and industry; body of knowledge growing Scope continuously broadens Education has a key role to play in disseminating the SPL knowledge Research can also benefit from teaching • Teaching SPLs is challenging • Relatively young discipline • SPLE encompasses a variety of topics • Teaching material suitable for attracting students? • Dedicated venues for SW Eng. teaching (SEET@ICSE, CSEE&T, Educators Symposium at MODELS) -- Not for SPLs! • Currently unclear, our goal: find out… • • • • …how SPLs are taught …what are the possible gaps and difficulties faced …what are the benefits …what is the material available Jan, 2014 VaMoS 2014, Nice, France 3
  • 4. Survey Design • 91 contacts • pool of SPL researchers we know teach • search for SPL courses online • review SPLC and VaMoS papers • on-line questionnaire (http://www.surveygizmo.com/s3/1342346 /Teaching-Software-Product-Lines) • 13 enumerative and 5 open questions • feedback by colleagues to refine questionnaire • 34 complete responses and 15 partial • Decision: only analyze complete responses • 13 enumerative questions  5 categories Jan, 2014 VaMoS 2014, Nice, France 4
  • 5. Survey Results Respondents and their institutions • 34 responses from 13 countries • Avg. SPL experience 10yrs, avg. SPL teaching experience 6yrs • Half say their research exp. = their teaching exp. • Institutions • • • • 15 research-focused 9 teaching-focused (colleges) 7 have both focuses 3 industrial institutions • Departments • CS (13), SE (9), IT (2) • others (10) -- all CS-related Portugal, 1 USA, 6 VaMoS 2014, Nice, France Colombia, 1 France, 2 Switzerland, 1 Spain, 3 Korea, Rep. Of, 1 Japan, 1 Italy, 1 Israel, 2 • 16 full and self-contained SPL courses • 18 teach SPL topics as part of other courses Jan, 2014 Austria, 2 Canada, 1 Germany, 1 2 5
  • 6. Survey Results Literature used • 28 respondents use these books • 25 use research papers, selected based on personal preferences • 12 use case studies, e.g., by van der Linden et al. 2007; BigLever; Renault, STAGO, LINUX, and SPLOT; and own case studies 10 9 8 7 6 5 4 3 2 1 0 Apel et al. 2013 Jan, 2014 Clements Czarnecki and and Northrop Eisenecker 2001 2000 VaMoS 2014, Nice, France Gomaa 2005 Pohl et al. 2005 van der Weiss and Linden et Lai 1999 al. 2007 6
  • 7. Survey Results Tools used SPL Tool used by None 8 FeatureIDE 6 BigLever's GEARS 4 FeatureHouse 3 pure system's pure::variants 3 AHEAD 2 CIDE 2 CVL 2 Feature Modelling Plug-in (FMP) 2 DOPLER, EasyProducer, FaMa, Familiar, FeatureMapper, Munge, 1 SPLAR, SPLOT, VARIAMOS, Varmod each C++, Metaprogramming, Software Generators, Xtext, MPS 1 Different tools for creating feature diagrams and UML-based models 1 Feature modeling UML tools extended for SPL 1 Haskell-Embedded Variation DSL 1 Own research prototypes 1 also see the survey by Berger et al. VaMoS 2013 Jan, 2014 VaMoS 2014, Nice, France 7
  • 8. Survey Results Length, audience • Most courses are held over a semester (26) • 3 "on demand", 2 as week-long courses, quarter (1), 1-2 days seminars (1), and with a flexible schedule (1) • Average course length 24 hours (min: 1h; max: 120h) Only Undergrads 14 Undergrads, Grads , and Industry people 12 10 8 Only Grads 6 4 2 Undergrads students and Industry people Grads and Industry people Jan, 2014 VaMoS 2014, Nice, France 0 Only Industry People Undergrads and Grads 8
  • 9. Survey Results Practical time, SPL lifecycle coverage • Practical time/overall course time 65% in average Topic Requirements engineering Testing Modelling Implementation Maintenance & Evolution Reverse engineering & SPL Adoption Processes Other Department CS SE OT 7 4 12 3 1 4 9 8 13 9 8 8 9 3 5 7 2 1 5 6 8 5 2 3 Total 23 8 30 25 17 10 19 10 CS: Computer Science, SE: Software Engineering, OT: Other departments Jan, 2014 VaMoS 2014, Nice, France 9
  • 10. Survey Results Challenges of teaching SPL • Lack of and availability of well-documented real-world examples and case studies suitable for teaching (16) • Complexity of the subject and required background knowledge (9) • Lack of and availability of SPL tools (7) • Acceptance on the curriculum and opening the mind of students (4) • "Even software engineering can be hard to teach as developing large-scale systems does not connect to students hands-on experience of developing rather small solutions. Teaching SPL means SE for many systems, this does even less relate to students' experiences." Jan, 2014 VaMoS 2014, Nice, France 10
  • 11. Survey Results How to improve the state of teaching SPL • Improved textbook examples and case studies (13) • Better tools for students (7) • Broaden the focus of teaching SPLs (3) • SPL is already mainstream! (2) • Other ideas • videos of experts to motivate SPLs and explain key concepts and ideas • incorporate the notions and terminology of SPLs more in other courses • develop a standard curriculum and evaluation scheme for teaching SPLs Jan, 2014 VaMoS 2014, Nice, France 11
  • 12. Survey Results Impact of teaching SPL • On research • • • • • Student participation in research evaluations (11) Finding research personnel (8) Feedback on and discussion about tools, examples, case studies (6) Connecting with industry (5) Discussion of open research issues with students (2) • On practice • Teaching SPLE = preparation of introduction of SPLE in industry (13) • Makes students aware of the topic  students eventually end up in industry or even are already working in industry  increases awareness of SPL in industry and trains future practitioners (7) • Teaching SPLs can be the start of industry-academia collab. projects (2) Jan, 2014 VaMoS 2014, Nice, France 12
  • 13. Survey Results Other comments • Teaching SPLs together with model-driven development • very interesting from a teaching perspective • Having a common, clearly defined basis of terminology and concepts taught at the majority of the institutions • would help a lot • Real-world SPLE is very different from research • Variability models seem to be the key topic in research • In practice it often is just one technique for some roles • Industry often successfully manages variability w/o dedicated models • Our survey was not a perfect fit for SPL consultants and trainers • True; we have to address this in our future work • Invite consultants/trainers in a workshop Jan, 2014 VaMoS 2014, Nice, France 13
  • 14. What now? Perspectives? Here, we need your help! • Organize SPL teaching workshop at SPLC • Create a virtual meeting place for the community • teaching materials, tools, case studies, examples for teaching • Later • Tool and artifact recognition at conferences or workshops, awards • Strive for teaching benchmarks • Involve industry in teaching • Develop a baseline curriculum and evaluation scheme Thank You! Questions now or later to mathieu.acher@irisa.fr – roberto.lopez@jku.at – rick.rabiser@jku.at Jan, 2014 VaMoS 2014, Nice, France 14

Notes de l'éditeur

  1. SPL teaching is probably performed concurrently with research and thus it might not always be the result of mature research experience.software engineering (8)requirements engineering (4)automated software design (1)principles of software construction (1)domain engineering (1)software architecture (1)factory development of software (1)Given the relative novelty of the topic, it is not surprising that over half of respondents teach SPL topics as part of other courses.
  2. While using text books and some research papers for teaching is pretty much standard in computer science, using case studies is also essential, especially for teaching SPLs. Why only about a third of respondents use case studies to teach SPLs should be further investigated (cf. Section 3.6)