Call for Educators Symposium
Models play a major role in software engineering: in understanding business needs, requirements elicitation, and in software development. Modelling notations are widely taught as part of informatics, computer science, and software engineering programmes. Model driven engineering and model management are appearing in curricula. Some industrial domains, such as automotive, telecoms, and health, use domain specific languages, are based on well-defined notations such as UML, in development and management of software.
There are many challenges to educators, such as engaging students who have no knowledge of industry or industrial scale software, retaining currency whilst enforcing core modelling skills, and appropriate use of tools. The 15th Educators Symposium at MODELS 2019 provides educators, researchers and practitioners with a forum to discuss educational issues relating to modeling and modeling technologies. We invite submissions related to (but not limited to) the following questions and topics:
- Challenges in teaching modeling:
- How to engage students in modeling?
- How to integrate modeling across the curriculum, from introduction to programming to senior project and beyond?
- What appropriate and novel modeling technologies are currently used to enrich the student experience?
- How to relate or mix theory and practice when teaching modeling?
- What are effective learning and teaching mechanisms for distance and online learning?
- How to teach modeling in Massive Open Online Courses (MOOCs)?
- Is teaching modeling using a collaborative approach feasible?
- Tool support for the teaching of modeling
- The relation between modelling research and modeling education
- Incorporating a practitioner viewpoint in modeling education
- Use of case studies or explicative examples to teach modeling
- Teaching global or open source software engineering modeling
- Evolution of teaching modeling and use of tools in the classroom
- Teaching model driven engineering and model management
- Analysis of teaching methods, tools or games for modelling in the classroom
Papers have to present original content. Previously published papers, accepted papers or under review for other publications are not eligible for submission to the Educators Symposium 2019. Submissions must adhere to the IEEE formatting instructions, which can be found at:
- Full Papers are expected to contribute research and experience reports and must be no longer than 10 pages.
- Short Papers are expected to present position statements addressing the symposium topics. These papers intend to stimulate discussions on teaching modeling at universities and in industry and must not exceed 6 pages.
All papers have to be submitted electronically in PDF format via Easychair at: MODELS 2019 EASYCHAIR.
Papers will be reviewed by at least three members of the program committee. The paper selection process will be based on the novelty of the ideas or solutions, the impact of modeling in software development education, and relevance to the topics to the symposium.
All accepted submissions will be available via IEEE Xplore Digital Library. Papers are accepted conditional on one author registering for the symposium at the MODELS 2019 conference by the early registration deadline and presenting the paper at the symposium.
All submission deadlines are AoE (i.e. UTC-12).
- Abstract Submission: June 27, 2019
- Paper Submission: July 05, 2019
- Acceptance Notification: July 25, 2019
- Camera Ready: August 1, 2019
- Perdita Stevens, The University of Edinburgh (UK)
- Dimitris Kolovos, University of York (UK)
- Alfonso Pierantonio, University of L’Aquila (Italy)
- Peter Clarke, Florida International University (USA)
- Antonio Vallecillo, Universidad de Málaga (Spain)
- Martina Seidl, Johannes Kepler University Linz (Austria)
- Phillipa Bennett, University of the West Indes (Jamaica)
- Catherine Dubois, ENSIIE-Samovar (France)
- Juergen Dingel, Queen’s University (Canada)
- Birgit Demuth, TU Dresden (Germany)
- Jeff Gray, University of Alabama (USA)
- Steffen Zschaler, King’s London (UK)
- Richard Paige, McMaster (Canada)
- Leen Lambers, HPI Potsdam (Germany)
- Martin Gogolla, Bremen (Germany)
- Fiona Polack, Keele University, UK
- Arend Rensink, University of Twente, NL