A Representation Proposal of Practices for Teaching and Learning Software Engineering Using a Semat Kernel Extension

Software engineering is a discipline oriented to the definition of methods, techniques and tools for developing software products in an efficient and rapid way. Growing demand of such products generates the need of a large amount of software engineers with the technical and social competencies requi...

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Autores:
Gómez Álvarez, María Clara
Sanchez-Dams, Ruben Dario
Barón Salazar, Alvaro Alexander
Tipo de recurso:
Article of journal
Fecha de publicación:
2018
Institución:
Universidad de Medellín
Repositorio:
Repositorio UDEM
Idioma:
eng
OAI Identifier:
oai:repository.udem.edu.co:11407/5504
Acceso en línea:
http://hdl.handle.net/11407/5504
https://doi.org/10.22395/rium.v17n32a7
Palabra clave:
SematKernel
Practice
Software engineering teaching and learning
Computação em nuvem
Fluxos de trabalho
Microsserviços
Orques-tração dinâmica
Serviços atômicos
Software como serviço
Nucleo de semat
Práctica
Enseñanza-aprendizaje de ingeniería de software
Rights
License
http://creativecommons.org/licenses/by-nc-sa/4.0/
id REPOUDEM2_303abc478469a58433bbc263fcb557d5
oai_identifier_str oai:repository.udem.edu.co:11407/5504
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dc.title.eng.fl_str_mv A Representation Proposal of Practices for Teaching and Learning Software Engineering Using a Semat Kernel Extension
dc.title.por.fl_str_mv Proposta de representação de práticas de ensino-aprendizagem de engenharia de software que usam uma extensão do núcleo da Semat
dc.title.spa.fl_str_mv Propuesta de representación de prácticas de enseñanza y aprendizaje de ingeniería de software usando una extensión del núcleo de Semat
title A Representation Proposal of Practices for Teaching and Learning Software Engineering Using a Semat Kernel Extension
spellingShingle A Representation Proposal of Practices for Teaching and Learning Software Engineering Using a Semat Kernel Extension
SematKernel
Practice
Software engineering teaching and learning
Computação em nuvem
Fluxos de trabalho
Microsserviços
Orques-tração dinâmica
Serviços atômicos
Software como serviço
Nucleo de semat
Práctica
Enseñanza-aprendizaje de ingeniería de software
title_short A Representation Proposal of Practices for Teaching and Learning Software Engineering Using a Semat Kernel Extension
title_full A Representation Proposal of Practices for Teaching and Learning Software Engineering Using a Semat Kernel Extension
title_fullStr A Representation Proposal of Practices for Teaching and Learning Software Engineering Using a Semat Kernel Extension
title_full_unstemmed A Representation Proposal of Practices for Teaching and Learning Software Engineering Using a Semat Kernel Extension
title_sort A Representation Proposal of Practices for Teaching and Learning Software Engineering Using a Semat Kernel Extension
dc.creator.fl_str_mv Gómez Álvarez, María Clara
Sanchez-Dams, Ruben Dario
Barón Salazar, Alvaro Alexander
dc.contributor.author.none.fl_str_mv Gómez Álvarez, María Clara
Sanchez-Dams, Ruben Dario
Barón Salazar, Alvaro Alexander
dc.subject.eng.fl_str_mv SematKernel
Practice
Software engineering teaching and learning
topic SematKernel
Practice
Software engineering teaching and learning
Computação em nuvem
Fluxos de trabalho
Microsserviços
Orques-tração dinâmica
Serviços atômicos
Software como serviço
Nucleo de semat
Práctica
Enseñanza-aprendizaje de ingeniería de software
dc.subject.por.fl_str_mv Computação em nuvem
Fluxos de trabalho
Microsserviços
Orques-tração dinâmica
Serviços atômicos
Software como serviço
dc.subject.spa.fl_str_mv Nucleo de semat
Práctica
Enseñanza-aprendizaje de ingeniería de software
description Software engineering is a discipline oriented to the definition of methods, techniques and tools for developing software products in an efficient and rapid way. Growing demand of such products generates the need of a large amount of software engineers with the technical and social competencies required by software industry. This situation is a challenge for Higher Education Institutions in terms of a training process of future professionals of this discipline. In this sense, such institutions are exploring active teaching strategies for promoting the needed competencies in students. However, an integrated proposal of these teaching approaches is still underdeveloped. In this paper, the authors present a proposal for representing practices for teaching and learning software engineering, oriented to identify the main concepts included in any type of these practices. The proposal is based on the Semat kernel –Essence standard– as universal framework for representing software engineering practices, defining an extension to such kernel. Finally, we present a representation example of a software engineering teaching and learning practice using the Semat Kernel Extension proposed.
publishDate 2018
dc.date.created.none.fl_str_mv 2018-07-04
dc.date.accessioned.none.fl_str_mv 2019-11-07T15:00:32Z
dc.date.available.none.fl_str_mv 2019-11-07T15:00:32Z
dc.type.eng.fl_str_mv Article
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
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dc.type.coar.none.fl_str_mv http://purl.org/coar/resource_type/c_6501
dc.type.local.spa.fl_str_mv Artículo científico
dc.type.driver.none.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.issn.none.fl_str_mv 1692-3324
dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/11407/5504
dc.identifier.doi.none.fl_str_mv https://doi.org/10.22395/rium.v17n32a7
dc.identifier.eissn.none.fl_str_mv 2248-4094
dc.identifier.reponame.spa.fl_str_mv reponame:Repositorio Institucional Universidad de Medellín
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dc.language.iso.none.fl_str_mv eng
language eng
dc.relation.uri.none.fl_str_mv https://revistas.udem.edu.co/index.php/ingenierias/article/view/1909
dc.relation.citationvolume.none.fl_str_mv 17
dc.relation.citationissue.none.fl_str_mv 32
dc.relation.citationstartpage.none.fl_str_mv 129
dc.relation.citationendpage.none.fl_str_mv 154
dc.relation.references.spa.fl_str_mv [1] I. Sommerville, Software Engineering (9 ed.), New York: Addison-Wesley, 2010.
[2] S. Olson and D. G. Riordan, “Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics. Report to the President.,” Exec. Off. Pres., 2012.
[3] M. Qureshi, M. Asim, and M. Nadeem, “A new teaching model for the subject of software project management,” arXiv Prepr. arXiv, vol. 22, no.1, pp. 295-303, 2012.
[4] F. Ma, W. Li, J. Si, and L. Wang, “Theoretical Construction of Prototype Teaching Model,” in 2010 Second International Workshop on Education Technology and Computer Science, 2010, vol. 3, pp. 802-805.
[5] C. N. Bull and J. Whittle, “Supporting Reflective Practice in Software Engineering Education through a Studio-Based Approach,” IEEE Softw., vol. 31, no. 4, pp. 44-50, Jul. 2014.
[6] C. Moller, G. Reina, M. Burch, and D. Weiskopf, “Large-Scale Visualization Projects for Teaching Software Engineering,” IEEE Comput. Graph. Appl., vol. 32, no. 4, pp. 14-19, Jul. 2012.
[7] A. Dorling and F. McCaffery, “The Gamification of SPICE,” in Software Process Improvement and Capability Determination, Berlin: Springer Berlin Heidelberg, 2012, pp. 295–301.
[8] Object Management Group, “Kernel and Language for Software Engineering Methods (Essence)” Object Management Group, Massachusets, Document Number formal/15-12-03, Nov, 2014. [online]. Available: http://www.omg.org/spec/Essence/1.0
[9] IEEE Computer Society, P. Bourque, and R. E. Fairley, Guide to the Software Engineering Body of Knowledge (SWEBOK(R)): Version 3.0. Los Alamitos, CA: IEEE Computer Society Press, 2014.
[10] R. J., LeBlanc, A. Sobel, J. L., Díaz-Herrera, and T. B. Hilburn. Software Engineering 2004: Curriculum Guidelines for Undergraduate Degree Programs in Software Engineering. New York, NY: IEEE Computer Society, 2004.
[11] D. Madigan, and M. Print, “IEEE 1547 and 2030 Standards for Distributed Energy Resources Interconnection and Interoperability with the Electricity Grid,” Agile construction initiative, 2014. Available: http://www.bath.ac.uk/management/larg_agile/publications/pdf/cnu97-38.pdf
[12] T. Basso, “IEEE 1547 and 2030 standards for distributed energy resources interconnection and interoperability with the electricity grid,” National Renewable Energy Laboratory - U.S. Department of Energy Office of Energy Efficiency & Renewable Energy, United States, Technical Report NREL/TP-5D00-63157, 2014 [online]. Available: http://www.nrel.gov/docs/fy15osti/63157.pdf
[13] Government of Alberta, “Best Practices for the Assessment and Control of Chemical Hazards,” vol. 3, Best Practices Guidelines for Occupational Health and Safety in the Healthcare Industry, Alberta: Government of Alberta, 2010. Available: https://work.alberta.ca/documents/WHS-PUB_bp011.pdf
[14] V. Dhole, R. Beck, D. Tremblay, D. Ajikutira, and S. Mullick, “Transformation of Process Engineering – Innovations and Best Practices,” Aspen Technology Inc., Massachusets, White Paper 11-1195-0812 2012 [Online]. Available: https://www.aspentech.com/Transformation_of_Process_Engineering.pdf
[15] Software Engineering Institute, “CMMI for Development, Version 1.3,” Carnegie Mellon Institute, Pittsburgh, Pennsylvania, Nov, 2010 [Online]. Available: https://cmmiinstitute.com/resources/cmmi-development-version-13
[16] Object Management Group, “Kernel and Language for Software Engineering Methods (Essence)-Version 1.1,” Object Management Group, Massachusets, Document Number ptc/15-05-13, Dec, 2015. [online]. Available: https://www.omg.org/spec/Essence/1.1
[17] P. Grossman, C. Compton, D. Igra, M. Ronfeldt, E. Shahan, and P. Williamson, “Teaching practice: A cross-professional perspective,” Teachers College Record, vol. 111, no. 9, pp. 2055-2100, 2009.
[18] P. E. G. Férez, “Un acercamiento al trabajo colaborativo,” Revista Iberoamericana de Educación, vol. 36, no. 7, pp. 1-14, 2005.
[19] R. M. Harden, “Learning outcomes and instructional objectives: is there a difference?,” Medical teacher, vol. 24, no. 2, pp. 151-155, 2002.
[20] A. García, and M. Daneri, “Investigación e innovación en el conocimiento educativo actual,” En R. I. Roig y J.E. Blasco (Coord.), 2008.
[21] H. Chen and K. Damevski, “A teaching model for development of sensor-driven mobile applications,” in Proceedings of the 2014 conference on Innovation & technology in computer science education, 2014, pp. 147-152.
[22] M. L. I. Forneiro, “Observación y evaluación del ambiente de aprendizaje en educación infantil: dimensiones y variables a considerar,” Revista Iberoamericana de educación, no. 47, pp. 49-70, 2008.
[23] A. M. Vivar Quintana, A. B. González Rogado, A. B. Ramos Gavilán, I. R. Martín, M. Ascensión, R. Esteban, T. A. Zorrila, and J. F. Martín Izard, “Application of rubric in learning assessment: a proposal of application for engineering students,” in Proceedings of the First International Conference on Technological Ecosystem for Enhancing Multiculturality, 2013, pp. 441–446.
[24] M. Spellings, A test of leadership: Charting the future of US higher education. Washington DC: US Department of Education, 2006.
[25] D. Golden, “Colleges, accreditors seek better ways to measure learning,” Wall Street Journal, pp. 738027–298, 2006.
[26] Merriam Webster, “Definition of conceptualization.” [Online]. Available: https://www.merriam-webster.com/dictionary/conceptualization.
[27] K. J. Stol and B. Fitzgerald, “Uncovering theories in software engineering,” in 2nd Semat Workshop on a General Theory of Software Engineering (GTSE), 2013, San Francisco, California, United States, 2013, pp. 5–14.
[28] C. M. Zapata Jaramillo, A. Gelbukh, and F. Arango Isaza, “Pre-conceptual Schema: A Conceptual-Graph-Like Knowledge Representation for Requirements Elicitation,” in SpringerLink, 2006, pp. 27–37, [Online]. Available: https://nlp.cic.ipn.mx/Publications/2006/MICAI-2006-Preconceptual.pdf.
[29] C. M. Zapata, G. L. Giraldo, and S. Londoño, “Esquemas preconceptuales ejecutables,” Avances en Sistemas e Informática, vol. 8, no. 1, pp. 15–24, 2011.
[30] D. I. K. Sjøberg, T. Dybå, B. C. Anda, and J. E. Hannay, “Building theories in software engineering,” in Guide to advanced empirical software engineering, F. Shull, J. Singer, and D. I. K. Sjøberg, Eds. London: Springer, 2008, pp. 312–336.
[31] M. Ekstedt, “An empirical approach to a general theory of software (engineering),” in 2nd Semat Workshop on a General Theory of Software Engineering (GTSE), 2013, San Francisco, California, United States, 2013, pp. 23–26.
[32] Semat.org, “What is it and why should you care? - Semat.” [Online]. Available: http://semat.org/what-is-it-and-why-should-you-care-.
[33] B. Elvesæter, G. Benguria, and S. Ilieva, “A comparison of the Essence 1.0 and SPEM 2.0 specifications for software engineering methods,” in Proceedings of the Third Workshop on Process-Based Approaches for Model-Driven Engineering, New York, NY, 2013, p. 2.
[34] Object Management Group, “Software & Systems Process Engineering Meta-Model Specification” Object Management Group, Massachusets, Document Number formal/08-04-01, Apr, 2008. [online]. Available: https://www.omg.org/spec/SPEM/2.0/PDF.
[35] ISO, “ISO 9000 - Quality management,” ISO 9000 - Quality management, 2015. [Online]. Available: http://www.iso.org/iso/home/standards/management-standards/iso_9000.htm.
[36] I. Jacobson, P.-W. Ng, P. McMahon, I. Spence, and S. Lidman, “The Essence of Software Engineering: The Semat Kernel,” Queue, vol. 10, no. 10, pp. 40:40–40:51, Oct. 2012.
[37] I. Jacobson, P.-W. Ng, P. E. McMahon, I. Spence, and S. Lidman, The Essence of Software Engineering: Applying the Semat Kernel, Upper Saddle River, NJ: Addison-Wesley Educational Publishers Inc, 2013.
[38] C. M. Zapata-Jaramillo, “An executable pre-conceptual schema for a software engineering general theory,” in Software Engineering: Methods, Modeling, vol. 3, C. M. Zapata-Jaramillo and L. F. Castro-Rojas, Eds. Medellín: Centro Editorial de la Facultad de Minas, 2014, pp. 3–7.
[39] C. Zapata, L. Castro, H. Shihong, and P.-W. Ng, “Preface,” in Software Engineering: Methods, Modeling, and Teaching, vol. 3, C. M. Zapata-Jaramillo and L. F. Castro-Rojas, Eds. Medellín: Centro Editorial de la Facultad de Minas, 2014, pp. v–ix.
40] T. Guowei, G. Lingling, F. Yu, L. Jinghui, and Z. Wanping, G. Lee, Eds., “Research and Practice on ‘Triple-driven’ Based Software Development Practical Teaching System,” in International Conference on Future Computer Supported Education, Fraser Place Central - Seoul, IERI Procedia, Aug 22- 23, 2012, Vol. 2, pp 18-23.
[41] D. I. K. Sjøberg, T. Dybå, B. C. Anda, and J. E. Hannay, “Building theories in software engineering,” in Guide to advanced empirical software engineering, F. Shull, J. Singer, and D. I. K. Sjøberg, Eds. London: Springer, 2008, pp. 312–336.
[42] M. Ekstedt, “An empirical approach to a general theory of software (engineering),” in 2nd Semat Workshop on a General Theory of Software Engineering (GTSE), 2013, San Francisco, California, United States, 2013, pp. 23–26.
[43] B. Kitchenham, “Procedures for performing systematic reviews,” Keele, UK, Keele University, vol. 33, no. 2004, pp. 1–26, 2004.
[44] R. Sánchez-Dams, A. Barón-Salazar, and M. C. Gómez-Álvarez, “An Extension of the Semat Kernel for Representing Teaching and Learning Practices about Embedded Systems,” in 4th International Conference in Software Engineering Research and Innovation (CONISOFT), Ciudad de México, 2016, pp. 39–46.
[45] A. Hazeyama, “Collaborative Software Engineering Learning Environment Associating Artifacts Management with Communication Support,” IIAI 3rd International Conference on Advanced Applied Informatics (IIAIAAI), 2014, Kitakyushu, 2014, pp. 592-596.
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spelling Gómez Álvarez, María ClaraSanchez-Dams, Ruben DarioBarón Salazar, Alvaro AlexanderGómez Álvarez, María Clara; Universidad de MedellínSanchez-Dams, Ruben Dario; Universidad Nacional de ColombiaBarón Salazar, Alvaro Alexander; Universidad de Nariño2019-11-07T15:00:32Z2019-11-07T15:00:32Z2018-07-041692-3324http://hdl.handle.net/11407/5504https://doi.org/10.22395/rium.v17n32a72248-4094reponame:Repositorio Institucional Universidad de Medellínrepourl:https://repository.udem.edu.co/instname:Universidad de MedellínSoftware engineering is a discipline oriented to the definition of methods, techniques and tools for developing software products in an efficient and rapid way. Growing demand of such products generates the need of a large amount of software engineers with the technical and social competencies required by software industry. This situation is a challenge for Higher Education Institutions in terms of a training process of future professionals of this discipline. In this sense, such institutions are exploring active teaching strategies for promoting the needed competencies in students. However, an integrated proposal of these teaching approaches is still underdeveloped. In this paper, the authors present a proposal for representing practices for teaching and learning software engineering, oriented to identify the main concepts included in any type of these practices. The proposal is based on the Semat kernel –Essence standard– as universal framework for representing software engineering practices, defining an extension to such kernel. Finally, we present a representation example of a software engineering teaching and learning practice using the Semat Kernel Extension proposed.A computação em nuvem é um modelo onipresente que permite o fornecimento de serviços a clientes que têm acesso a ela de forma fácil e rápida. O software como serviço (SaaS) é um dos modelos de maior uso, por meio do qual os aplicativos se estendem e armazenam pelos clientes via internet, com um navegador web pago por uso. Contudo, por sua complexidade e características — reuso, escalabilidade, elasticidade e personalização —, o SaaS é definido por fluxos de trabalho compostos de microsserviços ou serviços atômicos alojados geograficamente em diferentes lugares. Nesse conteto, o SaaS pode apresentar comportamentos anormais nos resultados ou falhas na aplicação final do usuário em tempo de execução. Neste artigo, apresenta-se um modelo de orquestração dinâmica, cujo objetivo é diminuir as falhas ou os comportamentos anormais dos serviços que participam do processo de execução dos aplicativos de negócios.La ingeniería de software es una disciplina orientada a la definición de métodos, técnicas y herramientas para el desarrollo eficiente de productos de software. La demanda creciente de estos productos genera la necesidad de contar con una gran cantidad de ingenieros de software con las competencias técnicas y sociales requeridas por la industria. Esta situación es un desafio para las instituciones de educación superior en relación con el proceso de enseñanza de los futuros profesionales de esta disciplina. En este sentido, estas instituciones están explorando estrategias activas de enseñanza para promover en los estudiantes las competencias necesarias. Sin embargo, una propuesta integradora de estos enfoques de enseñanza no ha sido desarrollada hasta ahora. En este artículo los autores describen una propuesta para representar prácticas de enseñanza-aprendizaje de ingeniería de software, orientada a identificar los principales conceptos incluidos en cualquier tipo de práctica. Esta propuesta esta basada en el núcleo de Semat, del estandar Essence, como marco de trabajo universal para la representación de prácticas de ingeniería de software, definiendo una extensión de dicho núcleo. Finalmente, presentamos un ejemplo de representación de una práctica de enseñanza-aprendizaje de ingeniería de software usando la extensión del núcleo de Semat propuesta.p. 129-154Electrónicoapplication/pdfengUniversidad de MedellínFacultad de IngenieríasMedellínhttps://revistas.udem.edu.co/index.php/ingenierias/article/view/19091732129154[1] I. Sommerville, Software Engineering (9 ed.), New York: Addison-Wesley, 2010.[2] S. Olson and D. G. Riordan, “Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics. Report to the President.,” Exec. Off. Pres., 2012.[3] M. Qureshi, M. Asim, and M. Nadeem, “A new teaching model for the subject of software project management,” arXiv Prepr. arXiv, vol. 22, no.1, pp. 295-303, 2012.[4] F. Ma, W. Li, J. Si, and L. Wang, “Theoretical Construction of Prototype Teaching Model,” in 2010 Second International Workshop on Education Technology and Computer Science, 2010, vol. 3, pp. 802-805.[5] C. N. Bull and J. Whittle, “Supporting Reflective Practice in Software Engineering Education through a Studio-Based Approach,” IEEE Softw., vol. 31, no. 4, pp. 44-50, Jul. 2014.[6] C. Moller, G. Reina, M. Burch, and D. Weiskopf, “Large-Scale Visualization Projects for Teaching Software Engineering,” IEEE Comput. Graph. Appl., vol. 32, no. 4, pp. 14-19, Jul. 2012.[7] A. Dorling and F. McCaffery, “The Gamification of SPICE,” in Software Process Improvement and Capability Determination, Berlin: Springer Berlin Heidelberg, 2012, pp. 295–301.[8] Object Management Group, “Kernel and Language for Software Engineering Methods (Essence)” Object Management Group, Massachusets, Document Number formal/15-12-03, Nov, 2014. [online]. Available: http://www.omg.org/spec/Essence/1.0[9] IEEE Computer Society, P. Bourque, and R. E. Fairley, Guide to the Software Engineering Body of Knowledge (SWEBOK(R)): Version 3.0. Los Alamitos, CA: IEEE Computer Society Press, 2014.[10] R. J., LeBlanc, A. Sobel, J. L., Díaz-Herrera, and T. B. Hilburn. Software Engineering 2004: Curriculum Guidelines for Undergraduate Degree Programs in Software Engineering. New York, NY: IEEE Computer Society, 2004.[11] D. Madigan, and M. Print, “IEEE 1547 and 2030 Standards for Distributed Energy Resources Interconnection and Interoperability with the Electricity Grid,” Agile construction initiative, 2014. Available: http://www.bath.ac.uk/management/larg_agile/publications/pdf/cnu97-38.pdf[12] T. Basso, “IEEE 1547 and 2030 standards for distributed energy resources interconnection and interoperability with the electricity grid,” National Renewable Energy Laboratory - U.S. Department of Energy Office of Energy Efficiency & Renewable Energy, United States, Technical Report NREL/TP-5D00-63157, 2014 [online]. Available: http://www.nrel.gov/docs/fy15osti/63157.pdf[13] Government of Alberta, “Best Practices for the Assessment and Control of Chemical Hazards,” vol. 3, Best Practices Guidelines for Occupational Health and Safety in the Healthcare Industry, Alberta: Government of Alberta, 2010. Available: https://work.alberta.ca/documents/WHS-PUB_bp011.pdf[14] V. Dhole, R. Beck, D. Tremblay, D. Ajikutira, and S. Mullick, “Transformation of Process Engineering – Innovations and Best Practices,” Aspen Technology Inc., Massachusets, White Paper 11-1195-0812 2012 [Online]. Available: https://www.aspentech.com/Transformation_of_Process_Engineering.pdf[15] Software Engineering Institute, “CMMI for Development, Version 1.3,” Carnegie Mellon Institute, Pittsburgh, Pennsylvania, Nov, 2010 [Online]. Available: https://cmmiinstitute.com/resources/cmmi-development-version-13[16] Object Management Group, “Kernel and Language for Software Engineering Methods (Essence)-Version 1.1,” Object Management Group, Massachusets, Document Number ptc/15-05-13, Dec, 2015. [online]. Available: https://www.omg.org/spec/Essence/1.1[17] P. Grossman, C. Compton, D. Igra, M. Ronfeldt, E. Shahan, and P. Williamson, “Teaching practice: A cross-professional perspective,” Teachers College Record, vol. 111, no. 9, pp. 2055-2100, 2009.[18] P. E. G. Férez, “Un acercamiento al trabajo colaborativo,” Revista Iberoamericana de Educación, vol. 36, no. 7, pp. 1-14, 2005.[19] R. M. Harden, “Learning outcomes and instructional objectives: is there a difference?,” Medical teacher, vol. 24, no. 2, pp. 151-155, 2002.[20] A. García, and M. Daneri, “Investigación e innovación en el conocimiento educativo actual,” En R. I. Roig y J.E. Blasco (Coord.), 2008.[21] H. Chen and K. Damevski, “A teaching model for development of sensor-driven mobile applications,” in Proceedings of the 2014 conference on Innovation & technology in computer science education, 2014, pp. 147-152.[22] M. L. I. Forneiro, “Observación y evaluación del ambiente de aprendizaje en educación infantil: dimensiones y variables a considerar,” Revista Iberoamericana de educación, no. 47, pp. 49-70, 2008.[23] A. M. Vivar Quintana, A. B. González Rogado, A. B. Ramos Gavilán, I. R. Martín, M. Ascensión, R. Esteban, T. A. Zorrila, and J. F. 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Hazeyama, “Collaborative Software Engineering Learning Environment Associating Artifacts Management with Communication Support,” IIAI 3rd International Conference on Advanced Applied Informatics (IIAIAAI), 2014, Kitakyushu, 2014, pp. 592-596.Revista Ingenierías Universidad de Medellínhttp://creativecommons.org/licenses/by-nc-sa/4.0/Attribution-NonCommercial-ShareAlike 4.0 Internationalhttp://purl.org/coar/access_right/c_abf2Revista Ingenierías Universidad de Medellín; Vol. 17 Núm. 32 (2018): Enero-Junio; 129-154SematKernelPracticeSoftware engineering teaching and learningComputação em nuvemFluxos de trabalhoMicrosserviçosOrques-tração dinâmicaServiços atômicosSoftware como serviçoNucleo de sematPrácticaEnseñanza-aprendizaje de ingeniería de softwareA Representation Proposal of Practices for Teaching and Learning Software Engineering Using a Semat Kernel ExtensionProposta de representação de práticas de ensino-aprendizagem de engenharia de software que usam uma extensão do núcleo da SematPropuesta de representación de prácticas de enseñanza y aprendizaje de ingeniería de software usando una extensión del núcleo de SematArticlehttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Artículo científicoinfo:eu-repo/semantics/articlehttp://purl.org/coar/version/c_970fb48d4fbd8a85Comunidad Universidad de MedellínLat: 06 15 00 N  degrees minutes  Lat: 6.2500  decimal degreesLong: 075 36 00 W  degrees minutes  Long: -75.6000  decimal degrees11407/5504oai:repository.udem.edu.co:11407/55042021-05-14 14:29:40.692Repositorio Institucional Universidad de Medellinrepositorio@udem.edu.co

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