• DocumentCode
    2106017
  • Title

    Applying system thinking to model-based software engineering

  • Author

    Tomer, Amir

  • Author_Institution
    Software Eng. Dept., Kinneret Acad. Coll. on the Sea of Galilee, Tzemach, Israel
  • fYear
    2012
  • fDate
    17-20 April 2012
  • Firstpage
    1
  • Lastpage
    10
  • Abstract
    A systematic and consistent framework for software modeling is introduced, being the core of a Software-Intensive-Systems-Engineering (SWISE) academic course, which has been taught by the author in over 50 classes over 12 years. The approach is based upon a general perception and definition of a “system” which can be applied to any level of system decomposition, throughout subsystems, components, units etc. Five principle levels-of-interest are introduced and appropriate UML models are suggested at each level, preserving model consistency within and between levels. Each modeled entity along the process possesses a functional, a structural and a behavioral model. The use of models is demonstrated not only at the analysis and design stages of development but also at the integration and testing stages. The entire agenda of the SWISE course is presented, detailing the instructional tools and case-studies used during the course.
  • Keywords
    Unified Modeling Language; computer science education; software engineering; SWISE course; UML models; instructional tools; model-based software engineering; software modeling; software-intensive-systems-engineering academic course; system decomposition; system thinking; Business; Computational modeling; Hardware; Programming; Software; Unified modeling language; Life-Cycle; Model-Based Development; Software Engineering; Systems Engineering; Unified Modeling Language (UML);
  • fLanguage
    English
  • Publisher
    ieee
  • Conference_Titel
    Global Engineering Education Conference (EDUCON), 2012 IEEE
  • Conference_Location
    Marrakech
  • ISSN
    2165-9559
  • Print_ISBN
    978-1-4673-1457-2
  • Electronic_ISBN
    2165-9559
  • Type

    conf

  • DOI
    10.1109/EDUCON.2012.6201185
  • Filename
    6201185