Title : 
Applying system thinking to model-based software engineering
         
        
        
            Author_Institution : 
Software Eng. Dept., Kinneret Acad. Coll. on the Sea of Galilee, Tzemach, Israel
         
        
        
        
        
        
            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);
         
        
        
        
            Conference_Titel : 
Global Engineering Education Conference (EDUCON), 2012 IEEE
         
        
            Conference_Location : 
Marrakech
         
        
        
            Print_ISBN : 
978-1-4673-1457-2
         
        
            Electronic_ISBN : 
2165-9559
         
        
        
            DOI : 
10.1109/EDUCON.2012.6201185