A Formal Model Driven Approach to Dependable Software Evolution

Author(s):  
Feng Chen ◽  
Hongji Yang ◽  
Bing Qiao ◽  
William Chu
Author(s):  
Goran Savić ◽  
Milan Segedinac ◽  
Dušica Milenković ◽  
Tamara Hrin ◽  
Mirjana Segedinac

This paper presents research on using a model-driven approach to the development and management of electronic courses. We propose a course management system which stores a course model represented as distinct machine-readable components containing domain knowledge of different course aspects. Based on this formally defined platform-independent source course model, the system programmatically generates a final course in different platform-specific target models. Currently, our system supports the generation of IMS learning design, SCORM, LAMS and Sakai courses. The case study presents a formal model of the Web programming course and its transformation to the supported target models.


Author(s):  
Linas Laibinis ◽  
Elena Troubitsyna ◽  
Sari Leppänen

Telecommunication systems must have a high degree of availability, that is, a high probability of correct and timely provision of requested services. To achieve this, correctness of software for such systems should be ensured. Application of formal methods helps increase confidence in building correct software. However, to be used in practice, formal methods should be well integrated into existing development process. In this paper, the authors propose a formal model-driven approach to development of communicating systems. The authors formalize and extend the Lyra approach—a top-down service-oriented method for development of communicating systems. Lyra is based on transformation and decomposition of models expressed in UML2. The authors formalize Lyra in the B Method by proposing a set of formal specification and refinement patterns reflecting the essential models and transformations of the Lyra phases. Moreover, this paper extends Lyra to integrate reasoning about fault tolerance in the entire development flow.


Author(s):  
Linas Laibinis ◽  
Elena Troubitsyna ◽  
Sari Leppänen

Telecommunication systems must have a high degree of availability, that is, a high probability of correct and timely provision of requested services. To achieve this, correctness of software for such systems should be ensured. Application of formal methods helps increase confidence in building correct software. However, to be used in practice, formal methods should be well integrated into existing development process. In this paper, the authors propose a formal model-driven approach to development of communicating systems. The authors formalize and extend the Lyra approach—a top-down service-oriented method for development of communicating systems. Lyra is based on transformation and decomposition of models expressed in UML2. The authors formalize Lyra in the B Method by proposing a set of formal specification and refinement patterns reflecting the essential models and transformations of the Lyra phases. Moreover, this paper extends Lyra to integrate reasoning about fault tolerance in the entire development flow.


Author(s):  
Christoph Rieger ◽  
Daniel Lucrédio ◽  
Renata Pontin M. Fortes ◽  
Herbert Kuchen ◽  
Felipe Dias ◽  
...  

2021 ◽  
Vol 11 (6) ◽  
pp. 2554
Author(s):  
Yoel Arroyo ◽  
Ana I. Molina ◽  
Miguel A. Redondo ◽  
Jesús Gallardo

This paper introduces Learn-CIAM, a new model-based methodological approach for the design of flows and for the semi-automatic generation of tools in order to support collaborative learning tasks. The main objective of this work is to help professors by establishing a series of steps for the specification of their learning courses and the obtaining of collaborative tools to support certain learning activities (in particular, for in-group editing, searching and modeling). This paper presents a complete methodological framework, how it is supported conceptually and technologically, and an application example. So to guarantee the validity of the proposal, we also present some validation processes with potential designers and users from different profiles such as Education and Computer Science. The results seem to demonstrate a positive reception and acceptance, concluding that its application would facilitate the design of learning courses and the generation of collaborative learning tools for professionals of both profiles.


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