Atsuo Hazeyama

A Learning Support System based on Question-posing and Its Evaluation

This paper proposes a Web-based collaborative learning system, which supports question-posing by learners, assessment from peers, and discussions with question-poser and peers. It also describes evaluation of effectiveness of the system. Based on the results, the system contributed to enhancement of understanding of those who used the system. Although facilities for discussions were not used as much as we expected, we found some functions to be enhanced for discussions support.

Concerto II: A Learning Community Support System Based on Question-posing

The authors created a Web-based collaborative learning system, which supported question-posing by learners, assessment from peers, and communications with question-posers and peers. They applied it to an actual university course. As the results, they identified some features to be enhanced, i.e., communication support, solution to a problem with respect to quality of posed questions, and motivation improvement. This paper describes a learning community support system based on question-posing called Concerto II to solve the problems.

A Requirement Elicitation Method in Collaborative Software Development Community

We developed a collaborative software development community-ware whose goal is to provide practical tasks for the students in software engineering education in a university and to provide software for education purpose. We performed a pilot experimentation for the community-ware. The results show that software requesters made software change requests for not only functional aspects but also user interface. This paper proposes a user interface oriented requirement elicitation process. The process is that software requesters present functional requests and user interface design which met the requests. Then based on the requests and the user interface, developers and software requesters decide priority for each requirement in a collaborative manner.

An education support system of information system design and implementation and lessons learned from its application

The authors have been developing an education system that supports university-level group exercises related to the design and implementation of information systems. The system is composed of three sub-systems: group organization, electronic textbook creation and software development process support. These are flexibly integrated via databases. The authors applied this system to an actual class at their university, and evaluated the system based on quantitative data from exercise outputs and student questionnaires. The questionnaire results indicated that the system was especially effective for document creation and for monitoring progress among group members. Groups that used the system created more documents than those that did not. Personal progress reports were the most frequently created documents.

A process model for software process management

Development of large-scale software generally involves in setting up of a project. Intensive management offers a practical approach to such development. Therefore, the key to success of a project is to develop technology which provides strong support for project management. This paper describes the requirements for a system which supports the process management of a software development project, placing emphasis on the following requirements for that system: (1) The activities and the resources which perform activities must be specified for a software development project. These resources include people resources and non-people resources such as tools and machines. (2) The relationships between the activities and resources must be established. This paper proposes a process model which specifies the relationships between the activities and the resources according to the above requirements. This paper also explains the behavior of the model by an example and discusses the usefulness of the model.<<ETX>>

A Metamodel for Security and Privacy Knowledge in Cloud Services

We propose a metamodel for handling security and privacy in cloud service development and operation. The metamodel is expected to be utilized for building a knowledge base to accumulate, classify and reuse existing cloud security and privacy patterns and practices in a consistent and uniform way. Moreover the metamodel and knowledge base are expected to be utilized for designing and maintaining architectures for cloud service systems incorporating security and privacy.

Survey on Body of Knowledge Regarding Software Security

With an increase in the services on the Internet, importance for software security technologies has been recognized. A number of research and development programs regarding software security have been carried out thus far. However, it is not clear how these technologies can be combined in order to utilize them effectively. This paper proposes a conceptual model for a body of knowledge regarding software security. In addition, this paper introduces an overview of technologies developed for different pieces of knowledge and the current status of research that has clarified the relationships between these pieces of knowledge. Finally, the author discusses the future direction of this field.

Distributed Collaborative Modeling Support System Associating UML Diagrams with Chat Messages

With the advancement of network technology and globalization of business, distributed software development has become in common. Along with this trend, distributed synchronous collaborative modeling support systems have been proposed. This study points out two issues traditional systems have; they don’t relate conversations with model diagrams, and they can’t replay histories of modeling by associating contents of conversations with elements of model diagrams. The authors developed a distributed synchronous collaborative modeling support system for UML diagrams, called Libra-on-Chat, which solved the issues. As the results of an experiment, the system allowed participants to focus on elements in a diagram under discussion. It also enabled developers to grasp design rationale in review.

Development of a Software Security Learning Environment

The importance of software security technologies is increasingly being recognized with the increase in services available on the Internet. It is important to foster human resources with knowledge and skills relevant to software security technologies. This paper proposes a learning process for software security and a learning environment that supports the learning process. In the learning process, learners create artifacts for software security from artifacts created in a traditional software engineering course, without dealing with software security, by referring to the reference information for software security (standards, methodologies, guidelines, security patterns, and so on). The learning environment supports storage of (1) the artifacts created in a traditional software engineering course, (2) artifacts created in a software security course, (3) the reference information and the relationships between different pieces of the reference information, (4) the rationale and association of the reference information with the artifacts created in a software security course, and (5) review comments and their association with the artifacts created in a software security course.

A Learning Environment for Software Security Education

In recent years, importance on software security has been recognized. Along with the trend, to foster software engineers who possess software security technologies is expressed. The authors have been tackling software engineering education, and have lots of artifacts as the outcomes of the education. The authors propose a learning process that utilizes these artifacts as input for learning of software security and the learners create artifacts for secure software referring to various types of guidelines (methods for secure software development, patterns, standards, and so on). The authors also propose a learning environment to support the process, which adopts a knowledge management approach. The environment enables to store the artifacts, guidelines and rationale, and learners to associate relationships among them.