Stanislaw Maj

A case for systems thinking and system dynamics

Systems thinking is a way of thinking that focuses on the relationships between the parts forming a purposeful whole. System dynamics is concerned with building computer models of complex problem situations and then experimenting with and studying the behaviour of these models over time. This paper is a review of systems thinking that considers its unique history and influences, paradigms and methodologies, and presents a case for the system dynamics methodology as the best tool for the most diverse range of problem situations.

Is computer technology taught upside down

There has been a continuing fragmentation of traditional computer science into other disciplines such as Multimedia, e-commerce, software engineering etc. In this context the standard computer technology curriculum designed for computer science students is in danger of becoming perceived as increasingly irrelevant --- both by students and employers. The authors review expectations of both students and employers, as determined by market analysis, and present the results of implementing one possible solution to providing an introductory computer technology curriculum suitable not only for students from other disciplines but also as a basis for Computer Science majors.

A proposed new high level abstraction for computer technology

Computer technology can be described using a range of models based on different levels of detail e.g. semiconductors, transistors, digital circuits. Such models are designed to progressively hid irrelevant detail and yet provide sufficient information to be useful for communication, design and documentation. However, developments in computer technology have resulted in a low cost, heterogeneous modular architecture that is difficult to model using current methods. This paper proposes a new generic method of modeling computer technology at a higher level of abstraction than those currently used. Investigations to date indicate that this model is independent of architectural detail and can therefore accommodate changes in technology. This new model is more directly relevant to the cheap, low-cost modular architectures in use today. Furthermore, all work to date has strongly indicated it may be useful as the basis of a new pedagogical framework for teaching not only introductory but also more advanced computer technology.

Cutting hacking: breaking from tradition

Code construction is the one inescapable phase of the software development cycle yet educators seem unable to escape the mind-set which equates programming with syntax and semantics. Accumulated coding wisdom of more than four decades, now being codified in the SWEBOK, should smooth the process of learning to develop software if presented early in the students career. Typically, however, it continues to be presented in advanced programming units rather than as fundamental understanding. As a consequence, code hacking is the norm in undergraduate years. This paper examines current practice and presents the view that what is needed is not a return to basics but rather an advance to basics - that syntax and semantics should be seen as a means of expression of formulated ideas and that student software engineers should be exposed immediately to the notion of code construction as the application of basic concepts rather than fluency in a language - thereby potentially bringing together programming practice and software engineering theory.

Educating professional software engineers: pathways and progress in the Australian experience

Australia has seized the international initiative in the recognition of software engineers as professionals. Of the 37 universities in Australia offering undergraduate courses in computing, eleven offer courses in software engineering which are accredited by the Institute of Engineers, Australia (IEAust) and which may lead the graduate to membership of the Institute. In this way, the Institute has plausible claim to being the first national professional engineering body in the world to have accredited four-year undergraduate software engineering degrees as professional qualifications. The paper traces the development of the relationship between the Institute of Engineers and the computing industry and looks at the changes this relationship has wrought in the content and emphasis of tertiary software engineering education.

B-Nodes: a new scalable high level abstraction model

This paper proposes a new modeling technique called B-Nodes. B-Nodes represent a new, high-level abstraction that allows technical detail to be controlled using top-down recursive decomposition. This abstraction. is independent of architectural detail and can therefore accommodate rapid changes in technology. The use of recursive decomposition allows B-Nodes to be used not only for entire e-commerce system but also sub-modules within this system. The use of fundamental units allows the performance of heterogeneous technologies to be compared and other units to be derived. Results to date indicate no comparable model exists. Should further work validate this technique the authors recommend its use as a standard technique in information systems analysis and design.