Systems Engineering

Mientras los productos de las Ciencias de la computación se generan en corto tiempo dado el desarrollo de la ciencia per se, las reflexiones en cuanto a la enseñanza de dichas ciencias se han caracterizado por desarrollarse a largo plazo. Este artículo realiza una exploración de corte intercultural sobre experiencias interesantes en materia de la enseñanza en las Ciencias de la computación en el caso específico de la didáctica del diseño de software en diferentes partes del planeta. Tras dicho estudio previo, realizado a través de una investigación cualitativa en el marco de la docencia universitaria, el artículo establece los parámetros de reflexión al tenor de los procesos de globalización, brindando algunas ideas para propuestas futuras en materia de didácticas especificas en el campo, con un pensamiento crítico. Se concluye que el aporte de las líneas de pensamiento crítico contribuye a la contextualización de las didácticas inmersas en procesos de globalización.

Strategic planning seeks organizational development through the formulation and implementation of projects oriented to reach corporate objectives for middle and long term. This paper presents KNOT, a pedagogical proposal for learning the design and implementation of strategic business planning (SBP) and strategic computing planning (SCP). KNOT is based on pedagogical and management approaches, and it focuses on software companies by including four elements: (1) a simulated software company as a virtual learning scenario, (2) the formulation and implementation of SBP and SCP, as application guide, (3) a role-playing game as an active participation strategy, and (4) LARIAT prototype software, as a tool that implements the process and supports the proposal. Currently, LARIAT is being tested in the software engineering courses at the University of NariA±o.

In the educational scenario, some methods are used for curriculum design. Despite such methods, a sample of documented experiences about curriculum design shows designers use their criteria, i.e., we have virtually as many methods as curriculum designers. Facing such a situation, we focus on identifying common practices within such methods of curriculum design. According to a systematic literature review, experiential learning is identified as a common practice from such experiences. In this paper, we use a common ground for curriculum design affairs based on a Quintessence kernel. Considering Quintessence kernel is defined as a set of concepts and relationships essential and present in any project endeavor, such a kernel is the first approach to represent common practices of curriculum design, and we start with the experiential learning practice. Within the constructivist pedagogical tends, experiential learning plays a leading role since it supports the development of the student ...

Among the scenarios related to computer science, learning activities associated with computer programming have been recognized with a high degree of difficulty, according to the information revealed in this review article. With this situation, which apparently is quite common at the global level, the causes of this problem are related to certain characteristics that happen inside the classroom. Certain cognitive skills are relevant at the time of learning the basics of programming, such as the ability of abstraction, a good logical-mathematical aptitude and ability to solve algorithmic order problems. In addition, motivators are necessary when faced with the issues associated with programming fundamentals in practice settings. The content of this review involves experiences in different areas of the planet, whose interest aims to uncover the origins of the problem. Finally, a reflection is made in the search for possible solutions, and where the performance space is opened to a new ...

Pre-conceptual schemas are a straightforward way to represent knowledge using controlled language regardless of context. Despite the benefits of using pre-conceptual schemas by humans, they present challenges when interpreted by computers. We propose an approach to making computers able to interpret the basic pre-conceptual schemas made by humans. To do that, the construction of a linguistic corpus is required to work with large language models-LLM. The linguistic corpus was mainly fed using Master's and doctoral theses from the digital repository of the University of Nariño to produce a training dataset for re-training the BERT model; in addition, we complement this by explaining the elicited sentences in triads from the pre-conceptual schemas using one of the cuttingedge large language models in natural language processing: Llama 2-Chat by Meta AI. The diverse topics covered in these theses allowed us to expand the spectrum of linguistic use in the BERT model and empower the generative capabilities using the fine-tuned Llama 2-Chat model and the proposed solution. As a result, the first version of a computational solution was built to consume the language models based on BERT and Llama 2-Chat and thus automatically interpret pre-conceptual schemas by computers via natural language processing, adding, at the same time, generative capabilities. The validation of the computational solution was performed in two phases: the first one for detecting sentences and interacting with pre-conceptual schemas with students in the Formal Languages and Automata Theory course-the seventh semester of the systems engineering undergraduate program at the University of Nariño's Tumaco campus. The second phase was for exploring the generative capabilities based on pre-conceptual schemas; this second phase was performed with students in the Object-oriented Design course-the second semester of the systems engineering undergraduate program at the University of Nariño's Tumaco campus. This validation yielded favorable results in implementing natural language processing using the BERT and Llama 2-Chat models. In this way, some bases were laid for future developments related to this research topic.

Mientras los productos de las Ciencias de la computación se generan en corto tiempo dado el desarrollo de la ciencia per se, las reflexiones en cuanto a la enseñanza de dichas ciencias se han caracterizado por desarrollarse a largo plazo. Este artículo realiza una exploración de corte intercultural sobre experiencias interesantes en materia de la enseñanza en las Ciencias de la computación en el caso específico de la didáctica del diseño de software en diferentes partes del planeta. Tras dicho estudio previo, realizado a través de una investigación cualitativa en el marco de la docencia universitaria, el artículo establece los parámetros de reflexión al tenor de los procesos de globalización, brindando algunas ideas para propuestas futuras en materia de didácticas especificas en el campo, con un pensamiento crítico. Se concluye que el aporte de las líneas de pensamiento crítico contribuye a la contextualización de las didácticas inmersas en procesos de globalización.

Strategic planning seeks organizational development through the formulation and implementation of projects oriented to reach corporate objectives for middle and long term. This paper presents KNOT, a pedagogical proposal for learning the design and implementation of strategic business planning (SBP) and strategic computing planning (SCP). KNOT is based on pedagogical and management approaches, and it focuses on software companies by including four elements: (1) a simulated software company as a virtual learning scenario, (2) the formulation and implementation of SBP and SCP, as application guide, (3) a role-playing game as an active participation strategy, and (4) LARIAT prototype software, as a tool that implements the process and supports the proposal. Currently, LARIAT is being tested in the software engineering courses at the University of NariA±o.

In the educational scenario, some methods are used for curriculum design. Despite such methods, a sample of documented experiences about curriculum design shows designers use their criteria, i.e., we have virtually as many methods as curriculum designers. Facing such a situation, we focus on identifying common practices within such methods of curriculum design. According to a systematic literature review, experiential learning is identified as a common practice from such experiences. In this paper, we use a common ground for curriculum design affairs based on a Quintessence kernel. Considering Quintessence kernel is defined as a set of concepts and relationships essential and present in any project endeavor, such a kernel is the first approach to represent common practices of curriculum design, and we start with the experiential learning practice. Within the constructivist pedagogical tends, experiential learning plays a leading role since it supports the development of the student ...

Among the scenarios related to computer science, learning activities associated with computer programming have been recognized with a high degree of difficulty, according to the information revealed in this review article. With this situation, which apparently is quite common at the global level, the causes of this problem are related to certain characteristics that happen inside the classroom. Certain cognitive skills are relevant at the time of learning the basics of programming, such as the ability of abstraction, a good logical-mathematical aptitude and ability to solve algorithmic order problems. In addition, motivators are necessary when faced with the issues associated with programming fundamentals in practice settings. The content of this review involves experiences in different areas of the planet, whose interest aims to uncover the origins of the problem. Finally, a reflection is made in the search for possible solutions, and where the performance space is opened to a new ...

In the educational setting, several methods are used for curriculum design. Despite the existence of such methods, a sample of documented experiences about curriculum design shows their designers use their own criteria. Also, the usage of heterogeneous practices and diversity of concepts, and different ways of working in curriculum design are detected in the curriculum design endeavor. In order to alleviate such situations, in this paper a common ground for curriculum design affairs based on a Software Engineering Teaching kernel is used. A kernel is defined as a set of concepts and relationships which are essential and are present in any software development effort. In this proposal, the usage of such a kernel is just the first step in order to think about practices and methods for curriculum design. The Software Engineering Teaching kernel we use for representing our first practice in curriculum design is derived from a general theory called SETMAT−Software Engineering Teaching Methods and Theory. The contribution in this regard is based on exploring alternative ways of working with curriculum design from an engineering perspective. "Alphas. Representations of the essential things to work with. The alphas provide descriptions of the kind of things that a team will manage, produce, and use in the process of developing, maintaining, and supporting software and, as such, are relevant to assessing the progress and health of a software endeavor. They also act as the anchor for any additional sub-alphas and work products required by the software engineering practices. Activity Spaces. Representations of the essential things to do. The activity spaces provide descriptions of the challenges a team faces when developing, maintaining, and supporting software systems, and the kinds of things that the team will do to meet them. Competencies. Representations of the key capabilities required to carry out the work of software engineering." (OMG, 2015). This representation of the practice in curriculum design includes a common language for designers to represent, compare

While the products of computer science have been generated in a short time, given the development of science per se, the reflections concerning the teaching of these sciences have been characterized by long-term development. This article provides an intercultural scan of interesting experiences in the field of computer science education, specifically in the case of the didactic of software design in different parts of the world. After a previous study, conducted through qualitative research in the context of University teaching, the article sets the parameters of reflection to the tenor of the globalization process, offering some proposed future ideas specific to the field of teaching with critical thinking. It concludes that critical thinking contributes to the contextualization of the didactic field immersed in the globalization processes.

Pre-conceptual schemas are a straightforward way to represent knowledge using controlled language regardless of context. Despite the benefits of using pre-conceptual schemas by humans, they present challenges when interpreted by computers. We propose an approach to making computers able to interpret the basic pre-conceptual schemas made by humans. To do that, the construction of a linguistic corpus is required to work with large language models-LLM. The linguistic corpus was mainly fed using Master's and doctoral theses from the digital repository of the University of Nariño to produce a training dataset for re-training the BERT model; in addition, we complement this by explaining the elicited sentences in triads from the pre-conceptual schemas using one of the cuttingedge large language models in natural language processing: Llama 2-Chat by Meta AI. The diverse topics covered in these theses allowed us to expand the spectrum of linguistic use in the BERT model and empower the generative capabilities using the fine-tuned Llama 2-Chat model and the proposed solution. As a result, the first version of a computational solution was built to consume the language models based on BERT and Llama 2-Chat and thus automatically interpret pre-conceptual schemas by computers via natural language processing, adding, at the same time, generative capabilities. The validation of the computational solution was performed in two phases: the first one for detecting sentences and interacting with pre-conceptual schemas with students in the Formal Languages and Automata Theory course-the seventh semester of the systems engineering undergraduate program at the University of Nariño's Tumaco campus. The second phase was for exploring the generative capabilities based on pre-conceptual schemas; this second phase was performed with students in the Object-oriented Design course-the second semester of the systems engineering undergraduate program at the University of Nariño's Tumaco campus. This validation yielded favorable results in implementing natural language processing using the BERT and Llama 2-Chat models. In this way, some bases were laid for future developments related to this research topic.