Model-Driven Design Using IEC 61499: A Synchronous Approach for Embedded and Automation Systems

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This paper provides an overview of SimGen, a prototyping tool which aids in the creation of 3D simulations for embedded systems testing.

4DIAC - A Framework for Distributed Industrial Automation and Control - EclipseCon France 2013

SimGen relies on a domain specific language to describe the components of the simulation and the communication protocol used to interface with them. A game engine called Unity is used to power the 3D environment in which the simulation takes place. The prototyping tool generates the necessary scripts to fully build the simulation within the Unity environment. By using the power of the Unity environment with the simplicity of the domain specific language, users are able to create simulations customized to their testing needs.

2010 – today

The communication protocol between individual objects and the users application is defined by the user in the DSL and runs on TCP sockets for a general and easy to implement connection. The importance of appropriate software design documentation has been well-established. Yet in industrial practice design documentation of large software systems is often out of date or entirely lacking in large part due to the effort required to produce and maintain useful design documents. While model-based design mbd partially addresses this problem, large complex models still require additional design documentation to enable development and maintenance.

This paper introduces tool support for documenting the Software Design Description sdd of embedded systems developed using mbd with Simulink. In particular, the paper proposes a template for a sdd of a Simulink model.

DEMONSTRATION SESSION: Tools & demonstrations

Then, the tool support we have developed for semi-automatic generation of sdd s from the template is introduced. The tool support integrates MathWorks' Simulink Report Generator and our previously developed Signature Tool that identifies the interfaces of Simulink subsystems. Reverse engineering GUI models from Android apps is important for model based techniques.

Duplicate citations

We believe that the UI driven feature of Android makes it necessary to build GUI models with sufficient details in order to adequately capture the apps' behavior. In this work, we make some effort in static extraction of GUI models for Android apps and our focuses include: i analyzing container components including Navigation-View, Fragment and RecyclerView; ii extracting constraint information, especially those related to window transitions; iii representing the analysis result with Interaction Flow Modeling Language IFML to visually present GUI elements of Android apps, so as to facilitate human comprehension and manual modification of the models.

Motivated by the system management concept of Integrated Modular Avionics IMA , where the system is manually divided into a hierarchical structure of clusters of closely related system components, so called integration areas, we introduce a data mining-based approach to automatically calculate such integration areas or clusters.

Thus, facilitating the modelling process by clustering software components with dense intercommunication, achieving in this way a reduced off-board intercommunication, once the software is mapped to the underlying hardware.

Embedded Solution for Industrial Automation & Communication

Even though the idea emerged from the avionics domain, the proposed approach can be applied to other domains, e. Smart grids are the oncoming generation of power grids, which rely on information and communication technologies to tackle decentralized and intermittent energy sources such as wind farms and photovoltaic plants. They integrate physical, software and network technical domains.

Therefore the design of smart grids is complex because of the various technical domains and modeling tools at stake. Simulation is very valuable to evaluate various behavioral assumptions, and cosimulation allows each designer to work on its part of the design, with its own tools and modeling language. However, the accuracy and the predictive value of the cosimulation depend on a proper integration of these models and on the correct synchronization of their execution. In our work, we propose an approach which rely on model driven engineering to maintain the consistency between all the models, through a DSL and model transformation techniques.

We present unified and extensible semantics for Behavioral Programming BP. The presented semantics support a direct embedding of executable models in regular software systems. We further present BPjs a tool-set for executing, embedding, and verifying behavioral models, based on the proposed semantics.

Being extensible, embeddable, and supporting verification, BPjs can serve as a common infrastructure for BP and executable modeling research. This paper presents the evolution of teaching a holistic course on Model-driven Software Development based on analyzing and assessing of a set of related courses during the last ten years, taught both in Norway and the USA. The objectives of these courses are to demonstrate and teach the use of modeling tools through a holistic perspective, from business architecture, requirements, system architecture, software architecture, and to executable models that take advantages of platform-based development.

An analysis of the courses from previous years resulted in a recommendation for a new setup for the courses in , in turn, a further analysis of the experiences and results from the courses leads to a plan for improvements for the courses to be taught in future. The result is a complete enterprise architecture modeling approach education from business architecture to software architecture to functioning software.


  1. Marketing Research for Non-profit, Community and Creative Organizations.
  2. Representing Workers: Trade Union Recognition and Membership in Britain (The Future of Trade Unions in Britain)?
  3. Iec 61850 university.

Online and blended learning are employed by educators in a wide variety of fields, from literature to computer science, from medicine to astronomy. The complex nature of conceptual modelling as a subject to be taught at the university level, as well as the increasing number of students, pose a certain challenge to the modern educators and call for a thorough review of the teaching methods, types of assessment and technologies used to support the learning process.

In this paper, we provide an experience report on a redesigned master level university course on conceptual modelling, which employs blended learning approach. We investigate the aspects of students' behavior, performance and perception of the course, and reflect on the possibilities of transition from a SPOC in the context of blended learning to an exclusively online MOOC. Industry 4.

Zeeshan Ejaz Bhatti - Citas de Google Académico

We observe a trend towards model-based systems engineering in the context of Industry 4. We conducted a project class on model-based systems engineering for Industry 4. To this end, we instrumented the class with a questionnaire and semi-structured interviews to understand the challenges and expectations of students on this topic.

We report the results of both and lessons learned for future project classes on model-based systems engineering for Industry 4. However, an agreed core of concepts, mechanisms and practices which constitutes the Body of Knowledge of a discipline has not been captured anywhere, and is only partially covered by the SE Body of Knowledge SWEBOK. With the goals of characterizing the contents of the MBSE discipline, promoting a consistent view of it worldwide, clarifying its scope with regard to other SE disciplines, and defining a foundation for a curriculum development on MBSE, this paper provides a proposal for an extension of the contents of SWEBOK with the set of fundamental concepts, terms and mechanisms that should constitute the MBSE Body of Knowledge.

An achievement-driven methodology strives to give students more control of their learning with enough flexibility to engage them in deeper learning. We observed in the course Advanced Software Design, which uses the achievement-driven methodology, that students fail to get high grades, which may hamper deeper learning.

To motivate students to pursue and get higher grades we added gamification elements to the course. To measure the success of our gamification implementation, students filled out a questionaire rating the enjoyment and motivation produced by the game. However, only the relationship between motivation and grade is significant, which implies that notivation drives the overall effect of the model. The results suggest that the more the students were motivated by the game, the higher their grades on the course and vice versa.

This implies that if gamification indeed motivates students, then it makes them go beyond what is expected.


  • Mathematical and Quantum Aspects of Relativity and Cosmology: Proceeding of the Second Samos Meeting on Cosmology, Geometry and Relativity Held at Pythagoreon, Samos, Greece, 31 August–4 September 1998;
  • Model-Driven Design Using IEC 61499.
  • dblp: Partha S. Roop.
  • Contemporary Pragmatism Vol. 4, Issue 2 December 2007.?
  • Modelling techniques have been part of the software engineering practice for decades. Despite Model-Driven Software Engineering M de being spread in the industry, effective teaching through meaningful use cases remains a challenge. Some guidelines and teaching experiences have been reported that either focus on the content of an M de course, or on tooling environments designed for students.

    Furthermore, little emphasis has been put on the usability in the context of Software Language Engineering S le , which may lead to technically valid languages, but which are difficult to use. In this paper, we report on our attempt to combine a practical use case for S le and a structured peer review focusing on the language usability and its tooling environment. By putting students in both the seats of language designers and users, we believe to empower students with suitable technical S le skills as well as making them aware that a good software language requires more than theoretical validity to be adopted.

    This paper describes our experience in constructing a new Domain-Specific Language course at the graduate level whose objectives is to reconciliate concepts coming from Language Design as well as Modeling domains. We illustrate the course using the reactive systems application domain, which prevents us to fall back in a toy example pitfall.

    This paper describes the nine stages used to guide students through a journey starting at low-level C code to end with the usage of a language design workbench. A role is a powerful modeling concept in software modeling. Beginners in modeling, however, find it difficult to understand the role concept.

    They often confuse the role concept with the is-a relationship generalization. Therefore, we address the semantic difference between natural objects and roles in object-oriented modeling by using a new teaching approach - the R-CRC Card Method which is a role-based extension of the CRC Card Method. This work provides an introduction to this new approach and reveals results from a case study with undergraduate students comparing both card methods.

    It is shown that the R-CRC Card Method is more suitable for analyzing an application domain and the identification of roles. Further study findings depict the effectiveness of the method for education by teaching students and support the R-CRC Card Method as a didactic tool for teaching the role concept in object-oriented modeling. Understanding the experiences of instructors teaching modelling and model-driven engineering is of great relevance to determining how MDE courses should be managed in terms of content, assessment, and teaching methods. In this paper, we report the results of a survey of 47 instructors in this field.

    Questions address course content, tools and technologies used, as well as positive and negative factors affecting learning outcomes. We analyse the results and summarise key findings with the potential of improving the state of teaching and learning practices. The survey is a preliminary effort in giving a structured overview on the state-of-the-practice within teaching modeling and model-driven engineering from the point of view of the instructor. The prevalence of model-driven software engineering in industry combined with a personal interest in the topic led to the conception of a new course aimed at introducing students to topics related to modeling.

    This paper presents a retrospective examination of this course, including: a course overview, intra-student grade comparisons on topic-centered assessments, and student feedback regarding course topics and implementation. The paper provides sufficient detail of the course offering such that, if desired, readers could offer a course with similar goals, outcomes, and structure.

    Finally, specific lessons learned are presented in hopes of enabling future improvements to the course and as a warning to other academics should they begin to offer similar courses.

    IEC 61131-3 Programming Industrial Automation Systems

    Experiments, case studies and surveys are part of the standard toolbox researchers use for validating their proposed educational tools and methods. Yet the breadth of such evaluations is often limited to one dimension such as assessing the effect on learning outcomes by means of experiments, or evaluating user acceptance and perceived utility by means of surveys.

    Besides a positive effect in the classroom, it is equally important that students transfer their knowledge to their working environment, which constitutes yet another evaluation dimension. The lack of a widely accepted validation method encompassing a broad set of dimensions hampers the comparability and synthesis of research on modelling education. The adaptation proposes concrete metrics and instruments for each of Kirkpatrick's model level.

    It is a commonplace in computer science education that abstraction is a key concept. In model-driven development in particular, we all understand that the power of models comes from the fact that a model is an abstract representation of something important about a system. To whatever extent it can be taught, how is this best done? I will review the state of the art concerning these matters, relating it to my experience in teaching modelling to university students, and to my brief trials of teaching it to ten-year-old school children. This paper gives an overview over a dissertation project in the area of design space exploration for distributed, embedded systems.

    As the engineering of distributed embedded systems is getting more and more complex due to increasingly sophisticated functionalities demanding more and more powerful hardware, automation is required in order cope with this rising complexity. Using a model based systems engineering approach enables design space exploration methods which provide such automations, given a formalization of the problem in order to be solvable e.

    The synthesis shall consider variability aspects possible variants of the hardware elements. Additionally, timing aspects of the deployed shall be regarded such that the solution of the synthesis is a hardware topology, a deployment of functions onto this topology and a schedule of these functions.

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