This paper addresses the design of reactive real-time embedded systems. Such systems are often heterogeneous in implementation technologies and design styles, for example by combining hardware ASICs with embedded software. The concurrent design process for such embedded systems involves solving the specification, validation, and synthesis problems. We review the variety of approaches to these problems that have been taken.

Educational data mining and learning analytics promise better understanding of student behavior and knowledge, as well as new information on the tacit factors that contribute to student actions. This knowledge can be used to inform decisions related to course and tool design and pedagogy, and to further engage students and guide those at risk of failure. This working group report provides an overview of the body of knowledge regarding the use of educational data mining and learning analytics focused on the teaching and learning of programming. In a literature survey on mining students' programming processes for 2005-2015, we observe a significant increase in work related to the field. However, the majority of the studies focus on simplistic metric analysis and are conducted within a single institution and a single * Working group leaders Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the owner/author(s).

Introductory computer science students rely on a trial and error approach to fixing errors and debugging for too long. Moving to a reflection in action strategy can help students become more successful. Traditional programming assignments are usually assessed in a way that ignores the skills needed for reflection in action, but software testing promotes the hypothesis-forming and experimental validation that are central to this mode of learning. By changing the way assignments are assessed--where students are responsible for demonstrating correctness through testing, and then assessed on how well they achieve this goal--it is possible to reinforce desired skills. Automated feedback can also play a valuable role in encouraging students while also showing them where they can improve.

In design by contract (DBC), assertions are typically written using program variables and query methods. This technique does not allow specifiers to write model-oriented specifications for interfaces in languages like Java. Moreover, the lack of separation between program code and assertions is confusing, because readers do not know what code is intended for use in the program and what code is only intended for specification purposes. This lack of separation also creates a potential runtime performance penalty, even when runtime assertion checks are disabled, due to both the increased memory footprint of the program and the execution of code maintaining that part of the program's state intended for use in specifications. We present a new way of writing and checking DBC assertions without directly referring to concrete program states, using ``model'', i.e., specification-only, variables and methods. The use of model variables and methods solves all of the problems mentioned above. In addition, these features allow one to write more easily assertions that are abstract, concise, and independent of representation details, and hence more readable and maintainable. We implemented these features in the runtime assertion checker for the Java Modeling Language ( JML), but the approach could also be implemented in other DBC tools. AbstractIn design by contract (DBC), assertions are typically written using program variables and query methods. This technique does not allow specifiers to write modeloriented specifications for interfaces in languages like Java. Moreover, the lack of separation between program code and assertions is confusing, because readers do not know what code is intended for use in the program and what code is only intended for specification purposes. This lack of separation also creates a potential runtime performance penalty, even when runtime assertion checks are disabled, due to both the increased memory footprint of the program and the execution of code maintaining that part of the program's state intended for use in specifications.To solve these problems, we present a new way of writing and checking DBC assertions without directly referring to concrete program states, using "model", i.e., specification-only, variables and methods. The use of model variables and methods Preprint submitted to Elsevier Science 23 September 2003does not incur the problems mentioned above, but it also allow one to write more easily assertions that are abstract, concise, and independent of representation details, and hence more readable and maintainable. We implemented these features in the runtime assertion checker for the Java Modeling Language (JML), but the approach could also be implemented in other DBC tools.

Students need to learn more software testing skills. This paper presents an approach to teaching software testing in a way that will encourage students to practice testing skills in many classes and give them concrete feedback on their testing performance, without requiring a new course, any new faculty resources, or a significant number of lecture hours in each course where testing will be practiced. The strategy is to give students basic exposure to test-driven development, and then provide an automated tool that will assess student submissions on-demand and provide feedback for improvement. This approach has been demonstrated in an undergraduate programming languages course using a prototype tool. The results have been positive, with students expressing appreciation for the practical benefits of test-driven development on programming assignments. Experimental analysis of student programs shows a 28% reduction in defects per thousand lines of code.

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Computer science educators are increasingly using interactive learning content to enrich and enhance the pedagogy of their courses.

Despite our best efforts and intentions as educators, student programmers continue to struggle in acquiring comprehension and analysis skills. Students believe that once a program runs on sample data, it is correct; most programming errors are reported by the compiler; when a program misbehaves, shuffling statements and tweaking expressions to see what happens is the best debugging approach. This paper presents a new vision for computer science education centered around the use of test-driven development in all programming assignments, from the beginning of CS1. A key element to the strategy is comprehensive, automated evaluation of student work, in terms of correctness, the thoroughness and validity of the student's tests, and an automatic coding style assessment performed using industrial-strength tools.By systematically applying the strategy across the curriculum as part of a student's regular programming activities, and by providing rapid, concrete, useful feedback that students find valuable, it is possible to induce a cultural shift in how students behave.