Teaching Programming and Design-by-Contract

Carvalho, Daniel de; Hussain, Rasheed; Khan, Adil; Khazeev, Mansur; Lee, JooYong; Masiagin, Sergey; Mazzara, Manuel; Mustafin, Ruslan; Naumchev, Alexandr; Rivera, Victor M.

doi:10.1007/978-3-030-11932-4_7

Cited by 8 publications

(5 citation statements)

References 10 publications

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“…Ultimately, DevOps [2,13] and the microservices architectural style [14,15] with its domains of interests [21,22,23,24,25] may have the potential of changing how companies run their systems in the same way Agile has changed the way of In terms of pedagogical innovation, the authors of this paper have experimented for long with novel approaches under different forms [17]. However, DevOps represents a newer and significant challenge.…”

Section: Discussionmentioning

confidence: 99%

“…This is the reality we have more direct experience of. In [16] the first five years of Innopolis University and the development of the internationalisation strategy is discussed, while [17] presents some teaching innovations and peculiarities of the university. At Innopolis University students have a 4-year bachelor, the firs two years are fundamental, and a specific track is chosen at the third year (Software Engineering, Data Science, Security and Network Engineering or Artificial Intelligence and Robotics).…”

Section: Visionmentioning

confidence: 99%

See 1 more Smart Citation

Teaching DevOps in Academia and Industry: Reflections and Vision

Bobrov

Bucchiarone

Capozucca

et al. 2020

Software Engineering Aspects of Continuous Development and New Paradigms of Software Production and Deployment

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Section: Discussionmentioning

confidence: 99%

Section: Visionmentioning

confidence: 99%

Teaching DevOps in Academia and Industry: Reflections and Vision

Bobrov

Bucchiarone

Capozucca

et al. 2020

Software Engineering Aspects of Continuous Development and New Paradigms of Software Production and Deployment

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“…Verification tools must be presented and discussed by offering an understanding of the implementation techniques, and guidance upon the verification process. Teaching DbC is necessary [5]. Furthermore,Design by Contract and Predicate Logic are crucial prerequisites for getting students ready to dive into verification.…”

Section: Recommendations To Facilitate Formal Methods Adaptation Thro...mentioning

confidence: 99%

Towards a Broader Acceptance of Formal Verification Tools

Khazeev

Mazzara

Aslam

et al. 2020

Advances in Intelligent Systems and Computing

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Formal methods yet advantageous, face challenges towards wide acceptance and adoption in software development practices. The major reason being presumed complexity. The issue can be addressed by academia with a thoughtful plan of teaching and practise. The user study detailed in this paper is examining AutoProof tool with the motivation to identify complexities attributed to formal methods. Participants' (students of Masters program in Computer Science) performance and feedback on the experience with formal methods assisted us in extracting specific problem areas that effect tool usability. The study results infer, along with improvements in verification tool functionalities, teaching program must be modified to include pre-requisite courses to make formal methods easily adapted by students and promoting their usage in software development process.

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“…In terms of pedagogical innovation, the authors of this paper have experimented for long with novel approaches under different forms [10]. However, DevOps represents a newer and significant challenge.…”

Section: Comparative Analysis Conclusion and Future Workmentioning

confidence: 99%

DevOps and Its Philosophy: Education Matters!

Bobrov

Bucchiarone

Capozucca³

et al. 2019

Microservices

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DevOps processes comply with principles and offer practices with main objective to support efficiently the evolution of IT systems. To be efficient a DevOps process relies on a set of integrated tools. DevOps is the first required competency together with Agile Method required by the industry. DevOps processes are sharing many aspects with microservices approaches especially the modularity and flexibility which enables continuous change and delivery. As a new approach it is necessary to developp and offer to the academy and to the industry training programs to prepare our engineers in the best possible way. In this chapter we present the main aspects of the educational effort made in the recent years to educate to the concepts and values of the DevOps philosophy. This includes principles, practices, tools and architectures, primarily the Microservice architectural style. Two experiences have been made, one at academic level as a master program course and the other, as an industrial training. Based on those two experiences, we provide a comparative analysis and some proposals in order to develop and improve DevOps education for the future.

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Teaching Programming and Design-by-Contract

Cited by 8 publications

References 10 publications

Teaching DevOps in Academia and Industry: Reflections and Vision

Teaching DevOps in Academia and Industry: Reflections and Vision

Towards a Broader Acceptance of Formal Verification Tools

DevOps and Its Philosophy: Education Matters!

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