Utilizing Scenarios in the Software Development Process

Benner, Kevin M.; Feather, Martin S.; Johnson, W. Lewis; Zorman, Lorna A.

doi:10.1016/b978-0-444-81594-1.50013-1

Cited by 53 publications

(20 citation statements)

References 12 publications

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“…Scenarios and use cases are widely used in a number of ways during the development process, and by a variety of participants [2,21]. Stakeholders (customers, users, and others affected by a system) use them to communicate what is wanted, and developers (designers, programmers, testers, etc.)…”

Section: Scenarios As Requirementsmentioning

confidence: 99%

Scenario support for effective requirements

Alspaugh

Antón

2008

Information and Software Technology

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Section: Scenarios As Requirementsmentioning

confidence: 99%

Scenario support for effective requirements

Alspaugh

Antón

2008

Information and Software Technology

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“…Packages are validated against requirements, begging the question of what these requirements are, how they are acquired and structured. Suggestions have included the use of scenarios (Benner et al 1992) though it is unclear where these scenarios come from and the extent of the assurance they deliver.…”

Section: Related Workmentioning

confidence: 99%

Software package requirements and procurement

Finkelstein¹,

Spanoudakis²,

Ryan³

Proceedings of the 8th International Workshop on Software Specification and Design

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“…They might explicitly refer to the underlying culture, norms, and values (Bødker & Christiansen, 1997). They focus on specific situations, only enlighten some important aspects, and generally do not include every eventuality (Benner, Feather, Johnson, & Zorman, 1993). Beside their classical use in the design process, scenarios are used here for purposes of evaluating the concrete benefits for learners of using some customized version of the generic environment.…”

mentioning

confidence: 99%

Supporting synchronous collaborative learning: A generic, multi-dimensional model

Lonchamp

2006

Computer Supported Learning

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Future CSCL technologies are described by the community as flexible, tailorable, negotiable, and appropriate for various collaborative settings, conditions and contexts. This paper describes the key design issues of a generic synchronous collaborative learning environment, called Omega+. In this approach, model-based genericity is applied to the four dimensions of collaborative learning: the situation, the interaction, the process, and the way of monitoring individual and group performance. These four aspects are explicitly specified in a set of models that serve as parameters for the generic environment. This opens the possibility of combining many structuring/scaffolding techniques that have been proposed in isolation in the CSCL literature. The paper also emphasizes the specificities and difficulties of evaluating a comprehensive generic support approach. Experimental evaluations conducted by system designers generally isolate the effects of a particular design feature on learning. This kind of evaluation can hardly demonstrate the usefulness of a generic model at the global level and the feasibility of system customization by non-specialist teachers. To address these difficulties, Omega+ is integrated into a larger collaborative web platform dedicated to CSCL practice, evaluation (by collecting anonymized logs), and dissemination (by supporting the technical and pedagogical development of teachers).

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Utilizing Scenarios in the Software Development Process

Cited by 53 publications

References 12 publications

Scenario support for effective requirements

Scenario support for effective requirements

Software package requirements and procurement

Supporting synchronous collaborative learning: A generic, multi-dimensional model

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