An Online Course for Teaching
Model-based Engineering
Marian Daun∗ , Jennifer Brings∗ , Patricia Aluko Obe∗ , Klaus Pohl∗ ,
Steffen Moser† , Hermann Schumacher† , and Marcel Rie߇
∗ paluno - The Ruhr Institute for Software Technology
University of Duisburg-Essen, Essen, Germany
{marian.daun, jennifer.brings, patricia.aluko-obe, klaus.pohl}@paluno.uni-due.de
† School of Advanced Professional Studies
University of Ulm, Ulm, Germany
{steffen.moser, hermann.schumacher}@uni-ulm.de
‡ Institute of Embedded Systems/Real-Time Systems
University of Ulm, Ulm, Germany
marcel.riess@uni-ulm.de
Abstract—Online courses and incorporation of e-learning ele- However, drawbacks also exist. Particularly, students’ needs
ments in traditional courses are becoming increasingly popular. for individualized feedback for exercises is mentioned [4],
Switching to an online format is often seen as beneficial to which results from a commonly mentioned lack of interaction
students and educators alike. However, online courses often
struggle with teaching complex topics where solutions are not between students and teachers [5], which hinders some stu-
either correct or incorrect but come in different degrees of dents in their learning progress. To overcome these shortcom-
appropriateness. While models created for model-based engineer- ings, e.g., interactive elements such as class meetings, online
ing must fulfill various rules to be considered suitable, usually webinars, the use of forums and chats, or even the imple-
various, often equally well suited alternatives exist. In this talk mentation of interactive online courses have been proposed.
we report our experience from creating and teaching an online
course for model based engineering and explain how we handled Additionally, the use of automated assessment and feedback
the need for individualized feedback to modeling exercises. generation for handed-in exercise solutions has widely been
Index Terms—computer science education, conceptual model- suggested [6]. However, the proposed solutions are not always
ing, online courses feasible, when the use of online courses is desired.
I. I NTRODUCTION II. P ROBLEM
In this talk, we present an approach for online courses In conceptual modeling automated assessment of handed-in
that is capable of coping with the need for individualized solutions is not feasible [6]. A given content can be typically
feedback. Particularly, tutorial videos are designed to intensely modeled in the same language using different modeling el-
discuss potential solutions, differences among them, and make ements and different compositions thereof. Consequently, a
students aware of possible acceptable solutions. It has shown modeling task given to students must either be prescribed
that this approach raises students’ ability in assessing their own very precisely (to allow only one correct solution), or different
solutions and considerably reduces the need for individualized solutions are possible for the given modeling task.
feedback and personal student teacher instruction. More details For example, one issue arising in conceptual modeling
on the approach and its application in an industry as well as is how to slice large models into diagrams. In the context
an university setting can be found in [1]. of Message Sequence Charts (MSC), this manifests itself in
Recently, blended learning and the flipped classroom have the distinction between high-level MSCs (hMSCs) and basic
gained much interest and the use of e-learning materials in tra- MSCs (bMSCs). bMSCs are used to define the interaction
ditional university courses and industry training is increasing steps in a scenario, while hMSCs are used to order bMSC
[2]. The reduction of traditional course elements that require thus allowing modelers to divide large scenario specifications
attendance in class allows students to better align work, study, into small chunks as opposed to having one enormous diagram.
and personal life. Additionally, recent studies have shown that While this feature of MSCs obviously enables the modeling of
the use of e-learning elements aids students’ learning experi- semantically identical models in many different ways that all
ence and motivation as well as students’ performance [3]. represent the correct scenario steps, some ways of slicing will
be more reasonable than others. Defining smaller chunks and
This research has partly been funded by the German federal ministry integrating these through the hMSC is beneficial for reducing
for education and research under grant no. 01IS15058C and grant no.
01IS15058D, and the Baden-Württemberg Ministry of Science, Research and redundancy of the specification and placing more emphasis on
the Arts under grant no. 34-7811.551-0. the structure giving hMSC.
S. Krusche, S. Wagner (Hrsg.): SEUH 2020 66
Copyright © 2020 for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
Fig. 1 gives an example for two different yet equally • Lecture notes. Mainly structure-giving for the course are
correct solutions to the same modeling exercise. In Fig. 1(a) a the lecture notes, which introduce the instructed material.
modeling approach is chosen that heavily relies on an hMSC The lecture notes introduce the lecture-style videos as
and uses very simple and trivial bMSCs. In Fig. 1(b), the well as suggested exercises at appropriate places.
same situation is depicted using one single bMSC. While both • Instruction videos. Online lecture-style instruction videos
models are correct specifications for an initial specification are used to replace classical lectures in giving compre-
of an adaptive cruise control, there are different benefits to hensive information on the instructed material.
both solutions. Consequently, the students shall become aware • Assignments. Smaller assignments are given to deepen
of this and thereby understand that even further solutions are the understanding of modeling constructs or analysis
possible and acceptable. approaches. In addition, larger assignments are given as
integrating exercises of realistic size and complexity.
Driver Distance ACC ESC ECU
• Solution videos. Assignments are accompanied by
opt activate
bMSC
whiteboard-style solution videos that do not show one
Driver ACC
Activation with
Activation
desired speed Desired speed V
activate Loop
Set desired
speed
Loop
alt Desired speed
single solution but place emphasis on the differences
bMSC V
Driver
Desired speed
ACC
Current speed (v)
ESC
Set desired Current distance V
between various acceptable solutions as well as purpose-
Get sensor data
speed
when when when
Compute V‘
specific benefits. Also the impact of potential industry or
alt
bMSC
Distancesensor ACC ESC
V < V‘ V > V‘ V >> V‘ when
V > V‘
decelerate
company specific approaches for conceptual modeling is
when
Current distance
accelerate decelerate brake
V >> V‘
brake
discussed.
Compute V‘
when
V < V‘
alt
V < V‘
V > V‘
accelerate
IV. C ONCLUSION
Braking Canceling
V >> V‘
opt deactivate
We have proposed an online course design to cope with
Deactivation
alt
brake
cancel
students need for individualized feedback for settings where
cancel the use of automated exercise assessment is not feasible. For
(a) Correct solution within one hMSC (b) Correct solution
teaching conceptual modeling, among the learning goals are
referencing multiple trivial bMSC within one single bMSC for example, awareness for the existence of a multitude of
correct solutions with different purpose specific degrees of
Fig. 1. Scenario modeling with hMSC vs bMSC benefits and shortcomings. Hence, there is commonly no finite
set of correct solutions, which can be used for automated ex-
III. B UILDING B LOCKS OF O UR S OLUTION ercise assessment. We proposed the setup of an online course,
We propose a solution concept based on the idea of actively which makes use of lecture-style videos and whiteboard-style
increasing students’ awareness for different potential solutions videos, which show how solutions to exercises can be derived
and hone their ability to assess their solutions on their own. and discuss different ways of reaching correct solutions as well
Therefore, we use a combination of different online materials as their benefits and shortcomings. Application in an industrial
such as lecture notes, instruction videos, as well as solution and an university setting have shown that this can decrease the
and FAQ videos, which explicitly discuss varieties of potential amount of interactive sessions needed and that students feel
solutions, possible benefits, and shortcomings to enable the less need for individualized feedback as they are enabled to
students to assess their solution on their own. For example, assess the strengths and weaknesses on their own.
we defined instruction videos that explain the use of MSCs ACKNOWLEDGMENT
for scenario modeling in general. Furthermore, exercises with We thank C. Bräuchle (PTC), P. Gersing (GPP), M. Goger
multiple correct solutions like shown in Fig. 1 are given and (Schaeffler), S. Voss (fortiss), S. Beck (Airbus), J. Höfflinger
explained in detail in solution viedos. Additionally, short FAQ (Bosch), and F. Houdek (Daimler) for their support.
videos explain commonly made mistakes and misconceptions
regarding general solution approaches for scenario modeling R EFERENCES
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S. Krusche, S. Wagner (Hrsg.): SEUH 2020 67