=Paper=
{{Paper
|id=None
|storemode=property
|title=Competence Centered Specialization in Web Engineering Topics in a Software Engineering Masters Degree Programme
|pdfUrl=https://ceur-ws.org/Vol-607/paper4.pdf
|volume=Vol-607
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==Competence Centered Specialization in Web Engineering Topics in a Software Engineering Masters Degree Programme==
https://ceur-ws.org/Vol-607/paper4.pdf
Competence Centered Specialization in Web
Engineering Topics in a Software Engineering
Masters Degree Programme
Peter Dolog, Lone Leth Thomsen, Bent Thomsen, and Jan Stage
Aalborg University, Computer Science Department
Selma Lagerlöfs Vej 300, DK-9220 Aalborg-East, Denmark
{dolog,lone,bt,jans}@cs.aau.dk
Abstract. Web applications and Web-based systems are becoming in-
creasingly complex as a result of either customer requests or technology
evolution which has eased other aspects of software engineering. There-
fore, there is an increasing demand for highly skilled software engineers
able to build and also advance the systems on the one hand as well as pro-
fessionals who are able to evaluate their effectiveness on the other hand.
With this idea in mind, the computer science department at Aalborg
University is continuously working on improvements in its specialization
in web engineering topics as well as on general competence based web
engineering profiles offered also for those who specialize in other areas
of software engineering. We describe the current state of the art and
our experience with a web engineering curriculum within the software
engineering masters degree programme. We also discuss an evolution of
topics and problems students are working on while learning web engi-
neering skills.
Keywords: Web Engineering, Competence, Skill, Problem Based Learn-
ing, Project Oriented Learning
1 Introduction
The Web has witnessed a tremendous growth from a network of simple Web pages
to an environment which hosts quite heterogeneous and large scale applications,
middlewares, systems and Web sites. Such complex systems require a disciplined
and systematic way of development and maintenance. Skills required for such
development can be acquired within Web engineering or related curricula. There
have been several proposals for such curricula focusing mostly on the body of
knowledge approach (see for example [5, 8]). We argue, that the Web engineering
curricula should also be viewed from the competences and skills perspective and
not only from the body of knowledge which can be provided by lectures.
Aalborg University features a pedagogical model focused on problem based,
project oriented, and group based learning. The study programmes are orga-
nized into semester topics. Each topic is explored by students in group projects.
The projects are further supported by concepts learned from lectures with ex-
ercises organized around the semester topics. By doing so, the central student
learning activities are focused on performing problem solving tasks in the group.
This engages the students higher cognitive skills and therefore they should learn
deeper.
The software engineering masters programme is one of the three study pro-
grammes provided by the computer science department at Aalborg University. It
has a nominal duration of two years, split into four semesters. It builds upon the
software engineering bachelors programme, which is provided in six semesters.
Web Engineering as a theme is assigned to one semester exclusively, but it spans
another semester dedicated to mobile and distributed software development.
Furthermore, students can pursue Web Engineering during their final research
specialization year. It should be noted that the view on web engineering in this
education is fairly technical and appears to be a sub-discipline of software en-
gineering; but we also have other educations where web development is viewed
differently, e.g. in relation to user interaction and human communication.
In this paper we describe an experience in building up and teaching Web
engineering skills as part of the masters programme in software engineering at
Aalborg University. The rest of the paper is structured as follows. Section 2
briefly describes the foundations for teaching at Aalborg University — Project
Oriented and Problem Based Learning — and its specifics developed at Aal-
borg University. Web Engineering specialization can be obtained as part of the
software engineering masters degree at Aalborg University. This programme is
briefly introduced in Section 3. Section 4 describes how and where students
can develop their Web Engineering knowledge, competencies and skills and how
they can specialize in Web related issues. The paper concludes with Section 5
summarizing our main contributions.
2 Project Oriented and Problem Based Learning
History. The pedagogical principles underpinning Problem-Based Learning (PBL)
emerged at the end of the nineteen sixties at McMasters University in Canada.
The principles were first applied to a curriculum for medical sciences aimed at
training general practitioners with a strong focus on a holistic view of humanity
and a critical vision on the pedagogical practices of traditional medical train-
ing at universities, where medical science had grown into a collection of highly
specialized and often unrelated fields.
PBL emphasises development of analytical, methodical and transferable skills.
The main idea behind PBL is the use of different methods and strategies to reach
the needed knowledge by identifying and solving (real) problems. The learning
process is organised in such a way that the students are actively engaged in
finding answers themselves. The success of the outcome clearly depends on the
experiences of the problem solver(s) and thus requires training in identifying and
solving problems suitable for facilitating reaching the learning goals.
PBL is based on a constructivist perception of learning and teaching. Learn-
ing is the student’s individual process of constructing knowledge and meaning,
and teaching is the “setting up of a situation from which a motivated learner can-
not escape without having learned” [4]. In other words: PBL is student-centred
learning — not teacher-centred teaching, hence introducing a new teacher role
and a new student-teacher relationship. A guiding principle for PBL is that the
students have the responsibility for their own learning.
Somewhat independently of PBL the notion of Project Oriented (PO) ped-
agogical principles started to emerge in engineering education as a response to
industry’s demand for a new competence profile of engineers. In addition to tra-
ditional teaching of specialized fields, industry needed engineers who could work
together in teams, often with people from other disciplines, thus PO has a strong
focus on team-work and an interdisciplinary understanding of subjects.
Today it can be somewhat difficult to separate the two pedagogical concepts;
what one university practices as PO another may practice as PBL and the two
pedagogical principles supplement each other emphasizing different aspects of
learning. Project Oriented Problem Based Learning (POPBL) is today practiced
at a number of universities around the world.
From a student perspective, POPBL means working with real life problems,
which meets the interests of students and therefore enhances motivation. Ad-
ditionally, POPBL further develops the students’ ability for critical thinking,
their problem solving skills and project management skills, improves communi-
cation, negotiation and conflict resolution skills, and strengthens analytical and
methodological skills, i.e. transferable skills.
Seen from a teacher perspective, POPBL encourages a closer relation between
teaching and research — and often teachers learn together with their students.
Finally, from an institutional perspective, POPBL means more motivated
students, leading to lower drop-out rates. It also means more competent grad-
uates and improved interdisciplinary collaboration between staff members, im-
proved collaboration between university and industry, as well as a better match
between industry needs and graduate skills.
In Denmark POPBL principles were chosen as the underpinning principles
at two new universities created at Roskilde in 1972 and Aalborg in 1974.
Aalborg Model. Aalborg University employs POPBL-based studies in a form that
has become known as the Aalborg model. This version of POPBL distinguishes
between two types of projects: design-oriented or problem oriented projects. In
the design-oriented projects the students deal with know-how problems which
can be solved by theories and knowledge they have acquired in lectured course. In
the problem-oriented projects the students deal with unsolved problems within
science and profession. The project-work has a know-why approach and can be
supported by relevant lectures [1].
Most students at Aalborg University undertake a master’s degree study, with
the option of stopping at the bachelor level, though recently several bachelor de-
gree studies have been introduced. In the first year the students learn to work
in project-groups. For the next two years in the undergraduate programmes the
project work is mainly design-oriented. During the last two years in the gradu-
ate programmes the project work is mainly problem-oriented. Every term has a
particular problem/project theme. The students usually divide themselves into
project groups of size 5-8 on the first five semesters of the bachelor programme
and the first two semesters of the master programme. The last semester of the
bachelor programme and the last two semesters of the master programme the
group size is usually 2-4 students, with a few students choosing to undertake
individual projects. Each group of 5-8 students is assigned a working room full-
time. Each semester is credited 30 ECTS, corresponding to 900 hours of study.
Approximately half of the time, the students work in the groups on topics within
the chosen problem/project theme. This activity is credited 15-18 ECTS, cor-
responding to 450-540 hours of work. The other half of the time the students
attend courses of a more traditional form, usually 3-5 courses credited with 3
ECTS, corresponding to around 90 hours of work pr. course. About half of the
courses are directly relevant to the projects, the rest form part of the general
discipline. Each project group produces a scientific report (approx 80-150 pages),
supervised by a teacher, and submits after typically 3½- 4 months of work. The
students are examined orally and individually based on the report. Most courses
are examined with traditional (written or oral) exams. Each project group is
assigned a member of scientific staff as supervisor for the project. Scientific staff
members serve as both project supervisors and as course lectures, but not nec-
essarily on the same semester.
Students seem to appreciate their studies at Aalborg University. In a study
among 90.000 students at 550 institutions in 20 countries, conducted in 2008
by the Trendence Institute, Berlin, 90-100% of the IT and Enginering students
asked, assessed Aalborg University to be “Good” or “Very good” which was the
highest satisfaction rate of students at other Danish and European universities
[2]. In 2005 the dropout rate at Aalborg University after 5 years of study was
23% compared to the national average of 56%, and the average study length for
a five year masters degree was 5 years, compared to the national average of 6.7
years. Furthermore, industry appreciates graduates from Aalborg University. In a
study conducted by the Danish Engineering magazine ”Ingeniøren” in 2004, more
than 90% of Engineering companies rated the overall quality of the education as
”Good and Very Good”.
The idea of combining projects and courses is based on the pedagogical phi-
losophy that learning requires activity. Thus the students learn theories and
methods in the courses and apply them in their project. In this sense, the projects
serve the same role as exercises do in a traditional university education. The dif-
ference is that the students only do a single large project in each semester, and
in that project they combine elements from the different courses they are taught
in that semester; and in most semesters, the projects are based on a realistic
problem, and they work to provide a realistic solution. The experience is that
the projects are highly motivating for the students. They are very active in the
projects, and spend an incredible amount of time on them. They also make the
students show up every day because of the commitment to the other members
of the project group.
The downside is that the majority of students focus too much on the projects
at the expense of the courses. The official division of work is 50% on courses
and 50% on projects, but in practice the project often accounts for 75% or
more of the time a student actually spends on the education. This reflects a
considerable focus on the specific challenges experienced in the project whereas
general problems dealt with in the courses receive much less attention. Some
students also become very instrumentalistic in the sense that they only attend
course lectures if there are specific topics, methods and solutions that they see as
directly useful for their projects. These also tend to read less than in a traditional
education. They are more interested in the specific way a solution can be used
in their project rather than the general problem and solution.
In this paper we are particularly concerned with the web development semester
of the master education in Software Engineering, and that semester has a clear fo-
cus on skills required in a software development context. Therefore, the POPBL-
based education model may appear to be closely related to the development of
such skills. Yet the same educational model is used on the second year, where
the focus is on research skills. In that context, the problem of the project is
now a research question that the students work with throughout that year, and
the final project report is a classical master thesis with a strong emphasis on
research.
3 Software Engineering Masters Programme
1st semester 2nd semester
Specialization Course and 1st part of the
Thesis
thesis 2nd year
Web Development Mobile and Distributed Systems 1st year
Fig. 1. Software engineering masters programme at Aalborg University
The software engineering masters programme builds upon a bachelors pro-
gramme in software engineering. During the bachelors programme students are
introduced to a wide range of subjects relevant for Web Engineering, including:
Object Oriented Programming; Object Oriented Analysis and Design; Software
Architectures; Design, implementation and evaluation of User Interfaces; Test
and Verification of Software.
The software engineering masters programme has a nominal duration of four
semesters. The topic of the first semester is Web development with the main
focus on Web application engineering projects. The second semester is devoted to
mobile and distributed applications with the main focus on application building
for mobile platforms. The third semester extends to a specialization topic chosen
by the student(s) and is performed as a semester project together with literature
reading and presentation seminars. The last semester of the programme mainly
consists of master thesis research and writing. This scheme is depicted in Figure
1.
There are two main aims of the software engineering masters programme
at Aalborg University. The first is to broaden the skills of software engineering
graduates mainly towards building more complex systems than they are used
to after obtaining a bachelor degree. This is achieved in the first two semesters.
These two semesters should also serve as additional input for students to decide
about their final research specialization. The second aim is to specialize through
research based on the students choice. This is achieved in the last two semesters
of the masters degree programme.
4 Web Engineering Topics in the Masters Degree
Programme
Motivation. There are two main motivations for having a Web development
semester in the software engineering masters programme:
– Labour market — Many software applications are developed or are now being
ported to the Web so there is a market and a need for software engineers
with Web engineering skills;
– Complexity — Web applications or Web systems are complex, distributed
systems for a diverse audience which brings new challenges to building and
maintaining them.
The main outcomes to be achieved at the competence level are that the
students are able to:
– demonstrate knowledge and understanding of Internet, Internet technologies,
and Internet services
– demonstrate skills in development of an Internet application, agent, or service
Projects and Results. It seems that the market and trends in what is build for
customers have been the main drivers of student interests in choosing a problem
to be solved in the Web development project. The topics of the projects have
ranged from Web shops and enterprise resource planning systems a few years
ago to, more recently, intelligent homes controlled over Internet of things mid-
dlewares. No matter which of the topics the students have chosen, the projects
provided a good foundation for building up their skills in:
– Data preservation and processing — different options for storing data in
relational database, XML technologies and its use, and so on
– Business logic in a broader sense — describing and representing computa-
tion even in a distributed fashion in various languages and platforms (java,
enterprise java beans, .Net, Web services, middleware, security and privacy,
brokers, and so on)
– Presentation — designing and implementing advanced user interfaces follow-
ing established HCI principles and employing and experimenting with new
technologies (silverlight, rich Internet applications, Google Web toolkit, java
server faces, and so on)
– Team coordination — developing advanced applications in an organized man-
ner following modern methodologies (document centric or agile).
As examples of projects we include the students own descriptions of their
projects:
Easy Clocking — A system for automatically clocking in and out employees.
“Easy Clocking is a system capable of automatically clocking in and out em-
ployees based on presence at workstations. Embedded devices are configured and
software is developed to detect the presence of butchers at workstations using a
localisation technology. We analyse and compare a number of different localisa-
tion technologies from which we choose Bluetooth. Its applicability is evaluated by
conducting experiments. A Web application is developed in order to view regis-
tered location information and to solve conflicts, such as if the butcher is detected
at multiple workstations at the same time. Work has been done with emphasis
on usability and flexibility of the Web application, making Easy clocking effective
to work with and allows for customisation according to the needs of the company
deploying it, respectively [7].”
Duelco — Company Web Shop Integration. “This report documents the devel-
opment of the new Web shop for the company Duelco. The system is based on
a 5-tier architecture, and is designed with emphasis on flexibility and usability.
The system is based on an analysis of Duelcos current system and their require-
ments. Regarding flexibility, the tier interfaces are designed using XML Schema,
and all communication is done using XML. Furthermore the project focuses on
the use of XML and related technologies. Although the use of XML caused some
problems, overall it helped the development. Despite software license limitations,
the final system ended up as a working prototype thanks to the loosely coupled
5-tier architecture, which meant that only two tiers had to be changed to get a
working system [3].”
Analysis of Projects. We have analysed 16 projects out of those which have been
completed on the Web development semester. Six were new Web shops or in-
tegration between Web shops to achieve a business advantage. Two were Web
applications related to retail customers in different ways than Web shop. Three
were focusing on games or media. One project was an editor extension for a con-
tent management system. Finally, four projects focused on mobile applications
or Internet of things. The projects mostly used .Net technology (11 projects).
Four projects used Java related technology, two projects used Ruby or Google
Web Toolkit technology respectively, and one project used PhP technology. Re-
garding the methodology used for the project implementation, the majority of
groups chose an agile methodology based on XP or SCRUM or tailored their own
methodology with elements of agile and traditional methodologies (11 projects).
Seven projects followed a rather traditional document centric methodology.
Furthermore, project based learning has also enabled settings for various
studies. Students of two consecutive instances of the semester have been asked to
follow the ADRIA [6] methodology to study understandability, applicability and
suitability of the methodology for various tasks. Another example of research on
that semester is studies of various programming languages for different aspects
of the developed systems and algorithms used for different computational prob-
lems. The students also most often follow user interface design evaluation based
on established HCI principles. They usually use the HCI lab to perform their
evaluations, involving real users. The semester projects also featured a number of
university-industry collaborations. The focus in these projects was mostly some
advanced applications of new technologies which a company wanted to explore
on their types of projects, looking at feasibility, consequences of introducing new
technology and which features it supports.
Web Engineering:
Internet Technologies: Conceptual Modeling in different phases, Design Agent Technologies:
XML Technologies, Web Server Technology, RIA with focus also on Web Services, Semantic Web Architectures, Agent function design,
technology, Web 2.0 technology, Security and Internet of Things, Scalability, Quality Communication, Planning, Internet Agents, Agent
Assessment, Advanced topics such as adaptation based problem solving in distributed environment
and personalization
Software Engineering
Management:
Leadership and organization of software
organizations, software project management,
customers, users, and clients, standards for
development processes, coordination, controlling in
software projects, open source development
Fig. 2. Web Engineering Semester courses at Aalborg University
Courses. Based on the experiences from teaching on the semester, lectured
courses evolved as well. Figure 2 depicts current lecture modules provided for
students on that semester. There are three courses which are directly related to
the development projects. They provide conceptual foundations for technologies,
methodologies, modeling, concepts and agents on the Web. Software Engineer-
ing management is shaded because it is a general advanced engineering course
which broadens the student’s knowledge beyond the project management area.
Especially the three project related courses were updated quite frequently ac-
cording to wishes of the students and their project topics as well as changes in
the respective fields of study. The latest additions to the curricula are the Web
engineering and agent technologies courses. The motivation for the first course
was to introduce Web specific conceptual, modeling, and methodological issues
into the students competences. Besides other things, students are introduced
also to service oriented architectures and business process modeling. The slot on
advanced topics in the course provides a flexibility for new directions in the area
which might in the future include for example cloud computing and other move-
ments. The course was evidently needed from student evaluations from previous
and current instances of the semester. The lecture slot was previously provided
for more application oriented topics such as ERP systems, especially due to the
large market share of software companies in the area and also due to the problems
previously chosen in student projects. Instead of the Agent Technologies course,
students previously had an opportunity to follow a programming paradigms
course, supporting their experimentation with rule based, functional, and as-
pect oriented languages. Recently, the programming paradigms course has been
moved to an earlier semester. Similarly, students previously experimented with
usability evaluation and user interface design methods. Therefore, the semester
offered a course on design and use of user interfaces to provide the foundation for
building Web applications. Recently, this course has also been moved to an ear-
lier semester and replaced with an advanced software engineering management
course.
Other Semesters and Web Engineering. The follow up semester on the software
engineering masters programme features mobile and distributed applications. It
is a natural extension of Web technologies with presentation options and comput-
ing realized not only on desktop, server side, or Web browser platforms but also
on mobile devices and technologies. The semester features courses such as mo-
bile systems technologies which include programming techniques and languages
for mobile platforms as well as usability design and evaluation with mobile plat-
forms. Other courses on this semester are rather of broadening character and do
not directly relate to Web engineering.
The Software Engineering bachelor education offers various prerequisite courses
necessary for Web engineers. It includes distributed systems, networks, operat-
ing systems, software engineering, programming and others which are general
and required.
Web Engineering Specialization. At Aalborg University it is possible to special-
ize in Web engineering when choosing one of the specialization topics related to
Web. Specialization is further possible in programming for the Web where there
are currently a number of problems offered to be solved by master students in
their research project in their final year. This includes for example new declar-
ative markup languages, combining object oriented languages with declarative
ones, or programming rich Internet applications. Students may choose from the
topics offered within intelligent Web and information systems which are typically
projects solving problems in the areas of adaptation and personalization strate-
gies on the Web, adaptive middleware for service integration, or Web engineering
concepts and methods. Human computer interaction and usability evaluation for
Web portals is another area where students can also specialize within Web engi-
neering. This includes usability methods and studies and advanced user interface
design concepts in different Web applications. Database management on the Web
is the area where students focus mostly on location aware services and connected
data management issues as another specialization. Mobile and embedded systems
specialization offers students a possibility to specialize in formal methods, test
and verification and concurrency for such applications even in connection to the
Web.
5 Conclusions
We have described how we have incorporated various training on Web engineer-
ing related topics into the software engineering masters degree programme at
Aalborg University. We have described the context in which this training hap-
pens: project oriented problem based learning. We have also described how the
Web engineering specialization takes part in other software engineering courses
and problems. We argue, that such a model provides a high flexibility, as ev-
idenced by the evolution of the programme, for changes needed either due to
change in students interests, software industry interests, or changes in technol-
ogy. We argue, that due to the inherent properties of problem based learning,
this teaching style provides more competence based learning and deeper under-
standing required by industry and also necessary for those students pursuing a
research career.
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