=Paper=
{{Paper
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|storemode=property
|title=A Draft Web Engineering Curriculum Pattern
|pdfUrl=https://ceur-ws.org/Vol-607/paper6.pdf
|volume=Vol-607
}}
==A Draft Web Engineering Curriculum Pattern==
https://ceur-ws.org/Vol-607/paper6.pdf
A Draft Web Engineering Curriculum Pattern
Antonio Navarro
Dpto. Ingeniería del Software e Inteligencia Artificial
Universidad Complutense de Madrid
28040, Madrid, Spain
anavarro@fdi.ucm.es
Abstract. The implementation of higher education studies is not a simple
matter. However the presence of specialized curriculum recommendations can
make implementation easier. Web engineering is an important discipline that is
well worth the implementation of higher education studies, but, at present, no
specialized curriculum recommendations on this subject have been developed.
This paper gives voice to some thoughts about web engineering and its
relationship with software engineering and information systems. In addition, a
draft curriculum recommendation for web engineering is proposed.
Keywords: curriculum recommendation, software engineering, information
systems
1 Introduction
The implementation of higher education studies is far from being a simple matter. In
recent years, the development of the European Space for Higher Education [1] has
promoted the renewal of higher education curricula in several European countries. For
example, in Spain, the whole structure of university studies has changed. Thus,
degrees with a duration of three and five years have been replaced by degrees lasting
four years plus Master’s studies.
Indeed, our own university has changed its curricula and now offers three different
degrees in computer science. During the development of these degrees, the presence
of computer science curricula authored by ACM/AIS/AITP/IEEE-CS [2] facilitated
implementation to a significant extent.
Web engineering is an important discipline that is attracting the interest of
students, academics and industry [3, 4, 5, 6, 7, 8, 9, 10, 11]. Therefore, the
implementation of higher education studies in web engineering is a reasonable effort
that ought to be carried out by educational institutions. However, at present, no
specialist curriculum recommendations on web engineering have been put forward by
any international organization. Only some isolated efforts have been made by
individuals [12, 13, 14]
One major obstacle in the development of these specialist curriculum
recommendations on web engineering is agreement about what web engineering is.
Some authors hold that web engineering is a new emerging discipline in its own right,
rather than one that is subsumed under software engineering [5, 15]. However, this
finding does not in itself define the nature of web engineering. Taking into account
the different disciplines that make up web engineering [4, 5, 9] a set of constituent
disciplines has been proposed [16].
This paper reviews these constituent disciplines and their relationships with
available curriculum recommendations and expresses some thoughts about the
development of curriculum recommendations on web engineering. For the sake of
conciseness, only curriculum recommendations from ACM/AIS/AITP/IEEE-CS are
reviewed.
Thus, in Section 2 these constituent disciplines are reviewed. In Section 3 some
ACM/AIS/AITP/IEEE-CS curriculum recommendations are reviewed. In Section 4 a
draft curriculum pattern for the web engineering discipline is defined. Finally, our
conclusions and future work are outlined.
2 Constituent Disciplines of the Web Engineering Discipline
Several authors have proposed that web engineering is a discipline made up of
different heterogeneous disciplines [4, 5, 9]. The study referred to in [16] takes these
proposals into account, as well as some topics included in different journals and
conferences focusing on web engineering, and proposes a set of constituent
disciplines of web engineering disciplines. These disciplines are:
Accessibility.
Agents.
Document and text processing.
e-commerce.
e-learning.
Hypermedia and hypertext.
Human-computer interaction.
Information systems.
Programming languages.
Semantic web.
Software engineering.
Web engineering fundamentals.
Security.
Others.
However, these disciplines do not have the same relevance in the web
engineering discipline. In order to obtain an approximate idea of the influence of
every constituent discipline more than seven hundred papers on web engineering were
classified in [16]. Two classifications were made: (i) considering only one main
indexing discipline; and (ii) considering up to three indexing disciplines. Table 1
displays the results.
Table 1. Number of papers per constituent discipline of web engineering [16]
Discipline Number of papers Number of papers
(percentage) considering (percentage*)
one main indexing considering up to three
discipline indexing disciplines
Software Engineering 279 (38.9%) 329 (45.8%)
Information Systems 98 (13.6%) 211 (29.4%)
Semantic web 68 (9.5%) 82 (11.4%)
Human-Computer Interaction (HCI) 31 (4.3%) 52 (7.2%)
Document and text processing 29 (4.0%) 64 (8.9%)
e-learning 29 (4.0%) 31 (4.3%)
Agents 22 (3.1%) 28 (3.9%)
Hypermedia and hypertext 20 (2.8%) 33 (4.6%)
e-commerce 16 (2.2%) 21 (2.9%)
Security 16 (2.2%) 24 (3.3%)
Accessibility 13 (1.8%) 22 (3.1%)
Web engineering fundamentals 9 (1.3%) 9 (1.3%)
Programming languages 6 (0.8%) 10 (1.4%)
Others 82 (11.4%) 82 (11.4%)
TOTAL 718 (100%) n/a
*percentage of 718 papers
The previous analysis does not attempt to conduct an exhaustive classification
and indexing of web engineering literature. The analysis does not aim to precisely
rank constituent disciplines of web engineering by order of importance either. Its
principal aim is to obtain an approximate view of the importance of every constituent
discipline in web engineering. Thus, the analysis clearly indicates that software
engineering is a very important part of the web engineering discipline. In addition, it
indicates that information systems are another important discipline in web
engineering. But of course, these are not the only constituent disciplines.
Therefore, it is reasonable to derive from [16] that software engineering and
information systems are two of the most important disciplines in web engineering.
Fortunately, ACM/AIS/AITP/IEEE-CS have provided curriculum recommendations
for these two disciplines. The next section provides a brief review.
3 Curriculum Recommendations
ACM/AIS/IEEE-CS Computing Curricula 2005 (CC2005) provides undergraduate
curriculum guidelines for five defined sub-disciplines of computing: Computer
Science, Computer Engineering, Information Systems, Information Technology, and
Software Engineering [2]. In addition, specific curriculum recommendations are
provided for every sub-discipline of computing. This section briefly reviews the
curriculum recommendations for software engineering and information systems.
3.1 ACM/IEEE-CS Software Engineering 2004
ACM/IEEE-CS Software Engineering 2004 (SE2004) provides curriculum guidelines
for undergraduate degree programs in software engineering [17]. SE2004 defines
SEEK (Software Engineering Education Knowledge), the body of knowledge that is
appropriate for an undergraduate program in software engineering. SEEK is divided
into knowledge areas, units and topics. The knowledge areas identified by SE2004
are: computing essentials, mathematical and engineering fundamentals, professional
practice, software modelling and analysis, software design, software verification and
validation, software evolution, software process, software quality, software
management. In addition, SE2004 identifies different curriculum patterns, described
in terms of courses, which ultimately cover topics.
Table 2 depicts a curriculum pattern for a software engineering degree taught in a
computer science department.
Table 2. Curriculum pattern N2S-1c - in a computer science department [17]
Year 1 Year 2 Year 3 Year 4
Sem 1A Sem 1B Sem 2A Sem 2B Sem 3A Sem 3B Sem 4A Sem 4B
CS101 CS102 CS103 CS220 CS226 CS270T SE400 SE400
Calc 1 Calc 2 CS106 SE A MA271 SE D SE F Tech elect
NT181 CS105 SE201 SE212 SE C SE E Tech elect Tech elect
Physics Any sci NT272 Linear Al NT291 Tech elect Tech elect Tech elect
Gen ed Gen ed -- Gen ed Gen ed Gen ed Gen ed Gen ed
CS101:Programming fundamentals; CS102: Object-oriented paradigm; CS103: Data structures and algorithms; CS105:
Discrete structures I; CS106: Discrete structures II; CS220: Computer architecture; CS226: Operating systems and
networking; CS270T: Databases; Calc n: Calculus n; SE 201: Introduction to SE; SE212: SE Approach to HCI; SE A, C,
D, E, F: additional SE courses; SE400: SE capstone project; MA271: Statistics and empirical methods for computing;
NT181: Group dynamics and communication; NT272: Engineering economics; NT291: Professional SE practice; Tech
elect: technical elective course; Gen ed: general non-technical course.
3.2 ACM/AIS/AITP Information Systems 2002
ACM/AIS/AITP Information Systems 2002 (IS2004) provides curriculum guidelines
for undergraduate degree programs in information systems [18]. The architecture of
the information systems curriculum at the highest level consists of five curriculum
presentation areas: information systems fundamentals, information systems theory
and practice, information technology, information systems development, and
information systems deployment and management processes. The five presentation
areas consist of ten courses and one prerequisite course.
Fig. 1 depicts these ten courses and their dependences.
IS 2002.P0
Personal Productivity
with IS Technology
IS 2002.1
Fundamentals of
Information Systems
IS 2002.2 IS 2002.3 IS 2002.4 IS 2002.5 IS 2002.7
E-Business Strategy, Information Systems IT Hardware and Programming, Data, Analysis and Logical
Architecture, and Theory and Practice System Software File and Object Design
Design Structures
IS 2002.6 IS 2002.8
Networks and Physical Design and
Telecommunications Implementation with
DBMS
IS 2002.9 IS 2002.10
Physical Design and Project Management
Implementation in and Practice
Emerging
Environments
Fig. 1. Courses in IS2002 and their dependences [18]
4 A Draft Web Engineering Curriculum Pattern
4.1 Curriculum Pattern
The development of a curriculum pattern is not an easy task. The patterns provided in
the curriculum recommendations put forward by ACM/AIS/AITP/IEEE-CS are large
documents made by teams of experts in every area. Therefore, the curriculum pattern
provided in this paper is not comparable to the curriculum patterns contained in
ACM/AIS/AITP/IEEE-CS recommendations. However, taking into account the work
done in [16], and the excellent work carried out in ACM/AIS/AITP/IEEE-CS
recommendations, it is reasonable to propose a draft curriculum pattern that merges
the curricula provided by SE2004 and IS2002. Table 3 displays such a curriculum
pattern.
Table 3. A Draft Web Engineering Curriculum Pattern
Year 1 Year 2 Year 3 Year 4
Sem 1A Sem 1B Sem 2A Sem 2B Sem 3A Sem 3B Sem 4A Sem 4B
CS101 CS102 CS103 CS220 CS226 SE D SE400/IS2002.10 SE400/IS2002.10
Calc 1 Calc 2 CS106 SE A MA271 SE E SE F IS2002.8
NT181/NT272 CS105 SE201 SE212 SE C IS2002.7 IS2002.6 IS2002.9
Physics Linear Al IS2002.1 IS2002.2 IS2002.3 WE202 WE3xx WE3xx
Gen ed IS2002.P0 WE101 NT291 WE201 Gen ed WE3xx Gen ed
Regarding the software engineering curriculum pattern described in Table 2 and
the information systems courses described in Fig. 1:
NT272 Engineering economics has been moved from Sem 2A to Sem 1A
and has been merged with NT181 Group dynamics and communication.
NT291 Professional SE practice has been moved from Sem 3A to Sem 2B.
Linear Algebra has been moved from Sem 2B to 1B.
CS270T Databases has disappeared. The inclusion of courses belonging to
IS2002 makes the presence of course CS270 on databases unnecessary.
IS2002.4 IT hardware and system software has disappeared. The presence of
computer science courses (cs22x) makes course IS2002.4 on computer
architecture unnecessary.
IS2002.5 Programming, data, file and object structures has disappeared. The
presence of computer science courses (CS10x) makes course IS2002.5
about programming and data structures unnecessary.
SE400 SE capstone project and IS2002.10 Project management and practice
have been merged. The capstone project on software engineering can be
merged with the capstone project on information systems. Of course, the
project should be a web engineering project.
In addition, specific courses on web engineering have been added. These courses
have been selected taking into account the skills needed for the development of web
applications and the constituent disciplines of web engineering identified in [16]:
WE101 Web engineering fundamentals. This introductory course presents
the web and introduces fundamental concepts such as: HTML, HTTP
protocol, web servers, etc. Shklar’s book [19] can be a valuable reference
for this course.
WE201 Web programming. This course aims to teach how to build web
applications using an advanced programming language. For example, if
J2EE is chosen, [20, 21] can be valuable references. WE101 is a
prerequisite for this course.
WE202 Components and service oriented architectures. This is an advanced
course about distributed components and service oriented architectures.
Again, if J2EE is chosen, [22, 23] can be valuable references. WE201 is a
prerequisite for this course.
Courses WE3xx: These are courses on specific web engineering topics [16].
Because the capstone project is under development in the last year we
think that the teaching load should be lightened; these, therefore, could be
introductory courses. Master’s and doctoral programs could provide
deeper descriptions of these courses. In particular, we propose ten courses
with (at least) a representative reference:
o WE301: Accessibility [24].
o WE302: Agents [25].
o WE303: Document and text processing [26].
o WE304: e-commerce [27]
o WE305: e-learning [28].
o WE306: HCI for the web [29, 30].
o WE307: Hypermedia and hypertext [31].
o WE308: Security [32].
o WE309: Semantic web [33].
o WE310: Web 2.0 [34].
Software engineering courses should be reviewed according to [16] to include
specific web engineering issues. A similar effort should be made with information
systems courses. Thus, these courses should pay attention to specific web engineering
issues such as: web project management; web design, site design and development;
and legal and ethical issues (copyright). In addition, the duration of every course
could be changed in order to fulfil the scheduling requirements of every educational
institution.
The web engineering curriculum pattern depicted in Table 3 may be a bit dense.
Removing advanced courses in software engineering and information systems could
be a simple way to lighten it. General non-technical courses could be taught instead.
SE2004 also includes significant additional sections: Software Engineering as an
Engineering Discipline, Professional Practice, Guiding Principles (for the
development of SE2004) and Student Outcomes. We agree with the underlying
philosophical message of these sections. Therefore, they could be adapted and
included in a curriculum recommendation for web engineering.
IS2002 also includes significant additional sections: Principles Guiding the
Curriculum Design, Guiding Assumptions about the Information Systems Profession,
and Exit Characteristics of Information Systems graduates. As in the case of SE2004,
we agree with the underlying philosophical message of these sections. Therefore, they
could be adapted and included in a curriculum recommendation for web engineering.
4.2 Related Web Engineering Curriculum Recommendations
Regarding the available web engineering curriculum recommendations, it is
important to observe that, as the curriculum proposed in this paper, none is made by a
major organization.
The curriculum proposed in this paper is an undergraduate degree program, while
the curriculum proposed in [12] is a Master’s program. Both programs lay emphasis
on software engineering and information systems. [12] also identifies Networking as
an important element. This element is covered in the curriculum proposed in this
paper by courses CS226 Operating systems and networking and IS2002.6 Networks
and telecommunications.
A framework for a web engineering curriculum is defined in [13]. Therefore, the
work carried out in [13] is more abstract than that presented in this paper. However,
the courses proposed in this paper fit quite well into the framework proposed in [13].
Finally, in [14] an undergraduate web engineering program is also proposed. The
courses proposed in this paper are in tune with the courses proposed in [14].
However, eighteen courses are proposed in [14], while more than forty courses are
proposed in this paper. Therefore, our approach is more detailed.
5 Conclusions and future work
The development of a curriculum recommendation is not an easy task. According to
the constituent disciplines of web engineering, this paper has proposed a draft
curriculum pattern for web engineering.
This curriculum pattern could be reviewed and lightened to be made more
attractive for both students and teachers. In addition, software engineering and web
engineering courses must be adapted to the specific nature of the web engineering
discipline.
However a question arises on analyzing the proposed curriculum pattern: is a web
engineer a programmer with a solid foundation in software engineering and
information systems that is able to build web applications and is aware of
technologies used in web development? If the answer is yes, the proposed curriculum
could serve as a basis for the development of web engineering curriculum
recommendations. Otherwise, a concise definition of what a web engineer is should
be formulated.
A final conclusion is that, in our opinion, the course structure presented in SE2004
is more useful and detailed than the one presented in IS2002. Therefore, if a web
engineering curriculum recommendation is made, the structure defined in SE2004
would be preferable to the one defined in IS2002.
Finally, we think that future work should include the development of web
engineering undergraduate curriculum recommendations by a major worldwide
organization. In addition, the development of Master’s and doctoral programs should
be analysed.
Acknowledgments. El Ministerio de Ciencia e Innovación (TIN2009-14317-C03-
01/TSI), La Comunidad Autónoma de Madrid (S2009/TIC-1650) and La Universidad
Complutense de Madrid (Group 921340) have supported this work.
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