1st International Minitrack on Teaching Conceptual Modeling 2019 TeCoMo 2019

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活动简介

Over the past several years, software systems have increased in complexity, size, and criticality. Conceptual models, i.e. graphical representations, have proven to be a useful tool for the industry. It has widely been shown that using graphical representations aids in communication, simplifies prioritization of artifacts, enables code-generation, fosters quality assurance, and assist knowledge discovery. Hence, conceptual models are widely used, for instance, as source for discussions with stakeholders in requirements engineering or architecture design. Furthermore models become tightly integrated into the development process, like in model-driven development or in model-based engineering. Therefore, computer science curricula, industry consultants, and educators at large have begun focusing on the application of conceptual models during software development. However, there remain open and recurring questions regarding what differentiates a “good” conceptual model from an inadequate one, how to use conceptual models of different types in conjunction with one another in a meaningful way, or simply how to avoid ambiguity and vagueness.

组委会

The following individuals give their utmost to make TeCoMo a success:

	Marian Daun University of Duisburg-Essen Essen, Germany marian.daun@paluno.uni-due.de
	Jennifer Brings University of Duisburg-Essen Essen, Germany jennifer.brings@paluno.uni-due.de
	Bastian Tenbergen State University of New York at Oswego New York, USA bastian.tenbergen@oswego.edu

征稿信息

重要日期

2018-06-30

初稿截稿日期

2018-08-17

初稿录用日期

2018-06-30

终稿截稿日期

The Call for Papers is now published and can be found here: TeCoMo-CfP v2 .

The submission link and formatting instructions can be found here: https://tecomo2019.wordpress.com/submission/

Minitrack Topics

We accept original manuscripts, up to 10 pages in length. Topics should pertain, but are not limited to the following categories:

Teaching approaches for conceptual modeling
Experience reports, especially challenges, difficulties, pitfalls, and negative occurs with learning success, project/assignment outcome, or the application of merit approaches
Assignment/Project ideas, experiences, and instructional support for student work
Methods of instruction (eg, flipped classroom, problem-based learning)
Case studies and case examples from industry and academia
Proposals for and/or results of empirical studies on conceptual modeling
Methods and strategies of feedback and grading of student work
Conceptual modeling curricula and processing structures
Teaching semantics, content, correctness, adequacy, aesthetics, and consistency of models, levels of abstraction, model integration, and code-generation
Teaching model quality, meta-modeling, and a structured modeling process
Teaching modeling frameworks, languages, and diagram types

作者指南

Please submit your original manuscripts through the HICSS-52 Submission System : http://hicss.hawaii.edu/tracks-and-minitracks/authors/

Strict adherence to the HICSS-52 Author Instructions is mandatory. Submissions in violation of the formatted guidelines will be rejected without review.

Classical paper presentations shall lay the foundation for discussions, so evaluation of submitted manuscripts will place emphasize on their ability To foster collaboration and discussions.

Particular the In, and WE Seek preference Experience Empirical Results Reports. We Explicitly Encourage Reports of Experiences negative, failed attempts unsuccessful attempts, or Poor Discussions Results in Order to provoke, Find commonalities, and surmount Challenges.

Upon acceptance, papers will be published in the HICSS proceedings. For each accepted paper, at least one author is expected to attend the minitrack and present their work.