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Contributions: The underrepresentation of women in computer science (CS) majors has long been a focus of attention in many academic documents, the majority of them from the United States and Europe. There is, however, a lack of information about educational interventions (EIs) for women in computing in Latin America. The contribution of this article is to cover this gap and describe what researchers in Latin American countries have been publishing about the recruitment and retention of women in the CS field. Background: Many EIs targeting female students at different educational levels--K-12, undergraduate, and graduate--have been undertaken to increase the participation of women in computing in Latin America. However, descriptions of these activities rarely are included in international academic databases. Research Questions: This literature mapping addresses two main research questions (RQ) about the topic of women in computing in academic publications in Latin American countries: RQ1) what are the characteristics of the publications about women in computing in Latin America? and RQ2) what are the published interventions to recruit and retain women in computing in Latin America? To answer RQ1, six subquestions were created covering year, language, country of origin, document type, and professional track. Furthermore, for RQ2, two subquestions were created involving educational level and the use of software development with a female theme. Methodology: This investigation used the systematic literature mapping process. To achieve a broad coverage of papers, the following sources were included: Scopus, Web of Science, Google Scholar, EBSCO, the proceedings of the Latin American Women in Computing Conference (LAWCC), and those of the Women in Technology (WIT) workshop colocated with the annual conference of the Brazilian Computer Society (SBC). The included papers were published in the last decade (2010-2020) and written in English, Portuguese, or Spanish. Findings: The literature mapping encompasses 197 academic documents, 48.2% of which were written in Portuguese, 28.7% in English, and 23.1% in Spanish. The papers originated from 15 of the 20 Latin American countries. Brazil and Costa Rica have the highest number of publications overall. The documents describe initiatives to increase the participation of women in computing majors that cover the entire educational spectrum, from K-12 to graduate programs, but papers targeting populations in higher education have started to appear recently.

A new, interdisciplinary, team-taught course has been designed to educate students in Electrical and Computer Engineering (ECE) so that they can respond to global and urgent issues concerning computer control systems in nuclear power plants. This paper discusses our experience and assessment of the interdisciplinary computer and nuclear energy course, which was developed and offered primarily to ECE students at Howard University. A unique team-teaching model utilized with ECE professors and nuclear field experts was applied to teach the two diverse subjects: computer safety and nuclear energy. The survey result from the first offering of the course showed a very positive response from the majority of the students about the team-teaching method and the knowledge acquired on the two subjects.

Web 2.0 and specifically Social Networking Software have become ubiquitous tools for communication over the last five years. Across many disciplines, practitioners and researchers have been exploring these technologies with the hope of tapping into their perceived potential. Not least in this endeavor is the field of Education. Educators and Researchers have been engaged in active research on the practical and pedagogical benefits and implications of Web 2.0 and Social Networks. This paper explores the use of Facebook Groups in the Undergraduate Computer Science Program at the University of Guyana. Specifically, Guided Assessment strategies using Facebook Groups are compared with unguided and non-assessed Facebook Groups. Specifically, this study provides a comparative outline of the usage patterns of two (2) Instructor-Guided and Assessed Facebook Groups with three (3) student-led, nonassessed Facebook Groups that supported a form of Open Discourse. Results suggest that planned and guided, instructor-directed activities provide more focused responses from students compared to Open Discourse. However, information sharing and communication is common among both groups and in similar patterns. Particularly, students shared links, videos, and blogs with their colleagues. Planned activities are recommended for specific course objectives, while students should be encouraged to evaluate and share information among their peers. (Contains 1 table.)

Microteaching techniques have been used for teacher training since the mid 1960s. Despite its usefulness, as affirmed by pre-service teachers, in-service teachers, and graduate teaching assistants (GTAs), there are numerous criticisms on the shortcomings of microteaching activities. Specifically, it (a) oversimplifies the classroom learning and teaching nature, (b) encourages skill modelling on one or only few technique(s) demonstrated during training sessions, (c) involves costly human and technical resources for implementation, and most critically, (d) fails to provide instant and reusable feedback to improve classroom teaching skills. Addressing the inadequacies of traditional microteaching practice, this paper proposes an Extreme-Teaching-2 (XT[superscript 2]) framework based on the computer science literature. Originating from Extreme Programming (XP) methodology, XT[superscript 2] preserves the agility on teaching-feedback-teaching cycles with heavy peer and instructor involvement. With strong technological support, XT[superscript 2] allows specific, personalized, incremental, and constructive formative feedback to be given by peers and instructors during and after two classroom observation sessions. Through the XT[superscript 2] framework, teacher candidates are able to reuse feedback instantly (feedforward) and rapidly improve (a) confidence in identifying their weaknesses and strengths, (b) and their facilitating skills, while the administrative workload on instructors is significantly reduced.

A number of educational researchers have developed pedagogical approaches that involve the teacher in discovering and helping to correct misconceptions that students bring to their study of their subject matter. During the last decade, several computer systems have been developed to support teaching and learning using this kind of approach. A central conceptual construct used by these systems is the "facet" of understanding: an atomic diagnosable unit of belief. A formidable challenge to applying such pedagogical approaches to new topic areas is the task of discovering and organizing the facets for the new subject area. This paper presents a taxonomy of misconceptions and a methodology for going about the task of preparing a database of facets. Important issues include the generality and diagnosability of facets, granularity of facets, and their placement on a scale of problematicity. Examples are drawn from the subjects of physics and computer science and in the context of two computer systems: the Diagnoser and INFACT. (Contains 2 figures.)

In this paper we present a software platform called Chatbot designed to introduce high school students to Computer Science (CS) concepts in an innovative way: by programming chatbots. A chatbot is a bot that can be programmed to have a conversation with a human or robotic partner in some natural language such as English or Spanish. While programming their chatbots, students use fundamental CS constructs such as variables, conditionals, and finite state automata, among others. Chatbot uses pattern matching, state of the art lemmatization techniques, and finite state automata in order to provide automatic formative assessment to the students. When an error is found, the formative feedback generated is immediate and task-level. We evaluated Chatbot in two observational studies. An online nation-wide competition where more than 10,000 students participated. And, a mandatory in-class 15-lesson pilot course in three high schools. We measured indicators of student engagement (task completion, participation, self reported interest, etc.) and found that girls' engagement with Chatbot was higher than boys' for most indicators. Also, in the online competition, the task completion rate for the students that decided to use Chatbot was five times higher than for the students that chose to use the renowned animation and game programming tool Alice. Our results suggest that the availability of automatic formative assessment may have an impact on task completion and other engagement indicators among high school students.

e-Learning has become a major field of interest in recent years, and multiple approaches and solutions have been developed. A typical form of e-learning application comprises exercise submission and assessment systems that allow students to work on assignments whenever and where they want (i.e., dislocated, asynchronous work). In basic computer science courses, programming exercises are widely used and courses usually have a very large number of participants. However, there is still no efficient way for supporting tutors to correct these exercises, as experience has shown that correction (and, beyond that, automatic grading) are difficult and time consuming. In this paper we present an enhancement of the xLx platform developed at the University of Muenster to efficiently support tutors in handling Java programming exercises electronically. The new component is based on concepts of automatic static and dynamic testing approaches, well known from software engineering, and provides an automatic pre-correction of submitted solutions. In addition, a tutor is able to annotate solutions manually, by adding comments that are associated with the source code of the solution in an intelligent way. Static tests are based on a compilation of the sources to find syntactical errors, while dynamic tests use test cases defined by tutors during the creation of the exercises and have to be executed correctly on the solutions in order to receive credits for the exercises.

The papers develop main aspects on the legal software usage in educational area. It will be propose indicators for measuring the degree of licenses usage. Case studies are oriented to gymnasia stage.

Abstract: The need for applications that are developed especially for Computational Science and Engineering (CSE) has been growing rapidly in the recent years. These applications are often a prerequisite for research and have to be evolved and maintained for considerable periods of time. However, CSE researchers have traditionally put focus on achieving better computational performance and results rather than the software’s comprehensibility, maintainability and extensibility. This paper first presents two case studies on two different CSE research projects, where common and specific problems are identified. Second we propose solutions that intend to apply software engineering methodologies and tools to improve the CSE research software development. [ABSTRACT FROM AUTHOR]

The demand for graduates with exposure in Cloud Computing is on the rise. For many educational institutions, the challenge is to decide on how to incorporate appropriate cloud-based technologies into their curricula. In this paper, we describe our design and experiences of integrating Cloud Computing components into seven third/fourth-year undergraduate-level information system, computer science, and general science courses that are related to large-scale data processing and analysis at the University of Queensland, Australia. For each course, we aimed at finding the best-available and cost-effective cloud technologies that fit well in the existing curriculum. The cloud related technologies discussed in this paper include open-source distributed computing tools such as Hadoop, Mahout, and Hive, as well as cloud services such as Windows Azure and Amazon Elastic Computing Cloud (EC2). We anticipate that our experiences will prove useful and of interest to fellow academics wanting to introduce Cloud Computing modules to existing courses. (Contains 3 tables and 11 figures.)

This paper is a mathematical (Boolean) analysis a set of cognitive maps called Thinking Maps[R], based on Albert Upton's semantic principles developed in his seminal works, Design for Thinking (1961) and Creative Analysis (1961). Albert Upton can be seen as a brilliant thinker who was before his time or after his time depending on the future of learning in education on all levels. From one point of view he was behind his times because in the 1960's semantic analysis was passe in academic circles having been replaced by modern linguistics (Smith, 2004, Chomsky, 1968). On the other hand, Upton could be considered ahead of his time because of the emergence of the importance of semantics and formal logic in computer science and other disciplines (Auwera, 2008; Hoenig; 2008; Yamashiro, 2006, Ma, 2004; Ploux, 2003, Lakoff, 1978). The purpose of this analysis is to determine if the reduction of Thinking Maps (TMs), based on Upton's semantic theory to mathematical expressions can give insight into why they have been so successful for learning. In this paper, the question is not if these maps work, but why and how they work. It is suggested that a formal analysis of a set of maps proven to work, David Hyerle's semantic maps ( 1996, 2004, 2006, 2009), will clarify and determine reasons behind their effectiveness. This analysis will help in the better understanding of the use of visual diagrams in teaching and other areas. It is also suggested that this understanding of the why and how of semantic maps will help in the design interactive eLearning software. (Contains 8 figures.)

This paper reports a study which investigated the extent to which undergraduate mathematics students in the United Kingdom are currently taught to programme a computer as a core part of their mathematics degree programme. We undertook an online survey, with significant follow-up correspondence, to gather data on current curricula and received replies from 46 (63%) of the departments who teach a BSc mathematics degree. We found that 78% of BSc degree courses in mathematics included computer programming in a compulsory module but 11% of mathematics degree programmes do not teach programming to all their undergraduate mathematics students. In 2016, programming is most commonly taught to undergraduate mathematics students through imperative languages, notably MATLAB, using numerical analysis as the underlying (or parallel) mathematical subject matter. Statistics is a very popular choice in optional courses, using the package R. Computer algebra systems appear to be significantly less popular for compulsory first-year courses than a decade ago, and there was no mention of logic programming, functional programming or automatic theorem proving software. The modal form of assessment of computing modules is entirely by coursework (i.e. no examination).

Operating Systems (OS) is an important and mandatory discipline in many Computer Science, Information Systems and Computer Engineering curricula. Some of its topics require a careful and detailed explanation from the instructor as they often involve theoretical concepts and somewhat complex mechanisms, demanding a certain degree of abstraction from the students if they are to gain a full understanding. In this paper an overview of an interactive e-learning and web-based software tool is provided, which has been designed and developed for undergraduate university students of the Department of Applied Informatics in Management and Economy, Technological Educational Institute of Messolonghi, in Messolonghi, Greece. The aim of this software development was the self learning promotion related to memory management operations and especially the page replacement algorithms operation to be used in everyday OS classrooms. Thus undergraduate students can easily explore the operations of those algorithms through an interaction with the software. More specifically, students can explore each algorithm's mechanism separately and learn from their mistakes as shown automatically by the software in real time. All students' performances are stored in a database. This paper also proposes a study plan to examine the intention of students to use the software in their learning through a survey of a sample of undergraduates. The software does not intend to render obsolete or replace existing pedagogical approaches but instead will complement the existing teaching and learning methods of Operating Systems. (Contains 10 figures.)

The development of collaborative Web applications does not follow a software engineering methodology. This is because when university students study Web applications in general, and collaborative Web portals in particular, they are not being trained in the use of software engineering techniques to develop collaborative Web portals. This paper presents a strategy for teaching collaborative Web portals based on reverse engineering and reuse mechanisms to engineer the collaborative Web portals' development. This strategy was successfully used in a final-year course of a Computer Science program at Carlos III University of Madrid, Spain. Its use has demonstrated an improvement in the maintainability of the Web projects developed as well as a decrease in the number of failures during the test phase. This is a very important step toward the engineering of Web applications. The students' grades for the same subject, with the same content and lecturers, also improved compared to those from previous years. The strategy, the details of its use, the results obtained after analyzing the projects the students developed, and their final grades are described in this paper. (Contains 15 figures and 11 tables.)

This paper explores the use of design patterns and anti-patterns in teaching human-computer interaction principles. Patterns are increasingly popular and are seen as an efficient knowledge transfer mechanism in many fields, including software development in the field of software engineering, and more recently in the field of human-computer interaction. In software engineering a concerted effort is also being made to identify and document "anti"-patterns for recording the experiences of expert software developers to caution novices against potential bad practices. It is, however, essential that we ensure compatibility with the learner's internal knowledge representation and acquisition processes, whether we are attempting to convey the knowledge in the form of a pattern or an anti-pattern. Since teaching with anti-patterns implies using negation, the primary aim of the research reported in this paper is to explore the efficacy of negative, rather than positive, teaching mechanisms. Evidence from theories of mental modelling and knowledge acquisition that highlight significant dangers in the use of anti-patterns to teach novices human-computer interaction principles is presented and supported with empirical findings. We started off by investigating the use of patterns (positive) in teaching, and then carried out experiments to test the use of anti-patterns (negative) in teaching HCI principles. This paper, whilst reporting mainly on our findings with respect to HCI design anti-patterns, will also identify some problems with the structure and use of patterns and anti-patterns in pedagogy.

Purpose: This paper aims to sketch the emerging notion of auto-adaptive software when applied to e-learning software. Design/methodology/approach: The study and the implementation of the auto-adaptive architecture are based on the operational framework "ActiveTutor" that is used for teaching the topic of computer science programming in first-grade university courses. Findings: The paper describes an adaptive heuristic dedicated to the display of knowledge entities which is based on the dynamic balancing of four behavioral criteria for the low-level agents (cooperation, pedagogy, audacity, and sensibility). Practical implications: The heuristic may be used in all multi-agent systems where load balancing problems appear and where an auto-adaptive behavior is important. Originality/value: The paper presents an auto-adaptive algorithm.

Many have had high expectations for the impact of computer-based technology on educational practice. By and large, these expectations have not been realised. It has become evident that innovative technology alone does not necessarily guarantee progress--nor perhaps even significant change--in educational practice. This has led educational researchers to place greater emphasis on cultural issues that could account for the unexpectedly limited influence of technology-enhanced learning. This perception of the relationship between technology and learning is elaborated in the first section of the paper. It is complemented by a review of an alternative conception of computing, rooted in a methodology for modelling with dependency directed at the development of construals rather than programs, that is far better aligned to the demands of developing environments for learning. The paper concludes with a discussion of the potential implications of this approach. (Contains 2 figures.)

Stepwise program refinement techniques can be used to simplify program verification. Programs are better understood since their main properties are clearly stated, and verification of rather complex algorithms is reduced to proving simple statements connecting successive program specifications. Additionally, it is easy to analyse similar algorithms and to compare their properties within a single formalization. Usually, formal analysis is not done in the educational setting due to complexity of verification and a lack of tools and procedures to make comparison easy. Verification of an algorithm should not only give a correctness proof, but also better understanding of an algorithm. If the verification is based on a small step program refinement, it can become simple enough to be demonstrated within the university-level computer science curriculum. In this paper we demonstrate this and give a formal analysis of two well- known algorithms (Selection Sort and Heap Sort) using the proof assistant Isabelle/HOL and program refinement techniques.

This paper describes a one-year introductory robotics course sequence focusing on computational aspects of robotics for third- and fourth-year students. The key challenges this curriculum addresses are "scalability," i.e., how to teach a robotics class with a limited amount of hardware to a large audience, "student assessment," i.e., how to assess the students' success on robotic design and programming assignments, and "depth versus breadth," i.e., how to down-select content from the interdisciplinary field of robotics to computer science students. This is achieved by combining simulation-based laboratory assignments, which can be conducted anywhere and anytime, with compatible hardware devices that allow a seamless transition from simulation to real hardware, and a focus on performance-based assessment with an open-ended final project/competition. Content learning and retention is assessed for a subset of students who successfully went through the proposed curriculum. All class materials as well as hardware-in particular, a low-cost, highly articulated robotic arm developed for teaching advanced robotics concepts-are open-source and available online.

This paper describes the authors' experience of teaching agile software development to students of computer science, software engineering, and other related disciplines, and comments on the implications of this and the lessons learned. It is based on the authors' eight years of experience in teaching agile software methodologies to various groups of students at different universities, in different cultural settings, and in a number of courses and seminars. It specifically discusses three different courses on agile software development, given in different teaching settings and at different levels, and briefly surveys variations to these courses given elsewhere. Based on the experience acquired, analyses and evaluations conducted, and current pedagogical trends at relevant university departments, the authors provide recommendations on how to overcome potential problems in teaching agile software development and make their adoption more effective. (Contains 3 tables.)

This paper examines the effective deployment of conversational agents in virtual worlds from the perspective of researchers/practitioners in cognitive psychology, computing science, learning technologies and engineering. From a cognitive perspective, the major challenge lies in the coordination and management of the various channels of information associated with conversation/communication and integrating this information with the virtual space of the environment and the belief space of the user. From computing science, the requirements include conversational competency, use of nonverbal cues, animation consistent with affective states, believability, domain competency and user adaptability. From a learning technologies perspective, the challenge is to maximise the considerable affordances provided by conversational avatars in virtual worlds balanced against ecologically valid investigations regarding utility. Finally, the engineering perspective focuses on the technical competency required to implement effective and functional agents, and the associated costs to enable student access. Taken together, the four perspectives draw attention to the quality of the agent-user interaction, how theory, practice and research are closely intertwined, and the multidisciplinary nature of this area with opportunities for cross fertilisation and collaboration.

Software engineering (SE) is a multidimensional field that involves activities in various areas and disciplines, such as computer science, project management, and system engineering. Though modern SE curricula include designated courses that address these various subjects, an advanced summary course that synthesizes them is still missing. Such a course would enable young practitioners to get a comprehensive description of SE, to experience a genuine software development process, and to appreciate the relations and tradeoffs between the various domains of SE. This paper proposes a multidimensional SE course framework aimed at giving SE students just such comprehensive, cross-paradigm, practical, and theoretical experience and background. The course is organized along four axes: a) fundamentals of SE; b) practices and tools; c) productization; and d) technology evolution. Each of these axes, in themselves multifaceted, enables an examination of SE on various scales and from different perspectives; together they create a holistic multidimensional description of SE. The course is evaluated according to accepted criteria highlighting the course scope, pedagogic decisions, and relevance. The authors also describe their experience of teaching the course three times in the Tel Aviv University and the academic college of Tel-Aviv-Yaffo, Israel. (Contains 6 tables, 1 figure, and 3 footnotes.)

Embedded systems have been applied widely, not only to consumer products and industrial machines, but also to new applications such as ubiquitous or sensor networking. The increasing role of software (SW) in embedded system development has caused a great demand for embedded SW engineers, and university education for embedded SW engineering has become important. The embedded software engineers should learn system architecture design and hardware (HW) technologies as well as SW technologies. However, only a few universities offer education courses for embedded software engineering that include system architecture design and HW technologies. This paper proposes a student experiment method that is designed to nurture embedded SW engineers by teaching these technologies. The proposed method includes an experiment for embedded SW development, an experiment for embedded HW development and a HW/SW co-design experiment, which help students learn system architecture design skills such as system modeling, HW/SW tradeoff design, and SW and HW module design. A model of each experiment was developed and evaluated. (Contains 5 tables and 11 figures.)

This paper presents the main findings, and lessons learned, from introducing a synchronous peer collaboration activity in a distance learning computer science course. Synergo, a software that supports such an approach, was used in this activity. The organizational, technical, and academic challenges of introducing this activity in the course are discussed. After analyzing the students' interaction and their opinions, and evaluating the final results, it was found that this activity was received positively by the group of students concerned, who engaged in peer tutoring and used this as an opportunity to break the isolation of the distance learning setting and to forge links with each other. (Contains 1 table, 3 figures, and 1 footnote.)

This paper focuses on challenges in mentoring software development projects in the high school and analyzes difficulties encountered by Computer Science teachers in the mentoring process according to Shulman's Teacher Knowledge Base Model. The main difficulties that emerged from the data analysis belong to the following knowledge sources of Shulman's model: Content knowledge, pedagogical content knowledge (PCK) and knowledge of learners and their characteristics. We suggest that the complexity of the mentoring process of software project development in the high school results mainly from the fact that the process involves a variety of knowledge types, as well as management activities and pedagogical aspects. This fact leads us to conclude that a mentoring methodology should be defined for this complex task, similar to software project development methodologies applied in the industry. We summarize with a discussion of the nature of such a methodology. (Contains 2 tables and 1 note.)

Design patterns have become a widely acknowledged software engineering practice and therefore have been incorporated in the curricula of most computer science departments. This paper presents an observational study on students' ability to understand and apply design patterns. Within the context of a postgraduate software engineering course, students had to deliver two versions of a software system; one without and one with design patterns. The former served as a poorly designed system suffering from architectural problems, while the latter served as an improved system where design problems had been solved by appropriate patterns. The experiment allowed the quantitative evaluation of students' preference to patterns. Moreover, it was possible to assess students' ability in relating design problems with patterns and interpreting the impact of patterns on software metrics. The overall goal was to empirically identify ways in which a course on design patterns could be improved. (Contains 4 figures and 2 tables.)

Abstraction is a major concept in computer science and serves as a powerful tool in software development. Pattern-oriented instruction (POI) is a pedagogical approach that incorporates patterns in an introductory computer science course in order to structure the learning of algorithmic problem solving. This paper examines abstraction processes in the course of solving an algorithmic problem and highlights three distinct, although interrelated, facets of abstraction: pattern recognition, black-boxing, and structure identification. A study that examined the influence of the POI approach on students' abstraction skills is described; students who learned according to the POI approach were compared with students who learned in a traditional manner with regard to analogical reasoning and problem decomposition and solution, as well as verbal expression. The three facets of abstraction were used to analyze students' abstraction skills and their competency in algorithmic problem solving. (Contains 4 figures and 5 tables.)

The authors assign semester- or quarter-long team-based projects in several Computer Science and Finance courses. This paper reports on our experience in designing, managing, and evaluating such projects. In particular, we discuss the effects of team size and of various peer evaluation schemes on team performance and student learning. We report statistical measures of the students' peer evaluations--do they always rate each other strongly or weakly? What are the means and ranges? More importantly, we discuss why we introduced these peer evaluations, and what effect they have had on student commitment and performance. We discuss a small number of cases where student participation was poor, and relate this to the peer evaluation process. (Contains 6 figures and 1 table.)

In this paper, a methodological educational proposal based on constructivism and collaborative learning theories is described. The suggested approach has been successfully applied to a subject entitled "Computer Architecture and Engineering" in a Computer Science degree in the University of La Laguna in Spain. This methodology is supported by two tools: the Moodle platform as a collaboration framework among students and teachers and a free Instruction Level Parallelism (ILP) processor simulator called SIMDE, developed by the authors to promote the experience and help the understanding of superscalar and VLIW processors. This work is described showing how the constructivist and collaborative approaches have been applied and how the activities have been structured temporarily in phases. This educational proposal has been validated and improved with the feedback of the students during two academic years. Furthermore, the methodological procedure is also suitable to be used not only in subjects with contents which require the understanding of dynamic situations but also in subjects with other requirements.

Less than one half of one percent of all processors manufactured today end up in computers. The rest are embedded in other devices such as automobiles, airplanes, trains, satellites, and nearly every modern electronic device. Developing software for embedded systems requires a greater knowledge of hardware than developing for a typical desktop application. Despite the great demand for people to develop real-time embedded system software, few universities devote class time to giving students the necessary skills. In this paper I describe a course and stimulating environment for introducing students to this important domain. I make arguments for using real devices rather than simulations and for using a computer-controlled model railroad. I describe the computing and railroad hardware, laboratory assignments, and course project used in my course. Finally, I present a summary of the effectiveness of programming language choice based on an analysis of 13 years of data. (Contains 4 figures.)

Open Source Software (OSS) has introduced a new dimension in software community. As the development and use of OSS becomes prominent, the question of its integration in education arises. In this paper, the following practices fundamental to projects and processes in software engineering are examined from an OSS perspective: project management; process, workflows, and collaborative activities; modeling and specification; deployment of standards; documentation; and quality assurance and evaluation. Based on a pragmatic framework, the prospects of integrating OSS in a traditional software engineering curriculum are outlined and concerns in realizing them are given. In doing so, the cases of the adoption of OSS process model, use of OSS as a Computer Aided Software Engineering (CASE) tool, OSS as a standalone sub-system, and open source code reuse are considered. We present some of the trade-offs that could help educators in decision making towards the use of the OSS environment in software engineering pedagogical contexts. The significance of openly accessible content in general and its relation to OSS in particular is briefly highlighted. (Contains 3 tables.)

We will argue that CALL can usefully be viewed as a subset of computer software engineering and can profit from adopting some of the recent progress in software development theory. The unified modelling language has become the industry standard modelling technique and the accompanying unified process is rapidly gaining acceptance. The manner in which these can be used as a design aid will be demonstrated using, as a concrete example, the London Metropolitan University "Interactive language learning" authoring package. We will show how, by applying such formal techniques, existing functionality has been improved and new functionality has been developed. This approach can lead to a greater understanding between the developer and the user, both student and teacher, as well as helping to bridge the gap between the second language acquisition expert and the software developer to the benefit of both. This development process has led us to believe that CALL, as the most advanced of the computer aided learning disciplines can also make a valid contribution to more general computer science in areas of interface design, evaluation and requirements analysis. Modern computer science is dominated by the "business model." We argue that CALL can offer an approach which is driven by both pedagogy and research and which offers what we might call a "public service model" but which we will call "process model" for the sake of political neutrality. A case study will explain how these ideas have been applied in practical development of our authoring package and on-line course material. In particular, we show how the use of Java Server technology has provided tracking and improved online assessment. (Contains 2 notes and 33 figures.)