Abstract

This paper presents a knowledge-driven approach for automated synthesis of controllers in three different use-cases. The approach addresses the engineering challenge posed by Industrie 4.0, which requires fast, reliable, and flexible integration of multiple heterogeneous hardware and software components. Manual design approaches are not scalable for large systems due to their complexity. The proposed approach captures resource-capability knowledge and uses a reasoning-based synthesis mechanism to compose a controller design for a plant goal. The approach uses domain-specific languages (DSLs) to describe the components, their interfaces, and capabilities. The generated control designs are executable codes that implement the control strategy. The proposed approach reduces the average engineering time by 70% and generates on an average 60% of the executable code in each use-case. The

Abstract

One of the key challenges for a novice engineer in a product company is to comprehend the product sufficiently and quickly. It can take anywhere from six months to several years for them to attain mastery but they need to start delivering results much before. SaaS (Software-as-a-Service) products have sophisticated system architecture which adds to the time and effort of understanding them. On the other hand, time available to new hires for product understanding continues to be short and getting shorter, given the pressure to deliver more in less time. Constructivist theory views learning as a personal process in which the learner constructs new knowledge for themselves. Building and refining a mental model is the key way in which they learn, similar to how the brain operates. This paper presents an approach to improve system comprehension process by using a system model that a) acts as a transitional object to aid and refine the mental model of the learner, and b) captures the current understanding of the dynamics of the software system in a way that can be reasoned with and simulated. We have adapted discrete systems modeling techniques and used a transition system as a lightweight modeling language. Such a model can be used by novice engineers during their product ramp-up phase to build a model of the software system that captures their knowledge of the system and aid their mental model. The paper also presents a learning approach in which the learners create and refine these models iteratively using the available and newly uncovered knowledge about the software system. We hypothesize that by leveraging this modeling

Abstract

Software-as-a-Service (SaaS) product companies have brought in significant changes in how we build software from architecture and engineering process perspective. SaaS products are large, dis- tributed software systems hosted in cloud and built using collabo- rating services (or micro-services). The software releases happen in days and weeks, necessitating an agile development process. Novice engineers (those who join the company fresh from college) need to become comfortable with complex systems and proficient in agile delivery with high quality, otherwise they fall behind in productivity. The paper posits that, to be successful at these SaaS product companies, the novice engineers need good modeling and design skills. While this has been for all software development, the changes driven by SaaS products have made this need more acute. Such skills will allow them to capture their feature behaviors (in context of their understanding of the larger product) in an implementation- independent manner and any knowledge gaps can be identified and bridged by their collaborators. We propose a modeling language that is easy for them to learn and use, and which has characteristics suitable for the kind of engineering work they need to do in their early years in a SaaS product company. This modeling language is based on the notion of Transition Systems. The paper demonstrates the usage and value of this language by creating a model for a real feature. The modeling language is quite general and transcends abstraction boundaries. We also present a modeling process that should be used with this language for better results. This is a short position paper that presents an idea about a new modeling language for a specific purpose (helping novice engineers design well at SaaS product companies). Validation studies for the language and the design process is a work in progress and the results will be shared in a full paper later.

Abstract

Remote Triggered Labs (RTL) are helpful for students to work on laboratory experiments virtually anytime, anywhere. Such setups can facilitate distance learning and are helpful during pandemics. In this paper, the use of Computer Vision (CV) is demonstrated for RTL experiments. For this, a use-case of the Conservation of Mechanical Energy experiment is considered. A CV-based approach is used to estimate an object’s velocity whose setup primarily consists of a microprocessor, a camera and infrared (IR) sensors. The experiment is recorded, and various CV techniques are employed to estimate the object’s velocity. This paper also compares a CV-based and an IR sensor-based approach to estimate the object’s velocity. Linear regression applied to the CV-based implementation resulted in an optimal mean-squared error (MSE), nearly 10 times better than IR-based implementation.

Abstract

An engineer in a product company is expected to design a good solution to a computing problem (Design skill) and articulate the solution well (Expression skill). We expect an industry-ready student (final year student or a fresh campus hire) as well to demonstrate both these skills when working on simple problems assigned to them. This paper reports on the results when we tested a cohort of participants (N=16) for these two skills. We created two participant groups from two different tiers of college, one from a Tier 1 college (who were taking an advanced elective course), and another from Tier 2 colleges (who had been hired for internship in a SaaS product company). We gave them a simple design problem and evaluated the quality of their design and expression. Design quality was evaluated along three design principles of Abstraction, Decomposition, and Precision (adapted from the Software Engineering Book of Knowledge). Expression quality was evaluated using criteria we developed for our study that is based on the diversity and density of the expressions used in the articulation. We found the students lacking in design and expression skills. Specifically, a) they struggled with abstraction as a design principle, b) they did not use enough modes of expressions to articulate their design, and c) they did not use enough formal notations (UML, equations, relations, etc.). We also found significant difference in the performance between the two participant groups.

Abstract

This Full Paper in the Innovative Practice category begins by asking “can algorithms be thought of and taught as dynamical systems?” Our exploration of this idea — Algodynamics — is guided by a vision to achieve convergence between computing and engineering education. The engineering sciences share a common conceptual vocabulary originating in dynamical systems: state spaces, flows, actions, invariants, fixed points, convergence, etc. The goal of algodynamics is to build, ab initio, a framework for understanding and teaching algorithms using concepts from dynamics. This allows us to teach computing and algorithms as an engineering science. Engineers work with models. In algodynamics, models are expressed using transition systems rather than as pseudocode or programs. This allows a crisp representation of two important classes of computation: sequential algorithms as ‘discrete flows’ (iterative systems) and interactive applications as ‘action flows’ (transition systems).

Abstract

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Abstract

Control systems operate industrial plants to accomplish stakeholder objectives like achieving production targets, complying with environmental ordinances, handling faults, etc. Such stakeholder objectives get realised by identifying and executing valid control actions on the plant’s control system. E.g., to achieve fault management a command is fired to place machines in a fault mode when the plant is under an error state. Arriving at such control actions is a non-trivial task demanding a detailed understanding of the plant’s structure and behaviour. Besides, it is also essential to verify the consequences of such control actions relative to other cross-cutting objectives and plant behaviour. E.g., to fulfil fault management objectives, the action to set machines in fault mode may affect production goals due to the machine unavailability. Hence, validation of control actions is vital before executing them using the actual plant’s control system. With digital twin technologies (DT), it is now possible to verify the implications of such control actions against a plant’s behaviour and objectives in a simulated environment without affecting the actual plant operations. DTs get developed autonomously as one-off solutions to simulate and validate plant control actions in the current state of practice, demanding high efforts and domain expertise. Our paper proposes a knowledge-driven approach enabling automation in DT development. The result of our approach is an auto-generated digital twin that pro-actively mimics the plant’s control system behaviour and helps with the validation of control actions before their execution. We use this approach to build three fault management DTs in a power plant. The application of our approach significantly reduces the manual efforts and development time to build such DTs.

Abstract

This Full Paper in the Innovative Practice category begins by asking “can algorithms be thought of and taught as dynamical systems?” Our exploration of this idea — Algodynamics — is guided by a vision to achieve convergence between computing and engineering education. The engineering sciences share a common conceptual vocabulary originating in dynamical systems: state spaces, flows, actions, invariants, fixed points, convergence, etc. The goal of algodynamics is to build, ab initio, a framework for understanding and teaching algorithms using concepts from dynamics. This allows us to teach computing and algorithms as an engineering science. Engineers work with models. In algodynamics, models are expressed using transition systems rather than as pseudo- code or programs. This allows a crisp representation of two important classes of computation: sequential algo- rithms as ‘discrete flows’ (iterative systems) and interactive applications as ‘action flows’ (transition systems). The focus of this paper is on the first of these classes, algorithms, but using ideas from the second, viz., tran- sition systems. In this framework, algorithms emerge as convergent iterative systems. Due to their non-interactivity, iterative systems may be hard to understand. The student may trace through the algorithm, but to know how the parts of the algorithm work together requires ‘opening up’ the algorithm and situating it within the more general class of interactive systems. Doing so helps the student to understand the machinery of an algorithm in an incremen- tal and modular way. The student interactively solves the algorithmic problem, experimenting with various strategies along the way. At each stage of the design, interactivity is traded for automation

Abstract

The annual ACM Innovations in Software Engineering Conference (ISEC) held its 14th edition online during 25–27th February, 2021. Since 2019, the conference has included a PhD symposium. The aim of the symposium is to offer PhD scholars in early stages of their research work a platform to present their work and also to get feedback from the audience. This report from the symposium co-chairs briefly summarises the effort involved in organising the symposium and a brief summary of the papers presented at the symposium.