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.

Abstract

Online education has witnessed a spike during the COVID-19 pandemic[1], due to which it is important to be performance efficient and serve the content in a reasonable time. In this case study of Virtual Labs, an e-learning platform we analyse and propose a set of approaches which helps in improving the website’s performance. Virtual Labs is an e-learning website for virtual experiments in topics on science and engineering. These experiments are in the form of static webpages. This paper delineates the steps we followed to improve the performance of the static e-learning website. It shares insights into some of the concepts which can help improve the website performance.

Abstract

Model checking is now a standard technology for verifying large and complex systems. While there are a range of tools and techniques to verify various properties of a system under consideration, in this work, we restrict our attention to safety checking procedures using explicit state space generation. The necessary hardware resources required in this approach depends on the model complexity and the resulting state transition graph that gets generated. This cannot be estimated apriori. For reasonably realistic models, the available main memory in even high end servers may not be sufficient. Hence, we have to use distributed safety verification approaches on a cluster of nodes. However, the problem of estimating the minimum number of nodes in the cluster for the verification procedure to complete successfully remains unsolved. In this paper, we propose a dynamically scalable model checker using an actor based architecture. Using the proposed approach, an end user can invoke a model checker hosted on a cloud platform in a push button fashion. Our safety verification procedures automatically expands the cluster by requesting more virtual machines from the cloud provider. Finally, the user gets to pay only for the hardware resources he rented for the duration of the verification procedure. We refer to this as Model Checking as Service. We approach this problem by proposing an asynchronous algorithm for safety checking in actor framework. The actor based approach allows for scaling the resources on a need basis and redistributes the work load transparently through state migration. We tested our approach by developing a distributed version of SpinJA model checker using Akka actor framework. We conducted our experiments on Google Cloud Engine (GCE) platform wherein we scale our resources automatically using the GCE API. On large models such as anderson.8 from BEEM benchmark suite, our approach reduced the model checking cost in dollars by 8.6x while reducing the wall clock time to complete the safety checking procedure 5.5x times.