基于模型驱动的ERP平台二次开发的设计与实现

当今ERP软件发展的新方向有两个,一是ERP系统如何进行快速高效地开发,二是具备良好的扩展能力.根据新方向发展要求,提出了平台化的ERP系统与基于模型驱动二次开发的设计思想,并结合实际案例给出了具体实现技术.基于模型的设计快速实现了ERP系统的开发,真正增强了系统的可扩展性,为企业解决ERP软件的高效扩展开发和成功实施提供了一种新的方法.     

Systematic analyses and comparison of development performance and product quality of Incremental Process and Agile Process

ContextAlthough Agile software development models have been widely used as a base for the software project life-cycle since 1990s, the number of studies that follow a sound empirical method and quantitatively reveal the effect of using these models over Traditional models is scarce.ObjectiveThis article explains the empirical method of and the results from systematic analyses and comparison of development performance and product quality of Incremental Process and Agile Process adapted in two projects of a middle-size, telecommunication software development company. The Incremental Process is an adaption of the Waterfall Model whereas the newly introduced Agile Process is a combination of the Unified Software Development Process, Extreme Programming, and Scrum.MethodThe method followed to perform the analyses and comparison is benefited from the combined use of qualitative and quantitative methods. It utilizes; GQM Approach to set measurement objectives, CMMI as the reference model to map the activities of the software development processes, and a pre-defined assessment approach to verify consistency of process executions and evaluate measure characteristics prior to quantitative analysis.ResultsThe results of the comparison showed that the Agile Process had performed better than the Incremental Process in terms of productivity (79%), defect density (57%), defect resolution effort ratio (26%), Test Execution V&V Effectiveness (21%), and effort prediction capability (4%). These results indicate that development performance and product quality achieved by following the Agile Process was superior to those achieved by following the Incremental Process in the projects compared.ConclusionThe acts of measurement, analysis, and comparison enabled comprehensive review of the two development processes, and resulted in understanding their strengths and weaknesses. The comparison results constituted objective evidence for organization-wide deployment of the Agile Process in the company.     

Impact of test-driven development on productivity, code and tests: A controlled experiment

Context

Test-driven development is an approach to software development, where automated tests are written before production code in highly iterative cycles. Test-driven development attracts attention as well as followers in professional environment; however empirical evidence of its superiority regarding its effect on productivity, code and tests compared to test-last development is still fairly limited. Moreover, it is not clear if the supposed benefits come from writing tests before code or maybe from high iterativity/short development cycles.

Objective

This paper describes a family of controlled experiments comparing test-driven development to micro iterative test-last development with emphasis on productivity, code properties (external quality and complexity) and tests (code coverage and fault-finding capabilities).

Method

Subjects were randomly assigned to test-driven and test-last groups. Controlled experiments were conducted for two years, in an academic environment and in different developer contexts (pair programming and individual programming contexts). Number of successfully implemented stories, percentage of successful acceptance tests, McCabe’s code complexity, code coverage and mutation score indicator were measured.

Results

Experimental results and their selective meta-analysis show no statistically significant differences between test-driven development and iterative test-last development regarding productivity (χ²(6) = 4.799, p = 1.0, r = .107, 95% CI (confidence interval): −.149 to .349), code complexity (χ²(6) = 8.094, p = .46, r = .048, 95% CI: −.254 to .341), branch coverage (χ²(6) = 13.996, p = .059, r = .182, 95% CI: −.081 to .421), percentage of acceptance tests passed (one experiment, Mann-Whitney U = 125.0, p = .98, r = .066) and mutation score indicator (χ²(4) = 3.807, p = .87, r = .128, 95% CI: −.162 to .398).

Conclusion

According to our findings, the benefits of test-driven development compared to iterative test-last development are small and thus in practice relatively unimportant, although effects are positive. There is an indication of test-driven development endorsing better branch coverage, but effect size is considered small.     

Evaluation of integrated software development environments: Challenges and results from three empirical studies

Evidence shows that integrated development environments (IDEs) are too often functionality-oriented and difficult to use, learn, and master. This article describes challenges in the design of usable IDEs and in the evaluation of the usability of such tools. It also presents the results of three different empirical studies of IDE usability. Different methods are sequentially applied across the empirical studies in order to identify increasingly specific kinds of usability problems that developers face in their use of IDEs. The results of these studies suggest several problems in IDE user interfaces with the representation of functionalities and artifacts, such as reusable program components. We conclude by making recommendations for the design of IDE user interfaces with better affordances, which may ameliorate some of most serious usability problems and help to create more human-centric software development environments.     

Impacts of courseware and student characteristics on learning achievement: results of an empirical study

Abstract Literature reviews revealed that not enough is known about specific software design and use features which contribute to learning effectiveness. Moreover, most research on these topics is carried out only in universities. Therefore, it was decided to conduct an empirical study with students of secondary schools, level two in Switzerland. Five classes and three pieces of courseware material were included in the study to investigate whether and how courseware and student characteristics have an impact upon the learning effectiveness.     

Testing a recent model of ICT in development: Botswana and its university

A recent model analyzing the role of information and communications technology (ICT) in development shows promise. The model coheres with theory on contingency, the problem of reductionism, and distinctions between deeply and shallowly inscribed organizational change arising from ICT. Conditions of e-readiness at the University of Botswana provide an opportune case study for the model. On the whole the original model holds up well, although the case study reveals relevant factors missed by the model: underlying support infrastructure and postimplementation growth in demand. Accordingly, we define an explicit role for time in the model and add a major new dimension of financial sustainability. These additions equip the model to better account for realities affecting ICT's role in development. Further research needs include case and cross-case studies of the revised model. © 2007 Wiley Periodicals, Inc.     

From transaction to transformation: information and communication technology, professional development and the formation of communities of practice

Abstract Using the concept of ‘layers of community’, this paper describes and explains the ways in which teams of teachers, teacher educators and researchers worked together on the research project InterActive Education: teaching and learning in the information age. The focus is on the development and dissemination of professional knowledge as it relates to teaching and learning that incorporates information and communications technology (ICT) as a tool. Drawing on a range of data, we illustrate how ‘micro‐’, ‘meso‐’ and ‘macro’‐communities inter‐connect to create the settings for improved professional growth. The purpose is to challenge the linearity embedded in much of the professional development processes associated with ICT and to re‐model the relationship between practice and research.     

A blended learning Approach to teaching foreign policy: Student experiences of learning through face-to-face and online discussion and their relationship to academic performance

This article presents research on students’ experiences of learning through a blend of face-to-face and online discussion. The participants in our study were students enrolled in a foreign policy course at a major Australian university. Students’ conceptions of learning through discussion, and their approaches to both face-to-face and online discussion, were elicited through open-ended questionnaires and semi-structured interviews. Students’ responses to both open-ended questionnaires and interviews were analysed using a phenomenographic framework. Qualitative variations in students’ conceptions and approaches were categorised and were found to form a hierarchy. Subsequent quantitative analysis found associations between students’ conceptions of learning through discussion, their approaches to both face-to-face and online discussion and their academic performance (as indicated by the final mark for the course). Implications for teaching and further research are discussed.