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A model-driven approach to teaching concurrency

A model-driven approach to teaching concurrency A Model-Driven Approach to Teaching Concurrency MANUEL CARRO, Universidad Polit´ cnica de Madrid and IMDEA Software Institute e ´ ~ e ANGEL HERRANZ and JULIO MARINO, Universidad Polit´ cnica de Madrid We present an undergraduate course on concurrent programming where formal models are used in different stages of the learning process. The main practical difference with other approaches lies in the fact that the ability to develop correct concurrent software relies on a systematic transformation of formal models of interprocess interaction (so called shared resources), rather than on the specific constructs of some programming language. Using a resource-centric rather than a language-centric approach has some benefits for both teachers and students. Besides the obvious advantage of being independent of the programming language, the models help in the early validation of concurrent software design, provide students and teachers with a lingua franca that greatly simplifies communication at the classroom and during supervision, and help in the automatic generation of tests for the practical assignments. This method has been in use, with slight variations, for some 15 years, surviving changes in the programming language and course length. In this article, we describe the components and structure of the current incarnation http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png ACM Transactions on Computing Education (TOCE) Association for Computing Machinery

A model-driven approach to teaching concurrency

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References (30)

Publisher
Association for Computing Machinery
Copyright
Copyright © 2013 by ACM Inc.
ISSN
1946-6226
DOI
10.1145/2414446.2414451
Publisher site
See Article on Publisher Site

Abstract

A Model-Driven Approach to Teaching Concurrency MANUEL CARRO, Universidad Polit´ cnica de Madrid and IMDEA Software Institute e ´ ~ e ANGEL HERRANZ and JULIO MARINO, Universidad Polit´ cnica de Madrid We present an undergraduate course on concurrent programming where formal models are used in different stages of the learning process. The main practical difference with other approaches lies in the fact that the ability to develop correct concurrent software relies on a systematic transformation of formal models of interprocess interaction (so called shared resources), rather than on the specific constructs of some programming language. Using a resource-centric rather than a language-centric approach has some benefits for both teachers and students. Besides the obvious advantage of being independent of the programming language, the models help in the early validation of concurrent software design, provide students and teachers with a lingua franca that greatly simplifies communication at the classroom and during supervision, and help in the automatic generation of tests for the practical assignments. This method has been in use, with slight variations, for some 15 years, surviving changes in the programming language and course length. In this article, we describe the components and structure of the current incarnation

Journal

ACM Transactions on Computing Education (TOCE) – Association for Computing Machinery

Published: Jan 1, 2013

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