Warwick Irwin

Bio: Warwick Irwin is an academic researcher from University of Canterbury. The author has contributed to research in topics: Software visualization & Software construction. The author has an hindex of 13, co-authored 24 publications receiving 454 citations.

Supporting collaborative learning and problem-solving in a constraint-based CSCL environment for UML class diagrams

Abstract: We present COLLECT-UML, a constraint-based intelligent tutoring system (ITS) that teaches object-oriented analysis and design using Unified Modelling Language (UML). UML is easily the most popular object-oriented modelling technology in current practice. While teaching how to design UML class diagrams, COLLECT-UML also provides feedback on collaboration. Being one of constraint-based tutors, COLLECT-UML represents the domain knowledge as a set of constraints. However, it is the first system to also represent a higher-level skill such as collaboration using the same formalism. We started by developing a single-user ITS that supported students in learning UML class diagrams. The system was evaluated in a real classroom, and the results showed that students’ performance increased significantly. In this paper, we present our experiences in extending the system to provide support for collaboration as well as domain-level support. We describe the architecture, interface and support for collaboration in the new, multi-user system. The effectiveness of the system has been evaluated in two studies. In addition to improved problem-solving skills, the participants both acquired declarative knowledge about effective collaboration and did collaborate more effectively. The participants have enjoyed working with the system and found it a valuable asset to their learning.

Object oriented metrics: precision tools and configurable visualisations

Abstract: Software metrics are a valuable tool in helping software engineers to develop large, complex software systems. However, it is vital that transparency and precision are maintained at all stages. We contend that without grammars we cannot define metrics rigorously, without transparent and powerful parsing tools we cannot collect data accurately and without flexible configurable visualisation we cannot exploit the full potential of our data. We report the development of JST, a semantic analyser for Java, and show how it is incorporated into our pipeline-based approach to metrics collection and visualisation. We describe a new visualisation, class clusters, which not only demonstrate the data generated by our tools but also illustrate the value of 3D virtual worlds for visualising software metrics.

Towards synchronous collaborative software engineering

Abstract: CAISE, a collaborative software engineering architecture, provides extensible real-time support for collaboration between participating tools and users. The architecture maintains a semantic project model constructed incrementally from software artifacts as they are developed; this model is used to determine the impact of changes at a semantic level. This information is relayed to developers, providing them with awareness of others' locations, and alerting them to potential conflicts and the need for closer collaboration. We use examples from CAISE-based tools to illustrate the potential of real-time collaborative software engineering to enhance awareness of other developers' actions.

In Situ Software Visualisation

Abstract: Software engineers need to design, implement, comprehend and maintain large and complex software systems. Awareness of information about the properties and state of individual artifacts, and the process being enacted to produce them, can make these activities less error-prone and more efficient. In this paper we advocate the use of code colouring to augment development environments with rich information overlays. These in situ visualisations are delivered within the existing IDE interface and deliver valuable information with minimal overhead. We present CoderChrome, a code colouring plug-in for Eclipse, and describe how it can be used to support and enhance software engineering activities.

A Constraint-Based Tutor for Learning Object-Oriented Analysis and Design using UML

Abstract: COLLECT-UML is an intelligent tutoring system that teaches Object-Oriented design using Unified Modelling Language (UML). UML is one of the most popular techniques used in the design and development of Object-Oriented systems nowadays. The Constraint-Based Modelling (CBM) has been used successfully in several systems and they have proved to be extremely effective in evaluations performed in real classrooms. In this paper, we present our experiences in implementing another constraint-based tutor, in the area of Object-Oriented design. We present the system's architecture and functionality and describe the results of a preliminary study with postgraduate students who interacted with the system as part of a think-aloud study. Participants felt that using the system helped them improve their UML knowledge. A full evaluation study is planned for May 2005, which aims to evaluate the interface and the effect of using the system on students' learning.

Computer-Supported Argumentation: A Review of the State of the Art

Abstract: Argumentation is an important skill to learn. It is valuable not only in many professional contexts, such as the law, science, politics, and business, but also in everyday life. However, not many people are good arguers. In response to this, researchers and practitioners over the past 15–20 years have developed software tools both to support and teach argumentation. Some of these tools are used in individual fashion, to present students with the “rules” of argumentation in a particular domain and give them an opportunity to practice, while other tools are used in collaborative fashion, to facilitate communication and argumentation between multiple, and perhaps distant, participants. In this paper, we review the extensive literature on argumentation systems, both individual and collaborative, and both supportive and educational, with an eye toward particular aspects of the past work. More specifically, we review the types of argument representations that have been used, the various types of interaction design and ontologies that have been employed, and the system architecture issues that have been addressed. In addition, we discuss intelligent and automated features that have been imbued in past systems, such as automatically analyzing the quality of arguments and providing intelligent feedback to support and/or tutor argumentation. We also discuss a variety of empirical studies that have been done with argumentation systems, including, among other aspects, studies that have evaluated the effect of argument diagrams (e.g., textual versus graphical), different representations, and adaptive feedback on learning argumentation. Finally, we conclude by summarizing the “lessons learned” from this large and impressive body of work, particularly focusing on lessons for the CSCL research community and its ongoing efforts to develop computer-mediated collaborative argumentation systems.

Review: Student modeling approaches: A literature review for the last decade

Abstract: This paper constitutes a literature review on student modeling for the last decade. The review aims at answering three basic questions on student modeling: what to model, how and why. The prevailing student modeling approaches that have been used in the past 10years are described, the aspects of students' characteristics that were taken into consideration are presented and how a student model can be used in order to provide adaptivity and personalisation in computer-based educational software is highlighted. This paper aims to provide important information to researchers, educators and software developers of computer-based educational software ranging from e-learning and mobile learning systems to educational games including stand alone educational applications and intelligent tutoring systems. In addition, this paper can be used as a guide for making decisions about the techniques that should be adopted when designing a student model for an adaptive tutoring system. One significant conclusion is that the most preferred technique for representing the student's mastery of knowledge is the overlay approach. Also, stereotyping seems to be ideal for modeling students' learning styles and preferences. Furthermore, affective student modeling has had a rapid growth over the past years, while it has been noticed an increase in the adoption of fuzzy techniques and Bayesian networks in order to deal the uncertainty of student modeling.