Conceptual Modeling Education as a “Design Problem”
This article frames Conceptual Modeling education as a design problem, in the sense of the Design Science research framework, motivated by student preconceptions and oversimplifications causing a gap between how the discipline is perceived at the bachelor level and the holistic understanding of mode...
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| Format: | Article |
| Language: | English |
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Riga Technical University Press
2019-12-01
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| Series: | Complex Systems Informatics and Modeling Quarterly |
| Subjects: | |
| Online Access: | https://csimq-journals.rtu.lv/article/view/3231 |
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| _version_ | 1832542967032709120 |
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| author | Robert Andrei Buchmann Ana-Maria Ghiran Victoria Döller Dimitris Karagiannis |
| author_facet | Robert Andrei Buchmann Ana-Maria Ghiran Victoria Döller Dimitris Karagiannis |
| author_sort | Robert Andrei Buchmann |
| collection | DOAJ |
| description | This article frames Conceptual Modeling education as a design problem, in the sense of the Design Science research framework, motivated by student preconceptions and oversimplifications causing a gap between how the discipline is perceived at the bachelor level and the holistic understanding of model value that is required for research work. The treatment to this design problem must comprise teaching approaches and artifacts capable of positioning Conceptual Modeling as a standalone discipline having a value proposition for any application domain, rather than a technique subordinated to other disciplines. The underpinning thesis is that modeling languages should be primarily understood as purposeful knowledge schemas that can be subjected to agile adaptations in support of model-driven systems or knowledge processes, by analogy to how a database schema is evolved in response to changing requirements of a data-driven system or data analytics needs. This thesis is supported by enablers provided by the Open Models Laboratory and the Agile Modeling Method Engineering framework – resources that support the development of treatments to the design problem framed by the article. |
| format | Article |
| id | doaj-art-89fc30c2d7394aa4872ae235694e1735 |
| institution | Kabale University |
| issn | 2255-9922 |
| language | English |
| publishDate | 2019-12-01 |
| publisher | Riga Technical University Press |
| record_format | Article |
| series | Complex Systems Informatics and Modeling Quarterly |
| spelling | doaj-art-89fc30c2d7394aa4872ae235694e17352025-02-03T12:03:20ZengRiga Technical University PressComplex Systems Informatics and Modeling Quarterly2255-99222019-12-01021213310.7250/csimq.2019-21.021772Conceptual Modeling Education as a “Design Problem”Robert Andrei Buchmann0Ana-Maria Ghiran1Victoria Döller2Dimitris Karagiannis3Business Informatics Research Centre, Faculty of Economics and Business Administration, Babeș-Bolyai University, Cluj-NapocaBusiness Informatics Research Centre, Faculty of Economics and Business Administration, Babeș-Bolyai University, Cluj-NapocaResearch Group Knowledge Engineering, Faculty of Computer Science, University of Vienna, ViennaResearch Group Knowledge Engineering, Faculty of Computer Science, University of Vienna, ViennaThis article frames Conceptual Modeling education as a design problem, in the sense of the Design Science research framework, motivated by student preconceptions and oversimplifications causing a gap between how the discipline is perceived at the bachelor level and the holistic understanding of model value that is required for research work. The treatment to this design problem must comprise teaching approaches and artifacts capable of positioning Conceptual Modeling as a standalone discipline having a value proposition for any application domain, rather than a technique subordinated to other disciplines. The underpinning thesis is that modeling languages should be primarily understood as purposeful knowledge schemas that can be subjected to agile adaptations in support of model-driven systems or knowledge processes, by analogy to how a database schema is evolved in response to changing requirements of a data-driven system or data analytics needs. This thesis is supported by enablers provided by the Open Models Laboratory and the Agile Modeling Method Engineering framework – resources that support the development of treatments to the design problem framed by the article.https://csimq-journals.rtu.lv/article/view/3231conceptual modeling educationdesign scienceagile modeling method engineeringomilabteaching artifacts |
| spellingShingle | Robert Andrei Buchmann Ana-Maria Ghiran Victoria Döller Dimitris Karagiannis Conceptual Modeling Education as a “Design Problem” Complex Systems Informatics and Modeling Quarterly conceptual modeling education design science agile modeling method engineering omilab teaching artifacts |
| title | Conceptual Modeling Education as a “Design Problem” |
| title_full | Conceptual Modeling Education as a “Design Problem” |
| title_fullStr | Conceptual Modeling Education as a “Design Problem” |
| title_full_unstemmed | Conceptual Modeling Education as a “Design Problem” |
| title_short | Conceptual Modeling Education as a “Design Problem” |
| title_sort | conceptual modeling education as a design problem |
| topic | conceptual modeling education design science agile modeling method engineering omilab teaching artifacts |
| url | https://csimq-journals.rtu.lv/article/view/3231 |
| work_keys_str_mv | AT robertandreibuchmann conceptualmodelingeducationasadesignproblem AT anamariaghiran conceptualmodelingeducationasadesignproblem AT victoriadoller conceptualmodelingeducationasadesignproblem AT dimitriskaragiannis conceptualmodelingeducationasadesignproblem |