Las redes de aprendizaje (Learning Networks) son redes sociales en linea mediante las cuales los participantes comparten informacion y colaboran para crear conocimiento De esta manera, estas redes enriquecen la experiencia de aprendizaje en cualquier contexto de aprendizaje, ya sea de educacion formal (en escuelas o universidades) o educacion no-formal (formacion profesional) Aunque el concepto de aprendizaje en red suscita el interes de diferentes actores del ambito educativo, aun existen muchos interrogantes sobre como debe disenarse el aprendizaje en red para facilitar adecuadamente la educacion y la formacion El articulo toma este interrogante como punto de partida, y posteriormente aborda cuestiones como la dinamica de la evolucion de las redes de aprendizaje, la importancia de fomentar la confianza entre los participantes y el papel central que desempena el perfil de usuario en la construccion de la confianza, asi como el apoyo entre companeros Ademas, se elabora el proceso de diseno de una red de aprendizaje, y se describe un ejemplo en el contexto universitario Basandonos en la investigacion que actualmente se lleva a cabo en nuestro propio centro y en otros lugares, el capitulo concluye con una vision del futuro de las redes de aprendizaje

/pdf/redes-de-aprendizaje-aprendizaje-en-red-1ocs8tt2c1.pdf

Redes de aprendizaje, aprendizaje en red

Requirements engineering (RE) often entails interdisciplinary groups of people working together to find novel and valuable solutions to a complex design problem. In such situations RE requires creativity in a form where interactions among stakeholders are particularly important: collaborative creativity. However, few studies have explicitly concentrated on understanding collaborative creativity in RE, resulting in limited advice for practitioners on how to support this aspect of RE. This paper provides a framework of factors characterising collaborative creative processes in RE. These factors enable a systematic investigation of the collaboratively creative nature of RE. They can potentially guide practitioners when facilitating RE efforts, and also provide researchers with ideas on where to focus when developing methods and tools for RE.

/pdf/collaborative-creativity-in-requirements-engineering-g3v71e929h.pdf

Collaborative creativity in requirements engineering: Analysis and practical advice

A key component in successfully managing software products is to properly, and in a timely manner, identify and secure competitive advantage by innovation via feature differentiation. Although open source software (OSS) is not a new idea, several product development companies that operate in a market-driven context have started to use open source solutions as core software components in their products. Adopting open source core components implies a lower degree of control over software development and increased business risk associated with integrating differentiating contributions into the core release stream. Whether and how to adjust the current requirements management practices after the adoption of OSS components to fully benefit from the concept of open innovation has not yet been empirically explored. We outline experiences and challenges related to leveraging open innovation via engaging in OSS identified during 19 interviews with practitioners occupying different roles in the requirements management process at a large company followed by four validation interviews with other practitioners. We then propose a research agenda for requirements and decision management in the open innovation context and suggest which challenges in requirements engineering open innovation affects.

/pdf/how-can-open-source-software-development-help-requirements-3lk6wvgjyu.pdf

How can open source software development help requirements management gain the potential of open innovation: an exploratory study

This paper reports on our experience of teaching Requirements Engineering for undergraduate students. It is well known, the obstacles educators have in teaching requirements engineering. These obstacles are related to the very nature of requirements engineering: a multidisciplinary field that deals with both computer science and social sciences concepts. Teaching requirements engineering just with problems descriptions, as a basis for the construction of requirements specifications or requirements models, misses the point. Educators should also provide students with ways of gathering client information. However, to be effective in this regard, there is the need that students interact with clients. Our pedagogical strategy is designed to tackle these challenges. Notwithstanding, we need to have feedback about the strategy, which lead to the design of an assessment to gauge the efficacy of our pedagogical strategy. We, describe the strategy, stress its novelty in facing the challenges, and provide assessment results over 3 semesters.

Facing the challenges of teaching requirements engineering

One factor that seems to influence an individual’s effectiveness in requirements engineering activities is her knowledge of the problem being solved, i.e., domain knowledge. While in-depth domain knowledge enables a requirements analyst to understand the problem easier, she can fall for tacit assumptions and fail to consider issues that she believes to be obvious. This paper investigates the impact of domain knowledge on requirements engineering activities. Its main research question is “How does one form the most effective team, consisting of some mix of domain ignorants and domain awares, for a requirements engineering activity involving knowledge about the domain of the computer-based system whose requirements are being determined by the team?” For completeness, a number of other factors, such as educational background, are considered for their effect on teams’ effectiveness. Two controlled experiments test a number of hypotheses derived from the question, including mainly that for a computer-based system in a particular domain, a team consisting of a mix of requirements analysts that are both ignorant and aware of the domain, is more effective at requirement idea generation than a team consisting of only analysts that are aware of the domain. The results show no significant effect of the mix by itself on effectiveness in requirement idea generation. However, the results do show surprising significant effects of the educational background and of the mix combined with the educational background. Combining the results, the main conclusion is that the presence of a domain ignorant Communicated by: Daniel Amyot Electronic supplementary material The online version of this article (doi:10.1007/s10664-015-9416-2) contains supplementary material, which is available to authorized users. Daniel Berry dberry@uwaterloo.ca Ali Niknafs aniknafs@uwaterloo.ca 1 David R. Cheriton School of Computer Science, University of Waterloo, Waterloo, Ontario, Canada Empir Software Eng (2017) 22:80–133 81 with a computer science or software engineering background improves the effectiveness of a requirement idea generation team.

/pdf/the-impact-of-domain-knowledge-on-the-effectiveness-of-5aw6om6lul.pdf

The impact of domain knowledge on the effectiveness of requirements engineering activities

While the traditional focus of requirements engineering was mainly on the systematic, reliable and adequate translation of the customers intentions into requirements documentation, it became recently increasingly accepted that requirements engineering, especially for innovative and novel products, is probably more adequately described as a process of joint discovery of requirements that can be supported by creativity techniques. However, so far little work exists on how to systematically select techniques as a basis for requirements engineering. As part of the IdSpace Project, which focuses on collaborative product innovation, we are currently investigating this area. This paper provides a brief overview of our work in this domain.

Selecting Creativity Techniques for Innovative Requirements Engineering

In this paper, we discuss creativity as a form of learning from the perspective of idea generation in the creative process. We analyze forms of creativity and present the statement-based creativity techniques. Based on these concepts a tool prototype IdeaTrigger is presented and verified. It shows the advantages for innovative activity, especially in collaborative environment. 1 Creative Work and Creativity Support Creativity can be seen as the hallmark of intelligent work. As Europe’s future is seen as a knowledge economy [KE09], intelligent and creative work will become increasingly important. While sometimes creativity is seen mostly in the context of the Arts, we see creativity as a general phenomenon, which is relevant to each and every kind of complex problem solving [Bod04]. From this perspective, creativity is treated as a process to find solutions, which is also referred to innovative activity and involves both idea generation and idea management. As idea generation is an activity to retrieve existing knowledge from memory and to combine them into novel ones, it can be regarded as a form of learning in the sense of psychological activity. People acquire new knowledge, not by being taught or by acquiring in other ways existing knowledge, but rather they develop this knowledge anew, as it does not exist yet. Creativity is by definition hardly predictable, thus supporting it effectively is very difficult. In this paper, we will describe an approach towards integrating domain-independent creativity support effectively in a workplace environment. As creativity support we will regard any kind of methodological or IT support that enables people to be more creative, both in terms of quality and quantity of their ideas. Our approach relies on established creativity techniques, integrates several techniques and aims to automatize as much as possible of the information handling. The work, we describe here, is part of the IdSpace project, an ongoing EU project which aims at developing an enterprise portal that supports ongoing learning and creative work, with a specific focus on product innovation [IDS09]. This paper is structured as follows: in Section 2, we discuss the notion of creativity techniques and will discuss some psychological background research on human creativity. In Section 3, we discuss a very important subclass of creativity techniques, i.e., statement-based creativity techniques and an example is presented to illustrate the mechanism. In Section 4, we discuss a tool concept for creativity support. In Section 5, we discuss some experiences we gathered so far, while applying the underlying approach. Finally in Section 6, we summarize and conclude. 2 Creativity Techniques The phenomenon of creativity has triggered a lot of research, especially in psychology [Bod04, Ste99]. Several models have been developed as part of this research. Some models focus on the creative product (i.e., what makes a product a creative product) or on the creative person (e.g., questionnaires that help to identify creative traits in people). However, the work which interests us most focuses on the creative process. This tells us how creative products are generated and understanding this is key for supporting learners to be more creative. Various models of the creative process have been described over time. Perhaps the most well-known (and simplistic) model is the Wallas-Model [Wal26]. It consists of the stages preparation, incubation, illumination and verification. Here, illumination characterizes the event of “having the idea”, and verification describes the necessity of making sure that the idea is correct. A different, well-known categorization is given by the various types of creativity as described by Boden [Bod04]: she differentiates exploration, transformation, combination and evaluation. A rather detailed model of creativity is the IPC-model of the creative process [Sch95]. This model also provided a basis for a categorization of various AI techniques to better understand how AI can contribute to creativity [Sch96]. As a result of psychological work in creativity techniques, a large number of techniques have been described [Myc09], which aim at supporting people in developing creative ideas. Probably, the most well-known technique is brainstorming [Osb53]. As part of our research, we collected, analyzed, and categorized a very large number of techniques [GS+08]. One interesting fact we have found is, although there are already a large number of creativity techniques, current creativity tools as software, either commercial tools or free tools, are mostly implementing the mind mapping creativity technique as a way to organize ideas[GS+08]. However, there is a special kind of creativity techniques, which describe a set of principles for innovative activity. These principles are guidance for people to generate idea. In this paper, we focus our discussion on such creativity techniques, which we call statement-based creativity techniques. Statement-based creativity techniques are creativity techniques which direct creativity sessions by a set of principles that can be represented as a number of questions. Example is 5W1H providing who, what, when, where, why, and how questions to answer in a creativity session. Those questions are called statements. In order to select specific techniques and combine them in specific situations, we introduced the following categories: • Context factors – they describe the elicitation context in which the techniques can be applied. • Operation types – within the creative process different forms of creativity operations can be distinguished. • Main activity groups – we identify six groups that emphasize the underlying approach of the techniques. The context factors describe under which circumstances one of the approaches can be successfully applied. This includes questions like whether the approach can only be used by a single person or in a group, does it require physical interaction among the people (i.e., can it only be used by groups of people who can physically interact), and so on. The operation types are given by the four types that Boden distinguishes as 1 A more detailed description can be found in [GS08]. This list is only an excerpt of the full set of categorization dimensions. These categories are also given in [GS+08]. given above (Exploration, Validation, Transformation, and Combination). The third dimension, the main activity groups, consists of the following categories:

/pdf/creativity-support-at-the-workplace-q0490p3yoc.pdf

Creativity support at the workplace

Kurzfassung Ziel der Anforderungserhebung ist es Anforderungen des Kunden korrekt und vollstandig zu erfassen. Doch oft ist auch dem Kunden nicht bewusst, wie eine Losung aussehen kann. Hier haben sich Kreativitatstechniken als guter Ansatz gezeigt, um die Entwicklung einer Systemvision zu unterstutzen. Hier stellen wir einen Ansatz vor, um aus der grosen Zahl verfugbarer Techniken systematisch die fur eine konkrete Situation passende Technik auszuwahlen.

https://pi.informatik.uni-siegen.de/stt/29_1/01_Fachgruppenberichte/RE/FGRE-GrubeSchmid.pdf

Systematische Auswahl von Kreativitätstechniken für die Anforderungserhebung.

Kurzfassung Traditionell wird die Anforderungserhebung vor allem als eine reine Erfassung existierender Wunsche gesehen In letzter Zeit setzt sich jedoch die Ansicht durch, dass Anforderungen fur neue Produkte meist erst entwickelt werden mussen; Anforderungserhebung also mit Innovation verbunden ist Damit ist auch das Interesse an der Unterstutzung von Kreativitat in der Anforderungserhebung stark gewachsen Kreativitatsunterstutzung wird meist im Zusammenhang mit moderierten Workshops gesehen Hier stellen wir jedoch einen Ansatz dar, bei dem ein Assistenzsystem basierend auf modelliertem Wissen versucht zusatzliche Anhaltspunkte fur die kreative Entwicklung von Anforderungen zu geben

https://pi.informatik.uni-siegen.de/stt/30_1/01_Fachgruppenberichte/GrubeElSharkawySchmid.pdf

Automatisierte Kreativitätsunterstützung in der Anforderungserhebung.

In competitive markets product innovation becomesa major issue for companies. Many creativity techniqueshave been proposed over time to improve creativity.In this paper, we discuss a platform and a specificreasoning approach to support product innovation.This reasoning approach is based on a specific form ofheuristic (or almost correct) reasoning, most instancesrely on analogies.

Using Semantically Linked Content to Support Creativity in Product Innovation

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