Abstract
The successful development of Cyber-Physical Systems (CPSs) requires collaborative working across diverse engineering disciplines, notations and tools. However, classical computing curricula rarely provide opportunities for students to look beyond the confines of one set of methods. In this paper, we report approaches to raising students’ awareness of the integrative role of digital technology in future systems development. Building on research in open but integrated tool chains for CPS engineering, we consider how this has been realised in two degree programmes in Denmark and the UK, and give preliminary findings. These include the need for ensuring stability of research-quality tools, and observations on how this material is presented in Computing versus Engineering curricula.
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Notes
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Exchange students unfamiliar with VDM are provided with extra gsupport.
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See hubcap.eu.
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Acknowledgements
We are grateful to many colleagues and students at both our universities. We acknowledge the European Union’s support for the INTO-CPS and HUBCAP projects (Grant Agreements 644047 and 872698). We are especially grateful to the Poul Due Jensen Foundation, which has funded subsequent work taking co-modelling and co-simulation forward into the engineering of digital twins.
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Larsen, P.G. et al. (2020). Collaborative Modelling and Co-simulation in Engineering and Computing Curricula. In: Bruel, JM., Capozucca, A., Mazzara, M., Meyer, B., Naumchev, A., Sadovykh, A. (eds) Frontiers in Software Engineering Education. FISEE 2019. Lecture Notes in Computer Science(), vol 12271. Springer, Cham. https://doi.org/10.1007/978-3-030-57663-9_13
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