Conceptual Modelling in Education: a Position Paper

This position paper introduces a particular angle to address some student preconceptions regarding Conceptual Modelling, by presenting it as a standalone discipline that has a value proposition for any domain. The proposed thesis is that modelling languages should be primarily understood as purposeful knowledge schemas that can be subjected to agile adaptations in support of model-driven systems or decision processes. This thesis is supported by enablers such as the Open Models Laboratory and the Agile Modelling Method Engineering framework, which are also briefly presented.

Links

• https://eprints.cs.univie.ac.at/6210/

Cite as

BibTeX (Download)

@inproceedings{buchmann_conceptual_2019-1,
title = {Conceptual Modelling in Education: a Position Paper},
author = {Robert Buchmann and Ana-Maria Ghiran and Victoria Döller and Dimitris Karagiannis},
editor = {Raimundas Matulevicius and Robert Buchmann and Vaclav Repa and Marite Kirikova and Kurt Sandkuhl and Malgorzata Pankowska},
url = {https://eprints.cs.univie.ac.at/6210/},
year  = {2019},
date = {2019-09-01},
address = {Katowice, Poland},
abstract = {This position paper introduces a particular angle to address some student preconceptions regarding Conceptual Modelling, by presenting it as a standalone discipline that has a value proposition for any domain. The proposed thesis is that modelling languages should be primarily understood as purposeful knowledge schemas that can be subjected to agile adaptations in support of model-driven systems or decision processes. This thesis is supported by enablers such as the Open Models Laboratory and the Agile Modelling Method Engineering framework, which are also briefly presented.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}