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Johansson, Conny
Publications (10 of 11) Show all publications
Johansson, C. & Wernstedt, F. (2005). Dynamic Simulation of District Heating Systems. Paper presented at Third European Simulation and Modelling Conference. Paper presented at Third European Simulation and Modelling Conference. Oporto, Portugal
Open this publication in new window or tab >>Dynamic Simulation of District Heating Systems
2005 (English)Conference paper, Published paper (Refereed) Published
Place, publisher, year, edition, pages
Oporto, Portugal: , 2005
National Category
Computer Sciences
Identifiers
urn:nbn:se:bth-8692 (URN)oai:bth.se:forskinfo2238B3AB82EEBEA0C12573C9004D5D3A (Local ID)oai:bth.se:forskinfo2238B3AB82EEBEA0C12573C9004D5D3A (Archive number)oai:bth.se:forskinfo2238B3AB82EEBEA0C12573C9004D5D3A (OAI)
Conference
Third European Simulation and Modelling Conference
Available from: 2012-09-18 Created: 2008-01-07 Last updated: 2018-01-11Bibliographically approved
Johansson, C. & Rönkkö, K. (2004). Commitment as an Underlying Principle for Learning. Paper presented at 6th Joint Conference on Knowledge-Based Software Engineering (JCKBSE 2004). Paper presented at 6th Joint Conference on Knowledge-Based Software Engineering (JCKBSE 2004). Protvino, Russia: I O S Press
Open this publication in new window or tab >>Commitment as an Underlying Principle for Learning
2004 (English)Conference paper, Published paper (Refereed) Published
Abstract [en]

The prevailingmodel of software development on which most educational programs are based is in conflict with general practice in industry. As following paper demonstrates Software Engineering education lacks an approach to teach the skills needed to master coalitions of existing recourses that are hard to control. In order to prepare students to handle unpredictable, non-technical and moving targets, an adequate curriculum is needed. Since 1990 software engineering education at Blekinge Institute of Technology has used commitment as the underlying principle for learning. This principle has made it possible to address the discrepancies between education and industry. This paper describes and evaluates our experience of using six elements of commitment in the education of software engineers.

Place, publisher, year, edition, pages
Protvino, Russia: I O S Press, 2004
National Category
Software Engineering Computer Sciences
Identifiers
urn:nbn:se:bth-8323 (URN)000225469100014 ()oai:bth.se:forskinfoFA64C78FCE463C07C1257515002905F9 (Local ID)oai:bth.se:forskinfoFA64C78FCE463C07C1257515002905F9 (Archive number)oai:bth.se:forskinfoFA64C78FCE463C07C1257515002905F9 (OAI)
Conference
6th Joint Conference on Knowledge-Based Software Engineering (JCKBSE 2004)
Available from: 2012-09-18 Created: 2008-12-04 Last updated: 2018-01-11Bibliographically approved
Johansson, C. (2000). Communicating, Measuring and Preserving Knowledge in Software Development. (Licentiate dissertation). Ronneby: Blekinge Institute of Technology
Open this publication in new window or tab >>Communicating, Measuring and Preserving Knowledge in Software Development
2000 (English)Licentiate thesis, comprehensive summary (Other academic)
Abstract [en]

Software Engineering is a rapidly changing area, especially in terms of its technological foundation. The computer and information technology changes both the kind of systems to be built and the methods and tools available with which to build them. To be able to stay competitive there is no doubt that managing knowledge is very important to the corporate learning process. But even when companies are superior to their competitors technologically, they often find it hard to handle knowledge within the company. Knowledge is to know, to be aware of something. Knowledge that have been gained by action, by exercise of a profession, is the most valuable knowledge. Explicit knowledge can be expressed by words and numbers, while tacit knowledge is not easily expressed and thus hard to formalize and write down. This licentiate’s dissertation presents the results from efforts in communicating, measuring and preserving knowledge. Approaches for communicating knowledge to individuals with no or little knowledge within the software development domain are presented. Furthermore, experiences regarding knowledge management at team level (small group) are presented. Our study show that knowledge is hard to measure, and thus difficult to preserve in text or number format. Instead, we propose that you should build social networks and rely more on oral communication.

Place, publisher, year, edition, pages
Ronneby: Blekinge Institute of Technology, 2000. p. 136
National Category
Human Aspects of ICT Software Engineering Computer Sciences
Identifiers
urn:nbn:se:bth-00182 (URN)oai:bth.se:forskinfoFD4A005E6274FBACC12569CA0041A8BB (Local ID)91-631-0173-4 (ISBN)oai:bth.se:forskinfoFD4A005E6274FBACC12569CA0041A8BB (Archive number)oai:bth.se:forskinfoFD4A005E6274FBACC12569CA0041A8BB (OAI)
Available from: 2012-09-18 Created: 2001-01-04 Last updated: 2018-01-11Bibliographically approved
Johansson, C., Dittrich, Y. & Juustila, A. (1999). Software Engineering Across Boundaries: Student Project in Distributed Collaboration. IEEE Transactions on Professional Communication, 42(4), 286-296
Open this publication in new window or tab >>Software Engineering Across Boundaries: Student Project in Distributed Collaboration
1999 (English)In: IEEE Transactions on Professional Communication, ISSN 0361-1434, E-ISSN 1558-1500, Vol. 42, no 4, p. 286-296Article in journal (Refereed) Published
Abstract [en]

Geographically distributed software development projects have been made possible by rapid developments primarily within the data communication area. A number of companies recognize that distributed sollaboration has great potential for the near future. This report describes the empirical study of a cooperative student project located at two different geographical sites. The project was carried out at two universities, one in Sweden and one in finland. The initial goals were to give the students the opportunity to learn about the practical aspects of cooperation between two geographically seperate institutions and to study specific problems anticipated by the teachers with regard to communication, coordination, language, culture, requirements' handling, testing, and bug fixing. This report focuses on communication and coordination within the cooperative project as these were identified as the most significant problem areas. We also thought that these areas were the most interesting and the ones most likely to lead to improvements. This report not only describes our findings but also gives hints about what to think about when running similar projects both with respect to project related issues and teaching issues.

Place, publisher, year, edition, pages
IEEE, 1999
Keywords
co-operative/collaborative learning, cross cultural projects, interdisciplinary projects, pedagogical issues
National Category
Software Engineering Human Aspects of ICT
Identifiers
urn:nbn:se:bth-9543 (URN)oai:bth.se:forskinfoCC197E34AD00635EC1256BEA00507DDE (Local ID)oai:bth.se:forskinfoCC197E34AD00635EC1256BEA00507DDE (Archive number)oai:bth.se:forskinfoCC197E34AD00635EC1256BEA00507DDE (OAI)
Available from: 2012-09-18 Created: 2002-07-02 Last updated: 2018-01-11Bibliographically approved
Johansson, C. (1997). Early Practise and Integration: The Key to Teaching Difficult Subjects. Paper presented at International Symposium on Software Engineering in Universities, ISSEU ´97. Paper presented at International Symposium on Software Engineering in Universities, ISSEU ´97. Rovanieme: Rovaniemi Polytechnic
Open this publication in new window or tab >>Early Practise and Integration: The Key to Teaching Difficult Subjects
1997 (English)Conference paper, Published paper (Refereed) Published
Abstract [en]

Software Engineering is a young area compared to other engineering disciplines. The subject is rapidly moving and more questions than answers seem to appear. Usually, Software Engineering projects involve several people for a prolonged time. Large projects range over several months or years and involve considerable groups of people developing massive systems. Such systems are complex because of their size, and because they need to be regularly modified in order to meet new and changed customer requirements, and because of the need to correct faulty products. We have found it very important to highlight as many questions as possible that appear within Software Engineering already in the education programme. The strategy is to provide as much practical experience from projects as possible, and to let the students be aware of questions and problems before they get possible answers and solutions to those questions. In order to have the right practical training, you have to initiate active tasks on the courses. Some parts come automatically from initiatives from students, but some parts need to be coerced by the teachers. We have noticed that it is important to introduce specific fields in Software Engineering, with a successively increasing emphasis. To achieve high understanding, the order and emphasis need to be carefully considered. This paper describes five fields that we think should be emphasized in this way. These fields are specification, system decomposition, planning, tracking and verification.

Place, publisher, year, edition, pages
Rovanieme: Rovaniemi Polytechnic, 1997
National Category
Software Engineering Computer Sciences
Identifiers
urn:nbn:se:bth-9648 (URN)oai:bth.se:forskinfoB3407BBAA46D5B3DC1256F790034C400 (Local ID)oai:bth.se:forskinfoB3407BBAA46D5B3DC1256F790034C400 (Archive number)oai:bth.se:forskinfoB3407BBAA46D5B3DC1256F790034C400 (OAI)
Conference
International Symposium on Software Engineering in Universities, ISSEU ´97
Available from: 2012-09-18 Created: 2004-12-29 Last updated: 2018-01-11Bibliographically approved
Johansson, C. & Molin, P. (1996). Maturity, motivation and effective learning in projects: benefits from using industrial clients. Paper presented at Proceedings of the 1995 2nd International Conference on Software Engineering in Higher Education, SEHE'95. Paper presented at Proceedings of the 1995 2nd International Conference on Software Engineering in Higher Education, SEHE'95. Alicante: Computational Mechanics Publ
Open this publication in new window or tab >>Maturity, motivation and effective learning in projects: benefits from using industrial clients
1996 (English)Conference paper, Published paper (Refereed) Published
Abstract [en]

Software Engineering Education is often associated with teaching computer concepts, programming languages, database technology, etc. This approach of teaching traditional Computer Science courses leads to some difficult problems, both when training the students, and for the students their first years working in industry. In the Software Engineering programme at the University of Karlskrona/Ronneby, we have taken a more practical, problem-related approach by complementing the Computer Science courses with project courses at undergraduate level. In these project courses, we train the students to handle client contacts, contracts, negotiations, and most important: to keep their promises concerning time, quality and cost. After such projects the students are more able to handle and solve problems independently in a responsible way. By simulating the real world, and emphasizing the problems rather than the solutions, the students gain experience very similar to the professional situation. The experience gained inc reases the student’s maturity within the subject, and facilitates the understanding and application of more advanced concepts such as ISO 9000, Capability Maturity Model (CMM), function point analysis, etc.

Place, publisher, year, edition, pages
Alicante: Computational Mechanics Publ, 1996
National Category
Software Engineering Economics
Identifiers
urn:nbn:se:bth-9356 (URN)A1996BF14C00013 ()oai:bth.se:forskinfoF8CF59773F1008AFC1256F790033DD16 (Local ID)oai:bth.se:forskinfoF8CF59773F1008AFC1256F790033DD16 (Archive number)oai:bth.se:forskinfoF8CF59773F1008AFC1256F790033DD16 (OAI)
Conference
Proceedings of the 1995 2nd International Conference on Software Engineering in Higher Education, SEHE'95
Available from: 2012-09-18 Created: 2004-12-29 Last updated: 2018-01-11Bibliographically approved
Ohlsson, L. & Johansson, C. (1995). A PRACTICE DRIVEN APPROACH TO SOFTWARE ENGINEERING-EDUCATION. IEEE Transactions on Education, 291-295
Open this publication in new window or tab >>A PRACTICE DRIVEN APPROACH TO SOFTWARE ENGINEERING-EDUCATION
1995 (English)In: IEEE Transactions on Education, ISSN 0018-9359, E-ISSN 1557-9638, p. 291-295Article in journal (Refereed) Published
Abstract [en]

This paper describes a two year undergraduate education program in software engineering, This program is designed around the principle of exploratory learning, whereby the students are trained to build knowledge by themselves and actively search for solutions to the problems they experience, In addition to the essential aspects of software engineering: managing complexity of large, changing systems and the ability to work in teams; the program also aims to prepare the students for working ina field of rapidly changing conditions and constraints, This paper describes how these high level goals have been implemented in an actual curriculum, At the core of the program is a set of project courses which are conducted as role playing games in order to simulate the conditions in an industrial environment. Two years worth of students have graduated from the program now, and the paper summarizes the main lessons learned as well as a follow-up survey of experiences from some of the organizations who hired the students.

Place, publisher, year, edition, pages
NEW YORK: IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC, 1995
National Category
Software Engineering
Identifiers
urn:nbn:se:bth-8224 (URN)A1995RR68300015 ()oai:bth.se:forskinfoC5F799D5DD0AAB4BC12575B00020A9D2 (Local ID)oai:bth.se:forskinfoC5F799D5DD0AAB4BC12575B00020A9D2 (Archive number)oai:bth.se:forskinfoC5F799D5DD0AAB4BC12575B00020A9D2 (OAI)
Available from: 2012-09-18 Created: 2009-05-08 Last updated: 2018-01-11Bibliographically approved
Johansson, C., Ohlsson, L. & Molin, P. (1995). Teaching Object-orientation: From Semicolons to Frameworks..
Open this publication in new window or tab >>Teaching Object-orientation: From Semicolons to Frameworks.
1995 (English)Report (Other academic)
Abstract [en]

Software engineering is often associated with the software technology of yesterday. To manage anything, predictability is a key issue, and it takes some time to gather the necessary experience of a new technology. Object technology has not yet reached this stage of maturity but is rapidly becoming established in industry. This paper describes how the object-oriented paradigm is used throughout an academic software engineering education program. The relative immaturity of existing methods and practices is handled by an experiential learning approach that emphasizes questions rather than answers. The paper discusses various pedagogical aspects as well as some of the practical trade-offs and experiences gained in the implementation of the program.

Series
Blekinge Tekniska Högskola Forskningsrapport, ISSN 1103-1581 ; 1
National Category
Software Engineering
Identifiers
urn:nbn:se:bth-00039 (URN)oai:bth.se:forskinfo8A76E2746E1DE6CAC12568A3002CA9B0 (Local ID)oai:bth.se:forskinfo8A76E2746E1DE6CAC12568A3002CA9B0 (Archive number)oai:bth.se:forskinfo8A76E2746E1DE6CAC12568A3002CA9B0 (OAI)
Available from: 2012-09-18 Created: 2000-03-15 Last updated: 2018-01-11Bibliographically approved
Johansson, C., Ohlsson, L. & Molin, P. (1994). TEACHING OBJECT-ORIENTATION: FROM SEMI-COLONS TO FRAMEWORKS. Paper presented at 1st International Conference on Software Engineering in Higher Education (SEHE 94). Paper presented at 1st International Conference on Software Engineering in Higher Education (SEHE 94). SOUTHAMPTON, ENGLAND: COMPUTATIONAL MECHANICS PUBLICATIONS LTD
Open this publication in new window or tab >>TEACHING OBJECT-ORIENTATION: FROM SEMI-COLONS TO FRAMEWORKS
1994 (English)Conference paper, Published paper (Refereed) Published
Place, publisher, year, edition, pages
SOUTHAMPTON, ENGLAND: COMPUTATIONAL MECHANICS PUBLICATIONS LTD, 1994
National Category
Software Engineering
Identifiers
urn:nbn:se:bth-8107 (URN)A1994BC41L00043 ()oai:bth.se:forskinfoFDA111BACFCBE44FC12575B000215E63 (Local ID)1-85312-289-0 (ISBN)oai:bth.se:forskinfoFDA111BACFCBE44FC12575B000215E63 (Archive number)oai:bth.se:forskinfoFDA111BACFCBE44FC12575B000215E63 (OAI)
Conference
1st International Conference on Software Engineering in Higher Education (SEHE 94)
Available from: 2012-09-18 Created: 2009-05-08 Last updated: 2018-01-11Bibliographically approved
Johansson, C. & Ohlsson, L. (1993). A Practice Driven approach to Software Engineering Education..
Open this publication in new window or tab >>A Practice Driven approach to Software Engineering Education.
1993 (English)Report (Other academic)
Abstract [en]

This paper describes a two year undergraduate education program in software engineering. This program is designed around the principle of exploratory learning, whereby the students are trained to build knowledge by themselves and actively search for solutions to the problems they experience. In addition to the essential aspects of software engineering of managing complexity of large, changing systems and the ability to work in teams, this programs also aims at preparing the students for working in a field of rapidly changing conditions and constraints. This paper describes how these high level goals have been implemented in an actual curriculum. At the core of the program is a set of project courses which are conducted as role playing games in order to simulate the conditions in an industrial environment. Students have graduated from the program for two years now, and the paper summarizes the main lessons learned as well as a follow-up survey of experiences from some of the organizations who hired the students.

Series
Blekinge Tekniska Högskola Forskningsrapport, ISSN 1103-1581 ; 1
National Category
Software Engineering
Identifiers
urn:nbn:se:bth-00005 (URN)oai:bth.se:forskinfo0AE5C7DA193D80ADC12568A3002CA9AF (Local ID)oai:bth.se:forskinfo0AE5C7DA193D80ADC12568A3002CA9AF (Archive number)oai:bth.se:forskinfo0AE5C7DA193D80ADC12568A3002CA9AF (OAI)
Available from: 2012-09-18 Created: 2000-03-15 Last updated: 2018-01-11Bibliographically approved

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