A model-driven approach for quality of context in pervasive systems

2016 ◽  
Vol 55 ◽  
pp. 39-58 ◽  
Author(s):  
José R. Hoyos ◽  
Jesús García-Molina ◽  
Juan A. Botía ◽  
Davy Preuveneers
Author(s):  
Amine Azzaoui ◽  
Ouzayr Rabhi ◽  
Ayyoub Mani

Over the past decade, the concept of data warehousing has been widely accepted. The main reason for building data warehouses is to improve the quality of information in order to achieve specific business objectives such as competitive advantage or improved decision-making. However, there is no formal method for deriving a multidimensional schema from heterogeneous databases that is recognized as a standard by the OMG and the professionals of the field. Which is why, in this paper, we present a model-driven approach (MDA) for the design of data warehouses. To apply the MDA approach to the Data warehouse construction process, we describe a multidimensional meta-model and specify a set of transformations from a UML meta-model which is mapped to a multidimensional meta-model. The transformation rules are programmed by the Query View Transformation (QVT) language. A case study illustrates our approach. It demonstrates how it reinforces the components traceability and reusability and how it globally improves the modeler’s efficiency. Furthermore, the use of the UML, as a technique to build data warehouses, is an important facilitator which prepares our further work to automate this approach.


Author(s):  
Christoph Rieger ◽  
Daniel Lucrédio ◽  
Renata Pontin M. Fortes ◽  
Herbert Kuchen ◽  
Felipe Dias ◽  
...  

2021 ◽  
Vol 11 (6) ◽  
pp. 2554
Author(s):  
Yoel Arroyo ◽  
Ana I. Molina ◽  
Miguel A. Redondo ◽  
Jesús Gallardo

This paper introduces Learn-CIAM, a new model-based methodological approach for the design of flows and for the semi-automatic generation of tools in order to support collaborative learning tasks. The main objective of this work is to help professors by establishing a series of steps for the specification of their learning courses and the obtaining of collaborative tools to support certain learning activities (in particular, for in-group editing, searching and modeling). This paper presents a complete methodological framework, how it is supported conceptually and technologically, and an application example. So to guarantee the validity of the proposal, we also present some validation processes with potential designers and users from different profiles such as Education and Computer Science. The results seem to demonstrate a positive reception and acceptance, concluding that its application would facilitate the design of learning courses and the generation of collaborative learning tools for professionals of both profiles.


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