Artificial Intelligence (AI) is becoming a fundamental component of software engineering, both in terms of using AI applications in software engineering (AI for SE) and using software engineering to develop AI systems (SE for AI).The SWEBOK highlights relevant AI knowledge areas, but in practice, AI impacts all aspects of software engineering.As a result, software engineering education needs to take account not only of a set of knowledge areas but also a foundational set of AI literacies that inform students about the wider and deeper implications of AI systems.This article addresses this challenge by mapping knowledge areas from the SWEBOK to the Scaffolded AI Literacy (SAIL) Framework.Using some example mappings from knowledge areas to AI literacies, followed by illustrative examples of teaching scenarios, it explores how SE knowledge areas can be supported and enhanced by developing AI literacies.

This position paper addresses the usefulness (or otherwise) of the Software Engineering Body of knowledge (SWEBOK) version 3 for software practitioners in industry, and the consequent need for the SWEBOK to evolve to better address current industry practice.The position taken in this paper is that agile and lean methods are now the predominant approach to software engineering, and that the limited and anachronistic coverage of agile methods in the SWEBOK, coupled with the absence of any acknowledgement of lean approaches, is undermining software engineering education, the career prospects of graduates, and the software industry as a whole.It is therefore proposed that the agile methods section of the SWEBOK is revised and expanded such that it provides a valid body of knowledge for contemporary software engineering

Ontologies have emerged as one of the most popular and widely accepted tools in technology enhanced learning supporting, among other things, knowledge representation and learning content creation. In this paper, we describe the development and evaluation of an ontology supported mobile learning application that supports abductive enquiry based learning. This application has been developed for a science content domain and tested with high school science students.

Location-based games use the position of the player as a key input and take advantage of the player's physical environment, and these games offer great motivational and educational potential. In this paper, we describe the development of a location-based mobile game that can be used as a business consulting simulation for students. In the game, players take the role of consultants in a simulated project at a virtual company. Players physically move to different locations to conduct interviews with virtual characters in order to discover the weaknesses of the company and make change recommendations.

This paper proposes a conceptual framework for mobile learning applications that provides systematic support for mobile learning experience design. It is based on a combination of a game metaphor and several studies of mobile learning contexts. An account of the Ambient Wood project is used to explore the relationship between the framework and mobile learning design requirements in practice.

Abstract A widely used architecture for the development of software systems is the component‐based application framework. Such frameworks offer two mechanisms. First, they provide component integration and interoperability services which make it possible to extend the framework with various third‐party components. Second, they provide mechanisms to customize the integrated components to the specific needs of applications to be built using the framework. This paper describes an architectural pattern for designing such frameworks so that the appropriate mix of fixed and flexible elements can be integrated into architectures that maximize scalability and extensibility. The pattern is illustrated by frameworks developed for three different application domains: electronic design automation, scientific visualization and numerical simulation, and industrial control systems. Copyright © 2005 John Wiley & Sons, Ltd.