The landscape of healthcare is experiencing a digitalization shift, transferring many medical activities to the patients’ homes, a phenomenon commonly referred to as Hospital-at-Home. While Internet of Things (IoT) devices facilitate the building of such systems, there is a need for powerful middleware that encapsulates device-to-device communication and enables the construction of user-friendly, secure, and robust Hospital-at-Home systems. A key challenge for such middleware is to build a trustworthy and lightweight key management system allowing different devices in the system to exchange messages securely. In this article, we present a simple, easily manageable and scalable such architecture which, in addition, supports long-term data protection using post-quantum cryptographic primitives. Our proposed solution utilizes a Merkle tree to enable the IoT devices to establish trust between each other automatically, even in the absence of an Internet connection. We have implemented the architecture and present performance figures as well as a security analysis of our approach.

This paper reports on experience from teaching basic software engineering concepts by using Extreme Programming in a second year undergraduate course taken by 107 students. We describe how this course fits into a wider programme on software engineering and technology and report our experience from running and improving the course. Particularly important aspects of our setup includes team coaching (by older students) and "team-in-one-room". Our experience so far is very positive and we see that students get a good basic understanding of the important concepts in software engineering, rooted in their own practical experience.

The purpose of this panel is to confront the wide variety of opinions on the role of language paradigms in teaching programming. We have selected four divergent opinions:Armstrong says that concurrent programming is considered difficult because it is taught in the wrong paradigm, namely imperative or object-oriented programming. Instead, concurrency should be taught using a paradigm that makes it simple.Flatt says that everyone should be taught how to program, not just computer science majors. Further, programming should be taught as an extension of what students already know, which is algebra. More important than a particular paradigm, however, is teaching students a design process.Magnusson says that object-oriented programming must be the first and principal paradigm, because it is best for teaching how to analyze problems and structure solutions. Other paradigms can be taught after students have a solid understanding of OO.Van Roy says that programming should be taught in terms of concepts, not paradigms. Common paradigms (functional, OO, etc.) then appear naturally, depending on the concepts used..The panel will confront these opinions to enrich our understanding of how to teach programming.

This paper presents a framework for controlling the evolution of complex software systems concurrently developed by teams of software engineers. A general technique for fine-grained revision control of hierarchically structured information, such as programs and documents, is described and evaluated. All levels in the hierarchy are revision controlled, leaves as well as branch nodes. The technique supports sharing of unchanged nodes among revisions, automatic change propagation, and change-oriented representation of differences. Its use in a software development environment is presented, facilitating optimistic check-out of revisions and alternatives, check-in with incremental merge support, visualization of change propagation, and an integrated flexible diff-ing technique providing group awareness for team members.