The Mas ter of ‘informa ti cs as a second competence ’ (I SC) has been created a t the Uni versi ty of Grenoble Alpes in 1985 to teach informa ti cs to s tudents who have al ready passed a bachelor’s degree in another discipline. The challenge of such a Mas ter’s programme is to train versatile people who will combine the skills acqui red in their fi rst discipline (acqui red during their bachelor studies) wi th theoreti cal and techni cal skills in computer science , enabling them to crea te , develop and implement tomorrow’s software tools. The purpose of the PROfessional network of Mas ter’s degrees I SC European Tempus project is to dissemina te the experience of the Mas ter programme a t Grenoble and to crea te a network of ISC Mas ter’s programmes in Central Asia. In this contribution, we will explain the ra tionale of the project and describe measures that enhance the employability of s tudents by i ntegra ting practi ce i n the teaching. Keywords: Informa tics as a second competence, tempus project, employability, acti ve lea rning, peer ins truction, reverse teaching.

The aim of the European Tempus Project PROMIS (PROfessional network of Master's degree in Informatics as a Second competence), is to set up "Informatics as a Second Competence" (ISC) Master's degrees in 10 universities of 5 countries of Central Asia: Kazakhstan, Kirghizstan, Tajikistan, Turkmenistan and Uzbekistan, with the support of 5 European Universities.The key aspect of the project is to lay the foundations for a network of universities that would facilitate the mobility of students and teachers among all partner universities including 5 European universities. High level of mobility requires an easy adaptation in the host university. Students and teachers should find similar standards both in the level of the teaching as well as in the approach adopted to deliver the teaching. To achieve this goal the project foresees the development of common pedagogical materials and the adoption of a common pedagogical approach for the core courses of the master's program. It has been decided to implement as much as possible "reverse teaching" as a common pedagogical approach during the first two semesters of the master's program.The development of common pedagogical materials has been launched through five workshops, each of them hosted by a different European partner. About 25 persons representing all partner Central Asian universities and at least 2 European universities, attended each workshop, working on two main courses of the master's program, and producing common pedagogical material in English and in Russian.This paper describes the organization, progression and the results of the workshops (or joint seminars), discusses the limits of what has been achieved and the work that still remains to be done for the repository of pedagogical material to be functional and alive.

The PROMIS Project is an ongoing EU Tempus Project for setting up ISC (Informatics as a Second Competence) Master's degrees in Central Asia. We are more specifically concerned with ensuring the vocational aspect of studies and tightening the relationships between companies and universities in this project. To meet these goals we mainly propose to base the curricula organization on both reverse teaching and apprenticeship. As we also want the degrees to be part of an international network many tasks of the project are dedicated to sharing and discussing pedagogical materials and methods between European and Central Asia partners. This paper contains a general presentation of the PROMIS Project and a focus on the organization of pedagogical workshops that are its most important pedagogy sharing task.

The PROMIS Project is an ongoing Tempus project that started in December 2013 and is close to this end in June 2017. It involves a consortium of 10 Central Asian universities, 5 European universities and 3 European companies. This paper presents the main results of the project.

Le projet Tempus PROMIS s’est place dans la continuite du projet Tempus ERAMIS qui a permis de creer un reseau de Masters « Informatique Seconde Competence » (ISC) dans 4 universites de Russie, 3 universites du Kazakhstan et 2 universites du Kirghizstan. Il avait pour objectif elargi d'etendre ce reseau en Asie Centrale et d'en faire un reseau d'excellence, tout en renforcant significativement le caractere professionnalisant des Masters et les relations universites-entreprises. Le projet prevoyait de creer des masters ISC en Ouzbekistan, Tadjikistan et Turkmenistan (2 par pays), ainsi que deux nouveaux masters ISC dans des villes non encore concernees par ERAMIS au Kazakhstan : Astana (KZ) et Och (KG). Afin de renforcer les relations universites-entreprises, des entreprises locales devaient etre impliquees tres tot dans l'organisation de ces masters, en prenant exemple sur des entreprises europeennes partenaires du projet : participation au comite de pilotage des formations, mise en place d'enseignements effectues par des salaries des entreprises, proposition de stages. La pedagogie inversee (reverse teaching en anglais), qui consiste a privilegier l'interaction enseignant-etudiant sur le plan pratique alors que la part theorique des enseignements est acquise de facon personnelle par l'etudiant, a ete partiellement integree en 1ere annee de Master afin d’adapter la formation au statut particulier d'etudiants salaries. De meme, l'alternance a ete fortement encouragee en 2eme annee de Master : l'etudiant travaille a temps partiel dans une entreprise et son experience professionnelle acquise en 2eme annee constitue la base du memoire de Master. La qualite des formations et la cohesion du reseau ont ete renforcees de facon significative : harmonisation du contenu des enseignements, mise en ligne de cours accessibles a l'ensemble des formations, developpement de cours en anglais et amelioration des competences linguistiques, encouragement de la mobilite etudiante entre masters du reseau. Les resultats essentiels obtenus sont : • Creation de 6 nouveaux masters « Informatique Seconde Competence » (ISC) sur les 8 prevus, dans les 5 pays d’Asie Centrale a Och (KG), Astana (KZ), Tachkent (UZ), Ashgabat (TM), Douchanbe et Khudjand (TJ). Cinq d’entre eux ont demarre en septembre 2015, le sixieme (Douchanbe) a demarre en septembre 2016 car aucun etudiant n’avait ete recrute en 2015. L’universite de Boukhara (UZ) n’ayant pas obtenu l’accreditation, une formation speciale d’une annee concue pour l’accueil des publics relevant de la formation continue a ete creee avec les soutien des instances regionales. • Les masters crees permettent une tres bonne insertion professionnelle et sont adaptes aux publics relevant de la formation continue (environ 30% des etudiants recrutes). • Creation collaborative des supports pedagogiques en anglais et en russe pour les 10 cours de base du master ISC, et la preparation des collegues a l’amelioration de ces enseignements grâce aux echanges realises aux cours de workshops organises dans les 5 universites europeennes du consortium. • La mise en place des outils necessaires a la mise en oeuvre de la pedagogie inversee dans l’ensemble des masters du reseau : les documents pedagogiques produits sont partages depuis une plateforme Moodle geree par l’universite de Grenoble (UGA) et accessibles a toutes les universites du projet. • Organisation de 5 conferences sur les relations universite-industrie en Europe, pour informer les entreprises locales sur le projet et encourager les collaborations universites-entreprises en Asie Centrale. • Mise en place d’un comite de suivi qui a realise un monitoring interne dans les universites partenaires, nomination d’un responsable qualite du projet et evaluation qualitative du projet par un expert independant. • Creation du site web du projet et la realisation de nombreuses operations de diffusion.

The ACM-IEEE Computing Curricula 2005 was published by the Association for Computing Machinery (ACM), the Association for Information Systems (AIS) and the Computer Society (IEEE-CS). After few years and many updates, the new version was published at the end of 2013 year. This last version can be named ACM-IEEE Computing Curricula 2013 (CC2013).In this paper, we present a comparison of the computing curricula degree programs from five countries (Ecuador, France, Germany, Poland and Spain) and the CC2013. The comparison takes into account both the duration and the content of the studies. This comparison can provide several benefits. Firstly, this comparison highlights the differences that exist among the five analysed countries; it can be used to define correspondence tables between different degree programs. Secondly, this comparison also shows the differences from the CC2005 and the following updates (e.g. CC2013) and it shows what should be changed to align with the latest updates.

The ERAMIS (European-Russian-central Asian network of Master's degrees Informatics as a Second competence) Tempus Project started in January 2010 and ended in June 2013 with the creation of a network of 10 ISC (Informatics as a Second Competence) Master's degrees as its main result. Based on a critical analysis of the results and outcomes of this project, this paper presents the motivations of PROMIS (PROfessional network of Master's degrees Informatics as a Second competence) a new Tempus Project as a continuation of ERAMIS.The main result of the ERAMIS project is the creation of a network of Master's degrees involving 10 universities in Russia (4 universities), in Kazakhstan (3 universities), in Kyrgyzstan (2 universities) and in France (1 university). Based on the experience gained during the creation of 9 ISC Master's Degrees in Russian and Central Asian partner universities, the PROMIS project aims to geographically extend the ERAMIS network in three other countries of Central Asia: Uzbekistan, Tajikistan, and Turkmenistan. The project will also aim at generally improving the vocational features of the Master's degree network by both strengthening the relationships between the universities and the local companies, and adapting the teaching process to the social needs (working status) of the students.

Several works have been done on realizing object-oriented design patterns by using aspect-oriented mechanisms and concepts. Beyond the proposal for the 23 GoF patterns of AspectJ and Hyper/J implementations, we have adopted a meta-modelling and model transformation approach that allows us to propose for these patterns new generic aspect-oriented solutions which are not specifie to a single aspect-oriented programming language. Aspect/UML, a general meta-model for expressing aspect-oriented designs has been defined by abstraction of two other ineta-models, AspectJ/UML and HyperJ/UML, respectively proposed for AspectJ and Hyper/J. Models transformation rules from Aspect/UML into either AspectJ/UML or HyperJ/UML hâve aiso been defined. Expressing the 23 GoF patterns using Aspect/UML led us to end with a System consisting of only 8 aspect-based patterns.

Ce travail de recherche concerne l'apport de l'approche Aspect a l'ingenierie des systemes d'information (SI) en general et aux patrons de conception en particulier. L'objectif principal de ce travail est de developper des patrons a base d'aspects afin de faciliter et de guider l'ingenierie de SI par reutilisation de patrons. Les patrons de conception par objets ameliorent et accelerent le developpement en favorisant l'evolution, l'adaptation et la reutilisation de SI. Leur utilisation dans une approche strictement Objet pose cependant plusieurs problemes et limites qui sont principalement lies a la dispersion et a l'enchevetrement du code de leurs imitations dans l'implementation des applications. L'approche Aspect permet de nouvelles solutions pour ces patrons contribuant a garder visible et isolee l'imitation de chaque patron dans le code des applications, afin de pallier a leurs problemes d'utilisation et d'ameliorer leur tracabilite et leur reutilisation. Toutefois, un manque de consensus sur les concepts et mecanismes fondamentaux de l'approche Aspect et la diversite des modeles et langages de programmation proposes dans ce courant de recherche rendent difficile l'expression de structures par aspects de patrons independamment d'une technique de programmation par aspects particuliere. Pour aborder cette difficulte, nous avons adopte une approche par metamodelisation et transformation de modeles. Nous avons base cette approche sur un metamodele general integrant les particularites de l'approche Aspect et deux metamodeles specifiques a AspectJ et Hyper/J. Les trois metamodeles proposes sont definis comme etant des extensions du metamodele d'UML. Des regles de transformation sont egalement proposees. Nous avons utilise le metamodele general pour l'expression de nouvelles solutions par aspects des patrons de conception par objets que nous considerons. Cette etude nous a permis de definir un systeme de huit nouveaux patrons originaux capitalisant des expertises en matiere de conception par aspects. Les patrons proposes sont coordonnes et hierarchises ce qui permet d'offrir un cadre pour une demarche pour realiser une conception et une programmation par aspects de qualite.

The use of the aspect-oriented concepts and mechanisms can improve the object-oriented design patterns implementation. However a certain lack of consensus on the basic aspect-oriented concepts and relations and the diversity of the suggested programming languages related to the Aspect approach, make it uneasy to express new pattern structures in a way that is not dependent from a specific programming language. We propose to avoid this difficulty by relying on a general meta-model for the aspect-oriented modeling that we worked out by identifying the common concepts and relations of both AspectJ and Hyper/J, two of the principal today aspect-oriented programming languages. This paper introduces this meta-model along with two meta-models that are respectively specific to AspectJ and Hyper/J. Transformation rules from a general model that is an instance of the general meta-model to the instance of one of the specific meta-model are also proposed. We illustrate this approach with the GoF Strategy pattern.

RÉSUMÉ . En dépit de leurs nombreuses qualités, les patrons de conception par objets ont le défaut de généralement « disparaître » dans l’implémentation des applications, parce qu’ils sont définis sur plusieurs classes. La programmation par aspects propose des mécanismes permettant une représentation explicite d’aspects, c'est à dire d’unités modulaires transversales aux classes, qui permet de pallier cet inconvénient. Cet article présente les premiers résultats d’un travail visant à proposer de nouvelles réalisations de patrons à l’aide de langage de programmation par aspects. Nous relevons plusieurs problèmes liés à l’utilisation de patrons de conception dans le cadre d’une implémentation strictement Objet. Nous discutons de la manière dont les mécanismes des langages de programmation par aspects peuvent résoudre ces problèmes. Nous présentons de nouvelles réalisations des patrons Observateur, Visiteur et Stratégie de (Gamma et al., 1995) à l’aide du langage AspectJ (Kiczales et al., 2001), dans lesquelles le code propre à l’application d’un patron se trouve localisé dans un aspect.

More and more works are done on design patterns and aspect-oriented programming. These works mainly propose to use aspect-oriented programming mechanisms to provide new implementations of objectoriented design patterns. This paper illustrates our own approach by presenting an aspect-oriented implementation of the GoF Strategy pattern, and claims implementation is not sufficient: aspect-orientation also needs to be considered at the design level in the description of design patterns. We also discuss different issues relative to the “aspectization” of object-oriented design patterns.

The need for comparison between AOP and related approaches has been retained as a key issue in [7]. We have noticed strong similarities between AOP and some object-oriented approaches including some notion of viewpoint. We reported them and we discuss how this brief comparison may be used for further discussion in the original longer version of this paper 1. Due to lack of space, this version mainly focuses on comparison issues.

Improving reuse is still an important issue of Information Systems Engineering. Several current object-oriented approaches, such as patterns, frameworks or business components, address this topic at different phases of the software development process. This workshop focused on tools, techniques and methods developed to improve the reuse of design elements.Reuse is today mainly gained with empirical tools and methods, and it is necessary to make reuse more systematic in object-oriented information systems design. Reuse at the design phase can be considered from two different yet complementary perspectives: (1) design for reuse or (2) design by reuse. 1. Design for reuse (1) deals with identifying reusable elements, specifying and organizing components, and integrating sets of and models for specifying reusable artifacts. 2. Design by reuse (2) needs to define new information systems engineering processes, and develop tools supporting systematic reuse of components in information systems.Special attention has been given to contributions aiming to improve the above techniques by adapting novel or “non traditional” approaches at the edge of object-orientation (e.g. aspect-orientation or multi-viewpoints approaches, tools integrating artificial intelligence techniques, information retrieval, . . . ).

Object-oriented design patterns are useful for designing software programs or components, which are based on objects. Object-orientation has however some limitations that a more recent approach known as aspect- orientation, or more generally as "advanced separation of concerns" try to eliminate. This paper presents and motivates the beginning of some work aim- ing to identify and gain from the benefits of implementing object-oriented de- sign patterns using an aspect-oriented programming language. We more particularly present an implementation of the Visitor design pattern (6) using the AspectJ programming language (9). This implementation eases the trace of the pattern application in programs and may thus improve the separate reuse of both pattern and main application code.

This paper presents AROM, a new object-based knowledge representation system. AROM is original in two ways. Firstly, in addition to classes, knowledge representation in AROM uses associations for describing links between classes instances. Secondly, AROM integrates an algebraic modeling language (AML) for describing operational knowledge (equations, constraints and queries) in a declarative way. AROM comes as a platform for knowledge representation and manipulation. It includes an interactive modeling environment, a Java API, an AML interpreter for processing queries and solving sets of equations, and a tool for consulting and editing knowledge bases on the Web.