Tags

How to usefully tag contributions? That's not so clear! A tagging proposal is described below. Some tagging is better than no tagging. A contribution without tagging is still better than the complete lack of the contribution. Thus, if you don't have time for tagging, please contribute anyway, and let's wait for someone else to help.

Table of Contents Categories Objectives Prerequisites Level

Categories

Category tags for a resource or a contribution could be drawn from these options:

• lecture (The material supports a lecture on a SLE subject.)
• reading (Reading material on a SLE subject is provided.)
• glossary (The material provides a glossary with SLE relevance.)
• programming (Programming is involved in the associated course unit.)
• theory (The theory of SLE is covered, possibly using a formal approach.)
• practice (The practice of SLE is covered, typically using a more applied approach.)
• concepts (Concepts of SLE are covered.)
• science (Empirical aspects of SLE are covered.)
• Please, feel free to use additional categories.

Objectives

These are preferably educational objectives.

Examples:

• Enable audience to specify syntax of DSLs.
• Make audience transpose SE principles to SLE.
• Have the audience write metaprograms in Haskell..

Alternatively, objectives may be formulated from the contributor's point of view.

Examples:

• Explain typical scenarios of software re-engineering.
• Compare software language engineering to compiler construction.
• Describe key techniques of program specializations.

The first form is preferred, though, because it feeds more directly into the learning objectives of an eventual course. The second form may be easier to use, though, in some cases.

Prerequisites

The prerequisites should be itemized using simple enough language so that someone with background in SLE and education is properly informed.

Examples:

• No specific computer science background
• Basic knowledge of regular and context-free grammars
• Advanced functional programming skills

Level

What is the level of the material?

• introductory: The relevant subject is introduced.
• intermediate: The presentation goes into modest detail.
• advanced: The presentation is advanced.

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