Experiences in teaching variability modeling and model-driven generative techniques

Abstract

Teaching software engineering is an activity that needs to constantly evolve to cope with new paradigms, principles and techniques. In this paper, we briefly report on several years of experience in teaching both generative techniques in a model-driven engineering context and variability modeling related to software-product line engineering. Our current practice relies on making students progress on running projects that they evolve with different techniques along a semester. We also discuss the obtained benefits and some perspectives.