First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Science
COMPUTER SCIENCE
Course unit
ADVANCED TOPICS IN COMPUTER SCIENCE
SCP6076301, A.A. 2018/19

Information concerning the students who enrolled in A.Y. 2018/19

Information on the course unit
Degree course Second cycle degree in
COMPUTER SCIENCE
SC1176, Degree course structure A.Y. 2014/15, A.Y. 2018/19
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Number of ECTS credits allocated 6.0
Type of assessment Mark
Course unit English denomination ADVANCED TOPICS IN COMPUTER SCIENCE
Website of the academic structure http://informatica.scienze.unipd.it/2018/laurea_magistrale
Department of reference Department of Mathematics
Mandatory attendance No
Language of instruction English
Branch PADOVA
Single Course unit The Course unit can be attended under the option Single Course unit attendance
Optional Course unit The Course unit can be chosen as Optional Course unit

Lecturers
Teacher in charge MASSIMILIANO DE LEONI INF/01

ECTS: details
Type Scientific-Disciplinary Sector Credits allocated
Core courses INF/01 Computer Science 6.0

Course unit organization
Period Annual
Year 1st Year
Teaching method frontal

Type of hours Credits Teaching
hours
Hours of
Individual study
Shifts
Lecture 6.0 40 110.0 No turn

Calendar
Start of activities 01/10/2018
End of activities 28/06/2019
Show course schedule 2019/20 Reg.2014 course timetable

Examination board
Board From To Members of the board
3 a.a. 2018/2019 01/10/2018 28/02/2020 CONTI MAURO (Presidente)
BALDAN PAOLO (Supplente)
BRESOLIN DAVIDE (Supplente)
VARDANEGA TULLIO (Supplente)
2 a.a. 2017/2018 01/10/2017 28/02/2019 RANZATO FRANCESCO (Presidente)
CONTI MAURO (Membro Effettivo)

Syllabus
Prerequisites: No prerequisites.
Target skills and knowledge: The focus of this course is on modeling, analysis, and enactment of business processes and the configuration and deployment of information systems to support these processes. After taking the course, students are able to:
• model realistic business processes and systems;
• interpret the informal requirements and translate them into explicit models;
• analyze and improve processes (and the corresponding systems) via simulation and sensitivity analysis;
• configure and deploy an process-aware information system that runs in compliance with a process model.
Examination methods: An assignment: The students are given a textual description of a realistic process and they need to model and optimize the process. Next, an information system is configured on the basis of such a model, so that it runs in compliance of the constraints described by the process itself.
Assessment criteria: The assignment assesses the actual development of the student’s skills to model and optimize business process and to accordingly configure process-aware information systems.
Course unit contents: The course consists of series of lectures, illustrating advanced topics in computer science with the support of international experts.
Planned learning activities and teaching methods: The ultimate goal of any information system is to support processes. Therefore, information systems need to be designed and analyzed such that in the end the processes are conforming to certain rules (e.g., auditing or legal requirements), response times and flow times are a short as possible, costs are reduced, and risks are minimized.
Process-aware information systems, such as Workflow Management (WFM) Systems, Enterprise Resource Planning (ERP) systems, Business Process Management (BPM) systems, Enterprise Information (EI) systems, Customer Relationship Management (CRM) systems, and Product Data Management (PDM) systems, are generic information systems that are configured on the basis of process models.
Some systems implement monolithic processes in isolation while in other systems various (web-) services are composed to complex processes.
In some systems, the process models are explicit and can be adapted (e.g., the control flow in a WFM/BPM system) while in other systems they are implicit (e.g., the reference models in the context of SAP).
However, it is clear that, in any enterprise, business processes and information systems are strongly intertwined. Therefore, it is important that students understand the relationship between systems and processes and are able to model complex systems involving processes, (web-) services, humans, and organizations.
This course will cover the entire life cycle of designing and deployment of process-aware information systems, namely:
1. to interpreting information process requirements and translate them into explicit, formal models;
2. to analyze the performance of the process, by simulating the respective formal models and performing sensitivity analysis;
3. to improve the process (and the respective model), by identifying, e.g., the bottlenecks, the over/underutilization of resources, reducing the service costs and time.
4. to configure and deploy a process-aware information system that is driven by the improved process model
The language used in this course to model processes is Petri net, in the two variants: Color Petri Nets and YAWL. Given informal process’ descriptions, the students will model a number of processes in CPN Tools and perform analyses and simulations for their optimization.
The resulting improved model will be finally deployed in YAWL, an open-source process-aware information system, to validate the process.
Additional notes about suggested reading: In addition to the textbooks below, additional notes and materials are available on http://cpntools.org/ on how to use CPN Tools and its programming language. On http://www.yawlfoundation.org/, it is possible to find a lot of relevant material and manuals to help deploy processes in YAWL.
Textbooks (and optional supplementary readings)
  • Aalst, Wil M. P. : van der; Stahl, Christian, Modeling business processesa Petri net-oriented approachWil van der Aalst and Christian Stahl. Cambridge: MIT Press, --.
  • Arthur H.M. ter Hofstede, Wil M.P. van der Aalst, M. Adams, N. Russell., Modern Business Process Automation: YAWL and its Support Environment. --: Springer-Verlag Berlin Heidelberg, 2010.

Innovative teaching methods: Teaching and learning strategies
  • Lecturing
  • Problem based learning
  • Case study
  • Working in group
  • Problem solving
  • Flipped classroom

Innovative teaching methods: Software or applications used
  • Moodle (files, quizzes, workshops, ...)
  • CPN Tools http://cpntools.org YAWL (http://www.yawlfoundation.org

Sustainable Development Goals (SDGs)
Industry, Innovation and Infrastructure