title: Automated capture/replay test generation for android using espresso

authors: Alblooshy, Fajer

subjects: Android testing

abstract: This thesis presents the design of a new tool for automated test generation in Android applications using the Espresso framework. The primary focus is on designing a robust and efficient tool with the use of the Presentation Model (PModels) to simplify the automation of test case design. By incorporating techniques such as interaction sequence modeling and widget-based abstraction, the tool’s design aims to address the challenges of testing interactive systems, which are often timeconsuming and complex. The research includes comprehensively analyzing existing testing methodologies, identifying their limitations, and proposing enhancements to improve test coverage and reliability. Through detailed design documentation and conceptual frameworks, the study demonstrates how the tool can generate maintainable test scripts, reducing the effect required for manual testing. The tool’s design is evaluated through theoretical case studies, including various Android applications, to illustrate its potential effectiveness in real-world scenarios. This work contributes to the field of software engineering by offering an approach to automated UI testing, emphasizing the importance of design considerations in developing tools that can meet the evolving demands of software quality assurance.

text: Automated capture/replay test generation for android using espresso This thesis presents the design of a new tool for automated test generation in Android applications using the Espresso framework. The primary focus is on designing a robust and efficient tool with the use of the Presentation Model (PModels) to simplify the automation of test case design. By incorporating techniques such as interaction sequence modeling and widget-based abstraction, the tool’s design aims to address the challenges of testing interactive systems, which are often timeconsuming and complex. The research includes comprehensively analyzing existing testing methodologies, identifying their limitations, and proposing enhancements to improve test coverage and reliability. Through detailed design documentation and conceptual frameworks, the study demonstrates how the tool can generate maintainable test scripts, reducing the effect required for manual testing. The tool’s design is evaluated through theoretical case studies, including various Android applications, to illustrate its potential effectiveness in real-world scenarios. This work contributes to the field of software engineering by offering an approach to automated UI testing, emphasizing the importance of design considerations in developing tools that can meet the evolving demands of software quality assurance.

year: 2024-11-25

title: An ‘open letter to teachers’

authors: Kelly-Ware, Janette Patricia

abstract: Teaching is a highly complex and political endeavour, and as teachers, we need to be courageous as we support children to make sense of the increasingly complex and diverse societies that we live in. My doctoral research highlighted a number of issues related to teachers and curriculum. Te Whāriki, the Aotearoa New Zealand early childhood curriculum is the framework for critical socially relevant curriculum, and this letter speaks to teachers whose daily work involves recognising and responding to children’s ‘working theories’ about the social world. I argue that as teachers we need to be reflective and reflexive, and think critically about curriculum planning to go beyond children’s surface interests and focus on deeper issues like fairness, justice, anti-racism and our shared humanity – issues of concern to society as a whole. As teachers, we also need to involve families in the conversations that they are part of, and privy to, so together we can create a fairer, more just society for all who call Aotearoa New Zealand home.

text: An ‘open letter to teachers’ Teaching is a highly complex and political endeavour, and as teachers, we need to be courageous as we support children to make sense of the increasingly complex and diverse societies that we live in. My doctoral research highlighted a number of issues related to teachers and curriculum. Te Whāriki, the Aotearoa New Zealand early childhood curriculum is the framework for critical socially relevant curriculum, and this letter speaks to teachers whose daily work involves recognising and responding to children’s ‘working theories’ about the social world. I argue that as teachers we need to be reflective and reflexive, and think critically about curriculum planning to go beyond children’s surface interests and focus on deeper issues like fairness, justice, anti-racism and our shared humanity – issues of concern to society as a whole. As teachers, we also need to involve families in the conversations that they are part of, and privy to, so together we can create a fairer, more just society for all who call Aotearoa New Zealand home.

year: 2019

title: Outdoor education: Opportunities provided by a place based approach

authors: Brown, Mike

subjects: place-based

abstract: This paper calls for educators to consider the role that ‘place’ has in outdoor education experiences. It is suggested that greater emphasis and acknowledgment be given to ‘place(s)’ and how they may help students make sense of both their personal and communal identity. The paper is interwoven with a narrative from the author’s experiences of working with Pākehā and Māori students on a course that consciously utilised a ‘place-based’ approach to teaching and learning. The paper challenges the conception that outdoor education requires ‘high-impact’ adventurous activities, instead suggesting that we seek to develop a modest pedagogy which acknowledges our relationships with place(s) as a way to understand who we are , how we connect to others and how we both give and take meanings from the places in which we live and learn. These issues have potential implications for educators and programme designers.

text: Outdoor education: Opportunities provided by a place based approach This paper calls for educators to consider the role that ‘place’ has in outdoor education experiences. It is suggested that greater emphasis and acknowledgment be given to ‘place(s)’ and how they may help students make sense of both their personal and communal identity. The paper is interwoven with a narrative from the author’s experiences of working with Pākehā and Māori students on a course that consciously utilised a ‘place-based’ approach to teaching and learning. The paper challenges the conception that outdoor education requires ‘high-impact’ adventurous activities, instead suggesting that we seek to develop a modest pedagogy which acknowledges our relationships with place(s) as a way to understand who we are , how we connect to others and how we both give and take meanings from the places in which we live and learn. These issues have potential implications for educators and programme designers.

year: 2008