Three- Reflective Journal

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MODULE 4.1MODULE 4.1

Visual representations of requirements

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Source: Karastoyanova, Dimka & Khalaf, Rania & Schroth, Ralf & Paluszek,

Michael & Leymann, Frank. (2006). BPEL Event Model.

ftp://ftp.informatik.uni-stuttgart.de/pub/library/ncstrl.ustuttgart_�/TR-2006-

10/TR-2006-10.pdf.

Introduction:

Following the introduction to Module 4, you should know that apart from

use case diagram (Module 3.1), there are a variety of UML diagrams that can

be used to model di�erent aspects of a system. In Module 4.1, you are going

to learn three di�erent types of UML diagrams.

Swimlane diagrams

Swimlane diagrams are particularly useful in modelling the business process

steps and the interactions between various of participants in a complex

business process. If you have learnt the Data Flow Diagram (DFD), you

should note that DFD is usually used to examine the data �ow among

multiple processes, that is, a DFD usually contains multiple processes. In

contrast, Swimlane diagram models the steps within one process, and it

emphases the interactions between various participants in the process.

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Source:

https://www.modernanalyst.com/Careers/InterviewQuestions/tabid/128/ID/1804/What-

is-a-Swimlane-Diagram.aspx

In the Swimlane above, each swimlane represents the functional areas of a

business; it may also represent di�erent actors in a system. Each activity or

step in a business process is represented by rectangular. The beginning

activity is presented by a round corner rectangular. The diamond shaped

box is used to represent a decision point. You should note that like a DFD,

the activities are connected by arrows, which show the sequence of the

activities; unlike a DFD, the arrows are not labelled with data because the

emphasis is not data �ows in a Swimlanes.

State Transition Diagram (STD)

An STD is used to model data entities whose lifecycle may move through a

number of states. Think about your purchase order on an online shopping

site. You will read more on STD in the Essential Resources.

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Dialog map

A dialog map is designed to model the transition of UI in a complex use

case. In Module 3.1. you learnt to write the Normal Flow, Alternative Flow

for a use case. Dialog maps provide a visual representation for the normal

�ow and alternative �ow of complex use cases. You will study some

examples of dialog maps in the Essential Readings.

Essential Resources:

View Episode 7: Easily Manage Processes Using Swimlanes:

https://youtu.be/V2DszD9i0tY

This short video discusses how Swimlane diagrams can be

used to map complicated processes. The disadvantages of a �owchart

are demonstrated in this video (~4:24). It helps you to understand why

Swimlane diagrams are a better way to model steps in a process.

Using Swim Lanes: https://youtu.be/bYB7Dcbr1tc

This video demonstrated how to translate an activity

diagram (�ow chart) into a Swimlane Diagram by adding

“partitions”. This video also demonstrated how to create a Swimlane

Diagram using one of the professional diagramming software.

State-Transition Diagrams

https://www.stickyminds.com/article/state-transition-

diagrams

Lee Copeland explains what a state-transition diagram is. You should

pay attention to the UML notations for state-transition diagrams in the

middle of the page.

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UML2 State Machine Diagrams:

https://youtu.be/_6TFVzBW7oo

This 12-minute video provides a very comprehensive tutorial

on State Machine Diagram in UML 2. A handy cheat sheet for the UML

2 State Machine Diagram is also available here:

http://www.newthinktank.com/wp-content/uploads/2012/11/UML-

State-Machine-Diagram-Cheat-Sheet.png. Statement Machine

Diagram is the UML’s name for Statement Transition Diagram.

Video 20 – The Dialog Map: https://youtu.be/KUuyxdFb3Pw

A Dialog map is used to model the user interface transitions

for a normal and alternative �ow for a user case. This video

provides a very comprehensive introduction to dialog map.

Learning Activity:

Learning Activity 4.1: Discussion forum post

Study the Assessment Policy and Procedure and draw a

Swimlane Diagram for the assessment extension request

process. Who are the participants in this process? What are the

activities involved in this process? Are there any decision points?

Post your diagram (as a picture) to the Module 4.1 discussion forum

and name it “Assessment Extension Request Process Swimelane

Diagram – [your name]”. Please view other students’ posts and

provide constructive feedback to at least two students’ diagrams.

Learning Activity 4.2: Discussion forum post

What are the states you have gone/will go through in your

tertiary education? From being a perspective student to a

graduate, think about the various states you are in during your study.

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What triggers the state transition? Draw a State Transition Diagram for

the states for tertiary students.

Post your diagram (as a picture) to the Module 4.1 discussion forum

and name it “Tertiary Students State Transition Diagram – [your

name]”. Please view other students’ posts and provide constructive

feedback to at least two students’ diagrams.

Learning Activity 4.3: Discussion forum post

Think about the various user interface you used in

submitting your assignment in Blackboard. Do you need to

log in? Do you need to check the Turnitin similarity report for your

submission? Draw a Dialog Map for the “Submit Assessment” use case

for Blackboard.

Post your diagram (as a picture) to the Module 4.1 discussion forum

and name it “Submit Assessment Dialog Map – [your name]”. Please

view other students’ posts and provide constructive feedback to at

least two students’ diagrams.

To participate in the Discussion Forum, click here to scroll to the

bottom of this page then click on the "Module 4 - Discussion

Forum" link.

Note: The Learning activities above are not part of summative/graded

assessment; however they are designed to prepare you for incremental

graded assessment and expand your learning.

These activities encourage a community learning experience between peers,

and provide opportunities for facilitators to o�er formative feedback,

throughout a module, to the student cohort.

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