Body of Knowledge on IoT Education
Pablo Alejandro Quezada-Sarmiento
1,2
, Liliana Enciso
3
, Hironori Washizaki
4
and Wilmar Hernandez
5
1
Programa de Doctorado en Ciencias y Tecnolgías de la Computación, Universidad Politécnica de Madrid,
Carretera Valencia Km. 7, Madrid, Spain
2
Escuela de Informatica y Multimedia – Titulación de Tecnologias de la Información y Comunicación,
Universidad Internacional del Ecuador, Av. Simón Bolivar, Qutio, Ecuador
3
Departamento de Ciencias de la Computación y Electrónica,Univerisdad Técnica Particular de Loja,
Paris San Caytano Alto, Loja, Ecuador
4
Department of Computer Science and Engineering, Waseda University,
1 Chome-104 Totsukamachi, Shinjuku, Tokyo, Japan
5
Facultad de Ciencias Aplicadas, Universidad de la Américas, Campus Queri, Quito, Ecuador
Keywords: Body of Knowledge, Curriculum, Education, Software Engineering, Systematic Mapping Review.
Abstract: The Internet of Things (IoT) has taken an important boom in different areas of knowledge, especially in
education. The inclusion of new technologies has impacted the education sector and changed the ways of
teaching. Thus, the curricula that are taught in the context of engineering and knowledge areas should be
aligned to such change. In this paper, an information mapping was carried out as a scientific methodology to
establish the base elements to create a book of knowledge (BOK). This information mapping is aligned with
IoT for a standardized education.
1 INTRODUCTION
The Internet of Things, the connection of devices
(other than standard products such as computers and
smartphones) to the Internet, is in the process of
transforming numerous areas of our everyday lives
especially in the education.
The rise of mobile technology and the IoT allows
schools to improve the safety of their campuses,
keep track of key resources, and enhance access to
information. Teachers can even use this technology
to create "smart lesson plans," rather than the
traditional stoic plans of yesteryear.
As mentioned above, the great potential of IoT in
educational contexts lies in the creation of
environments marked by the "hyper situation",
which is defined as the ability to amplify knowledge
based the geolocation of the user, allowing his
contextualization (Moreira et al., 2018).
One of the main concerns of the software
industry is to develop the talent of its human
resources, since the quality and innovation of its
products and services depend to a great extent on the
knowledge, abilities and talent of software
engineers. The knowledge already exists; and the
goal is to gain consensus on the core subsets of the
knowledge characterizing the software engineering
discipline (Penzenstadle et al., 2013).
According to the SWEBOK 2014 guide for
software engineering to be fully known as a
legitimate engineering discipline and a recognized
profession, consensus on a Core Body of Knowledge
(CBOK) is imperative.
Achieving consensus by the profession on a
CBOK is a key milestone in all disciplines and has
been identified by the IEEE Computer Society as
crucial for the evolution of Software Engineering
towards professional status”
Moreover, according to (Quezada et al., 2016)
“articulating a BOK is an essential step toward
developing a profession because it represents a
broad consensus regarding what a software
engineering professional should know.
Nowadays, it does not exist a consensus for the
development of Bodies of Knowledges (BOKs)
about the structure and contents that it should have.
This is the reason why, in this paper, the existing
Quezada-Sarmiento, P., Enciso, L., Washizaki, H. and Hernandez, W.
Body of Knowledge on IoT Education.
DOI: 10.5220/0007232904490453
In Proceedings of the 14th International Conference on Web Information Systems and Technologies (WEBIST 2018), pages 449-453
ISBN: 978-989-758-324-7
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
449

literature has been reviewed in order to identify
guidelines and recommendations on the structure
and contents in the context of engineering and
supported by IoT.
2 METHODOLOGY
In 2004–2005, (Kitchenham et al., 2011) wrote three
papers suggesting that the concept of evidence-based
practice, (as initially developed in medicine, and
subsequently adopted by many different disciplines
including Economics, psychology, social science
and most health care disciplines) should be adopted
in software engineering.
According to (Budgen et al., 2008), mapping
studies use the same basic methodology as
Systematic literature review (SLR), but aimed at
identifying and classifying all research related to a
broad software engineering topic rather than
answering questions about the relative merits of
competing technologies that conventional SLRs
address. Mapping study reviews a broader software
engineering topic and classifies the primary research
papers in that specific domain.
The domains of this paper are BOK Software
Body of Knowledge and concepts of IoT education.
In (Kitchenham et al., 2011) and (Tingting et al.,
2018) the mapping study procedures related to five
stages (See Figure 1) is carried out.
Figure 1: SMS procedure.
SMSs is performed to evaluate quantity and
types of primary studies in an area of interest, in an
unbiased and systematic manner. Proper procedures
of executing required sound planning (Kitchenham
and Charters, 2007).
Evidence in software engineering is getting much
attention. SMS is some techniques of Evidence
Based Software Engineering and has already been
used in different sub-domains of software
engineering such as: software testing and
requirement specification among others (Soares et
al., 2018).
Systematic mapping requires sound planning,
executing and the analysis of a systematic map
(Fernandez et al., 2009)
3 BACKGROUND BODY OF
KNOWLEDGE (BOK)
3.1 BOK Context
A BOK is a collection of substantial concepts and
skills that represent knowledge of a certain area in
engineering or scientific discipline and ensures its
common understanding (Manna and Usan, 2011).
A BOK is a list of knowledge, skills and abilities
(competencies), organized into an integrated
structure (taxonomy) with a specific level of
accomplishment specified for each competency
(proficiency) (Taguchi et al., 2013).
Professional communities have created and used
BOKs to consolidate their discipline, standardize
practices, improve processes, and warehouse
community knowledge. Formal BOK have been
used across different type of disciplines.
The BOK could also be used by individuals for
extending their skills and for career development.
Researchers may find it useful for identifying
technology applicable to their research and to help
define the skills required for research team (Quezada
et al., 2018).
The process of building the BoK should assist in
highlighting similarities across disciplines. For
example, techniques used in materials science
(Maxville, 2012). A BOK is normally used for
certification and education or training (Quezada et.
al., 2018) and (Eras et al., 2015). The knowledge
must reflect current best practice, which inevitably
changes over time. However, updates cannot be
undertaken in an uncontrolled manner since
associated lecture and other education material
needs to be maintained in line with the BOK.
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3.2 Core Body of Knowledge (CBK)
The CBOK includes all of the fundamental or core
skills, knowledge, and experience to be taught in the
curriculum to achieve the expected student
outcomes. The primary source for developing the
CBOK was the SWEBOK.
Knowledge elements were also derived from the
Software Engineering 2004 curriculum guidelines
[SE2004], the INCOSE Guide to Systems
Engineering Body of Knowledge (INCOSE, 2014)
and the INCOSE Systems Engineering Handbook
Consensus on a CBOK is crucial to the development
of a mature profession. It represents the generally
accepted knowledge expected of a graduate with
four years’ experience.
In general, the IEEE-CS BOK is organized
hierarchical into three progressively more detailed
levels (ABET, 2003).
The final version will eventually be the most
complete and will likely become the standard. It is
derived from an analysis of software engineering
textbooks and software engineering university
programs (Quezada et al., 2017).
3.3 General Structure of Bodies of
Knowledges based on the
Developed SMS
BOK have a specific structure according the area of
engineering or science. In this paper the general
structure of the BOK is described in the context of
engineering, science and Software Engienering.
Firstly, the general structure of the BOK is
described, in order to establish the core (skills,
knowledge, and experience to be taught in the
curriculum to achieve the expected student
outcomes). In the same way, the BOK established
Knowledge Areas (KAs) Each KA descriptions
should use the following structure: Acronyms,
Introduction, Breakdown of Topics of the KA,
Matrix of Topics vs. Reference Material, List of
Further Readings, and References (Penzenstadler et
al., 2013) and (Fairley et al., 2014); each area is
broken down into smaller divisions called units,
which represent individual thematic modules within
an area. Unit is further subdivided into a set of
topics, which are the lowest level of the hierarchy.
The topics depend on evolution and context of
KA and discipline.
In the context of BOK, it is necessary a process
of updating knowledge in function of the advance of
the discipline and the necessities of the society.
In general, the BOK has different Committee,
organizations and groups of collaboration that
develop and update their contexts in functions of the
advance of the science and engineering.
In this paper a general structure of BOK by
levels was developed: Core BOK, KA, KU, KT,
KST, capacities and organization of BOK is shown
in the figure 2.
Figure 2: BOK Context.
The integration of news areas, unit and topics
depend on different criteria that consider the
organization and institutions (Quezada et al., 2016).
On the other hand, it is necessary to consider another
level in the structure of BOKs where the topics will
be more detailed (sub-topics). These sub-topics have
to address different knowledge and skills. In the
same way, in order to develop a BOK, it is necessary
consider: Process Model, Deliverables,
Organization, Technology focus, Tools, Assignment
focus, and Exercise domain (Thompson, 2001).
All domains are based on essential and common
BOK that are necessary to master in order to succeed
of in a particular profession. Software engineering is
mainly based on common BOK such as Standard
Body of Knowledge (SWEBOK), Computing
Curriculum Software Engineering (CCSE) and
Graduate Software Engineering 2009 (ABET, 2003).
Initially, software engineering was viewed as a sub-
discipline of computer science or computer
engineering, but in the middle to late 1990s software
Body of Knowledge on IoT Education
451

engineering gained recognition as a discipline by
itself. This culminated in the recognition of the first
software engineering degree programs by the
Accreditation Board for Engineering and
Technology.
The scientific basis of Software Engineering
disciplines consists of the following:
a) classical sciences (algorithm theory, set theory,
proof theory, mathematical logic, etc.),
b) the theory of programming, and
c) the theory of construction of linguistic design
tools at the level of abstract models and
architectures of target software objects.
Software Engineering contains main basic concepts
and objects, formal approaches, methods,
programming tools, and Primary Studies production
management methods (Petersen, 2008). According
to the develop SMS, we consider the domain of
application of the BOK in this case as software and
IT engineering.
To consider Educational programs in
engineering, engineering technology that have been
developed to address many technical aspects
associated with computers and IoT aspects.
In the same context, the ASCE BOK (Pyster et
al., 2017) highlights the need for engineers to
understand the impact of their solutions with society,
culture, industry.
The BOK could also be used by individuals for
extending their skills and for career development.
Researchers may find it useful for identifying
technology applicable to their research and to help
define the skills required for research teams
(Quezada et al., 2016).
The process of building the BOK should assist in
highlighting similarities across disciplines, for
example, techniques used in materials science.
With this work, it was possible to propose new
areas of knowledge in the curriculum program of
Informatic and Multimedia at the International
University of Ecuador based on the structure and
model of BOK and IoT education concepts
(http://uide.edu.ec/media/2076/informa-tica-y-
multimedia.pdf).
4 CONCLUSION
The results of this paper showed the criteria to
develop the general structure and contents of the
BOK in the field of engineering and IoT education.
The proposal of the way of how to elaborate a BOK
permitted to understand the real context of the
Knowledge Areas and the relation with the related
disciplines.
A BOK generally uses a tree structure to
represent knowledge, and a certain limit is set to its
height to help its understand ability and readability.
In the same context, the main objective of a BOK s
to provide classification of knowledge and its
detailed explanation.
BOK provides the basis for curriculum
development and professional development and
current and future certification schemas. Lastly, it
promotes integration and connections with related
disciplines.
As a result of this research, it can be said that a
BOK generally uses a tree structure to represent
knowledge that provide the classification and
detailed explanation of each knowledge area. In
addition, each knowledge area presents the
relationship between BOK and scientific disciplines,
which allows to add new structure, concepts, and
learned lessons to improve the perspective and
projection of the BOK in the industry, science and
IoT education.
ACKNOWLEDGEMENT
The authors express their gratitude to the Waseda
University, Technical University of Madrid (UPM),
in particular to the Doctoral Program of Science and
Technology of Computing for Smart Cites and
Universidad Internacional del Ecuador (Consejo de
Investigación) for their constantly support.
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