Complete thesis - Murdoch University

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only to differing education systems (an international context, a computer science or engineeringschool context, an SE start in the first year or second year, a two semesters or threequarters academic year) but also to alternate environments (teaching and institutional).CC-CSThe CC-SE described above draws heavily on the Computer Science volume (CC-CS) of theComputing Curricula (Engel and Roberts, 2001). This section describes the final report forComputer Science, endorsed by both organisations at the end of 2001.Core topics within the curriculum are drawn from the CSBoK, and define a minimal, essentialcomponent of an undergraduate CS curriculum, to be extended by electives from the BoK.While a number of core topics are introductory, others assume prior knowledge.The units described are divided into three categories according to the level at which theyoccur in the curriculum. Those designated as introductory are typically entry-level unitsoffered in the first or second year. Units listed as intermediate are usually second- or thirdyearand build a foundation for further study in the field. Those designated as advanced aretaken in later years and focus on those topics that require significant preparation in termsof earlier coursework. The point of establishing the distinction between units is to providenatural boundaries for selecting implementation strategies.Several implementations of the model curricula are provided, based on the approach (egimperative-first, algorithm-first, breadth-first etc) advocated. In each of these, the RE componentis considered at intermediate level (though the introductory-level curriculum notesthe importance of specification in the software process). Of the 280 hours of core materialin the CSBoK, the cognitive capability in requirements expected of a CS graduate (establishedthrough completion of the RE component of the SE area) consumes 4, although someapproaches including an additional hour in an introductory unit.As can be seen from Table 2.20, CC-CS addresses the needs of RE only minimally within thetechnical component of the curriculum.While the unit SE5 includes the bulk of RE-related topics, others are included in SE1 (ObjectorientedAnalysis), SE3 (Requirements Analysis and Design Modelling tools), SE8 (SoftwareMeasurement and Estimation Techniques) and SE10 (Formal Methods). Table 2.21 indicatesthe learning objectives identified for SE5, and the competency levels applied to these.Despite the paucity of RE-related topics, the list of capabilities and skills for CS graduatesaddresses some which could be considered transferable to RE. These include:Modelling use technical knowledge and understanding in the modelling and design of sys-83
Table 2.20: SE component of CC-CSSE. Software EngineeringSE1. Software designSE2. Using APIsSE3. Software tools and environmentsSE4. Software processesSE5. Software requirements and specificationsSE6. Software validationSE7. Software evolutionSE8. Software project managementSE9. Component-based computingSE10. Formal methodsSE11. Software reliabilitySE12. Specialised systems development31 core hours8 (core)5 (core)3 (core)2 (core)4 (core)3 (core)3 (core)3 (core)Table 2.21: Learning objectives of SE5 in CC-CSSE5 Software Requirements and SpecificationsApply key elements and common methods for elicitationand analysis to produce a set of softwarerequirements for a medium-sized software systemDiscuss the challenges of maintaining legacy softwareUse a common, non-formal method to model andspecify (in the form of a requirements specificationdocument) the requirements for a mediumsizesoftware system.Conduct a review of a software requirements documentusing best practices to determine the qualityof the documentTranslate into natural language a software requirementsspecification written in a commonlyused formal specification languageCompetencyApplicationComprehensionApplicationApplicationApplicationtems in a way that demonstrates comprehension of the tradeoff involved in designchoicesRequirements identify and analyse criteria and specifications appropriate to specific problems,and plan strategies for their solutionCritical evaluation and testing analyse the extent to which a computer-based systemmeets the criteria defined for its current use and future developmentMethods and tools deploy appropriate theory, practices, and tools for the specification,design, implementation, and evaluation of computer-based systemsProfessional responsibility recognise and be guided by the social, professional, and ethical84
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Educating Requirements Engineers in
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2.5.2 Towards a REBoK . . . . . . .
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5.4 The Murdoch context . . . . . .
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A.1 Curriculum components . . . . .
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5.5 Education for RE - Action Resea
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8.24 RoLI results for Vaughn . . .
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2.25 RE specific competencies for s
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.AbstractIt is acknowledged within
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.DeclarationI declare that this the
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This leap, from one lecturer to all
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on a positivist perspective - throu
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ary process should also be regarded
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(Kamsties et al, 1998; Morris et al
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same items of knowledge to be prese
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in RE education. In particular, ins
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derived from these and other source
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this interpretation can never be co
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The outcome of this study is an und
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possibilities arise as outcomes of
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The first section examines the real
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2.1 Practitioner perspectivesIn his
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themselves what they needed to know
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tencies are reinforced. He conclude
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Table 2.7: Lethbridge rankings: mos
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sonal and group attributes are cons
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Page 55 and 56: The first two items indicate a bi-p
Page 57 and 58: Table 2.12: Scott & Yates: top Engi
Page 59 and 60: Table 2.13: Scott & Wilson: top IS
Page 61 and 62: If marketing can tell you what they
Page 63 and 64: to technical problems that resemble
Page 65 and 66: positivism, situated along the cont
Page 67 and 68: and Scholes, 1990; Bulow, 1989). Th
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Page 71 and 72: Figure 2.4: The catastrophe-cycle R
Page 73 and 74: meaning and a shared sense of parti
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Page 79 and 80: The characteristics noted above pos
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Page 83 and 84: expertise - intuitive situational r
Page 85 and 86: Table 2.14: Levels of competenceJon
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Page 91 and 92: Table 2.16: SEEK topicsTopic Bloom
Page 93 and 94: Topic Bloom Category HoursRequireme
Page 95 and 96: 5. translate into natural language
Page 97 and 98: 2.5.1 RE in model curricula and tex
Page 99 and 100: Figure 2.8: The computing space occ
Page 101: Guideline 11 the underlying and end
Page 105 and 106: Table 2.22: IS 2002.7 analysis and
Page 107 and 108: Representative exit characteristics
Page 109 and 110: • focused on the needs of the wor
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Page 113 and 114: overview of informatics, especially
Page 115 and 116: Improvement Collaboration). In 1996
Page 117 and 118: to undertake these activities. In g
Page 119 and 120: • problem-solving practice• cor
Page 121 and 122: Chapter 3A framework for learning R
Page 123 and 124: worldview do not align with the cha
Page 125 and 126: in order to eliminate deviations or
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Page 129 and 130: mental models and beliefs that the
Page 131 and 132: element of the definition of a prob
Page 133 and 134: hypothesis evaluation - testing and
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Page 147 and 148: While behaviourism and cognitivism
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Page 151 and 152: Given these, a moderate level of tr
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the activities: from a priority giv
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The importance of dialogueLearning
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(Gobet and Wood, 1999).learning pro
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ticipating in communities of authen
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Lave et al (1988) suggested that le
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assumption is that a certain minimu
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use knowledge as opposed to passive
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in a domain may be attained through
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chunks, poorly indexed (and therefo
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If we summarise the findings on eac
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The perspective that suggests that
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• the evaluation of learning and
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Level 5 (ages 17-19) metaknowledge
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• support the learner in developi
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student needs to do, or they passiv
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taxonomy (Barrows and Tamblyn, 1980
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students are seen to be able to art
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development of abstract artefacts t
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through the traversal of layers, co
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• internal mental model - the acc
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• opportunity to develop cognitiv
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Chapter 4The research designThis ch
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4.1 Research in Education and ITEdu
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choice continue to be drawn from th
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• the increased importance of the
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intervene in some setting, or to en
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Owen (1997, p 37) presents a genera
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Design Research in ITThe new millen
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(promoting more efficient and effec
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Figure 4.1: Lewin’s spiral of Act
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outcomes - an action outcome whereb
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• it applies multiple techniques
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In conclusion, Action Research, as
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emphasise the importance of partici
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4.2.2 Mixed methodsSome researchers
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derived/validated measures that, in
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Table 4.4: Reflection in the Schola
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has recourse to in order to achieve
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theory and user of that theory, the
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Chapter 5Developing an Action Resea
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a model of organisational culture T
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context. Elliott (1982) refers to t
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disciplines. The continuing challen
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tionary cycles in 2002, 2003 and 20
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Figure 5.5: Education for RE - Acti
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Figure 5.6: Education for RE - Acti
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Students enrolled in ENG260 during
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year. This removed some inclination
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5.3.1 Diagnostic devicesThese inclu
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crete experience (CE) / abstract co
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Myers-Briggs Type Indicator (MBTI)/
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affects the individual: it is hard
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personal learning ‘profile’. Al
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also examined. Reports from this ac
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Figure 5.9: Pedagogical dimensions
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cultural sensitivity - allow for cu
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esearch, others triggered by changi
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discipline, at this point based pri
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Sorter (Keirsey and Bates, 1984) wa
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ing: they respond to information pr
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Student example mind maps is shown
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or with assistance from group peers
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of the how do I do this? and what d
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• the ‘correct solution’ to e
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Table 6.2: Instruments applied to C
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• they expect a fundamentally com
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percentage of students were success
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students were comfortable in taking
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strategies on other units within SE
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Chapter 7Implementing a model for c
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This reflection on the outcomes of
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The next section describes changes
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visual where reading text is classe
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Teacher characteristicsThe results
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was well done. The implication of t
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7.2.1 Decoding the disciplineMajor
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necessary for the enhancement of cr
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• outcomes such as the developmen
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Figure 7.6: ENG260 learning objecti
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Table 7.4: Positive influences for
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• constraints are discovered that
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changing shared understanding withi
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Figure 7.9: Setting the scene MurSo
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• identification of the learning
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Figure 7.13: Self assessment suppor
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in the context of implementing Crea
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environment where the teacher was c
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and return to the classroom for the
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all the questions on the site (RM21
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the course) required exploration, s
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The formal assessment of the unit w
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Figure 7.17: Things to add/change/d
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Student E [best aspect]real world s
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the 41% with same or higher MO, 28.
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to set up meetings, discuss their a
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WEAKNESSES of the paper:The results
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paper!Software Engineers with an in
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neous to the tasks undertaken.As we
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ecome vital. Professional practitio
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programmes within Engineering, albe
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offerings at third and fourth year
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Although the strategy discussed and
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On reflectionA key component of the
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Figure 8.4: Positive comments made
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The profile of the student enrolled
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What the summary chart (see Figure
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Table 8.2 for a description of the
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Murdoch’s graduate attributes, to
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in effect a small collection of tex
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expectationstoo much learning too q
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Although the class sessions within
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understanding of how our assignment
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to ensure tasks were on schedule. T
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future design studios. [...] While
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eceived).Impact on student developm
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Simon In my opinion I learn more co
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Curriculum - changes to the RE comp
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equired them to either consult with
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‘whole of group’ work (which ma
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Table 8.8: Tasks and keys applied i
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Figure 8.19: Cumulative activity lo
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Alaina is the most focussed member
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interaction between students’ stu
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approach to the unit• Student 2 (
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As indicated previously (see Table
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Students preconceptions predispose
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cussed. When the unit is not aligne
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Chapter 9Conclusions26 April 2006 -
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The lack of alignment between the a
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a learning dialogue (Laurillard, 19
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and Intellectual Capability. Stance
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These feedback cycles of interventi
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socially through negotiation (Jonas
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Figure 9.2: A conceptual framework
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Table 9.4: Principles for the evalu
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Credibility Guba and Lincoln (1994)
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comment from the accreditation pane
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as a skill to be continually adapte
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for the landscape is SE 3 . As note
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individual preferred learning style
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in the learning theory behind the m
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The Studio Learning model provides
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BibliographyAdams-Price C E (ed) (1
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Aurum A, Handzic M and Gardiner A (
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Billett S (1996) “Towards a model
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Budgen D (2004) “Computing Curric
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Conklin J (2005) “Wicked problems
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Diaz-Herrera J L and Hilburn T B (e
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Ezzy D (2002) Qualitative Analysis:
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Glass R L (1995) “A theory about
Page 453 and 454:
Hatten R A (1997) Guidelines for Ef
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Jonassen D H (2000) “Towards a de
Page 457 and 458:
Lave J, Smith S and Butler M (1988)
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Lubars M, Potts C and Richer C (199
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Meyer J H F and Boulton-Lewis G M (
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Norton L S, Owens T and Clark L (20
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Reeves T C (1994) “Evaluating wha
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Scott G and Wilson D N (2002) “Tr
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Suwa M, Gero J and Purcell T (2000)
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Watson H J, Young D, Miranda S, Rob
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Appendix AThe Murdoch contextAs not
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components.These are common to all
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Table A.1: Kolb Learning Style Inve
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a strong and important minority: th
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sections. Once authenticated as a m
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help and underlying manuals. The fo
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Appendix BInstrumentsAlthough most
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3. How useful have the details of t
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B.2 School of Engineering Year Surv
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B.3 Student Surveys of UnitsUnivers
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B.4 Attachment 1: Educational Relev
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Systems Theoryand PracticeRequireme
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Fundamentals ofDesignHuman Computer
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numbers (e.g. 2.5,4.5). The scales
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Topics not specifiedabove:Topic:Top
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Creativityinstead (eg RE Topicsinst
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analysis,interpretation anddecision
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following activities during the las
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Non-profit associationOther, please
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managementprocessquality andimprove
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teststhroughRequirementsManagementc
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Appendix CStudent Reflective Journa
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Alaina Week 3What did I achieve thi
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DermotWeek 10This week has been goo
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