Complete thesis - Murdoch University

the Cognitive Apprenticeship model, discussed in the work of Collins et al (1989) and Brownet al (1989). They suggest such an environment models proficiency and enculturates studentsinto authentic practices through activity and social interaction in a way similarto that evident - and evidently successful - in craft apprenticeships.(Brown et al, 1989, p 37)The background pertinent to this model of learning is provided in Chapter 3.Cycle 1The Requirements Engineering unit (ENG260) was taught applying this model during semester1 2002, with a thematic analysis undertaken at the end of semester.In Chapter 6, two distinct evaluations of this cycle are presented: one analysis focuses onthe level of success of the Apprenticeship model in relation to its implementation; the otherfocuses on the effect of the intervention on the development of the student cohort – aneffect which was examined in terms of short term impact (performance of the students inassessable tasks during the intervention unit) and longer term impact (performance of thestudents in assessable tasks dependant on the learning objectives of the intervention unitduring subsequent units).In summary, the evaluation suggested the Cognitive Apprenticeship model could be appliedreasonably successfully – while students were comfortable with a ‘master’ who, towards theend of semester ‘faded’, they acknowledged that this placed the onus on them to do thelearning, and preferred to be ‘taught’. This expectation was still observed in the followingunit, where the first task was to apply what was learnt in ENG260 to a different context.The results of this cycle indicated the intervention was only achieving some part of the goalshoped for: while students appeared more confident, in subsequent units, in applying theknowledge they had gained, they still expected to be taught: that is, the master/apprenticerelationship was assumed even if no longer appropriate.5.2.3 Cycle 2: PBL for creativityThe problem is now refined: while transfer remains an issue that still must be addressed, thestudent expectation of the learning environment (ie that they must be taught) becomesthe trigger for the next cycle. Student feedback also indicated that they were not happy withthe concept of no one solution for the problems they were solving: their prior education (atleast within Engineering) had been fundamentally scientific (the background to professional223