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Table 5.1: Tooling up for the Action Research project: instruments applied cycles (based on Kember and Kelly (1993))Cycle Diagnostic Devices Records FeedbackLearning Styles Teaching StylesCycle 0 Learning Styles Inventory Keirsey Character Sorter Assessment items1999-2001 Year Survey1999-2001Inventory of Learning StylesCycle 1 Learning Styles Inventory Pedagogical Dimensions Assessment items & results2002 Year Survey2002Inventory of Learning Styles Unit development records Student Survey of UnitPortfolio (mind maps) 2002Cycle 2 Learning Styles Inventory Teaching Style Inventory Assessment items & results2003 Year Survey2003Inventory of Learning Styles Student records1999-2002 Performance Review2003Portfolio (mind maps) Unit development records Student Survey of UnitApproaches to Study Inventory 2003Cycle 3 Learning Styles Inventory Approaches to Teaching Assessment items & results2005 Year Survey2005Inventory of Learning Styles Inventory Student records2005 Performance Review2005Approaches to Study Inventory Unit re-development records2003 Student Survey of UnitReflections on Learning Inventory Curriculum Map2003 2005Interaction Schedules <strong>Murdoch</strong> Graduate Attributes2004 Design Orientation Feed-backActivity Logs2005 Engineers Australia Graduate Attributes1996;2005229
5.3.1 Diagnostic devicesThese include components of assessment, learning inventories, interaction schedules and toolsfor examining conception. Examples of each of these are available in the study.Tools for diagnosing learningStudents bring a complex assortment of beliefs, past experiences and expectations to a learningsituation, which influence the approach to learning they take. In turn, this approach tolearning affects the quality of their learning outcomes. Their future learning intentions andbehaviours will also reflect this (Prosser and Trigwell, 1999). Additionally, while the achievementof high quality learning is important in all graduates, it has an extra relevance wherethe context of practice is continually changing and professions are continuously developing.There is a need, therefore to identify aspects of the learners’ conceptions of learning (Meyerand Shanahan, 2000) and approaches to it so that appropriate support can be provided.Early work in the UK and Australia (eg Entwistle et al (1974); Biggs (1970) identified motivationand personality as of prime importance, with the later addition of information processing(Craik and Lockhart, 1972) and intention factors (Marton and Saljo, 1976) (roteversus meaningful, deep versus surface) to the web of interrelationships. The approach tolearning that a student takes is very sensitive to the context in which learning is done, with ademonstrated correlation between more advanced conceptions (eg abstraction of meaning andunderstanding of reality (Van Rossum and Schenk, 1984)) and a deep approach to learning.This conception to a large extent determines the student’s expectation of what the learningprocess and teaching entail. Thus, for some students, the ability to take a deep approachappears to be limited by the conception they hold of learning.A variety of self-reporting questionnaires have resulted from this interest in different aspects ofstudent learning behaviour, and from the underlying requirement to demonstrate effectivenessand efficiency in teaching. In general these apply similar formats and psychometric principles(usually based on Likert scales).An informed choice on which instruments to apply may be based on Curry (1983)’s onionmodel (see Figure 5.8). This was originally described as having three layers: a central coremade up of personality-centred models specifically related to how learners prefer to acquireand integrate information (such as the LSI); a stratum of information-processing models toexamine a learners intellectual approach to assimilation of new information, based on theapproaches to studying literature (such as ASI) and an outer layer of instructional-preferencemodels of learning style relating to external factors such as physiological and environmental230
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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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eing able to apply a high level of
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on the perceived soft skills of the
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The first two items indicate a bi-p
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Table 2.12: Scott & Yates: top Engi
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Table 2.13: Scott & Wilson: top IS
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If marketing can tell you what they
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to technical problems that resemble
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positivism, situated along the cont
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and Scholes, 1990; Bulow, 1989). Th
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and to explore and describe require
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Figure 2.4: The catastrophe-cycle R
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meaning and a shared sense of parti
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assembled into a model bit by bit.
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4 May ...I doubt that they’re str
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The characteristics noted above pos
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• the evolution of a discipline t
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expertise - intuitive situational r
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Table 2.14: Levels of competenceJon
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to undertake Requirements Engineeri
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equirements analysis - the process
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Table 2.16: SEEK topicsTopic Bloom
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Topic Bloom Category HoursRequireme
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5. translate into natural language
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2.5.1 RE in model curricula and tex
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Figure 2.8: The computing space occ
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Guideline 11 the underlying and end
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Table 2.20: SE component of CC-CSSE
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Table 2.22: IS 2002.7 analysis and
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Representative exit characteristics
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• focused on the needs of the wor
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trol and maintenance of available I
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overview of informatics, especially
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Improvement Collaboration). In 1996
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to undertake these activities. In g
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• problem-solving practice• cor
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Chapter 3A framework for learning R
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worldview do not align with the cha
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in order to eliminate deviations or
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egarding new information. Mental mo
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mental models and beliefs that the
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element of the definition of a prob
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hypothesis evaluation - testing and
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equired by the task is required. Ab
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An additional aspect of expertise r
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• that a process of reflection (b
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• preliminary assumptions and obs
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answer, being evaluated; working un
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inhibited by environments that enge
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While behaviourism and cognitivism
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• the importance of socialisation
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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
Page 197 and 198: 4.1 Research in Education and ITEdu
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Page 207 and 208: Design Research in ITThe new millen
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Page 211 and 212: Figure 4.1: Lewin’s spiral of Act
Page 213 and 214: outcomes - an action outcome whereb
Page 215 and 216: • it applies multiple techniques
Page 217 and 218: In conclusion, Action Research, as
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Page 221 and 222: 4.2.2 Mixed methodsSome researchers
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Page 225 and 226: Table 4.4: Reflection in the Schola
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Page 231 and 232: Chapter 5Developing an Action Resea
Page 233 and 234: a model of organisational culture T
Page 235 and 236: context. Elliott (1982) refers to t
Page 237 and 238: disciplines. The continuing challen
Page 239 and 240: tionary cycles in 2002, 2003 and 20
Page 241 and 242: Figure 5.5: Education for RE - Acti
Page 243 and 244: Figure 5.6: Education for RE - Acti
Page 245 and 246: Students enrolled in ENG260 during
Page 247: year. This removed some inclination
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Page 253 and 254: Myers-Briggs Type Indicator (MBTI)/
Page 255 and 256: affects the individual: it is hard
Page 257 and 258: personal learning ‘profile’. Al
Page 259 and 260: also examined. Reports from this ac
Page 261 and 262: Figure 5.9: Pedagogical dimensions
Page 263 and 264: cultural sensitivity - allow for cu
Page 265 and 266: esearch, others triggered by changi
Page 267 and 268: discipline, at this point based pri
Page 269 and 270: Sorter (Keirsey and Bates, 1984) wa
Page 271 and 272: ing: they respond to information pr
Page 273 and 274: Student example mind maps is shown
Page 275 and 276: or with assistance from group peers
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Page 281 and 282: Table 6.2: Instruments applied to C
Page 283 and 284: • they expect a fundamentally com
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Page 287 and 288: students were comfortable in taking
Page 289 and 290: strategies on other units within SE
Page 291 and 292: Chapter 7Implementing a model for c
Page 293 and 294: This reflection on the outcomes of
Page 295 and 296: The next section describes changes
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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:
Page 451 and 452:
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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