Complete thesis - Murdoch University

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characterised by transmission of concepts and the teacher’s knowledge to the students,so that the teacher retains a position of power over the students• alternatively, a teacher’s description of a preferred teaching strategy that articulateshow interaction with students might support learning is usually premised on understandingand collaboration, adaptation and greater flexibility within the learning environment.The teacher relies on a deep understanding of the discipline as part ofthe context for learning and is motivated by the desire for increasing the social goodthrough fostering student achievement.A Teaching Style Inventory (TSI) developed at <strong>University</strong> of Toronto and adapted fromDunn and Dunn (1993) was applied as a mechanism to gain insight on the orientation of theresearcher/teacher. The instrument measures teaching style across six dimensions: instructionalplanning; teaching methods; teaching environment; evaluation techniques; teachingcharacteristics and educational philosophy. The result is a continuum spanning Traditionalto Highly Individualised, with Transitional occupying a central position.Another teaching tool for assessing teaching style has been developed by Prosser and Trigwell(1999). The Approaches to Teaching Inventory (ATI) is composed of sixteen items, eight ofwhich describe an approach intended to change students’ conceptions (four items refer to themotive of the approach, and four on the strategy). The other eight items look at informationtransmission and teacher focus (four items referring to the intentions to transmit and fourto the use of teacher-focus to achieve this). Responses to the ATI are relational: specific tothe context in which they are collected. The authors have not published norms for this tool,rather they see it as a mechanism to explore associations for example, between approach toteaching and student approach to learning. In the context of this research it is a mechanismthat provides information on the teacher within the context of the learning environment.An additional tool was used for diagnosis purposes, through characteristics of the learningenvironment. This was a mechanism to gain insight on teaching style, given that the environmentwas developed from scratch by the researcher (and therefore should be based to alarge extent on teacher characteristics). As an added justification, the model was developedfor the evaluation of technology-assisted learning, in which the learning environment understudy is placed.Reeves (1997b) has described 14 dimensions for the evaluation of computer-based education.He suggests they have the potential for understanding, describing and evaluating units, witheach dimension viewed as a continuum (see Figure 5.9 for some of the dimensions).In brief these comprise:241
Figure 5.9: Pedagogical dimensions of a learning environment (partial) (Reeves, 1997b)epistemology theories about the nature of knowledge ranging from• objectivist - content of the learning environment is comprehensive and accurate,based on advice from experts in the field• constructivist – content reflects spectrum of views in domain. Multiple perspectives/optionsfor constructing knowledge. Need scaffolding/coaching, but not directionfrom teacherphilosophy• instructivist - importance of goals and objectives drawn from the domain. Directinstruction to progress through sequence, based on progression from lower tohigher learning. ICT-based tutorials, drill-and-practice programs• constructivist - primacy of learner intentions, experience and metacognitive strategies.Requires a rich environment that can be tailored to individual needs. Requireinteractive learning environmentspsychology• behavioural - shaping desirable behaviours via stimuli, feedback, reinforcement etc242
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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
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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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Page 211 and 212: Figure 4.1: Lewin’s spiral of Act
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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
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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 and 248: year. This removed some inclination
Page 249 and 250: 5.3.1 Diagnostic devicesThese inclu
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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: also examined. Reports from this ac
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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
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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 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
Page 297 and 298: visual where reading text is classe
Page 299 and 300: Teacher characteristicsThe results
Page 301 and 302: was well done. The implication of t
Page 303 and 304: 7.2.1 Decoding the disciplineMajor
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Page 307 and 308: • outcomes such as the developmen
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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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