Complete thesis - Murdoch University

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• cognitivist – emphasis on mental models and the connections between them. Thetype of knowledge to be constructed should drive the learning strategy employed.Support for deductive and inductive learning strategiesgoal orientation - from strict protocols (eg to handle emergencies) to unfocussed (eg appreciatingmodern art)experiential value - removed from real world to apprenticeship models are skills, knowledgeattitudes learnt in a context of use or via abstract lectures and books, with the studenthaving to make the connections. PBL, anchored instruction etcteacher role - sage on stage (provider of knowledge) to guide on the sideflexibility - from allowing no local adaptation to being so open and unstructured to provideno support and guidance for valid implementationvalue of errors – learners can only make correct responses - to - allowing negative outcomesand feedback on whymotivation• intrinsic – students explore in search of new knowledge. Integral to the learningenvironment - interesting, complex problems. Linked to learner experiences• extrinsic - outside the learning environmentaccommodation of individual differences – cannot assume homogenous learners in termsof aptitude, prerequisite knowledge, motivation, experience, learning style, hand-eyeco ordination etc. Require scaffolding, cognitive bootstrapping and other types ofmetacognitive supportlearner control – learners make decisions on what sections to study/what paths to follow.Individualising instructionuser activity• mathemagenic – give learners access to various representations of content to• generative – engage learners in a process of creating, elaborating or representingknowledge (aligned more closely with constructivism) – meaningful assessment(integrated with activity)co operative learning – support for group process243
cultural sensitivity – allow for cultural diversity - accommodate diverse ethnic and culturalbackgrounds among learnersHow the instruments described above are realised is elaborated in Chapters 6 to 8, whichdiscuss the Action Research cycles in detail. The next section in this chapter provides anintroduction to the context of the study.5.4 The Murdoch contextThis study is undertaken within the context of the Bachelor of Engineering (Software Engineering)(BE(SE)) offered by Murdoch University’s School of Engineering. The teachingobjectives of this programme are focused on producing engineers with a special skill in software.We expect graduates from our BE(SE) to find career opportunities in both professionalengineering industries that have a strong interest in software as well as the full range of ITdisciplines where the design and implementation of quality software is considered a priority.Pursuing these objectives has meant a gradual shift from more traditional engineering learning,in particular how the learning is undertaken, as we address characteristics specific toSE.This environment also determines many of the constraints under which the study was conducted:• major changes to unit structure and assessment were required to adhere to appropriateUniversity policy• over the duration of the study, School policy changed regarding programme structureand unit offerings• modified regulations regarding student intake also impacted on the study• other research within the School, addressing student learning styles, informed some ofthe decisions make during this study.These are described more fully in the appropriate chapters describing the Action Researchcycle in which the impact was critical. A detailed description of the context for this study isprovided as background information in Appendix A.244
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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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(promoting more efficient and effec
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
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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
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Page 259 and 260: also examined. Reports from this ac
Page 261: Figure 5.9: Pedagogical dimensions
Page 265 and 266: esearch, others triggered by changi
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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 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
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Page 303 and 304: 7.2.1 Decoding the disciplineMajor
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Page 307 and 308: • outcomes such as the developmen
Page 309 and 310: Figure 7.6: ENG260 learning objecti
Page 311 and 312: 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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