Complete thesis - Murdoch University

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Chapter 6Apprenticing the RE student 2002Even in domains that rest on elaborate conceptual and factual underpinnings,students must learn the practice or art of solving problems and carrying out tasks.And to achieve expert practice, some version of apprenticeship remains the methodof choice.(Collins et al, 1991, p 38)Figure 6.1: Education for RE – Action Research Cycle 1The initial reflection that acted as trigger to this study of education for RE was based ona perception that traditional teaching of RE was not effective. The characteristics of the247
discipline, at this point based primarily on personal experience in industry, suggested alternateapproaches should be investigated. The prime issue that acted as trigger for this cyclewas to provide a more ‘authentic’ environment for learning, in order to facilitate transfer.Consideration of issues facing students articulating into the unit was also a motivator forexamination and reflection.Figure 6.1 provides a visual representation of Cycle 1 of this study, in the context of the<strong>thesis</strong> as a whole.The first task (Cycle 1a) was to examine the perceptions identifies in the initial reflection.This was based on the examination of several bodies of literature, focussing on: what practitionersof RE say about graduate learning; how RE and early design tasks are said to becarried out, and what the literatures of learning say about modelling practitioners. Thisliterature has been discussed in Chapters 2 and 3.Cycle 1 was planned and developed after consideration of this literature. In this cycle theintervention is based on the Cognitive Apprenticeship model, described in the work of Collinset al (1989) and Brown et al (1989). As was discussed in Chapter 3, they suggest such anenvironment 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)As noted in Chapter 5, the value of this model is its alignment with practitioners perceptionof learning in the discipline: they indicated an apprenticeship model of on-the-job learningfor novice Requirements Engineers. This literature has been discussed in Chapter 2.The Requirements Engineering unit (ENG260) was taught applying this model, during semester1 2002. This chapter describes the intervention in its context, the data that was collectedand discusses possible interpretations of these.Two distinct evaluations of this cycle are presented: implementation of the model and itssuccess; and the effect of the intervention on the student cohort, both short term and longerterm impact.In summary, the interpretation of the intervention suggested a model based on CognitiveApprenticeship could be applied reasonably successfully. However, while some students werecomfortable with a ‘master’ who, towards the end of semester ‘faded’, most acknowledgedthat this placed the onus on them to do the learning, and preferred to be ‘taught’. Thisexpectation was still observed in the following unit, where the first task was to apply what248
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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
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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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Page 221 and 222: 4.2.2 Mixed methodsSome researchers
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Page 231 and 232: Chapter 5Developing an Action Resea
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Page 235 and 236: context. Elliott (1982) refers to t
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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
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Page 249 and 250: 5.3.1 Diagnostic devicesThese inclu
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Page 253 and 254: Myers-Briggs Type Indicator (MBTI)/
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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
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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
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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
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 309 and 310: Figure 7.6: ENG260 learning objecti
Page 311 and 312: Table 7.4: Positive influences for
Page 313 and 314: • constraints are discovered that
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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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