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taught in workshop mode (two sessions of 2 hours duration twice per week).Figure 6.3: Student mind map for topic examining teamsFigure 6.4: Student mind map for topic examining UMLIn general terms, each workshop session commences with a mini-lecture/discussion of themajor elements of the topic under discussion. This acts as a means of focussing studentattention on important elements and raising awareness of any conceptual mis-conceptions.The latter is aided by the use of mindmapping (Buzan and Buzan, 1994), a technique usedto map knowledge based in individual understanding. Students are required to developconceptual relationships both within each topic and between topics covered in the unit.253
Student example mind maps is shown as Figures 6.3 and 6.4. These examples (neither bestnor worst) from early in the semester demonstrate students’ ability to come to grips withthe technique – the central idea of a topic is identified, and other concepts radiate fromthis point. These become a component of the learner’s portfolio for the unit, but must beavailable for validation by the teacher at any workshop session, and act as an indicator ofconceptual understanding throughout the unit.Students are also able to monitor their own conceptual understanding through the MCQenvironment. In ENG260, the MCQ 2 is primarily a diagnostic/formative evaluation tool.The students are not mandated to attempt the tests, but a (slight) incentive is provided inthat a few of the questions (20 from a databank of over 500) are included in the final exam.The session continues with students undertaking tasks set for each topic, describing solutionsand issues in achieving these. The class is very interactive – students are expected to havecompleted and logged the reading required, produced mind maps and attempted the tasksbefore the workshop session. The trigger for most discussion, other than the initial topicsummary, is initiated by the student: asking for a task to be worked through, providing asample solution for the class to critique, raising conceptual problems, asking for clarification,etc. The aim is to minimise teaching, while maximising learning.Formal assessment is based on two assignments and an exam as well as a portfolio completedover the semester.The first assignment (worth 10% of the total marks), tackled individually, had as its outcomedemonstration of application of the components of a (simplified) Requirements Specification.Students developed Scope statements, Context and Use Case Diagrams, Sequence Diagrams,State Transition Diagrams etc, each ‘stand-alone’ in terms of context. Feedback also focussedon appropriate use of notation, tools, and process to develop these.The second assignment (worth 15%) required the same artefacts, now placed in the contextof a problem in some domain. A cohesive (still simplified) Requirements Specification wasthe deliverable. This task was team-based, and included the requirement for a critique of thedevelopment process and the group dynamics. In general this assignment acted as an ‘eyeopener’:the need to negotiate with team members, explore alternatives and resolve conflict,co-ordinate tasks and produce a deliverable that had a unified look-and-feel, taxed students.The exam (worth 60% of the total marks) attempted to address all levels of Bloom’s taxonomy:the lowest three levels may be considered as foundational thinking (Ryan and Frangenheim,2000), used as a basis for higher learning levels. A multiple choice section (extractedfrom the MCQ environment) addressed knowledge and asked for definitions, specific facts,2 Described in Appendix A254
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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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• it applies multiple techniques
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In conclusion, Action Research, as
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emphasise the importance of partici
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
Page 251 and 252: crete experience (CE) / abstract co
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: ing: they respond to information pr
Page 275 and 276: or with assistance from group peers
Page 277 and 278: of the how do I do this? and what d
Page 279 and 280: • the ‘correct solution’ to e
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
Page 301 and 302: was well done. The implication of t
Page 303 and 304: 7.2.1 Decoding the disciplineMajor
Page 305 and 306: necessary for the enhancement of cr
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
Page 313 and 314: • constraints are discovered that
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Page 317 and 318: Figure 7.9: Setting the scene MurSo
Page 319 and 320: • identification of the learning
Page 321 and 322: 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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