Complete thesis - Murdoch University

domain knowledge not fully understood, cognitive skills related to exam techniques acquireimportance though they do not model real life situations. The learning, in many cases, isreduced to assignment hopping with ‘just-in-time’ and ‘just-enough’ learning to fulfill the assessmenttasks. These are also characteristics of surface learning. The Apprenticeship cycleexhibited some of these traits – students focussed on learning the tools and techniques of RErather on either higher or softer skills.Aligning domain needs with learningThe nature of RE described previously (opportunistic, exploratory, creative, emergent (Bubenko,1995; Guindon, 1989; Maiden and Gizikis, 2001; Nguyen and Swatman, 2000a)) implies a needto enable students to not only learn to use past experience on a general level, but to also beable to deal with each new problem situation in its own terms. Gott et al (1993) posit thatthis adaptive/generative capability suggests the performer not only knows the proceduralsteps for problem solving (ie, applying knowledge) but understands when to deploy themand why they work. The implication of this is effort spent on higher (metacognitive) learningskills, including abstraction and reflection.Requirements Engineering has also been described as wicked (see Chapter 2). This impliesa need to:• incorporate creativity-enhancing activities within the curriculum• foster adaptability in students by providing for divergent as well as convergent thinking• focus on metacognitive strategies and reflection as an aid to transfer of the skills andknowledge learnt.For a curriculum to address all these components, a foundation in the content needs to bebalanced with elements of creativity and experience based on practice.Albert (1996) notes that schooling at the age of starting formal education emphasises logicalrather than divergent thinking, with the value of conventional behaviour, well-defined problemsand good grades emphasised. In addition, many cultures (here we may say disciplinebasedas well as social) encourage respect for the past and discourage disruptive innovations.Promoting widespread creativity raises expectations that may change employment patterns,educational systems and community norms.The three components of Amabile (1983)’s general theory of creativity (described in Chapter3) – domain relevant skills; creativity-relevant processes and intrinsic task motivation – are285