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7.2.2 Developing the learning environmentThe prime motivation in changing the learning environment was to address the issues identifiedpreviously as an ‘ill-fit’ as early as feasible within the SE student’s programme of study,and to challenge the expectations students had about teaching, through less traditional approachesto learning.The CreativePBL model was developed to address the characteristics of RE as a domain, andto provide a learning environment that enhances the opportunity for creative and divergentthinking. There is evidence that students who have been taught to explore different waysto define problems (the prime objective of RE) engage in more creative problem solvingover the longer term (Baer, 1988), addressing flexibility and adaptability issues raised bypractitioners.Applying a PBL methodologyAs previously noted (see Section 3.5.3) one taxonomy (Barrows and Tamblyn, 1980) proposesseveral varieties of PBL in use. These describe a continuum, from lecture-based cases toclosed-loop problem-based where an evaluation of the reasoning used based on the resourcesutilised is incorporated. The type of scenarios offered, the assessment methods, learnerautonomy and the way in which teaching and learning occur determine which variation ismost appropriate for any given environment. The PBL process advocated by Koschmannet al (1994) is used in this research to anchor the student within the learning environment,and provides the discipline to assist in content learning (Gardner, 1999).Learners meet an ill-structured problem before they receive any instruction. They have toformulate the problem, determine what information they need and what will constitute asolution. Teachers ask questions such as ‘what’s going on here?’ and ‘what do we need toknow?’. As students become self-motivated learners, teachers fade into the background andbecome colleagues.Embedding creativity-enhancing activitiesThe PBL process also provides an appropriate environment for the development of creativepotential. Table 7.4 lists some of these.Divergent thinking requires motivational states such as willingness to take risks, tolerance ofambiguity, and the courage of one’s own convictions, as well as personal properties such asopenness, flexibility and nonconformity. Amabile’s positive influences for creativity, therefore,also enhance divergent thinking.291
Table 7.4: Positive influences for enhancing creative potential (Amabile, 1996)encouraging assertion of ideasno reliance on order and trainingno fear of failureproviding time and resourcesdeveloping expertisegiving positive, constructive feedback that is work or task focussedencouraging a spirit of play and experimentationproviding a mix of styles and backgrounds with opportunities for group interactionmaking a safe place for risk taking allowing free choice in task engagementoffering rewards that recognise achievements or enable additional performancebut maintain intrinsic motivation rather than controlling behaviourEdmonds and Candy (2002) describe elements of creativity (see Table 7.5). The congruencebetween these and the PBL stages of Koschmann et al (1994) enabled creative activities tobe embedded into the PBL process.Figure 7.7: A process model for CreativePBLWithin the CreativePBL framework (see Figure 7.7), the focus is firmly on examining theproblem at length rather than quickly solving it. This is ‘holistic’ in the sense that:• an overall broad scope must be established• candidate solutions can be proposed early in order to better examine the problem292
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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
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4.2.2 Mixed methodsSome researchers
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derived/validated measures that, in
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Table 4.4: Reflection in the Schola
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has recourse to in order to achieve
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theory and user of that theory, the
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Chapter 5Developing an Action Resea
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a model of organisational culture T
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context. Elliott (1982) refers to t
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disciplines. The continuing challen
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tionary cycles in 2002, 2003 and 20
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Figure 5.5: Education for RE - Acti
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Figure 5.6: Education for RE - Acti
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Students enrolled in ENG260 during
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year. This removed some inclination
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5.3.1 Diagnostic devicesThese inclu
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crete experience (CE) / abstract co
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Myers-Briggs Type Indicator (MBTI)/
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affects the individual: it is hard
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personal learning ‘profile’. Al
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Page 261 and 262: Figure 5.9: Pedagogical dimensions
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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
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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
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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: Figure 7.6: ENG260 learning objecti
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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
Page 323 and 324: in the context of implementing Crea
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Page 333 and 334: The formal assessment of the unit w
Page 335 and 336: Figure 7.17: Things to add/change/d
Page 337 and 338: Student E [best aspect]real world s
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Page 343 and 344: WEAKNESSES of the paper:The results
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Page 355 and 356: Although the strategy discussed and
Page 357 and 358: On reflectionA key component of the
Page 359 and 360: 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:
Page 451 and 452:
Glass R L (1995) “A theory about
Page 453 and 454:
Hatten R A (1997) Guidelines for Ef
Page 455 and 456:
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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