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7.3 Conclusions drawn from Cycle 2The intervention for Cycle 2 was based on a model for Problem-based Learning. PBL emphasises‘learning to learn’ in an environment that moves from dealing with content andinformation in abstract ways to using information in ways that reflect how learners might useit in real life (Oliver and McLoughlin, 1999). In pragmatic terms this means no loss of theadvantages of the Apprenticeship model – situated ‘authentic’ tasks enabling transfer. Anadvantage of PBL, however, is its focus on solving of wicked problems in wicked domains.Evaluation of the PBL model in relation to discipline characteristics indicated that the modeldoes not align well enough to the opportunistic and creative nature of professional practice:students were inhibited by strict adherence to the process. In hindsight, perhaps the strongsupport PBL enjoys in the convergent-focussed medical education arena should have suggestedthis. The conclusion reached was that the PBL methodology could be down-playedso that students could exploit creative opportunity within their own learning.In the same way that the master/apprentice model addressed some aspects of the disciplinepractitioner action and inhibited other, the facilitation aspect of the PBL model also exhibitedelements of an ‘incorrect’ learning environment. A mentor/protégé (Fosnot, 1989)relationship allows teacher and learner to seek to understand each other’s position with theaim of agreement and/or defensible deviations. However, this requires a confidence on thepart of the learner that is not often present at novice stage, and therefore needs to be fostered.The work of Laurillard (1993) develops this concept of learning as a dialogue.Further evaluation of this model indicated that student conceptions of the characteristics oftheir learning environments were related to their study orientations and strategies. Meaningoriented students were likely to see their learning environment with positive terms such ashaving good atmosphere and demanding deep learning while reproduction orientation wasassociated with the view that the learning environment demands surface learning and requiresstudents to be overworked.It would seem that criteria for evaluation of learning (specifically assessment) could go someway to addressing this issue: a study by Sambell et al (1997) suggests that from studentspoints of view, assessment has a positive effect on their learning and is ‘fair’ when it relatesto authentic tasks; represents reasonable demands; encourages them to apply knowledge torealistic contexts; emphasises the need to develop a range of skills and is perceived to havelong-term benefits. Alternative assessment (eg portfolios, demonstrations etc) are perceivedas characterised by these qualities and students report these modes help them to learn in amore in-depth way. However, in our environment students perceived the portfolio as extra-327
neous to the tasks undertaken.As we learn more about how students learn, and what they need to learn in order to practice ascompetent professionals in their chosen discipline, we move further from traditional teachingand closer to the concept of learning as a reflection on professional practice undertaken byboth teachers and learners. This view of professional education has implications for thedesign of teaching (Laurillard, 1993):• academic learning must be situated in the domain of the objective: the activities mustmatch that domain• academic teaching must address both the direct experience of the world, and the reflectionon that experience that will produce the intended way of representing it.While both the Apprenticeship model and CreativePBL addressed these to some extent,further refinement is required to make the alignment between education and practicing inthe discipline closer. The next chapter looks at changes made for the following offeringof ENG260 to address these issues, and to examine whether the students benefitted fromchanges made, in the follow-on unit.328
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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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also examined. Reports from this ac
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Figure 5.9: Pedagogical dimensions
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cultural sensitivity - allow for cu
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esearch, others triggered by changi
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discipline, at this point based pri
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Sorter (Keirsey and Bates, 1984) wa
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ing: they respond to information pr
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Student example mind maps is shown
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or with assistance from group peers
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of the how do I do this? and what d
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• the ‘correct solution’ to e
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Table 6.2: Instruments applied to C
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• they expect a fundamentally com
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percentage of students were success
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students were comfortable in taking
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strategies on other units within SE
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Chapter 7Implementing a model for c
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This reflection on the outcomes of
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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 and 310: Figure 7.6: ENG260 learning objecti
Page 311 and 312: Table 7.4: Positive influences for
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Page 317 and 318: Figure 7.9: Setting the scene MurSo
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Page 321 and 322: Figure 7.13: Self assessment suppor
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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
Page 361 and 362: The profile of the student enrolled
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Page 365 and 366: Table 8.2 for a description of the
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Page 379 and 380: future design studios. [...] While
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Page 385 and 386: Curriculum - changes to the RE comp
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Page 389 and 390: ‘whole of group’ work (which ma
Page 391 and 392: Table 8.8: Tasks and keys applied i
Page 393 and 394: Figure 8.19: Cumulative activity lo
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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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