Complete thesis - Murdoch University

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particular exercise is that in the design studies, thisindependent research will be a crucial part of what I have toindividually use. So, I think I might see if there are anylibrary courses available to help me improve my efficiency infinding things as this will save me a lot of valuable time(M)Summary Having a project run over 1 week is very neat.There is pressure to get tasks completed however there isclosure because we don’t have to touch it again after thisweek. or do we? We could focus on the group processes involvedinstead of focussing too much on the technical detail of theproject (S)These sessions are good as I have definitely learnt that youcant take things personally. Also I realize that the project istoo big for one person to do properly and hence I have to relyon other people, which I often have a problem of doing as I liketo think (like I’m sure most people do!!!) that I can do thebest job. However, due to the nature of the project and skillsof the group members I realize that this is not the case. Thisis a bit liberating in a sense as I can now solely concentrateon my area tracking, and this is great as I have a welldefined problem and boundary to work within (M)As part of the normal feedback requested of Engineering students during the semester, the4th year students were asked to comment on the Design Week in the light of subsequentexperiences with Studio Learning, providing feedback on the value of the experience. Thestudents were asked:i) if they thought an orientation programme is required for the Design StudiosYES it was important to understand what was required to getthe most out of the Design Studio processNO we are missing out on learning materials for each subjectii) to comment on anything in general that you like in the week339
Figure 8.4: Positive comments made about the Design WeekFigure 8.5: Negative comments made about the Design Week340
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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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The next section describes changes
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visual where reading text is classe
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Teacher characteristicsThe results
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was well done. The implication of t
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7.2.1 Decoding the disciplineMajor
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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
Page 323 and 324: in the context of implementing Crea
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Page 331 and 332: the course) required exploration, s
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
Page 345 and 346: paper!Software Engineers with an in
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Page 349 and 350: ecome vital. Professional practitio
Page 351 and 352: programmes within Engineering, albe
Page 353 and 354: offerings at third and fourth year
Page 355 and 356: Although the strategy discussed and
Page 357: On reflectionA key component of the
Page 361 and 362: The profile of the student enrolled
Page 363 and 364: What the summary chart (see Figure
Page 365 and 366: Table 8.2 for a description of the
Page 367 and 368: Murdoch’s graduate attributes, to
Page 369 and 370: in effect a small collection of tex
Page 371 and 372: expectationstoo much learning too q
Page 373 and 374: Although the class sessions within
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Page 379 and 380: future design studios. [...] While
Page 381 and 382: eceived).Impact on student developm
Page 383 and 384: Simon In my opinion I learn more co
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
Page 395 and 396: Alaina is the most focussed member
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Page 399 and 400: approach to the unit• Student 2 (
Page 401 and 402: As indicated previously (see Table
Page 403 and 404: Students preconceptions predispose
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Page 407 and 408: 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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