Complete thesis - Murdoch University

More documents

Recommendations

Info

Figure 8.13: Interaction breakdown ENG302 session 1Figure 8.14: Interaction schedule ENG302 session 2Figure 8.15: Interaction breakdown ENG302 session 2369
‘whole of group’ work (which may include the teacher, but requires no one to be workingindependently). [Note within the group it is possible for some students to be working togetheror interacting with the teacher while others are working individually].Session 2 (see Figure 8.15) is chronologically the next Studio session. Here the change togroup interaction is noticable. Of the total logged (n = 66) 27% involved the teacher, andless than 8% was individual. The bulk of interactions involved members of the group withor without the teacher exploring and questioning the understanding they had constructed inthe previous session (over 68% of interactions are classed as ‘whole of group’).Session 3 (see Figure 8.17) occurred some time later, and is based on students coming togrips with a new area of discipline knowledge. Here the bulk of interactions were focussed onstudents questioning (16%) and discussing (19%) with the teacher, and the teacher explaining(17%). Of the total interactions logged (n = 116) 51% involved the teacher, 23% wereindividual and 47% was whole of group work. Table 8.7 provides a summary of the raw dataacross the three sessions observed.Figure 8.16: Interaction schedule ENG302 session 3Figure 8.17: Interaction breakdown ENG302 session 3370
Page 1 and 2:
Educating Requirements Engineers in
Page 3 and 4:
2.5.2 Towards a REBoK . . . . . . .
Page 5 and 6:
5.4 The Murdoch context . . . . . .
Page 7 and 8:
A.1 Curriculum components . . . . .
Page 9 and 10:
5.5 Education for RE - Action Resea
Page 11 and 12:
8.24 RoLI results for Vaughn . . .
Page 13 and 14:
2.25 RE specific competencies for s
Page 15 and 16:
.AbstractIt is acknowledged within
Page 17 and 18:
.DeclarationI declare that this the
Page 19 and 20:
This leap, from one lecturer to all
Page 21 and 22:
on a positivist perspective - throu
Page 23 and 24:
ary process should also be regarded
Page 25 and 26:
(Kamsties et al, 1998; Morris et al
Page 27 and 28:
same items of knowledge to be prese
Page 29 and 30:
in RE education. In particular, ins
Page 31 and 32:
derived from these and other source
Page 33 and 34:
this interpretation can never be co
Page 35 and 36:
The outcome of this study is an und
Page 37 and 38:
possibilities arise as outcomes of
Page 39 and 40:
The first section examines the real
Page 41 and 42:
2.1 Practitioner perspectivesIn his
Page 43 and 44:
themselves what they needed to know
Page 45 and 46:
tencies are reinforced. He conclude
Page 47 and 48:
Table 2.7: Lethbridge rankings: mos
Page 49 and 50:
sonal and group attributes are cons
Page 51 and 52:
eing able to apply a high level of
Page 53 and 54:
on the perceived soft skills of the
Page 55 and 56:
The first two items indicate a bi-p
Page 57 and 58:
Table 2.12: Scott & Yates: top Engi
Page 59 and 60:
Table 2.13: Scott & Wilson: top IS
Page 61 and 62:
If marketing can tell you what they
Page 63 and 64:
to technical problems that resemble
Page 65 and 66:
positivism, situated along the cont
Page 67 and 68:
and Scholes, 1990; Bulow, 1989). Th
Page 69 and 70:
and to explore and describe require
Page 71 and 72:
Figure 2.4: The catastrophe-cycle R
Page 73 and 74:
meaning and a shared sense of parti
Page 75 and 76:
assembled into a model bit by bit.
Page 77 and 78:
4 May ...I doubt that they’re str
Page 79 and 80:
The characteristics noted above pos
Page 81 and 82:
• the evolution of a discipline t
Page 83 and 84:
expertise - intuitive situational r
Page 85 and 86:
Table 2.14: Levels of competenceJon
Page 87 and 88:
to undertake Requirements Engineeri
Page 89 and 90:
equirements analysis - the process
Page 91 and 92:
Table 2.16: SEEK topicsTopic Bloom
Page 93 and 94:
Topic Bloom Category HoursRequireme
Page 95 and 96:
5. translate into natural language
Page 97 and 98:
2.5.1 RE in model curricula and tex
Page 99 and 100:
Figure 2.8: The computing space occ
Page 101 and 102:
Guideline 11 the underlying and end
Page 103 and 104:
Table 2.20: SE component of CC-CSSE
Page 105 and 106:
Table 2.22: IS 2002.7 analysis and
Page 107 and 108:
Representative exit characteristics
Page 109 and 110:
• focused on the needs of the wor
Page 111 and 112:
trol and maintenance of available I
Page 113 and 114:
overview of informatics, especially
Page 115 and 116:
Improvement Collaboration). In 1996
Page 117 and 118:
to undertake these activities. In g
Page 119 and 120:
• problem-solving practice• cor
Page 121 and 122:
Chapter 3A framework for learning R
Page 123 and 124:
worldview do not align with the cha
Page 125 and 126:
in order to eliminate deviations or
Page 127 and 128:
egarding new information. Mental mo
Page 129 and 130:
mental models and beliefs that the
Page 131 and 132:
element of the definition of a prob
Page 133 and 134:
hypothesis evaluation - testing and
Page 135 and 136:
equired by the task is required. Ab
Page 137 and 138:
An additional aspect of expertise r
Page 139 and 140:
• that a process of reflection (b
Page 141 and 142:
• preliminary assumptions and obs
Page 143 and 144:
answer, being evaluated; working un
Page 145 and 146:
inhibited by environments that enge
Page 147 and 148:
While behaviourism and cognitivism
Page 149 and 150:
• the importance of socialisation
Page 151 and 152:
Given these, a moderate level of tr
Page 153 and 154:
the activities: from a priority giv
Page 155 and 156:
The importance of dialogueLearning
Page 157 and 158:
(Gobet and Wood, 1999).learning pro
Page 159 and 160:
ticipating in communities of authen
Page 161 and 162:
Lave et al (1988) suggested that le
Page 163 and 164:
assumption is that a certain minimu
Page 165 and 166:
use knowledge as opposed to passive
Page 167 and 168:
in a domain may be attained through
Page 169 and 170:
chunks, poorly indexed (and therefo
Page 171 and 172:
If we summarise the findings on eac
Page 173 and 174:
The perspective that suggests that
Page 175 and 176:
• the evaluation of learning and
Page 177 and 178:
Level 5 (ages 17-19) metaknowledge
Page 179 and 180:
• support the learner in developi
Page 181 and 182:
student needs to do, or they passiv
Page 183 and 184:
taxonomy (Barrows and Tamblyn, 1980
Page 185 and 186:
students are seen to be able to art
Page 187 and 188:
development of abstract artefacts t
Page 189 and 190:
through the traversal of layers, co
Page 191 and 192:
• internal mental model - the acc
Page 193 and 194:
• opportunity to develop cognitiv
Page 195 and 196:
Chapter 4The research designThis ch
Page 197 and 198:
4.1 Research in Education and ITEdu
Page 199 and 200:
choice continue to be drawn from th
Page 201 and 202:
• the increased importance of the
Page 203 and 204:
intervene in some setting, or to en
Page 205 and 206:
Owen (1997, p 37) presents a genera
Page 207 and 208:
Design Research in ITThe new millen
Page 209 and 210:
(promoting more efficient and effec
Page 211 and 212:
Figure 4.1: Lewin’s spiral of Act
Page 213 and 214:
outcomes - an action outcome whereb
Page 215 and 216:
• it applies multiple techniques
Page 217 and 218:
In conclusion, Action Research, as
Page 219 and 220:
emphasise the importance of partici
Page 221 and 222:
4.2.2 Mixed methodsSome researchers
Page 223 and 224:
derived/validated measures that, in
Page 225 and 226:
Table 4.4: Reflection in the Schola
Page 227 and 228:
has recourse to in order to achieve
Page 229 and 230:
theory and user of that theory, the
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
Page 239 and 240:
tionary cycles in 2002, 2003 and 20
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 and 272:
ing: they respond to information pr
Page 273 and 274:
Student example mind maps is shown
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
Page 285 and 286:
percentage of students were success
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
Page 315 and 316:
changing shared understanding withi
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
Page 325 and 326:
environment where the teacher was c
Page 327 and 328:
and return to the classroom for the
Page 329 and 330:
all the questions on the site (RM21
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
Page 339 and 340: the 41% with same or higher MO, 28.
Page 341 and 342: to set up meetings, discuss their a
Page 343 and 344: WEAKNESSES of the paper:The results
Page 345 and 346: paper!Software Engineers with an in
Page 347 and 348: neous to the tasks undertaken.As we
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 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
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
Page 375 and 376: understanding of how our assignment
Page 377 and 378: to ensure tasks were on schedule. T
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
Page 387: equired them to either consult with
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
Page 397 and 398: interaction between students’ stu
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
Page 405 and 406: cussed. When the unit is not aligne
Page 407 and 408: Chapter 9Conclusions26 April 2006 -
Page 409 and 410: The lack of alignment between the a
Page 411 and 412: a learning dialogue (Laurillard, 19
Page 413 and 414: and Intellectual Capability. Stance
Page 415 and 416: These feedback cycles of interventi
Page 417 and 418: socially through negotiation (Jonas
Page 419 and 420: Figure 9.2: A conceptual framework
Page 421 and 422: Table 9.4: Principles for the evalu
Page 423 and 424: Credibility Guba and Lincoln (1994)
Page 425 and 426: comment from the accreditation pane
Page 427 and 428: as a skill to be continually adapte
Page 429 and 430: for the landscape is SE 3 . As note
Page 431 and 432: individual preferred learning style
Page 433 and 434: in the learning theory behind the m
Page 435 and 436: The Studio Learning model provides
Page 437 and 438: BibliographyAdams-Price C E (ed) (1
Page 439 and 440:
Aurum A, Handzic M and Gardiner A (
Page 441 and 442:
Billett S (1996) “Towards a model
Page 443 and 444:
Budgen D (2004) “Computing Curric
Page 445 and 446:
Conklin J (2005) “Wicked problems
Page 447 and 448:
Diaz-Herrera J L and Hilburn T B (e
Page 449 and 450:
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)
Page 459 and 460:
Lubars M, Potts C and Richer C (199
Page 461 and 462:
Meyer J H F and Boulton-Lewis G M (
Page 463 and 464:
Norton L S, Owens T and Clark L (20
Page 465 and 466:
Reeves T C (1994) “Evaluating wha
Page 467 and 468:
Scott G and Wilson D N (2002) “Tr
Page 469 and 470:
Suwa M, Gero J and Purcell T (2000)
Page 471 and 472:
Watson H J, Young D, Miranda S, Rob
Page 473 and 474:
Appendix AThe Murdoch contextAs not
Page 475 and 476:
components.These are common to all
Page 477 and 478:
Table A.1: Kolb Learning Style Inve
Page 479 and 480:
a strong and important minority: th
Page 481 and 482:
sections. Once authenticated as a m
Page 483 and 484:
help and underlying manuals. The fo
Page 485 and 486:
Appendix BInstrumentsAlthough most
Page 487 and 488:
3. How useful have the details of t
Page 489 and 490:
B.2 School of Engineering Year Surv
Page 491 and 492:
B.3 Student Surveys of UnitsUnivers
Page 493 and 494:
B.4 Attachment 1: Educational Relev
Page 495 and 496:
Systems Theoryand PracticeRequireme
Page 497 and 498:
Fundamentals ofDesignHuman Computer
Page 499 and 500:
numbers (e.g. 2.5,4.5). The scales
Page 501 and 502:
Topics not specifiedabove:Topic:Top
Page 503 and 504:
Creativityinstead (eg RE Topicsinst
Page 505 and 506:
analysis,interpretation anddecision
Page 507 and 508:
following activities during the las
Page 509 and 510:
Non-profit associationOther, please
Page 511 and 512:
managementprocessquality andimprove
Page 513 and 514:
teststhroughRequirementsManagementc
Page 515 and 516:
Appendix CStudent Reflective Journa
Page 517 and 518:
Alaina Week 3What did I achieve thi
Page 519 and 520:
DermotWeek 10This week has been goo
show all

Complete thesis - Murdoch University

Create successful ePaper yourself

Delete template?

Save as template?