Complete thesis - Murdoch University

Table 9.1: Summary of issues addressed by the Action Research cycles of this studyCycleApprenticeshipCreativePBLStudio Learningto Addressauthenticity; transferstudent-centred learning; creativity; (authenticity; transfer;adaptability)transfer; deep learning; student-centred learning; opportunism;creativity; authenticity; metalearningThe next section summarises the findings of this research, both at a conceptual level and inpractical terms. This is followed by a discussion of the evaluation of this research, and thestrategies adopted to address validity criteria, and the limitations identified.9.2 Modelling RE education9.2.1 Modelling REThe overview of the literature provided in Chapter 2 makes it is possible to identify a conceptualmodel of the Requirements Engineering discipline. This model, based on perspectivestaken by its exponents, Bodies of Knowledge and model curricula, provides indicators of theknowledge and skills required to practice as competent professionals.A knowledge intensive (Robillard, 1999) and intrinsically complex task (Brooks, 1986), RequirementsEngineering may be categorised as:a process of knowledge discovery (Guindon, 1989) – the Requirements Engineer buildsfragments of understanding of the problem validated and consolidated, adding detailand richness to the mental model of the problem situation (Batra and Davis, 1992)requiring:a facility with model-making – enabling the multiple perspectives that include theconceptual model that guides the engineer, the system image presented to the userand the mental models of the user (Norman, 1983) to be matchedexpertise – Requirements Engineering also needs both specialised composite knowledgeto structure the problem and tame the complexity of the task (Jeffries et al,1981; Guindon, 1990) as well as planning based on identification and exploitationof past situations and basic schema recognition (Robillard, 1999). This planningmay be defined as the management of knowledge structuresand involving:391