Complete thesis - Murdoch University

These feedback cycles of intervention, reflection and refinement were undertaken within thecontext of a unit in Requirements Engineering within the School of Engineering at MurdochUniversity over the period 2002 to 2005.It should be noted that each of the models takes as a given a ‘block’ timetabling for learning.The value of this (in addition to its authenticity in a practitioner context) is the abilityof students (and teacher) to leverage learning from the increased ‘flow’ time (uninterruptedproductive time) (de Marco and Lister, 1999) available to them.2002 the Apprenticeship modelCollins et al (1989) and Brown et al (1989) suggest this environment based on CognitiveApprenticeship models proficiency and enculturates studentsinto authentic practices through activity and social interaction in a way similarto that evident - and evidently successful - in craft apprenticeships.(Brown et al, 1989, p 37)The Apprenticeship model applied in ENG260 could be seen to exemplify Savin-Baden(2000)’s model for professional action as summarised in Table 9.2.Table 9.2: Model for professional action (Savin-Baden, 2000)KnowledgeLearningProblem ScenarioStudentsFacilitatorAssessmentpractical and performativeoutcome focussed acquisition of skills and knowledgefor the workplacefocussed on real-life situations that require an effectivepractical solutionpragmatists inducted into professional cultures whocan undertake practical actiona demonstrator of skills and guide to best practicetesting of skills and competencies for the work placesupported by a body of knowledgeThis addresses professional action which will allow students to gain competence to practice,so that they are expected to transfer skills acquired to the world of work. However, there isno emphasis on higher learning – either cognitive content or professional judgement. Withinthe Murdoch RE learning environment, this deficiency was epitomised – students were boundby frameworks that had been developed within the unit and encountered problems in notonly generalising their learning, but also allowing their general knowledge to enhance theirdiscipline learning. In short, they were constrained by the environment that had been built.396