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Edwards N S (2002) Design in undergraduate engineering courses and case studies, CommissionedReport on the Application of Design-led Learning (DLL) in Undergraduate EngineeringCourses, PROGRESS Project, University of HullEdwards N S (2004) “Evaluations of introducing project-based design activities in the firstand second years of engineering courses”, European Journal of Engineering Education,29(4), pp 491–503Eisenhart K (1989) “Building theories from case study researh”, Academy of ManagementReview, 14(4), pp 532–550Elliott J (1982) Action-research: a framework for self-evaluation in schools, Technical ReportWorking paper No. 1, Teacher-pupil interaction and the quality of learning, SchoolsCouncil, LondonElmholdt C (2001) What’s productive in a situated perspective on learning?, Working Paper01-16, University of Technology SydneyElmholdt C (2002) “Innovative learning is not enough: landscapes of learning at a shipyardand an IT-company”, in “30th Nordic Educational Research Association Conference”,http://www.psy.an.dk/phd/claus/Publikationer.htmElton L (2000) “Matching teaching methods to learning processes: dangers of doing thewrong thing righter”, in “2nd Annual Conference of the Learning in Law Initiative”,Emam K E and Madhavji N (1995) “A field study of Requirements Engineering practices inInformation Systems development”, in IEEE (b), pp 68–80, in IEEE (1995)Engel G and Roberts E (eds) (2001) Computing Curricula 2001: Computer Science – finalreport, Los Alamitos (CA): Joint Task Force on Computing Curricula, ACM and IEEEComputer Society, http://acm.org/education/curric vols/cc2001.pdfEnglish F W (1978) Quality control in curriculum development, Arlington (VA): AmericanAssociation of School AdministratorsEntwistle N J (2003) “University teaching-learning environments and their influences onstudent learning: an introduction to the ETL project”, in Mason L, Andreuzza S, ArfeB and Del Favero L (eds) “Proceedings of the 10th European Conference for Researchon Learning and Instruction”, Padova: Department of Developmental and SocialisationPsychology, University of PadovaEntwistle N J and Ramsden P (1983) Understanding Student Learning, London: CroomHelmEntwistle N J and Tait H (1990) “Approaches to learning, evaluations of teaching, andpreferences for contrasting academic environments”, Higher Education, 19, pp 169–194Entwistle N J and Tait H (1995) “Approaches to studying and perceptions of the learningenvironment across disciplines”, New directions for teaching and learning, 64, pp 93–103Entwistle N J, Thompson J B and Wilson J D (1974) “Motivation and study methods”,Higher Education, 3, pp 379–396ERDC (1981) Joint Statement of the Australian National Invitational Conference on ActionResearch, Melbourne: Deakin UniversityErlandson D A, Harris E L, Skipper B L and Allen S D (1993) Doing Naturalistic Inquiry: aguide to methods, London: Sage429
Ezzy D (2002) Qualitative Analysis: practice and innovation, Crows Nest (NSW): Allen &UnwinFairley R (1985) Software Engineering Concepts, New York: McGraw-HillFelder R M (1996) “Matters of Style”, Prism, 6(4), pp 18–23, http://www2.ncsu.edu/unity/lockers/users/f/felder/public/Papers/LS-Prism.htmFelder R M and Brent R (2005) “Understanding student differences”, Journal of EngineeringEducation, 94(1), pp 57–72Felder R M and Silverman L K (1988) “Learning and teaching styles in engineeringeducation”, Journal of Engineering Education, 78(7), pp 674–681,http://www.ncsu.edu/felder-public/Papers/LS-1988.pdfFerris T L J (2003) “A technician is half an engineer - overseas students and advanced standingin engineering degrees”, in “Engineering Education for a sustainable future: proceedings ofthe 14th Annual AAEE Conference, Melbourne”, Australasian Association for EngineeringEducation, pp 37–44Fitzgerald B (2004) “CALIBRE Roadmap”, http://www.calibre.ie/roadmap.phpFlavell J (1979) “Metacognition and cognitive monitoring: a new area of cognitivedevelopmentalinquiry”, American Psychologist, 34(10), pp 906–911Floyd C, Zullighoven H, Budde R and Keil-Slawik R (eds) (1992) Software Development andReality Construction, Berlin: Springer-VerlagFord J and Wood L (1996) “An overview of ethnography and system design”, in Wixon Dand Ramey J (eds) “Field Methods Casebook for Software Design”, London: BlackwellScientific, pp 269–299, in Wixon and Ramey (1996)Fosnot C (ed) (1989) Enquiring Teachers Enquirying Learners: a constructivist approach toteaching, New York: Teachers College PressFosnot C (1996a) “Constructivism: a psychological theory of learning”, in Fosnot (1996b),pp 8–33, in Fosnot (1996)Fosnot C (ed) (1996b) Constructivism: theory perspectives and practice, New York: TeachersCollege PressFowler L, Allen M, Armarego J and Mackenzie J (2000) “Learning styles and CASEtools in Software Engineering”, in “Flexible Futures in Tertiary Teaching: Proceedingsof the 9th Annual Teaching Learning Forum”, Perth: Edith Cowan University,www.ecu.edu.au/conferences/herdsa/main/papers/ref/pdf/Fowler.pdfFowler L, Armarego J and M A (2001) “Learning Theory and its Application to FemaleLearner Support in Engineering”, in Megzer A (ed) “Journeys in Leadership: reflections,redirections. 10th International Women in Leadership Conference”, Fremantle,http://isp.ecu.edu.au/wil/conf 01/abstracts/Fowler.docFowler L, McGill D, Armarego J and M A (2002) “Quantitative learning conversations:constructivism and its application to learning in an engineering environment”,in Goody A, Herrington J and Northcote M (eds) “Quality Conversations:Proceedings of HERDSA Annual International Conference”, Canberra:Higher Education Research and Development Society of Australasia Inc., p xxxxx,http://www.ecu.edu.au/conferences/herdsa/main/papers/ref/pdf/Fowler.pdf,(also published in Research and Development in Higher Education Vol 25)430
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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
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• outcomes such as the developmen
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Figure 7.6: ENG260 learning objecti
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Table 7.4: Positive influences for
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• constraints are discovered that
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changing shared understanding withi
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Figure 7.9: Setting the scene MurSo
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• identification of the learning
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Figure 7.13: Self assessment suppor
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in the context of implementing Crea
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environment where the teacher was c
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and return to the classroom for the
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all the questions on the site (RM21
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the course) required exploration, s
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The formal assessment of the unit w
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Figure 7.17: Things to add/change/d
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Student E [best aspect]real world s
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the 41% with same or higher MO, 28.
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to set up meetings, discuss their a
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WEAKNESSES of the paper:The results
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paper!Software Engineers with an in
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neous to the tasks undertaken.As we
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ecome vital. Professional practitio
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programmes within Engineering, albe
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offerings at third and fourth year
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Although the strategy discussed and
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On reflectionA key component of the
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Figure 8.4: Positive comments made
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The profile of the student enrolled
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What the summary chart (see Figure
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Table 8.2 for a description of the
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Murdoch’s graduate attributes, to
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in effect a small collection of tex
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expectationstoo much learning too q
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Although the class sessions within
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understanding of how our assignment
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to ensure tasks were on schedule. T
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future design studios. [...] While
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eceived).Impact on student developm
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Simon In my opinion I learn more co
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Curriculum - changes to the RE comp
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equired them to either consult with
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‘whole of group’ work (which ma
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Table 8.8: Tasks and keys applied i
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Figure 8.19: Cumulative activity lo
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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
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: Diaz-Herrera J L and Hilburn T B (e
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
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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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