Complete thesis - Murdoch University

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IBM Corporation (2006) “IBM Rational Rose”, ftp://ftp.software.ibm.com/software/rational/web/datasheets/rose ds.pdfIEAust (1996) Changing the culture: engineering education into the future, Technical Report,Institution of Engineers, AustraliaIEEE (1993a) International Symposium on Requirements Engineering, San Diego: IEEEComputer Society PressIEEE (1995b) Second International Symposium on Requirements Engineering, Los Alamitos(CA): IEEE Computer SocietyIivari J (1991) “A paradigmatic analysis of contemporary schools of IS development”, EuropeanJournal of Information Systems, 1(4), pp 249–272Institute of Quality Assurance (2002) Body of Knowledge, London:Professional Policy Board, Institute of Quality Assurance,http://www.iqa.org/htdocs/trainingevents/g0-1.htmlIntrona L D (1996) “Notes on a teleological information systems development”, InformationTechnology and People, 9, pp 20–39ISC 2 (2001) Common Body of Knowledge, Dunedin (FL): International Information SystemsSecurity Certification Consortium Inc, http://www.isc2.org/Jackson M (1995) Software Requirements and Specifications: a lexicon of practice, principlesand prejudices, Wokingham (UK): ACM Press/Addison-WesleyJackson N and Borden V (n.d.) Learning about teaching - using action and enquiry researchto improve teaching practices and student outcomes, Technical Report, Indianapolis (IN)James L (1994) “Practical experiences in automatic requirements elicitation: the real issues”,in “Workshop on Requirements Elicitation for Software-based Systems”,Jeffries R, Turner A A, Polson P and Atwood M E (1981) “The processes involved in designingsoftware”, in Anderson J R (ed) “Cognitive Skills and their Acquisition”, Hillsdale (NJ):Erlbaum, pp 225–283John M, Mauer F and Tessem B (2005) “Human and social factors of Software Engineering- workshop summary”, in “Proceedings of the International Conference on SoftwareEngineering (ICSE)”, St Louis (MI): IEEE Computer Society PressJohnson J (1994) Chaos: charting the seas of information technology, Standish Group,http://www.standishgroup.com/sample research/chaos 1994 1.phpJohnson R and Onwuegbizue A (2004) “Mixed method research: a research paradigm whosetime has come”, Educational Researcher, 33(7), pp 14–26Johnson-Laird P (1983) Mental Models, Cambridge (MA): Harvard University PressJonassen D and Land S (eds) (2000) Theoretical Foundations of Learning Environments,Hillsdale (NJ): ErlbaumJonassen D H (1992) “Semantic networking as cognitive tools”, in Kommers et al (1992), pp19–21Jonassen D H (ed) (1996) Handbook of Research for Educational Communications and Technology,New York: Simon & Schuster Macmillan435
Jonassen D H (2000) “Towards a design theory of problem solving”, Educational TechnologyResearch & Development, 48(4), pp 63–85Jonassen D H (2002) “Learning to solve problems online”, in Vrasidas C and Glass V (eds)“Distance Education and Distance Learning”, Greenwich (CT): Information Age Publishing,pp 75–98Jonassen D H, Davidson M, Collins M, Campbell J and Haag B (1995) “Constructivism andcomputer-mediated communication in distance education”, American Journal of DistanceEducation, 9(2), pp 2–26Jonassen D H and Grabowski B L (1993) Handbook of individual differences, learning andinstruction, New York: Allyn & BaconJones C H, Slate J R, Marini I and DeWater B K (1993) “Academic skills and attitudestoward intelligence”, Journal of College Student Development, 34, pp 422–424Jong T d (2006) “Technological advances in inquiry learning”, Science, 312(5773), pp 532–533Jordan B (1987) Modes of Teaching and Learning: questions raised by the training of traditionalbirth attendants, Palo Alto (CA): Institute for Research on LearningKamsties E, Hormann K and Schlich M (1998) “Requirements Engineering in small andmedium enterprises”, Requirements Engineering, 3(2), pp 84–90Kearsley G (2000) Explorations in Learning & Instruction: the theoryin practice database, Washington (DC): George Washington University,http://www.gwu.edu/~tip/engineer.htmlKeegan D (1998) “The virtual countinghouse: finance transformed by electronics”, in LeebartD (ed) “The Future of Electronic Marketplace”, Cambridge (MA): MIT Press, pp 205–240Keirsey D and Bates M (eds) (1984) Please Understand Me, Prometheus Nemesis BookCompany, 3 ed, http://www.keirsey.comKember D (2001) “Beliefs about knowledge and the process of teaching and learning as afactor in adjusting to study in higher education”, Studies in Higher Education, 26(2), pp205–221Kember D (2004) “Interpreting student workload and the factors which shape students perceptionsof their workload”, Studies in Higher Education, 29(2), pp 165–184Kember D (2006) “Characterising a teaching and learning environment conducive to makingdemands on students while not making their workload excessive”, Studies in HigherEducation, 31(2), pp 185–198Kember D and Kelly M (eds) (1993) Improving Teaching through Action Research, Campbelltown(NSW): Higher Education Research and Development Society of Australasia IncKemmis S (1993) “Action research and social movement: a challenge for polical research”,Education Policy Analysis Archives, 1(1), http://epaa.asu.edu/epaa/v1n1.htmlKemmis S and McTaggert R (eds) (1988) The Action Research Reader, Geelong: DeakinUniversity Press, 3rd edKing A (1994) “Inquiry as a tool in critical thinking”, in Halpern D F (ed) “Changing CollegeClassroom”, San Fransisco: Jossey-Bass, pp 13–38436
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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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interaction between students’ stu
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approach to the unit• Student 2 (
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As indicated previously (see Table
Page 403 and 404: Students preconceptions predispose
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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: Hatten R A (1997) Guidelines for Ef
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
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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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