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A.2 Characteristics of teaching and learningThere has been much debate in the literature regarding influences on learning. While it isaccepted that the practice of education relies on the communicative behaviour, emotions,and beliefs of both teachers and students, some authors (Felder, 1996; Kolb, 1984) lookto personality, life experiences, and the purpose of the learning as prime influences, others(Grundy, 1987; Trigwell and Prosser, 1997) add to a particular set of life experiences, studentexpectations of teachers as the dominant influence on learning.The potential to succeed academically is jeopardised by complex lack of matching betweenthe student and the discipline. Attrition in Engineering also involves a complex set of factorsincluding the quality of student interactions with instructors and peers. Motivation andsuccess are adversely affected if their learning styles, and the learning styles of the staffteaching them, are not taken into account. This issue is discussed in greater detail in Chapter9.It is therefore appropriate to look at both teacher and learner characteristics as importantcomponents of the learning environment in which this research was undertaken.A.2.1Learning stylesOther research undertaken within the School looks at learning styles (Fowler et al, 2000),and focusses on instruments developed by Kolb (1984) and by Soloman and Felder (1999).These instruments are applied to all first year students at <strong>Murdoch</strong>’s Rockingham campus(where Engineering is situated), early in their first semester and a cumulative database isbeing compiled.The term learning styles refers to an individual’s preferences for receiving, integrating andpresenting ideas and information. Examples, taken from Mills et al (2005) include: findingit easier to understand a new concept by reading a textbook, whilst others prefer a pictorialexplanation; variety in how students most effectively demonstrate their understanding:graphically, verbally, or in writing.Table A.1 provides a comparison between Engineering students (both first and final (fourth)year) and first year students in Arts/Commerce and Computer Science/IT. Engineering Staffare also included, in order to identify any mismatches between teacher/learner, while FigureA.2 indicates that some gender biases are also present.In brief, Kolb’s Learning Style Inventory is a simple test based on experiential learning theory.It looks at four stages of the learning process: concrete experience (CE), reflective observation457
Table A.1: Kolb Learning Style Inventory 1999 - 2003 cumulative results (percentages) (extractedfrom figures presented in Armarego (2004b))Eng1styearA/C1styearCS/IT1styearEng4thyearEngStaffAccomodator 8 13 5 3 0Diverger 18 13 12 7 17Assimilator 33 47 56 38 41.5Converger 41 27 27 52 41.5(RO), abstract conceptualisation (AC), and active experimentation (AE).Twelve questions are presented and the user has to rank four possible answers for eachquestion. The users learning style can be identified as either:Accomodator : (concrete, active) What if? peopleDiverger : (concrete, reflective) Why or why not? peopleAssimilator : (abstract, reflective) What? peopleConverger : (abstract, active) How? people.Figure A.2: Kolb Learning Style Inventory 1999 - 2003 cumulative results 1st year Engineeringstudents plus the researcher (Armarego, 2004b)Engineers are considered to have predominantly Converger characteristics: they are pragmatists(Convergers) who revel in active experimentation (labs, fieldwork) with a tendency tonarrow technical interests, or theorists (Assimilators) with a forté in the basic sciences (Kolb,458
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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
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Students preconceptions predispose
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cussed. When the unit is not aligne
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Chapter 9Conclusions26 April 2006 -
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The lack of alignment between the a
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a learning dialogue (Laurillard, 19
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and Intellectual Capability. Stance
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These feedback cycles of interventi
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socially through negotiation (Jonas
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Figure 9.2: A conceptual framework
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Table 9.4: Principles for the evalu
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Credibility Guba and Lincoln (1994)
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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: components.These are common to all
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
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