The work-reflection-learning cycle - Department of Computer and ...
The work-reflection-learning cycle - Department of Computer and ... The work-reflection-learning cycle - Department of Computer and ...
1 Introduction For we live not in a settled and finished world, but in one which is going on, and where our main task is prospective, and where retrospect – and all knowledge as distinct from thought is retrospect – is of value in the solidity, security, and fertility it affords our dealings with the future. 1.1 Problem statement (Dewey 2008 (1909)) This thesis is about project based learning (PBL) and how it can be supported in Software Engineering (SE) student projects. Project based learning is an educational approach at the intersection of work practice and education, and students‟ experience of being practitioners is essential to their motivation and learning (Dohn 2009; Schön 1987). The students do real work – independent, challenging, complex, aided by tools and in accordance with the norms and rules of the work practice, the latter mainly known to them through formal SE education. In project based learning, by participating in the community of practice (Wenger 1998) for which the project is preparing them, the students develop their insights and skills within their team as well as through interaction with other stakeholders such as the supervisor. Project activities perceived to be „school assignments‟ are not approached with the same enthusiasm as the challenges associated with doing „the real thing‟ in the project (i.e. solving the project task). In a SE student project, this task would typically be to develop a working software product, maybe for an external customer. As professional work practices involve collaboration (e.g. in project teams), project based learning typically takes place through work in teams. While collaboration adds opportunities to achieve what is not possible for individuals alone, it introduces complexity and the need for collaborative skills. In this thesis, focus will be on project based learning in teams. To support collaborative work, tools are used. In PBL, getting the desired work experience includes getting experience with the relevant tools. Knowledge about adequate tool use can be drawn from the work domain in question (e.g. in the case of SE 1
- Page 1 and 2: Birgit Rognebakke Krogstie The work
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1 Introduction<br />
For we live not in a settled <strong>and</strong> finished world, but in one which is going<br />
on, <strong>and</strong> where our main task is prospective, <strong>and</strong> where retrospect – <strong>and</strong><br />
all knowledge as distinct from thought is retrospect – is <strong>of</strong> value in the<br />
solidity, security, <strong>and</strong> fertility it affords our dealings with the future.<br />
1.1 Problem statement<br />
(Dewey 2008 (1909))<br />
This thesis is about project based <strong>learning</strong> (PBL) <strong>and</strong> how it can be supported in<br />
S<strong>of</strong>tware Engineering (SE) student projects. Project based <strong>learning</strong> is an educational<br />
approach at the intersection <strong>of</strong> <strong>work</strong> practice <strong>and</strong> education, <strong>and</strong> students‟ experience <strong>of</strong><br />
being practitioners is essential to their motivation <strong>and</strong> <strong>learning</strong> (Dohn 2009; Schön<br />
1987). <strong>The</strong> students do real <strong>work</strong> – independent, challenging, complex, aided by tools<br />
<strong>and</strong> in accordance with the norms <strong>and</strong> rules <strong>of</strong> the <strong>work</strong> practice, the latter mainly<br />
known to them through formal SE education. In project based <strong>learning</strong>, by participating<br />
in the community <strong>of</strong> practice (Wenger 1998) for which the project is preparing them,<br />
the students develop their insights <strong>and</strong> skills within their team as well as through<br />
interaction with other stakeholders such as the supervisor.<br />
Project activities perceived to be „school assignments‟ are not approached with the same<br />
enthusiasm as the challenges associated with doing „the real thing‟ in the project (i.e.<br />
solving the project task). In a SE student project, this task would typically be to develop<br />
a <strong>work</strong>ing s<strong>of</strong>tware product, maybe for an external customer.<br />
As pr<strong>of</strong>essional <strong>work</strong> practices involve collaboration (e.g. in project teams), project<br />
based <strong>learning</strong> typically takes place through <strong>work</strong> in teams. While collaboration adds<br />
opportunities to achieve what is not possible for individuals alone, it introduces<br />
complexity <strong>and</strong> the need for collaborative skills. In this thesis, focus will be on project<br />
based <strong>learning</strong> in teams.<br />
To support collaborative <strong>work</strong>, tools are used. In PBL, getting the desired <strong>work</strong><br />
experience includes getting experience with the relevant tools. Knowledge about<br />
adequate tool use can be drawn from the <strong>work</strong> domain in question (e.g. in the case <strong>of</strong> SE<br />
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