Constructive Alignment in SE Education: Aligning to What?

View Sample PDF

Author(s): Jocelyn Armarego (Murdoch University, Western Australia)
Copyright: 2009
Pages: 23
Source title: Software Engineering: Effective Teaching and Learning Approaches and Practices
Source Author(s)/Editor(s): Heidi J.C. Ellis (Trinity College, USA), Steven A. Demurjian (University of Connecticut, USA)and J. Fernando Naveda (Rochester Institute of Technology, USA)
DOI: 10.4018/978-1-60566-102-5.ch002

Keywords: Computer Science & IT / Engineering Education / Engineering Science Reference / Systems & Software Design

Purchase

View Constructive Alignment in SE Education: Aligning to What? on the publisher's website for pricing and purchasing information.

Abstract

Practitioner studies suggest that formal IT-related education is not developing the skills and knowledge needed by graduates in daily work. In particular, a shift in focus from technical competency to the soft and metacognitive skills is identified. This chapter argues that a framework for learning can be developed that more closely models the experiences of practitioners, and addresses their expectations of novice software engineers. Evaluation of a study incorporating three action research cycles shows that what is needed is a mapping between the characteristics of professional practice and the learning model that is applied. The research shows that a relationship also exists between learner and learning model, and that this relationship can be exploited in the development of competent discipline practitioners.

The IRMA Community

Research IRM

Constructive Alignment in SE Education: Aligning to What?

Purchase

Abstract

Related Content

IRMA Sponsors