In this paper, the authors reflect on their experiences teaching ISD using collaborative teamwork within student groups in consecutive subjects in autumn and spring semesters 2003. The authors took a mentoring role within the class structure. The lectures were informal and of a conversational nature wherein the different student groups openly discussed their progress and difficulties with their projects. The lecture style of conversational informal delivery coupled with collaborative teamwork enabled the students to take responsibility, individually and collectively, for the group s achievements and therefore was foundational to the students learning. It is a requirement that the students participate in team meetings and actively engage each other through discussion of current topics taught within the unit. Understanding and knowledge is transferred within the group and onwards to the class in general during the supporting classroom discussions. The various groups displayed differing levels of social skills when dealing with group and project issues that arose during the learning period. This paper discusses the unit content, instructional methods, assessment tools and the outcomes achieved in the different learning establishments and the students interaction within the groups and the class as a whole.
|Cite as: Wells, M.A. and Jones, B.D. (2005). Commonsense ISD: An Empirical Approach to Teaching Systems Analysis and Design. In Proc. Seventh Australasian Computing Education Conference (ACE2005), Newcastle, Australia. CRPIT, 42. Young, A. and Tolhurst, D., Eds. ACS. 31-37. |
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