S. Ramakrishnan (Australia)
SWEBOK, PMBOK, Portals, Testing Tools, V Model, Constructivist and Objectivist Learning
This paper presents our rationale in setting up an inno vative studio lab called the MUSE (Monash University Software Engineering) Studio Lab with advanced technol ogy and tool set to support the capstone SE project for our final year undergraduateSoftware Engineering students in 2002. We present an evaluation of the outcomes for 2002 and plans for 2003 and beyond. We describe the Monash University Software Engineering (MUSE) Strat egy to make the MUSE culture and MUSE agile process branding visible through the MUSE Studio Lab for the learners, academics, management and the outside world of academia and industry. This strategy is aimed at sup porting a continuum of learning styles in three units in the final year of our Bachelor of Software Engineering Pro gram. The teaching/learning model used is a predomi nantly constructivist/student-centered/ active learning ap proach for the Capstone SE project (Studio unit), and a constructivist approach for the Honours Research thesis unit. A more traditional teaching approach is used for the Systems Validation, Verification, Quality & Standards unit based on traditional instructional design model which is ob jectivist in view of learning. We also provide details of the the middle weight process that student groups follow in their full year SE Capstone project with advanced technol ogy and tool support.
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