Programme / Paper

Abstract

This paper first examines familiar experiential learning territory with a software engineer's slant to arrive at constructivism with an application in mind. Rather than simply read a Case Study to assimilate factual information, alternatives are considered where learners are required to observe and get used to working with ‘real world'/incomplete information. Learning and working within a group is also an important element as learners are required to consolidate assumptions and come to a consensus within a group at later stages. The formative assessments use a grading schema to facilitate understanding where both the product and the process are marked. These are validated against a summative assessment. The approach informs the learner in the form of feedback and the teacher by providing diagnostic information.