Information Technology Reference
In-Depth Information
into our project courses for software engineering and information systems, we tried to reorient
toward a meaningful direction by reducing the obsession with knowledge reproduction. And,
PBL represents one such relief from the constructivist pedagogy (Duffy & Jonassen, 1991).
Greening (2000) described it as a vehicle for encouraging student ownership of the learning
activities. There is an emphasis on contextualization of the learning scenario, providing a
basis for later transference, and learning is accompanied by reflection as an important
metacognitive exercise; for example, assessing how a project should be approached by an
architectural context. Also, the implementation of PBL is done via group-based work,
reflecting the constructivist focus on the value of negotiated meaning (Perkins, 1992). More
importantly, it is unconfined by discipline boundaries, encouraging an integrative approach
to learning, which is based on requirements of the problem as perceived by the learners.
On the other hand, when technology meets pedagogy, we insist that education of the
architectural way to IS solution building should start with the ability to construct different
models of interests, including the various business models and IS models. The result includes
the design of a suitable IS architecture, denoting the integrated structural design of the
system, its elements and their relationships depending on given system requirements.
Conversely, this architecture has to represent all relevant aspects of a system, which are
defined by models representing different system views. Such models are derived from the
goals the system has to fulfill and the constraints imposed by the system's environment. From
the standpoint of component-based development, we agree that our students should be
given training to construct individual components efficiently. Then, their education should
evolve through efficient development of component-based solutions in new domains,
efficient adaptation of existing solutions to new problems, and efficient evolution of installed
solutions by people with limited technical knowledge. Finally, it will achieve the efficient
integration and evolution of sets of solutions. The real challenge is to derive a coherent set
of architectural principles that will bring the whole of system development, including
technology, methodology, and project management, into a single architecture-centric whole.
REFERENCES
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Allen, P., & Frost, S. (1998). Component-Based Development for Enterprise Systems:
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Amor, D. (2000). The E-business (R)evolution . New York: Prentice Hall.
Anderson, B., & Dyson, P. (2000). Reuse requires architecture. In L. Barroca, J. Hall, & P. Hall
(Eds.), Software Architectures: Advances and Applications (pp. 87-99). Heidelberg:
Springer-Verlag.
Barrows, H. (1985). How to Design a Problem-Based Curriculum for the Pre-Clinical Years .
New York: Springer.
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Boehm, B., & Basili, V. R. (2000). Gaining intellectual control of software development. IEEE
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