Distributed collaboration between industry and university partners in HE

Over the past three years the School of Design has been experimenting with an innovative curriculum design and delivery model named ‘the Global Studio’. The Global Studio is a cross-institutional research informed teaching and learning collaboration conducted between Northumbria University and international universities and industry partners based in the UK, USA, Netherlands and Korea. The aims of the Global Studio are directly linked with current and future industry needs that are related to changes in the organisation of product and service development. These changes highlight the importance of equipping design students with skills for working in globally networked organisations particularly the development of skills in intercultural communication and collaboration. In this paper we will focus on the Global Studio conducted in 2008 which included Northumbria University (UK), Hongik University (Korea), Auburn University (USA), Intel (USA), Motorola design studios located in the UK and Korea and Great Southern Wood (USA). These projects will be used to illustrate challenges and benefits of international collaborative industry-based projects undertaken in distributed settings

Using a wiki to facilitate learning on a Requirements Engineering course

In this paper, we describe the introduction of a wiki for collaborative activities in a Requirements Engineering course offered at a distance to part-time learners. The paper describes the course and how wiki activities were incorporated. The paper then discusses the initial feedback from the students which shows that the wiki has been largely effective for developing students' understanding of the course concepts, the effectiveness of team working in Requirements Engineering and the use of wikis in practice. However, there are particular issues related to asynchronous working in distance education/eLearning that need to be better addressed. We conclude with a discussion of how we are tackling these issues and developing the use of the wiki on the course based on the students' feedba

A qualitative enquiry into OpenStreetMap making

Based on a case study on the OpenStreetMap community, this paper provides a contextual and embodied understanding of the user-led, user-participatory and user-generated produsage phenomenon. It employs Grounded Theory, Social Worlds Theory, and qualitative methods to illuminate and explores the produsage processes of OpenStreetMap making, and how knowledge artefacts such as maps can be collectively and collaboratively produced by a community of people, who are situated in different places around the world but engaged with the same repertoire of mapping practices. The empirical data illustrate that OpenStreetMap itself acts as a boundary object that enables actors from different social worlds to co-produce the Map through interacting with each other and negotiating the meanings of mapping, the mapping data and the Map itself. The discourses also show that unlike traditional maps that black-box cartographic knowledge and offer a single dominant perspective of cities or places, OpenStreetMap is an embodied epistemic object that embraces different world views. The paper also explores how contributors build their identities as an OpenStreetMaper alongside some other identities they have. Understanding the identity-building process helps to understand mapping as an embodied activity with emotional, cognitive and social repertoires

Rationale Management Challenges in Requirements Engineering

Rationale and rationale management have been playing an increasingly prominent role in software system development mainly due to the knowledge demand during system evaluation, maintenance, and evolution, especially for large and complex systems. The rationale management for requirements engineering, as a commencing and critical phase in software development life cycle, is still under-exploited. In this paper, we first survey briefly the state-of-the-art on rationale employment and applications in requirements engineering. Secondly, we identify the challenges in integrating rationale management in requirements engineering activities in order to promote further investigations and define a research agenda on rationale management in requirements engineering.

Creating and collaborating: students’ and tutors’ perceptions of an online group project

Although collaboration skills are highly valued by employers, convincing students that collaborative learning activities are worthwhile, and ensuring that the experience is both useful and enjoyable, are significant challenges for educators. This paper addresses these challenges by exploring students’ and tutors’ experiences of a group project where part-time distance learners collaborate online to create a website. Focus groups were conducted with students who had recently completed the project, and discussion forums were used to gather feedback from tutors who supported students and marked their group work. The research showed that students’ attitudes towards the group project on completion were generally favourable. Findings highlighted key aspects for successful online group projects and for motivating students to participate fully. These included: the design of authentic tasks, with skills development relevant to the workplace; careful attention to how the group work is assessed; and enabling students to develop websites they could be proud of. Frustrations for students were associated with the lack of engagement of fellow students and with limitations of the tool provided for building the website. Tutors found marking the work a time-consuming and complex process. Tutors were also unconvinced of the value and fairness of assessing students partly on a group, as opposed to an individual, basis

Technology-enhanced learning: a new digital divide?

Abstrac