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ERIC Number: EJ844487
Record Type: Journal
Publication Date: 2005
Pages: 16
Abstractor: As Provided
Reference Count: 55
ISBN: N/A
ISSN: ISSN-1547-9714
Designing a Pedagogical Model for Web Engineering Education: An Evolutionary Perspective
Hadjerrouit, Said
Journal of Information Technology Education, v4 p115-140 2005
In contrast to software engineering, which relies on relatively well established development approaches, there is a lack of a proven methodology that guides Web engineers in building reliable and effective Web-based systems. Currently, Web engineering lacks process models, architectures, suitable techniques and methods, quality assurance, and a systematic approach to the development process. As a result, Web engineering is still struggling to establish itself as a reliable engineering discipline. The cost of poor reliability and effectiveness has serious consequences for the acceptability of the systems. One of the main reasons for the low acceptance of Web-based applications is the large gap between design models and the implementation model of the Web. It is therefore not surprising that Web engineering education still focuses on technologies, rather than on critical skills that facilitate engineers to solve real-world problems effectively. To meet the challenges of Web engineering, current education must be aligned with a pedagogical model capable of empowering and supporting the acquisition of critical skills. To do this, a new learning environment must be created that promotes change in both pedagogy and course material, in effect, altering the role of the teacher, the expectations for students, and many other educational aspects. This article describes a learner-centered pedagogical model rooted in the constructivist learning theory for teaching students the skills they need to construct Web-based applications more effectively and collaboratively. The model is iterative and encompasses two types of components: the learning management process and learning phases. The learning management process is concerned with monitoring learning activities, such as providing information, assessing project work, etc. The learning phases are an orderly set of interdependent activities moving from context analysis to the communication of learning results. The approach described in this paper is a result of 5 years of teaching Web engineering. The process of designing a pedagogical model can be characterized as an evolutionary process that progresses through a series of experimentations, evaluations, and redesigns. In evaluating the approach after many years of experience, the instructor can draw the following conclusions. First, applying the constructivist learning theory is clearly a challenge for instructors as it requires making a radical shift in their thinking in order to translate the philosophy of constructivism into practice. Second, it takes time and considerable effort to make significant pedagogical changes. Yet constructivism holds important lessons for how to design environments to support active learning. It gives teachers a framework for understanding students' needs and motivations. It helps teachers to expose students to many aspects of the subject matter that are of crucial importance for the profession of Web engineering. It allows focus on what really matters for students--the acquisition of critical skills, authentic tasks, motivational aspects, teamwork, collaboration and negotiation, reading and writing skills, formative assessment, and self-evaluation. (Contains 9 tables and 1 figure.)
Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-537-2211; Fax: 480-247-5724; Web site: http://JITE.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway