The Social Requirements Engineering (SRE) Approach to Developing a Large-Scale Personal Learning Environment Infrastructure
In this paper we reflect on the limitations of applying traditional requirements engineering approaches to the development of a large-scale PLE infrastructure, which is precisely the aim of a technology-enhanced learning project called ROLE. The Social Requirements Engineering (SRE) approach has been proposed as an appropriate alternative. The SRE process is grounded in an agent- and goal-oriented conceptual model. The implementation of SRE prototypes was structured with a five-staged requirement lifecycle: elicitation, negotiation, selection, development and feedback. We report results of the preliminary evaluation of the prototypes and lessons learnt. Several relevant issues have been identified, including the lack of a consensual understanding of key concepts, lurking within Community of Practices (CoP), and cultural differences. Possible solutions are proposed to address the issues, including templates, mandatory voting and prioritisation model.
Details
A. Ravenscroft et al. (Eds.): 21st Century Learning for 21st Century Skills - 7th European Conference of Technology Enhanced Learning, EC-TEL 2012, Saarbrücken, Germany, LNCS vol. 7563, pp. 194-207, Springer Verlag (2012)
Authors
- Effie L-C. Law
- Arunangsu Chatterjee
- Dominik Renzel
- Ralf Klamma
Presented at
EC-TEL, 2012 , Saarbrücken , DE.
Published in
21st Century Learning for 21st Century Skills - 7th European Conference of Technology Enhanced Learning, EC-TEL 2012, Saarbrücken, Germany, September 18-21, 2012. Proceedings , by Andrew Ravenscroft, Stefanie N. Lindstaedt, Carlos Delgado Kloos, Davinia Hernandez Leo , p. 194-207 ; Springer , Berlin/Heidelberg , DE .
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