No abstract

Within the ADDIE instruction design model, this paper reports the implementation phase and the evaluation phase of teaching introductory software engineering course framed in the Cognitive Apprenticeship approach. Twelve learning objectives are classified in a 2D Bloom framework and evaluated against the result of instructional implementation, demonstrating coherent linkage between objectives, instruction and assessment. Descriptive statistics show the coverage of Cognitive Apprenticeship and high degree of acceptance from students. Analysis of learning process profile also shows consistently expanding effects on various aspects of learners, especially on teamwork. Pedagogical improvement in terms of the time allocated to individual instruction activities is also polled.

Cognitive apprenticeship is meshed with teaching the introductory software engineering. We sketch the idea and an exploratory experiment in a team-based process-oriented software project track in the fall of 2005. Several preliminary results are exciting while detailed examination should also be further pursued.