The social requirements engineering (SRE) approach to developing a large-scale personal learning environment infrastructure

  • Authors:

  • Effie Lai-Chong Law;Arunangsu Chatterjee;Dominik Renzel;Ralf Klamma

  • Affiliations:

  • Department of Computer Science, University of Leicester, UK;Department of Computer Science, University of Leicester, UK;Computer Science 5 - Information Systems, RWTH Aachen University, Germany;Computer Science 5 - Information Systems, RWTH Aachen University, Germany

  • Venue:
  • EC-TEL'12 Proceedings of the 7th European conference on Technology Enhanced Learning
  • Year:
  • 2012

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Abstract

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.