Requirement Elicitation and The Benefits Derived by The Future Editors
A major goal of Requirements Elicitation is to avoid the confusions between teachers and students in a particular classroom. This will often involve putting significant sort into requirements elicitation, which can be important for the development of relationship between the students and the teachers. In this context, the understanding and implementation of the nuances of requirement elicitation can be crucial for the modern-day teachers. The following article puts focus on the understanding of how the different characteristics of requirement elicitation can be helpful in the development of the future educators, who are currently pursuing the teacher training courses in Indonesia.
As requirements elicitation is a process in which intensive interaction between the teachers and the students take place, it is important to distinguish different elicitation methods according to the four methods of communication, namely, Conversational, Observational, Analytic and Synthetic. We will now have a detailed look at each and every one of them.
1. Conversational Methods
The conversational method provides a means of verbal communication between the teachers and their students, which is important for the educators to understand and inculcate for future use. As conversation is a natural way of communication and an effective mean of expressing needs and ideas, the conversational methods are used massively to understand the problems and to elicit generic requirements of both the parties in a conversation, which are the students and the teachers in this case. The Conversational Methods are also known as verbal methods, such as Interviews, Questionnaire, and Brainstorming.
2. Observational Methods
The observational method provides means to develop a better understanding about domain of application, i.e., classroom teaching in this case, which is the major objective for any future educator, especially those who are currently pursuing the comprehensive teacher training courses in Indonesia. Observational methods work by observing human activities at environment where system is expected to be deployed. In addition, some requirements are apparent to the students while others are to the teachers, but both parties find it very hard to verbalize. Observational methods include Social analysis, Observation, Ethnographic study, and protocol analysis.
3. Analytical Method
Conversational or Observational methods are used to directly extracted requirements from people’s behaviour and their verbalized thought. But still there is a lot of knowledge that is not directly expressed and the educators need to take care of that. All the stated sources provide the learners of the teacher training courses in Indonesia, rich information in relation to the course content, which is expected to help them in handling their students in the right manner and become able educators. Analytical methods provide ways to explore the existing documentation or knowledge and acquire requirements from a series of deductions. It can be very helpful for the creation of an atmosphere which is conducive for the development of the overall teaching-learning procedure.
4. Synthetic Method
It is often a good idea to combine different elicitation methods for developing requirement. The combination helps the educator uncover the basic aspects and gain a generic knowledge of the application domain, i.e., the preferred field of education. Instead of combining different individual methods, the synthetic method forms a coherent whole by systematically combining conversation, observation, and analysis into single methods. It provides an opportunity for the educators, who are currently pursuing the teacher training courses in Indonesia, to communicate and coordinate in different ways to reach a common understanding of the desired product. Synthetic methods are known as collaborative methods as they are collaboration of multiple requirement elicitation methods.
The aforementioned methods of requirement elicitation can be very helpful for the development of the future educators and provide them with a number of opportunities to have an advantage that they can share with the students as well. Specifically, all four requirement elicitation methods are commonly used but the selection of any of these methods entirely depends on the needs of the learners of the comprehensive teacher training courses who are expected to start teaching in the future. This is extremely helpful for the development of such future educators, who are currently pursuing the teacher training courses in Indonesia.