Honours Degree (top-up) Computing Abbreviated Programme Specification Containing Both Core + Supplementary Information

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1 Honours Degree (top-up) Computing Abbreviated Programme Specification Containing Both Core + Supplementary Information 1 Awarding Institution / body: Lancaster University 2a Teaching institution: University Centre at Blackburn College 2b Work based learning: 3a Programme approved by: Lancaster University 4 Final awards: BSc Honours Computing (Business Information Systems) BSc Honours Computing (Networking & Forensics) BSc Honours Computing (Software Development) 5 Programme title: BSc Computing Honours Top Up 6 UCAS code: To be determined 7 Subject benchmark statement: The following frameworks have been consulted: Computing (2007) 8 Date of PS preparation/revision: April Educational aims of the programme: The programme aims to provide a vocationally relevant and academically demanding degree. The programme builds upon the work based learning ethos that is initially addressed in the FDSc Computing and relates to the employer skills needed locally, regionally and nationally. It reflects the necessity of experiential and independent learning by explicitly incorporating the requirement of project based and self-directed study at both module and programme level. Overall Aims

2 Provide the opportunity for graduates to develop their computing skills and business awareness in their chosen specialisation to enable them to function effectively as an employee or project leader. Provide the educational experience which allows graduates to critically examine their own work and make informed responses about their own further development. Enable those who hold the Foundation Degree or an equivalent level qualification at commendation level to extend their qualification to Honours Degree level. Educational Aims To produce graduates who have a sound understanding of computing as it applies their chosen specialisation and who are able to apply the methods and techniques learned to review, consolidate and extend their knowledge and understanding. To offer an understanding of how to critically evaluate arguments, assumptions, and abstract concepts and develop the skill to make judgements, frame questions that will lead to a solution or a range of solutions to a given problem. To produce graduates who are able to communicate information and ideas as well as problems and solutions to both specialist and non specialist audiences in a professional way. Equip students with the ability to take the initiative and take personal responsibility for their ideas, solutions and work. Engage students in extensive problem solving activities that are designed to test their ability to deploy accurately established techniques of analysis and enquiry within their chosen specialisation. 10 Intended Learning Outcomes: The scheme aims to provide a demand-led, academically challenging and vocationally relevant qualification at level six of the QAA Framework for Higher Education Qualifications in England, Wales and Northern Ireland. The subject area covered falls within the QAA Benchmark Statements for Computing (2007). The British Computer Society (BCS) benchmark guidelines for accreditation have been consulted, as well as the QAA Code of Practice Section 6 (Assessment of Students) and the QAA Guidelines for Preparing Programme Specifications. The key focus will be on the integration of theory into practice and learning is focused in both a practical and theoretical context. The learning outcomes will enable students to achieve the academic standards and develop research and critical thinking skills. Specific emphasis will be given to developing problem solving and reflective practice skills. Fully detailed learning outcomes by module are listed in the relevant programme handbook. Knowledge and Understanding (Level 6)

3 A1 A2 A3 A4 A5 A6 A7 Apply and evaluate computing and mathematical skills appropriate to the discipline Analyse a problem, and identify and define the computing requirements appropriate to developing a solution. Design, implement and evaluate a computer-based system, process, component, or program to meet desired needs. Demonstrate an understanding of the need to consider the local and global impact of computing on individuals, organisations and society. Articulate an understanding of professional consideration for ethical and moral issues related to the computing industry. Use current techniques, skills, and tools necessary for computing practices. Employ various mediums to present ideas or solutions to given computing scenarios and problems in a professional way. Critical-thinking/intellectual skills (Level 6) B1 The transfer of theory and concepts to practical computing B2 Critical thinking and reasoning B3 The analysis and critique of a wide range of academic perspectives and theory B4 The synthesis of these skills in writing academic essays and reports B5 Undertaking appropriate research utilising a variety of sources B6 Interpreting and applying information for critical analysis B7 Using theory and data analysis to critique, evaluate and improve existing practice B8 The formulation of researchable problems within a general area of concern Subject Specific Skills Common (Level 6) C1 C2 C3 Identify professional conduct and apply that conduct to legal, environmental and ethical practices involved in the production, maintenance and development of computer based solutions. Demonstrate critical thinking in problem solving. Plan and manage a complex project through to a successful conclusion, meeting deadlines, producing workable deliverables and articulating the process to stakeholders in a professional manner. Subject Specific Skills Business Information Systems (Level 6) C4 C5 C6 C7 Be able to examine and evaluate the features and functions of the major categories of applications software used in business systems and ecommerce. Install, configure and maintain business software and hardware. Develop strategies to enable successful promotion of a business using appropriate computing mediums in an effective and ethical way. Communicate professionally with clients, verbally and in writing.

4 Subject Specific Skills Software Development (Level 6) C8 C9 C10 C11 Demonstrate an advanced level of competency in programming and logic skills. Plan, develop and troubleshoot a complex software solution for a given scenario. Apply advanced principles and methods of Formal Computer Science to a variety of applications. Formulate, solve problems and evaluate developed solutions to software engineering scenarios. Subject Specific Skills Network and Forensics (Level 6) C12 C13 C14 C15 Demonstrate an advanced level of competency in programming and logic skills. Administer, and maintain a computer network operating system. Evaluate popular computer network operating systems. Identify and compare the security options used in a range of computer network operating systems. Subject Specific Skills Optional Modules (Level 6) C16 C17 C18 C19 C20 C21 C22 Investigate intelligent computing and evaluate its effect on computing and society. Appreciate mobile computing platforms and evaluate their fitness for purpose and ways in which they can be utilised for modern computing and business environments. Examine distributed computing platforms and evaluate their fitness for purpose and ways in which they can be utilised for modern computing and business environments. Evaluate the different options to plan the installation, configuration and testing of a high performance cluster computer system, and then carry out that plan. Analyse software development packages for mobile computing platforms. Evaluate a given technologies adherence to interaction design principles. Adapt a given technology to enhance its level of interaction for a given scenario Key Transferable Skills (Level 6) D1 D2 D3 D4 D5 D6 D7 D8 D9 D10 Communicating effectively with a wide range of professionals and non professionals Evaluating own and other s work Taking an independent and professional standpoint and be able to challenge others views Successful time management and prioritising work load demands Information management i.e. IT, presentation, dissemination of information Utilisation of career planning skills Planning future personal and professional development Developing presentation skills Evaluating evidence of diverse kinds to draw appropriate conclusions Evaluating and interpreting evidence and draw appropriate conclusions and make reasoned arguments

5 Learning and Teaching The Learning and Teaching strategies will reflect the requirements of Honours Degrees and will address the needs of the relevant academic infrastructures. Learning and teaching opportunities will continue to allow for the transfer of learning between the different units and the effective pedagogical practices which explicitly, systematically and effectively allow for the integration of theory and practice. It will involve a systematic consideration of all learning outcomes, the subject content and the requirement to develop demand-led advanced work related skills. Key themes of the strategy are: Continuing, explicit emphasis on practice-based or work related learning and application of complex theoretical principles to practice Planned development of higher academic skills and advanced application of research Effective embedding of formative and summative assessment and feedback processes Effective development of independent learners Use of flexible blended learning strategies to support learning Effective and ongoing support through the use of structured, targeted and opendoor tutorials and on-line tutorials Demonstrable and effective employer engagement Student learning will be facilitated through lectures, seminars, workshops, presentations, tutorials, work based support and on-line support. Lectures will allow for the introduction of new concepts and ideas and will enable students to gain information and underpinning knowledge, whilst formative and summative assessment tasks and projects will allow for the measuring of student progress and the development of knowledge and skills. Employer linked projects and tasks allow for the application of knowledge and theory to work based tasks and work based learning allows students to use and evaluate particular skills (such as transferable, communication and problem solving skills), apply knowledge and reflect on performance. Assessment Strategy: The assessment strategy for Honours Degrees incorporates the key characteristics of the award. Students at individual module level and program level will be expected to evaluate the relevance of outcomes covered within the module and at program level to contemporary practice. This additional requirement will be taken in to consideration when designing specific assessment design including word limits. The assessment strategy for the programme is reflected in the module descriptors and will comprise of coursework and in most cases formal examination elements. The assessment instruments will be

6 contextualised across the three streams to enable students to engage in both formative and summative work in relation to the Computing environment governed by their chosen specialism. The assessment process measures the academic skills of research, analysis, synthesis, reflection and evaluation. The students will be tested at Level 6 as outlined in the UK Framework for Higher Education Qualifications. All modules aim to test knowledge and practical, transferable and work based skills. Students will be measured on their ability to use developed analytical techniques and problem solving skills in realistic scenario based assessments. Assessments are designed to highlight a student s ability to evaluate evidence, arguments and assumptions to reach valid conclusions and present them effectively. Students will have to demonstrate an understanding of computing at its current technical boundaries. The team are committed to being as current and innovative as possible when it comes to assessment and closely monitor subject specialists at the Higher Education Academy for guidance and examples of good practice. For example, the examination for the Strategic emarketing module will be based on a case study and students will be asked to devise an emarketing strategy for a company and then present their ideas in an effective and professional way. Another example of innovation would be the planned examination for the Operating Systems Administration and Security module. This will involve students setting up or troubleshooting an existing network operating system. It is felt that this way of assessment is particularly suitable because it tests real skills in a time constrained environment and it also closely resembles a work place scenario. The module descriptor for each module of the scheme will indicate which strategy is to be used for that module. The following is an overview of the assessment strategy for the programme: Code Name Assessment Level Six Advanced Computer Forensics Advanced Computer Interaction Forensic Examination of Computer Systems Practical tasks words (40%) Mobile phone examinations Practical tasks words(20%) Current Research Issues 2000 words (40%) An assessed piece of course work, this coursework element will be set in the context of the individual student s chosen specialism (2000 Words 50%). One 2 hour summative examination (50%) Advanced Level Project 10% Initial outline study, literature survey and Application of Intelligent Computing Distributed Computing Environments feasibility study (2000 Words). 50% Evidenced project planning, execution and deliverables. 30% Formal written project report (5000 Words). 10% Audio-visual presentation to staff and peers. An assessed piece of course work, this coursework element will be set in the context of the individual student s chosen specialism (2000 Words 50%). One 2 hour summative examination (50%) An assessed piece of course work, this coursework element will be set in the context of the individual student s chosen specialism (2000

7 e-commerce and e- Business Words 50%). One 2 hour summative examination (50%) Two 2000 word assessed pieces of course work; these coursework elements will be practical in nature to reflect the practical content of the module. Each will be worth 50% of the overall module grade. The first will be developmental, whilst the second piece of coursework will be more reflective. (100%) Formal Computer Science Two 1000 word assessed pieces of course work, theses coursework elements will be practical in nature to reflect the practical content of the module. Each will be worth 25% of the overall module grade (50%). One 2 hour summative examination (50%) Intelligent Agents and MAS One 2000 word piece of research based assessed coursework 50% One working agent system 10% One 2 hour summative examination (40%) Mobile Computing Two 2000 word assessed pieces of course work; these coursework elements will be practical in nature to reflect the practical content of the module. Each will be worth 50% of the overall module grade. One will be developmental, whilst the other piece of coursework will be more Operating Systems Administration and Security reflective. (100%) Graded in class practical coursework exercises that may be time constrained and will be graded on their completeness and management (50%). One 2 hour summative examination (50%). Professional Issues One 2000 word piece of assessed coursework, this coursework element will be set in the context of the individual student s chosen specialism (50%). One 2 hour summative examination (50%). Strategic emarketing An assessed 2000 word piece of course work: this will be a reflective research based piece of work (50%). One 2 hour summative examination which will be largely based on a selected case study (50%) 11 Programme structures and requirements, levels, modules, credits and awards Combinations: Code Title BSc Computing (Business Information Systems) BSc Honours Computing (Networking & Forensics) Level 6 Credits BSc Honours Computing (Software 120

8 Development) The module titles and structure to be offered within this programme are: BSc Honours Computing (Business Information Systems) Module Code Module Credits Level Business Information Systems Advanced Computer Interaction Advanced Level Project Application of Intelligent Computing Distributed Computing Environments e-commerce and e-business Mobile Computing Operating Systems Administration and Security Professional Issues Strategic emarketing 40 6 Mandatory BSc Honours Computing (Networking & Forensics) Module Code Module Credits Level Networking and Forensics Advanced Computer Forensics Advanced Computer Interaction

9 Advanced Level Project Application of Intelligent Computing Distributed Computing Environments e-commerce and e-business Mobile Computing Operating Systems Administration and Security Professional Issues 40 6 Mandatory BSc Honours Computing (Software Development) Module Code Module Credits Level Software Development Advanced Computer Interaction Advanced Level Project Application of Intelligent Computing Distributed Computing Environments e-commerce and e-business Formal Computer Science Intelligent Agents and MAS Mobile Computing Professional Issues 40 6 Mandatory 12 Support for students and their learning: 6.3. Support Sessions In addition to the taught modules, students on this programme will have the benefit of additional support sessions as follows: Tutorials

10 Tutorials are regarded as an essential part of the Learning and Teaching strategy. Five types of tutorial are embedded in programmes within the School: Post Induction tutorial Group Tutorials (pastoral) Requested by Students Tutorials (pastoral and academic) Fixed Point Tutorials (academic) Academic Tutorials Study Skills Skills workshops will build on the work done in PDP in the first year in developing transferable skills, including presentations and team working. These will demonstrably facilitate the acquisition of the academic and vocational skills required by students. MOODLE MOODLE is an open source programme management system (CMS) that facilitates the creation of a virtual learning environment (VLE) for learners. CMS s like MOODLE are web applications that can be accessed using a browser. MOODLE is hosted on a server within the College but it can be accessed from anywhere in the world, connection permitting. Access to Moodle will enable students to benefit from peer group support via the password protected forum facility. Moodle will also provide tutors with a facility for communicating group messages and providing programme related updates. This is particularly so in the context of students whose working commitments may involve some disruption to College attendance. MOODLE includes some of the following features: Create and manage information; Social networking capabilities such as forums, messaging and chat; Quizzes and tests; Assignment management with Turn It In access; Timetables and schedules; News and information. In addition, the College s Moodle system has been redesigned, taking into account the needs and views of our students and a range of training for both full and part time members of staff is currently underway. Cross College Support The college provides a wide range of support from pastoral care, academic study skills, finance, learning support, careers, travel and counselling. This is outlined by personal tutors, within the student organiser and on media such as posters and the student intranet.

11 Services can be accessed within the university centre and in the departments across the further education section of the college. Blended Learning The course team continues to extend the material available to students via the Moodle VLE. Theory notes, on-line exercises and assessments which are available for most modules are supported by tutors via , telephone, chat forum and video conferencing. Whilst classroom sessions must be attended for practical modules to ensure that learners gain the industry standards skills required this approach is appropriate for this qualification to support learners working in industry and to ensure widening participation and inclusivity of those with disabilities who may not be able to attend some sessions. 13 Criteria for admission: Applicants will be considered individually and will be interviewed to determine interest and commitment. Applicants should have sufficient competence in the English language to enable them to achieve at Honours Degree level. We expect all applicants to demonstrate a high level of commitment and motivation for the programme. Any of the following criteria should be fulfilled: The normal entry requirement will be a Lancaster University validated foundation degree from a compatible subject area with an overall grade of Commendation or higher, in this case this means the FDSc Business Information Systems, FDSc Networking and Forensics and the FDSc Software Development. Candidates with an overall grade of Pass may be admitted at the discretion of the Programme Leader, normally following interview and satisfactory references from the leader of the relevant Foundation Degree programme. Any such admissions may be subject to satisfactory completion of additional bridging studies designed to address gaps in the candidate s knowledge and/or to provide evidence of his/her capacity to achieve at honours level. If bridging studies are deemed necessary for acceptance on to the programme, students will be asked to complete a research project that will be supported through the summer, prior to the delivery of formal classes. This project will be stream specific and give the student the chance to evidence both the commitment and ability required to be successful in their Honours level studies. Additional Information When considering whether to offer a place where a learner discloses a disability the disclosure will not be taken into consideration. Applicants will be offered a place according to their academic ability.

12 An Information Sharing Interview will be arranged by Disability Services to discuss with the learner and the Programme Leader the implications of undertaking the programme in relation to their disability. Where it is deemed that reasonable adjustment is not feasible and or the prospective learner will be unable to meet the requirements of the Core Academic Criteria the learner may choose to withdraw their application or it may be necessary for the UCBC to withdraw the offer of a place or to offer alternative provision. 14 Methods for evaluating and improving the quality and standards of teaching and learning: Established and effective quality systems within the University Centre at Blackburn College will ensure that the programme is fit for purpose. They recognise the centrality for feedback opportunities and internal and external reviews. Student feedback is gained through a structured system incorporating individual and group academic and pastoral face to face and on-line tutorials and formative assessments, together with student committee meetings at programme, School, Institute and College level. The systems include processes for gathering anonymous and open feedback from students. Staff and employer feedback is gained through structured team meetings, employer mentor and forum discussions and programme review meetings. The programme will also be audited by the External Examiner and will be appraised and evaluated annually in a report which is subject to structured levels of scrutiny by the different committees at School, Institute, College and University levels. Mechanism for review and evaluation of learning, teaching and assessment, curriculum and standards unit reviews annual course review external examination external consultant employer forum review staff appraisal and action plans peer review by staff review by learning, teaching and research committee higher education Quality Team Review Committees with responsibility for monitoring and evaluating quality and standards HE Centre Student Committee Staff/ Student Committee (Programme Specific)

13 Scheme Committee Employer Forum HE Centre Quality Group HE Academic Council Learning Teaching and Research Committee Marketing Team Mechanisms for gaining student feedback on quality issues HE Centre Student Committee Programme Specific Staff/Student Committees Evaluation of units and course administration by the use of questionnaires on individual and group basics Academic and Pastoral Tutorials Assessment feedback from students Staff Development Staff involved in research In house staff development Web based learning training Pedagogic Training Appraisals and peer assessment 15 Regulation of Assessment: Standard Lancaster University Foundation Degree regulations apply and QAA Codes of Practice on Assessment Conditions. Assessment of the modules available within this programme will be by a combination of coursework exercises, time constrained tasks and summative assignments as indicated in the module descriptors. There are also formal examinations on this programme in all but two of the modules. Some modules may be credited via work based exercises or portfolio work which clearly demonstrate equivalency to internal assessments and can be mapped to the learning outcomes of the modules in question. All assignment briefs will include details of: The learning outcomes covered by the assignment;

14 The extent of the coverage of these outcomes; The tasks to be completed; Indicative grading criteria; The author and verifier of the assignment. Coursework may include group or individual exercises and will normally take on the following forms: Assessed formative written or practical exercises designed to develop the students knowledge and understanding through the work undertaken. These will normally be graded against criteria which assess the level of knowledge and understanding achieved; Time constrained in-class assignments which will be graded on the quality of the outcomes achieved. Examinations are produced by the module tutor, who sets the questions and produces a sample answer set. All examinations are sent securely to both the Course Consultant and the External Examiner to be checked before time to ensure an appropriate level of rigour, originality and fairness. All Advanced Level Project Proposals require prior approval from the school Ethics Committee which has been set up by the University Centre s Research Co-ordinator. The assessment methods to be used are detailed in each module descriptor. 16 Role of Course Consultant: Course Consultants will advise the programme team on the design, delivery and assessment of the programme. 17 Role of External Examiners: External Examiners will advise the programme assessment board on matters of standards and fairness of the assessment process and if necessary offer advice on individual student results. External Examiners will report on: Whether the standards are set are appropriate with reference to external reference points, including benchmarks, framework for Higher Education Qualifications and other reference points. 18 Re-validation: due in 2016

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