Enterprise Systems Development

Transcription

1 Enterprise Systems Development CT5010 CT5010 Module Handbook 2012/13 Page 1 of 12 v1.0

2 CT5010 Enterprise Systems Development (September 2012) University of Gloucestershire 2012 All rights reserved. No part of this publication may be reproduced, stored or transmitted in any form or by any means, including but not limited to photocopy, recording, or any information storage and retrieval system, without the specific prior written permission of University of Gloucestershire. Large print copies of this booklet can be provided on request. The University can also arrange production of Braille or audio versions. CT5010 Module Handbook 2012/13 Page 2 of 12 v1.0

3 CT5010 Table of Contents Introduction... 4 Aims... 4 Learning Outcomes... 4 Module Staff... 5 Resources... 5 Teaching and learning approach... 6 Feedback from tutors... 7 Scheme of Work... 7 Oracle Academy Membership... 9 Assessments Assessment Structure Appendix 1: ICT Assessment Criteria Grid CT5010 Module Handbook 2012/13 Page 3 of 12 v1.0

4 Introduction Aims CT5010 explores the development of enterprise information systems based on database technologies. The emphasis is on rapidly building information systems that are maintainable, scalable and provide high business value. The module covers typical enterprise system development processes, including systems development, requirements management, agile development methods, database systems, application development tools, and understanding information storage and retrieval. Students will learn how to rapidly build enterprise-level database applications using agile project development techniques. CT5010 introduces the student to practical skills that consistently feature in the list of top required skills for job applicants: Oracle, SQL, PL/SQL and interface development tools; as well as an appreciation of agile methods for systems development projects. Learning Outcomes By the end of this module, students will be able to: a) explain fundamental theories, concepts and terms that support information system design and development b) manage requirements to ensure information systems reflect the needs of the client c) determine and apply methods suitable for systems development projects d) design and build appropriate database capability using commercial development tools e) generate business information and manage data using SQL and other relevant scripting languages f) determine, create and manage appropriate structures for building business logic into information systems CT5010 Module Handbook 2012/13 Page 4 of 12 v1.0

5 Module Staff Module Leader Module Tutors Course Leader: IT Andrew Tomlinson Andrew Tomlinson Mo Clutterbuck Kevin Walter Resources Listed below are some of the books you might find useful: Agile: Augustine, S. (2005) Managing Agile Projects. London: Prentice Hall. Cockburn, A. (2007) Agile Software Development: The Cooperative Game (2 nd Edn.), Upper Saddle River, NJ: Addison-Wesley. Cohn, M. (2010) Succeeding with Agile: Software development using Scrum, Upper Saddle River, NJ: Addison-Wesley. Kniberg, H. (2007) Scrum and XP from the Trenches: How we do Scrum. Toronto: C4Media (download version: InfoQ.com) Larman, C. (2004): Agile and Iterative Development: A Manager s Guide, Upper Saddle River, NJ: Addison-Wesley. Pilone, D. & Miles, R. (2008) Head First Software Development, Sebastopol, CA, USA: O Reilly. Pichler, R. (2010) Agile Product Management with Scrum: Creating products that customers love, Upper Saddle River, NJ: Addison-Wesley. Rasmusson, J. (2010) The Agile Samurai: How Agile Masters Deliver Great Software, Raleigh, North Carolina: Pragmatic Bookshelf. Schwaber, K. (2004) Agile Project Management with Scrum. Boston, Mass.: Microsoft Press SQL: CT5010 Module Handbook 2012/13 Page 5 of 12 v1.0

6 Forta, B. (2004) Sams Teach Yourself SQL in 10 Minutes (3 rd Edn.), Indianapolis: Sams Publishing. Garmany, J. (2005) Easy Oracle PL/SQL, North Carolina: Rampant TechPress Rob, P., Coronel, C. & Crockett, K. (2008) Database Systems: Design, Implementation and Management. Boston, Mass.: Course Technology. Watson, J. (2008) OCA Oracle Database 11g SQL fundamentals 1 exam guide, New York : McGraw-Hill Oracle Application Express: Jennings, T. (2011) Oracle Database 2 Day+ Application Express Developers Guide, Release 4.1, Redwood City, USA: Oracle Corporation. [free download from: product code E ] Cunningham, M. & Crotty, K. (2006) Easy Oracle HTML-DB: Create Dynamic Web Pages with Oracle. Kittrell, NC, USA: Rampant TechPress. Gault, D., Cannell, K., Cimolini, P., D Souza, G. & St. Hilaire, T. (2011) Beginning Orcale Application Express 4. New York, Apress.. Greenwald, R. (2009) Beginning Oracle Application Express. Indianapolis: Wiley. van Zoest, M. & van der Plas, M. (2010) Oracle APEX 4.0 Cookbook. Birmingham, UK: Packt Publishing. Teaching and learning approach Staff/student contact approximately 25% including lectures, workshops and student led tutorials Student private study: approximately 75% As with any university module, it is expected that students will have a level of motivation which will involve reading-around the topics discussed in the module. Thus, it is essential that participants accept ownership for their development in this module and that they do not expect to be spoon fed. This module covers various integrated topics. The format of the programme is predominantly by a lecture of approximately one hour followed by a practical session of two hours. Sessions will be interactive, focusing on developing your knowledge CT5010 Module Handbook 2012/13 Page 6 of 12 v1.0

7 and understanding of topics through debate and individual or group work. Students will also have the opportunity to hold authentic review meetings, where they present product progress and discuss requirements with staff representing stakeholders. Feedback from tutors All students are entitled to both formative and summative feedback during the module. Formative feedback is designed to enable you to improve your work/performance and takes many forms. Students will have several opportunities to receive feedback on their progress, e.g. during lab sessions, tutorials or seminars; as part of general feedback in lectures; and where appropriate, one to one sessions with their Academic Review Tutors. Summative feedback is received when your submitted coursework has been marked. As a minimum this will comprise constructive comments from the tutor and a grade. Scheme of Work The following scheme is provisional and may change. UMS Week Lecture Tutorial 1 Module overview Assignment 1 overview. 2 Databases, SQL and Oracle, Creating Tables Exploring Oracle and APEX. 3 SQL Select statements Lab work tutorial exercises 4 SQL: Functions and Views Lab work tutorial exercises 5 SQL: Nested Queries, SET Operators Database quiz 6 Catch-up and review Lab work 7 SQL: Triggers and PL/SQL 8 SQL recap. Key assignment considerations. Start to choose your teams for Assignment 2. Assignment 2 Issued Ensure your database is built and that you have attempted the first few questions.. Lab session assignment workshop 9 Advanced SQL Lab session assignment workshop CT5010 Module Handbook 2012/13 Page 7 of 12 v1.0

8 10 Why Agile Methods? Group exercise Hand in Assignment 1: Wednesday 28 th November 2012 to Park Assignment Room 11 Your Assignment 2 Project: Product Vision Lab session: Product Vision workshop. 12 User Stories Oracle Apex review Submit your product vision. 13, 14, 15, 16 Christmas Break 17 Backlog Estimation, Planning and Testing Strategy Estimation exercises 18 Oracle APEX architecture Hands on APEX 19 Creating charts, forms and reports Product review and advice for next week s review meetings 20 Review Meeting 1 Review Meeting 1 (Show prospective clients your progress) 21 Scrum -- Retrospective Meetings 22 Usability: testing, user manuals and on-line help. 23 Functions, triggers and calculations Review of retrospective meetings Feed-back and technical advice about your progress. Feed-back and technical advice about your progress 24 Integrating web services Feed-back and technical advice about your progress 25 Review Meeting 2 Review Meeting 2 26 Feedback from meetings. Work in teams on assignment 27, 28, 29 Easter Break 30 Assignment review and advice. 31 Topic Review and research ideas Review your assignment documentation Hand in Assignment 2: Wednesday 24th April 2013 to Park Assignment Room. CT5010 Module Handbook 2012/13 Page 8 of 12 v1.0

9 Oracle Academy Membership This module gives you experience in the latest Oracle development tools, and will enable you to register as a student member on the Advance Computer Science scheme of the Oracle Academy. Membership is free and we strongly encourage you to join: see: CT5010 Module Handbook 2012/13 Page 9 of 12 v1.0

10 Assessments CT5010 has two assignments, which are designed to progressively build your experience of the latest practices in enterprise system development using agile project methods. The general topic of the assignments is given in the table below. Specific details of the assignment requirements will be issued throughout the year, and full instructions, advice and examples will be presented in the lectures and tutorials; it is therefore vital that you attend. See: Scheme of Work, page 7, for submission dates. Assessment Structure Assignment 1 (50%) (2000 word equivalent) [learning outcomes: d,e, f] Assignment 2 (50%) (2000 word equivalent) [learning outcomes: a,b,c] Individual project Group project Practical exploration of SQL, database technologies, and data storage and retrieval. Practical development of an enterprise information system, using agile project methods and leading industry software. Assessment of this module will generally be in accordance with the assessment regulations contained in the Modular Scheme Handbook and the Gloucestershire Business School s ICT Assessment Criteria (see Appendix 1: ICT Assessment Criteria Grid). Assignment 2 will be issued later in the module (see Scheme of Work on page 7 for hand-in dates). Assignment 2 is a group-work practical assignment. Building on agile methods and system development techniques, you will explore application development using the latest Oracle tools. You will also be able to gain experience CT5010 Module Handbook 2012/13 Page 10 of 12 v1.0

11 in agile methods for software development and in team-work. You will be given a scenario, and as a team will need to determine the priority requirements, which your team will then build into a fully functioning working system. You ll get to present your work to us at regular review meetings, at which we will be acting the roles of prospective clients and end users. CT5010 Module Handbook 2012/13 Page 11 of 12 v1.0

12 Appendix 1: ICT Assessment Criteria Grid Mark % Grade & Characteristics Theory & Academic Approach Practice & Deliverables 0 Fail plagiarism, collusion, non-pres., name as theory only 1-9 Fail no understanding, very short, inadequate no effective deliverables Fail factual but little interpretation, lacks requirements not met; not recoverable coherence, short, errors, misconceptions Reassess: inadequate but recoverable with limited effort coherent but mechanical notes, basic task OK but limited - partial - rudimentary answer, limited interpretation, lack of knowledge of topic, weak English but some deliverables partially complete, not all requirements met, limited response to brief : 3rd, D Pass: Sufficient for award of credit adequate mainly descriptive approach, fair, limited conceptual or theoretical ability ii, C BTEC Merit BTEC Pass Satisfactory Satisfactory with some conceptual ability but lacks good evaluation or synthesis of ideas i, B BTEC Merit BTEC Distinction Good. Good analysis, evaluation, synthesis, integration & argument first class, A, Excellent. BTEC Distinction as above but also stronger evidence of excellent, original, innovative, articulate work Outstanding. BTEC Distinction as above but also authoritative, superlative, creative Faultless BTEC Distinction appropriate use of language of topic adequate response, demonstration of basic knowledge, relevant content, clear intention communicated, evidence of reading, acceptable minimum level of English for business presentation but may lack precision, some limited analysis / application of knowledge / theory / weighting of evidence, inconsistent good response to task, collates info, satisfactory analysis & judgement, constructs generalisations based on evidence & opinion, argues clearly, logically & constructs a case, some limited ability to state a personal position, correct English with few imprecise statements evaluates info. & synthesises generalisations, good ability to state & defend personal position, good analysis & judgement, applies knowledge to new situations, sound on theory, critical, understands limitations of methods, selective coherent & logical approach, well written with clear, correct and precise English very strong ability to state & defend position, uses criteria & weighting in judgements, wide knowledge and theoretical ability, full understanding of possibilities and limitations of methods & theories, 75+ more original, innovative approach, command of critical positions, lively articulate writing, excellent grasp of material - synthesis of ideas as above but also :- seen all possibilities in task, gone beyond accepted conceptual/critical positions, evidence of creative, intelligent, innovative approach consistently & forcefully expressed as for but also :- all work superlative & without fault deliverables meet basic requirement correctly but limited, just adequate but not innovative, interesting or exciting, for higher marks, 45+ just exceeds minimum specification, might be good in some areas but not consistent good deliverables, some evidence of good design or execution, coherent and organised product, some limited evidence of self criticism concerning deliverable, some independence, initiative, autonomy, appropriate techniques, integration of knowledge for task all criteria met to good standard, evidence of good design or execution, good integration of academic & practical issues, solid evidence of self critique/evaluation of deliverables, products well organised - documented - coherent. Evidence of independence, initiative, autonomy, creativity, adaptability, resourcefulness. Integration of knowledge, most criteria met to high standard, strong evidence of evaluation of deliverables, 75+: deliverables excellent - all criteria met in clear and definite manner, evidence of excellent design or execution, elegance, innovation, very good evaluation of deliverables, as above but also :- all aspects of deliverables superlative beyond 80% emphasis on theory rather than practice/deliverables as for CT5010 Module Handbook 2012/13 Page 12 of 12 v1.0