PROGRAMME SPECIFICATION(UNDERGRADUATE)

Transcription

1 Status Approved 1. TARGET AWARD 2. Award 3. MComp Software Application Development 4. DATE OF VALIDATION Date of most recent modification (Faculty/ADQU use only) Version Number (ADQU use only) 5. AWARDING INSTITUTION Edge Hill University 6. TEACHING INSTITUTION PROGRAMME SPECIFICATION(UNDERGRADUATE) 03-MAR APR ADMINISTRATIVE BASE Faculty of Arts & Sciences 8. PLANNING UNIT Computing 8b. SECONDARY PLANNING UNIT (JOINT AWARDS) 9. UNIT OF PERIODIC REVIEW Computing 10. UCAS 8F EHU COURSE CODE MAI ENTRY REQUIREMENTS Normally 3 UCAS Tariff points, plus evidence of numeracy. Non-traditional entry considered on merit. For non-native English speakers, the minimum language requirements for Undergraduate Degrees are: IELTS: 6.0 overall TOEFL: 87 overall Pearson Test of English (PTE): 69 overall 13a. ALTERNATIVE AWARD(S) Course Award BSc Diploma of Higher Education Certificate of Higher Education BSc (Hons) Software Application Development Computing(Application Development) Computing 13b SUPPLEMENTARY AWARD OPTIONS Supplementary Programme Programme Award Option Software Application Development 14. AVAILABLE MODES OF STUDY Mode of Study Course Duration Delivery Full Time Part Time 15a. PRIMARY QAA SUBJECT BENCHMARK STATEMENT 15b. OTHER QAA SUBJECT BENCHMARK STATEMENT 15c. OTHER ACADEMIC & PROFESSIONAL BENCHMARKS 4 8 Classroom Classroom Award QAA Subject Benchmark Statement: Computing (07) QAA UK Quality for higher education (Particularly Chapter B3: Learning & teaching) BCS Guidelines on course accreditation (10) QAA (08) Higher education credit framework for England: guidance on academic credit arrangements in higher education in England. <a href=" s/creditframework.pdf"> idance/documents/creditframework.pdf</a>

2 QAA(10) Master's degree characteristics,<a href=" s/mastersdegreecharacteristics.pdf"> rmationandguidance/documents/mastersdegreecharacteristics.pdf</a> CPHC: Benchmarking Standards for Taught Masters Degrees in Computing Accreditation by Professional, Statutory or Regulatory Bodies (PSRB) Name of PSRB Name of Accreditation / Relationship BCS the Chartered Institute for IT 17. PRIMARY SUBJECT AREA / JACS I190-Computer science not elsewhere classified 18. SECONDARY SUBJECT AREA (if applicable) / JACS TERTIARY SUBJECT AREA / JACS -. PROGRAMME AIMS The aims of this programme are to: Develop a critical, systemic and in-depth understanding of principles and processes involved in Software Application Development. Enable students to critically engage with new developments in theory and practice related to the design, implementation and testing of software applications. Equip students with the skills, knowledge, personal responsibility and confidence required to gain graduate employment or undertake a research degree. Provide students with the skills and knowledge leading to a flexible career path as a software designer/developer. Encourage and enable students to become self-directed learners. Develop student's critical evaluation, communication and self-management skills. Develop awareness of the management, professional, legal, social and ethical issues relating to the computing industry, and specifically in the development of software. Provide sound knowledge and understanding of a wide range of current software development methodologies, approaches and toolkits. Facilitate their intellectual and professional development. Provide students with specialist modules that cover the broad range of software applications to meet their interests and needs. Encouraging students to develop an understanding of current research issues. Integrating theory and practice to emphasize academic rigour and practical application. 21. PROGRAMME LEARNING OUTCOMES The programme learning outcomes shown here describe the knowledge, understanding and skills that students will have demonstrated on achievement of their intended qualification award. Students who do not complete their full programme of study may qualify for an alternative award and the validated exit awards for this programme are listed at the front of this programme specification. For an Honours degree, exit awards are available at level 4 (Certificate of Higher Education), level 5 (Diploma of Higher Education) and level 6 (Ordinary degree on achievement of level 6 credits). The precise learning outcomes of an Ordinary degree are determined by the modules taken and passed at level 6 and can be identified from the table below. LEVEL 4 Intellectual Skills Recognise the impact of systems and software modelling and implementation on an organisation. Analyse a well-defined business requirement, using basic modelling techniques and system thinking to propose an appropriate technologyoriented solution. Apply appropriate concepts and principles when communicating information. Mapped to s CIS2; CIS7; CIS1101; CIS1102; CIS1103

3 Knowledge and Understanding Identify and explain current and evolving Web & Multimedia trends and technologies. Describe the technologies and processes used for the acquisition of Web based information. Demonstrate understanding of system architecture Practical Skills Demonstrate competence in simple procedural programming/ software Development. Select appropriate combinations of software in order to create and arrange multiple media elements for dissemination via hypermedia format. Recognise the impact of systems and software modelling and implementation on an organisation. Recognise risks or safety aspects involved in operating computer equipment in a given context. Transferable Skills Communicate effectively, verbally and in writing and articulate welldefined issues, for a variety of purposes, taking into account the audience viewpoint. Develop an initial understanding of the motivations, strengths and weaknesses of other people and start to use these insights to work more effectively in team situations. IT: use appropriate ICT efficiently and safely. Reflect and action plan in order to begin to manage their course and understand lifelong learning Be able to give and receive direct feedback constructively. LEVEL 5 Intellectual Skills Use a range of established research techniques to locating and critically select information for a purpose. Metalearning: Monitor progress, and evaluate effectiveness Knowledge and Understanding Deploy appropriate tools, theories, principles and methodologies to analyse, specify, construct, test and evaluate a computer based system in an appropriate context using Object-Oriented or Relational database technology. (e.g. simple but unpredictable or complex but predictable). Practical Skills Be able to construct, test and document object-oriented programs and RDBMS. Demonstrate a mastery of basic business functions and organisational structures, including a sound understanding of modern business working practices, covering work in the office, at home and on the move. Understand their personal preferences, styles, strengths and weaknesses and be able to demonstrate how they use this knowledge to more effectively complete challenging business assignments Transferable Skills Application of Number: be able to accurately and confidently manipulate relevant numerical data and formulae, as appropriate to mark-up and scripting. Gain insight into the preferences, motivations, strengths and weaknesses of other people and use these insights to work more effectively in team situations. Problem Solving: develop criteria and strategies to solve problems LEVEL 6 Mapped to s CIS2; CIS7; CIS1101; CIS1102; CIS1103 Mapped to s CIS2; CIS7; CIS1101; CIS1102; CIS1103 Mapped to s CIS2; CIS7; CIS1101; CIS1102; CIS1103 Mapped to s CIS2; CIS2104; CIS2109; CIS2110; CIS2112; CIS2116; CIS2117; CIS2118; BUS; CIS2137; CIS21 Mapped to s CIS2; CIS2104; CIS2109; CIS2110; CIS2116; CIS2117; CIS2118; CIS2119; CIS2112; CIS2137; CIS21 Mapped to s CIS2; CIS2109; CIS2116; BUS; CIS21 Mapped to s CIS2; CIS2109; CIS2116; CIS2104; CIS2112; CIS2110; CIS2118; BUS; CIS2137; CIS21

4 Intellectual Skills Systematically locate and evaluate information from a wide range of appropriate sources. Knowledge and Understanding Systematically appraise relevant principles and theories of design and their appropriateness. Defend the use of design decisions and technologies in the design of distributed and mobile computer systems. Recognise the professional, economic, legal, social, environmental and ethical issues involved in the sustainable exploitation of computer technology Practical Skills Systematically select and deploy appropriate tools, theories, principles and methodologies to analyze, specify, construct, test and evaluate networked and mobile computer systems in a range of contexts. Recognize the professional, economic, legal, social, environmental and ethical issues involved in the sustainable exploitation of computer technology Transferable Skills Critically assess their own performance, reflect on their strengths and weaknesses, plan and manage their own learning and appreciate the need for continual professional development. Demonstrate effective interpersonal skills, including leadership, giving, receiving and acting on constructive feedback, persuasion, conflict resolution, empathy and a number of team roles. LEVEL 7 Intellectual Skills Demonstrate systematic and creative approaches to problem solving, showing initiative and originality. Systematically collect and use data from a wide range of sources to synthesise and evaluate effective decision alternatives in relation to design, construction or management of software applications. Analyse complex problems and requirements and systematically synthesise and evaluate a range of potential solutions Knowledge and Understanding Gain an in-depth understanding of the key aspects of software development including data structures, programming paradigms, interface development and applications Demonstrate a comprehensive understanding of techniques applicable to their own research or advanced scholarship. Systematically apply comprehensive knowledge of a wide range of tools and techniques to analyse, specify, design, construct, and evaluate computer software systems in a business/industrial context Demonstrate thorough knowledge of theoretical models and techniques for the design and implementation of software applications to support the requirements of business/organisations Practical Skills Shows technical expertise, making effective and efficient use of skills and adapting to new situations. Transferable Skills Demonstrate a reflective approach to work and the capacity to engage in self-directed (life long) learning for professional development. Critically evaluate and use relevant research methods (qualitative and quantitative) Work autonomously demonstrating the highest professional and ethical standards Work effectively and proactively as a member of a team, providing appropriate feedback where required Mapped to s CIS3104; CIS3105; CIS3106; CIS3109; CIS3110; CIS3115; CIS3116; CIS3132; CIS3134 Mapped to s CIS3104; CIS3105; CIS3106; CIS3109; CIS3110; CIS3116; CIS3132; CIS3134; CIS3124; CIS3115 Mapped to s CIS3104; CIS3105; CIS3106; CIS3109; CIS3110; CIS3115; CIS3116; CIS3132; CIS3134; CIS3124; CIS3126; CIS3119 Mapped to s CIS3104; CIS3105; CIS3106; CIS3109; CIS3110; CIS3116; CIS3132; CIS3134 Mapped to s CIS42; BUS06; CIS4108; CIS44; CIS45 CIS42; BUS06; CIS4108; CIS44; CIS45 CIS42; BUS06; CIS4108; CIS44; CIS45 Mapped to s CIS42; CIS44; CIS45 BUS06; CIS4108 CIS42; CIS44; CIS45 CIS44; CIS45; CIS42 Mapped to s CIS4108; CIS42; CIS44; CIS45 Mapped to s CIS4108; BUS06 CIS4108; BUS06 CIS42; CIS4108; BUS06; CIS44; CIS45 CIS42; CIS44; CIS45

5 22. PROGRAMME STRUCTURE LEVEL 4 CIS2 CIS7 CIS1101 CIS1102 CIS1103 TLC0 TLC1 TLC2 LEVEL 5 BUS CIS2104 CIS2109 CIS2110 CIS2112 CIS2116 CIS2117 CIS2118 CIS2137 CIS21 CIS2141 CIS27 LEVEL 6 CIS3104 CIS3105 CIS3106 CIS3110 CIS3115 CIS3116 CIS3119 CIS3126 CIS3132 CIS3134 LEVEL 7 CIS4108 CIS42 CIS44 CIS45 PROGRAMMING: CONCEPTS TO CONSTRUCTION WEB DESIGN & DEVELOPMENT FOUNDATIONS OF COMPUTER SCIENCE DIGITAL WORLD 1: COMPUTER ARCHITECTURE & NETWORKS DIGITAL WORLD 2: INFORMATION SYSTEMS & DESIGN LANGUAGE 1 FRENCH LANGUAGE 1 SPANISH LANGUAGE 1 MANDARIN GRADUATE ENTERPRISE COMPUTER SYSTEMS ARCHITECTURE OBJECT ORIENTED PROGRAMMING PHYSICAL COMPUTING: INPUT & OUTPUT COMPUTER NETWORKS TEAM PROJECT PROGRAMMING LANGUAGES: THEORY TO PRACTICE PROGRAMMING LANGUAGES: INSPIRING CREATIVITY EMPLOYABILITY WITH PLACEMENT MOBILE APPS DATABASE FUNDAMENTALS ENTREPRENEURSHIP MOBILE APPLICATION DEVELOPMENT EMBEDDED SYSTEMS PHYSICAL COMPUTING: AUTONOMOUS DEVICES DISTRIBUTED SYSTEMS LEGAL, SOCIAL, ETHICAL & PROFESSIONAL ISSUES IN COMPUTING APPLICATION FRAMEWORKS ADVANCED DATABASES MOBILE WEB APPLICATION DEVELOPMENT INTELLIGENT SYSTEMS EMBEDDED SYSTEMS SOFTWARE DEVELOPMENT RESEARCH & DEVELOPMENT PROJECT INTERFACE PROGRAMMING PROGRAMMING LANGUAGES: CONSTRUCTS AND DATA STRUCTURES PROGRAMMING LANGUAGES: LOGICAL AND FUNCTIONAL PROGRAMMING RESEARCH METHODS CIS46 23ai. STUDENT 'LEARNING JOURNEY' s s s 10 s 10 CORE CORE Pathway (if applicable) Pathway (if applicable) Pathway (if applicable) Pathway (if applicable) Level 5: Students must choose one option module from BUS, CIS2137 and CIS2116. Students may only transfer into the programme at level 6, no other opportunities are afforded at Level 7. Students must normally achieve a mean of at least % at Level 5 to be able to proceed or transfer into the programme. Level 6: Students must choose 3 modules from the options, subject to prerequisites and timetable constraints. Full Time students takecis46 during their 3rd year of study alongside their Level 6 modules.

6 24. TEACHING AND LEARNING AND ASSESSMENT STRATEGIES Learning, Teaching and (LTA) are closely integrated in a strategy which takes account of the student profile, mode of delivery and programme learning outcomes. The key aims of LTA strategy is to: Ensure successful transition into the HE environment Inspire students to explore and develop their interests within Computing Provide a supportive, yet challenging learning environment which is flexible in recognising student needs and which encourages and rewards initiative Actively develop self-directed learning skills (Metalearning) Promote interdependent learning, team work, leadership, recognition of the value of diversity and induction into a disciplinary community of practice Promote the development of critical and deep approach to learning and its application in a work-related context Use assessment to promote learning and to warrant achievement Encourage active learning Be relevant to the workplace Promote and develop an understanding of the coherence of a student's chosen pathway, and the holistic nature of their experience (rather than a mere collection of modules) Ensuring currency of content by incorporating departmental research into modules These are achieved by: Employing research-informed and evidence-based methods, incorporating a high level of dialogue and discussion in seminar classes Making use of formative tutor and peer assessment Designing the first year curriculum to scaffold the development of self-directed learning and integrate closely with the Personal tutor system using high levels of formative assessment Using technology (electronic library, VLE) where appropriate for blended learning and to promote skill development in research Providing a wide variety of appropriate academic challenges and creating opportunities for direct tuition, guided study and supervised research, emphasizing Computational thinking Incorporating high levels of practical laboratory computing Incorporating many opportunities for problem-solving Encouraging students' active participation in the learning process through the use of small-group discussion, presentations, reflective study and problem-based learning Making use of case studies as vehicles for critical analysis, discussion and applying principles to real and simulated situations Incorporating work-based placement within the programmes Providing programme level documentation that explains the coherence of the module set, ensuring module leaders are aware of, and adapt the content/ assessment of modules to ensure it is relevant to participants' pathways. Content and pedagogy are underpinned by research interests of staff in the areas of Computer Forensics, Data communications, Biometric security, Problem-based Learning, development of specialised simulators. The assessment strategy has been designed to meet the following aims: All module learning outcomes will be aligned to a valid (contributory) summative assessment method and criteria for demonstrating their success and quality should promote learning Non-contributory formative assessment will be integrated into all modules Assessed tasks are designed to encourage and reward initiative Students should experience a range of assessment methods Students should actively be engaged in dialogue and concerning tasks and assessment criteria These aims are achieved by utilising a wide variety of assessment tasks, including programs, reports, presentations, network construction and simulations, role play, team exercises, examinations. 25. FORMATIVE ASSESSMENT Formative assessment is designed into all modules with the explicit requirement to: Discuss Learning outcomes & criteria for summative assessment at the start of any task

7 Provide practice for any assessment type before it is used summatively Ensure discussion of any feedback (ie verbal as well as written) Use of TEL where appropriate - e.g. Formative quizzes for checking knowledge. Peer assessment where students have sufficient skill to carry it out, thus building self-assessment skill and application of criteria. Tutor or peer assessment of drafts where appropriate. 26. SUMMATIVE ASSESSMENT b) LEVEL 4 CIS2 CIS7 CIS1101 CIS1102 CIS1103 TLC0 TLC1 TLC2 PROGRAMMING: CONCEPTS TO CONSTRUCTION WEB DESIGN & DEVELOPMENT FOUNDATIONS OF COMPUTER SCIENCE DIGITAL WORLD 1: COMPUTER ARCHITECTURE & NETWORKS DIGITAL WORLD 2: INFORMATION SYSTEMS & DESIGN LANGUAGE 1 FRENCH LANGUAGE 1 SPANISH LANGUAGE 1 MANDARIN Written Examination Practical CW3 CW3 EX1 PR1 1 of 3 coursew ork assignm ents 2 of 3 30 coursew ork assignm ents 3 of 3 50 coursew ork assignm ent mins Hour 30

8 b) LEVEL 5 BUS CIS2104 CIS2109 CIS2110 CIS2112 CIS2116 CIS2117 CIS2118 CIS2137 CIS21 GRADUATE ENTERPRISE COMPUTER SYSTEMS ARCHITECTURE OBJECT ORIENTED PROGRAMMING PHYSICAL COMPUTING: INPUT & OUTPUT COMPUTER NETWORKS TEAM PROJECT PROGRAMMING LANGUAGES: THEORY TO PRACTICE PROGRAMMING LANGUAGES: INSPIRING CREATIVITY EMPLOYABILITY WITH PLACEMENT MOBILE APPS Written (inc Essay) Practical Written Examination Written Examination PR1 EX1 EX report 1 1 task 1 project work task hrs 1 report Hour Exam project 50 Technica l report Mobile applicati on develop ment and report

9 CIS2141 CIS27 DATABASE FUNDAMENTALS ENTREPRENEURSHIP Class Test Written (inc Essay) Equivale nt to approxi mately 1500 Concept ual, logical and physical database design equivale nt to approxi mately 1500 equivale nt to approxi mately 3500

10 c) LEVEL 6 CIS3104 CIS3105 CIS3106 CIS3110 CIS3115 CIS3116 CIS3119 CIS3126 CIS3132 MOBILE APPLICATION DEVELOPMENT EMBEDDED SYSTEMS PHYSICAL COMPUTING: AUTONOMOUS DEVICES DISTRIBUTED SYSTEMS LEGAL, SOCIAL, ETHICAL & PROFESSIONAL ISSUES IN COMPUTING APPLICATION FRAMEWORKS ADVANCED DATABASES MOBILE WEB APPLICATION DEVELOPMENT INTELLIGENT SYSTEMS 10 Written (inc Essay) Written Examination EX1 CW3 Academi c Paper - Individua l work Mobile applicati on develop ment and report Design 50 from requirem ents 50 of tutorial work individua l project work 2 hours 1 individua l report report 50

11 CIS3134 d) LEVEL 7 CIS4108 CIS42 CIS44 CIS45 CIS46 EMBEDDED SYSTEMS SOFTWARE DEVELOPMENT RESEARCH & DEVELOPMENT PROJECT INTERFACE PROGRAMMING RESEARCH METHODS PROGRAMMING LANGUAGES: CONSTRUCTS AND DATA STRUCTURES PROGRAMMING LANGUAGES: LOGICAL AND FUNCTIONAL PROGRAMMING 10 Group work with individua l element s: weighted individua l assignm ents leading to a final group report and software deliverab le(s) negotiat ed 1 protoype NON-MODULAR TEACHING AND LEARNING ACTIVITIES LEVEL 4 Category Hours Description Rationale Scheduled learning Tutorial 12 Induction at first week Induction Scheduled learning Practical Classes 48 Timetabled student support Programming requires support and Workshops sessions 2hr pw/24 weeks to help identify errors. Scheduled learning Tutorial 1 Personal tutor meetings Induction, PDP 4x15mins research proposal

12 Total Hours of Non-Modular Teaching & Learning Activities 61 LEVEL 5 Category Scheduled learning Scheduled learning LEVEL 6 Category Scheduled learning Scheduled learning Scheduled learning Scheduled learning Tutorial Supervised time in studio/workshop Total Hours of Non-Modular Teaching & Learning Activities Tutorial Lecture Lecture Lecture Hours.5 5 Hours Description Personal tutor meetings 2x15mins Employability day Description Personal tutor meetings 2x15mins Careers/Employability 1hr pw/ weeks Guest lectures 2x1.5hrs on average Mock assessment centre Total Hours of Non-Modular Teaching & Learning Activities Rationale PDP / Employability, Guidance Employability, PDP 5.5 Rationale Guidance, PDP Employability Enrichment Employability INTENDED MARKET