National College of Ireland Certificate in Mobile & Cloud Gaming

Transcription

1 National College of Ireland Certificate in Mobile & Cloud Gaming Table of Contents 1 Panel Report Declaration of Completeness of Response by Panel Chair Programme Team Response Programme Schedule: Certificate in Mobile & Cloud Gaming NCI Memo on Context of Validation

2 1 Panel Report PANEL OF EXPERTS REPORT 1.1 PART I: PREAMBLE Details of Validation Event PROVIDER National College of Ireland DATE OF VISIT 1 st April 2014 PROGRAMME(S) EVALUATED PROGRAMME (S) RECOMMENDED FOR APPROVAL PANEL OF EXPERTS Certificate in Mobile & Cloud Gaming, Level 8, 30 ECTS Certificate in Mobile & Cloud Gaming, Level 8, 30 ECTS Dr Dermot Douglas, Higher Education Consultant, Chair Dr Mark Dunlop, School of Computing, University of Strathclyde Mr John Dempsey, Faculty of Creative Technologies, Dun Laoghaire Institute of Art, Design & Technology Mr Mark Deegan, School of Computing, Dublin Institute of Technology Mr Neil O Keefe, Eircom In attendance: Sinéad O Sullivan, Director of Quality Assurance & Statistical Services, NCI (Rapporteur) Summary The Expert Panel, having reviewed the documentation presented by NCI and considered the responses of the programme team during the course of the site visit; recommend approval of the following programme Certificate in Mobile & Cloud Gaming with four (3) conditions and three (2) recommendations Context This validation process was undertaken with the agreement of QQI under its policy for the devolution of responsibility for validation sub processes which is outlined in Core Validation Policy & Criteria 2010, revised 2013 (p15). The devolution of responsibility for validation sub processes (DRSVP) at National College of Ireland applies to taught programmes up to level 9 of the National Framework of Qualifications that are developed and delivered solely by NCI within the jurisdiction of the Republic of Ireland. Programme disciplines are restricted to Business and Computing and programmes validated using this process are currently agreed with QQI on a case 2

3 by case basis. The validation event proceeded without receipt of a desk review report from QQI. The panel members were nominated by NCI using criteria agreed with QQI. A representative of the Quality Assurance & Statistical Services (QASS) Office co-ordinated provision of submission documentation and the validation event. It provided administrative support to the panel during the event as rapporteur. This representative was not a member of the panel nor did she take part in the deliberations of the panel. The QASS office acted as liaison between the panel and the programme team members in relation to the issuing of the panel s report and the programme team s response to that report. This report is the agreed report of the panel members. 1.2 PART II: REPORT OF PANEL OF EXPERTS Introduction The National College of Ireland (NCI) has two schools Business and Computing. Both schools provide a range of education programmes which are validated by QQI from level 5 to level 10 on the National Framework of Qualifications. The College has a diverse learner profile of approximately 3,500 learners. Of these, approximately 50% are part-time. The programme submission documents and the programme teams self-evaluation of the programmes were made available to the panel. A desk review report had not been received from QQI and was therefore not considered by the panel in its deliberations Examination of Programmes The panel met with staff of NCI involved in the design of the programme, to examine the programme submission against the criteria for the validation of programmes as stipulated by the QQI board. In this regard, the QQI s Core Validation Policy and Criteria, 2010, revised 2013 was used by the Panel. The panel was presented with extensive and comprehensive documentation. There were some technical errors in the documentation which require correction Development and publication of explicit intended learning outcomes The programme submission documents, together with the outcome of discussions with NCI staff articulated the target learners prerequisite learning and any other relevant assumptions about programme participants. The programme is designed as a minor award in association with the Higher Diploma in Science in Computing. The programme learning outcomes are appropriate to the level and were designed using QQI s award standards for Computing at level 8 of the National Framework of Qualifications Programme content, design and learning environment 3

4 The programme content and learning environment are appropriate to the programmes intended learning outcomes and that the module learning outcomes are aligned to the programme learning outcomes. The programme team that the panel met is competent to enable learners to achieve the intended programme learning outcomes and to assess their achievements, in accordance with QQI s Assessment and Standards The panel is satisfied that the School of Computing has sufficient resources within its current full-time and associate faculty to appropriately resource the programme. Members of the panel visited the College library which also houses Assistive Technology resources for learners, teaching spaces, hardware lab and the Cloud Competency Centre and is satisfied that these resources are appropriate to these programme and learner population. Comment on Programme Modules Software Development The panel is satisfied that the content and assessment strategy is appropriate. In addition, the panel requires that testing and debugging is included as a learning outcome in this module Web Design The panel is satisfied that the learning outcomes, content and assessment strategy is appropriate. No further comment was made. Cloud Gaming The panel is satisfied that the learning outcomes, content and assessment strategy are appropriate and that it should be used as a basis of teaching Cloud Computing using games. Graphics & Animation for Devices The panel is satisfied that the learning outcomes, content and assessment strategy are appropriate. No further comment was made. Mobile Games Development The panel is satisfied that the learning outcomes, content and assessment strategy are appropriate. No further comment was made Enabling the achievement of the intended programme learning outcomes The panel is satisfied that learners will be able to meet the programme learning outcomes using the delivery mechanisms and patterns as described by the programme team Actions and procedures for access, transfer and progression for learners The Panel was satisfied that the procedures for access, transfer and progression are consistent with national policy. However, the panel also felt that the documentation would benefit from a better articulation of its rationale, particularly in relation to the career trajectory of learners coming on the programme from other disciplines. During the course of discussions, the programme team demonstrated evidence that learners on similar programmes can achieve positions similar to graduates from traditional four year programmes and that learners on programmes such as these bring with them a wealth of experience from other areas which can combine with the learning outcomes of these programmes to make them very employable within a new sector. The programme s use of ECTS (credit) and provisions for Recognition of Prior Learning (RPL) is 4

5 consistent with QQI s Assessment and Standards 2009 and with relevant national policy including: i. NQAI s Principles and Operational Guidelines for the Implementation of a National Approach to Credit in Irish Higher Education and Training 2006 ii. NQAI s Principles and Operational Guidelines for the Recognition of Prior Learning in Further and Higher Education and Training Education and training needs The panel is satisfied that these programmes satisfy a current need in the Irish education market.. The programme documentation included a comprehensive analysis of the benchmarking exercise undertaken Programme viability The Panel was satisfied that the programme is consistent with the provider s mission and strategy. The panel heard the projections for student intake over a 5 year period. The panel were also presented with the information on the potential market for the programmes. Furthermore, it noted that the provider had presented a viable delivery/business-plan for the programme. This programme may be offered on a standalone basis or as an exit award for those who fail to complete the Higher Diploma in Computing (subject to elective choice) Learner Protection NCI s policy is that once a programme has commenced, the programme will be completed for all learners enrolled. NCI is currently in the process of arranging learner protection to allow learners to transfer to other institutions for all of its programmes as it was not previously subject to this legislation as a not-for-profit organisation. Until these arrangements are in place, NCI will place sufficient funds in a blocked account to allow refund of all fees as required as required by the Qualifications & Quality Assurance Act 2012, 65(4b), for each cohort of this programme submitted for validation until the cohort has completed its study programme and assessment or until such time as an agreement is made with two alternative providers to allow learners to transfer to a similar programme Assessment of learners The panel is satisfied that the learners will be appropriately assessed and underpins the achievement of the relevant standard of knowledge, skill and competence Quality Assurance Arrangements The panel is satisfied that NCI has appropriate quality assurance arrangements in place and that no new quality assurance arrangements are required for these programmes. The documentation submitted demonstrated that the programme development followed rigorous institutional quality assurance to ensure that it conforms with strategy, stakeholders had been consulted with, had clearly identified resource requirements, and had undergone internal review prior to submission. 5

6 Ethics It is expected that providers will have procedures in place to ensure that any teaching and learning or research activity at any level shall be conducted in a manner that is morally and professionally ethical. The panel was satisfied that this requirement has been met in respect of the proposed programmes Programme Titles and Award Titles.The panel has accepted the revised programme title and award as proposed as being appropriate and consistent with QQI policy for the naming of awards. 1.3 PART III: RECOMMENDATION/COMMENT FOR THE ATTENTION OF THE ACADEMIC COMMITTEE The panel of experts recommend the validation of the following programme: NFQ Level Level 8 Programme Title Certificate in Mobile & Cloud Gaming ECTS 30 ECTS Award Type Minor Award Subject to: Council s general conditions of approval Conditions C1. The rationale for the programme is rewritten to highlight the different career trajectories that learners on this programme may expect due to their different experiences, which are different to those of graduates from 4 year degrees C2. Testing & Debugging is added to the learning outcomes for Software Development C3. That the College develop a policy for the use of software collaborative tools such as github, to cover submission and assessment of code based electronic materials. C4. References to work-placement should be removed from the documentation Recommendations 6

7 R1. That the College investigates the implementation of facilities to assist in the development of Apple OSX and IOS software R2. The required reading lists should be curtailed to 2 required texts. Appendix 1 Staff Met Dr Phillip Matthews, President Prof. Jimmy Hill, Vice President Academic Affairs & Research Dr Pramod Pathak, Dean School of Computing Mr. John McGarrigle, Registrar Dr. Cristina Muntean, Mr Paul Stynes, Vice Dean, School of Computing Mr. Michael Bradford, Dr. Anu Sahni Dr. Horacio Gonzalez Velez, Head Cloud Competency Centre Mr. Vikas Sahni Mr Ron Elliot Mr Jonathan McCarthy Mr Frank Slyne Dr Keith Maycock Dr Paul Hayes Mr Eugene McLaughlin Ms Frances Sheridan 7

8 2 Declaration of Completeness of Response by Panel Chair 8

9 3 Programme Team Response Validation of Certificate in Mobile & Cloud Gaming (Level 8) Programme Team Response The programme team for the proposed Level 8 Certificate in Mobile & Cloud Gaming programme like to express their appreciation of the Expert s Panel deliberations and feedback. The Level 8 Certificate in Mobile & Cloud Gaming programme presented to the External Panel has undergone a set of considered amendments based on the panel s feedback and the conditions and recommendations relating to the proposed programme. Responses to each of the conditions and recommendations made by the panel follow: 3.1 Conditions C1: The rationale for the programme is rewritten to highlight the different career trajectories that learners on this programme may expect due to their different experiences, which are different to those of graduates from 4 year degree Response: Section 6.2 Rationale was rewritten to better tailor to the programme goal and be different from the Rationale for the Higher Diploma in Science in Computing. Subsection Employment Potential for the Programme s Graduates was extended with the following paragraph. This Certificate in Mobile and Cloud Gaming will enable to develop the theoretical, practical, and cognitive knowledge and skills required for working in the IT and mobile games development sector. The modules for the course were chosen to suit the needs of this sector and thus securing future employment for graduates where they will be capable of creating mobile games and mobile game services on the cloud. The graduates are expected to apply theories such as games mechanics and dynamics using state of the art native and cross-platform mobile development approaches. As graduates from other disciplines and with work experience, learners will have life skills and experiences that that they will bring with them on the programme and into a new subject domain. Therefore they are eligible for a number of roles. They could work in positions that are in line with their skills but in the ICT sector. For example a sales person completing this course may expect to take up a position as a sales person in the ICT sector. They can also work in their primary experience/ qualification domain related job by applying Information Technology knowledge gain though this programme. 9

10 A graduate from a 4 year degree would be able to take on broader roles such as a software engineer or application developer. The programme introduction (Section 2) was also further elaborated: This programme was designed to target the following categories of people: Graduates of non-cognate disciplines that would like to change their non-it qualification into Computer Science field though a Level 8 award in Computing. Government funded and self-funded unemployed people that would like to upgrade their skills and knowledge in order to increase their employment potential being eligible for jobs in the IT sector non-technical professionals who would like to upgrade their skills this specific area of mobile games development. C2: Testing & Debugging is added to the learning outcomes for Software Development (7.1.3) The following Learning Outcome was added to the Software Development Module. LO7. Apply effective debugging and testing strategies as appropriate, throughout the development process C3. That the College develop a policy for the use of software collaborative tools such as github, to cover submission and assessment of code based electronic materials. The programme team has discussed this condition and has decided that the GitHub collaborative tool will be used across all modules (that involve a project in the assessment) to enable students to work on projects development. It will also improve the transparency of projects for markers as it will enable them to clearly identified the work carried out by individuals as part of the project and to ensure that all team members are pulling their own weight in the team project. The folowing changes were done in the document: - Section Teaching and Learning Strategies was extened (at the end) to provide details regarding the usage of colaborative tools: A number of Modules involve the development of an individual or group based project as part of the assessment. The programme team has decided the GitHub collaborative tool will be used across all modules to enable students to work on projects development. 10

11 It will also improve the transparency of projects for markers as it will enable them to clearly identified the work carried out by individuals as part of the project and to ensure that all team members are pulling their own weight in the team project. - Module Teaching and Learning Strategy section, part of a module descriptor was updated for each module ( that has a project based assessment element), clearly indicating the usage of the GitHub collaborative tool. C7. References to work-placement in the documentation should be removed. The document has been checked. Any text reference to work placement was removed. 3.2 Recommendations R1: That the College investigates the implementation of facilities to assist in the development of Apple OSX and IOS software. Response: The College has investigated implementation of facilities to assist in the development of Apple OSX and IOS software. The college will support the complete spectrum of apps development from native apps to hybrid apps for iphone, ipads, and imac. This also includes ios development on Windows. The faculty will be provided with Mac labltops and the lab will have imacs for development. Initial testing will be done on emulators. The students may use devices such as the iphone and ipad for final testing before publishing on Apple Store. The environment will consist of native apps for ios, Xcode, ios Developer University Program, OS X Mavericks, mobile web apps, hybrid apps and programming on windows for ios apps. Native apps are installed through an application store (such as Google Play or Apple s App Store). They are developed specifically for one platform, and can take full advantage of all the device features they can use the camera, the GPS, the accelerometer, the compass, the list of contacts, and so on. They can also incorporate gestures, sensors, finger print recognition (either standard operating-system gestures or new, app-defined gestures). And native apps can use the device s notification system and can work offline. Xcode will be provided to students so that they have a complete developer toolset for building Mac, iphone, and ipad apps. The students will have the Xcode IDE, performance analysis tools, ios Simulator, and the latest OS X and ios SDKs that will help them build and test apps easily. The Apple University Program allows access to the ios SDK and testing apps on ios devices. This University Program introduces ios development into the curriculum. NCI are committed to provide OS X and Xcode with the latest OS X SDKs installed on the Mac to build apps for OS X Mavericks. Mobile Web apps are run by a browser and typically written in HTML5. The curriculum will cover how to build mobile web apps that use swipe to move on to new sections of the app, access some features offline, use GPS, and the tap-to-call feature. Camera API may also be included. The lab already have systems in place to support mobile apps development for iphone and ipads. Hybrid apps are part native apps, part web apps.they allow cross-platform development. Tools such as PhoneGap and Sencha Touch will be available to students who want to 11

12 build hybrid apps for iphone and ipads which will allow them to design and code across platforms, using the power of HTML. A framework will be provided to students who are windows based developers and want to program in JavaScript, C++, or C# to develop ios apps. A sample of the more popular frameworks are Appcelerator; Xamarin; Adobe Air; Marmalade; and Unity. R2: The required reading lists should be curtailed to 2 required texts. All module owners have revised the Reading List section ( in particular the Required Reading) part of the module descriptor. Only two books are now listed for each module. 12

13 4 Programme Schedule: Certificate in Mobile & Cloud Gaming Name of Provider Programme Title (i.e. named award) Award Title (HETAC named award) Stage Exit Award Title Modes of Delivery (FT/PT/ACCS/BLENDED/OC etc) Award Class Award Award NQF EQF Level Level National College of Ireland Certificate in Mobile and Cloud Gaming Certificate in Mobile and Cloud Gaming FT, PT, OC, Blended, ACCS Stage Stage NQF Level Stage EQF Level Stage Credit (ECTS) Date Effective Minor 8 6 Award September 2014 R Module Title Semeste Module ECTS Total Student Effort e f r Status (M/E) NQF Level Credit Number Total Hour Conta ct Independe nt CA % ISCED Subject Code Allocation of Marks Project Final Total % % % s Hours Learning Software Development 1 M % 20% 50% 100% Web Design 1 M % 60% 100% Cloud Gaming 2 M % 60% 100% Graphics and Animation for Devices Mobile Game Development Special Regulations: 2 M % 40% 0% 100% 2 M % 60% 0% 100% 13

14 5 NCI Memo on Context of Validation National College of Ireland Certificate in Mobile & Cloud Gaming (Level 8, 30 ECTS) This programme was evaluated using QQI s policy for devolution of validation subprocesses.. A desk review had not been received from QQI, however permission to proceed with the panel was given. Membership of the Expert Panel was agreed with QQI s Programme Accreditation Unit. No member of the panel has indicated a conflict of interest and has signed a declaration to that effect. The panel considered the programme s submission documents, self-evaluation report. The final report was agreed by the panel. The programme team s response to the Expert Panel s agreed report has been considered by the panel and the Chair has indicated in the final report that the panel is happy that the conditions of the report have been fulfilled and that the programmes should be recommended to QQI for approval. John McGarrigle Registrar & Company Secretary 12 th May

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