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School of Computing and Mathematical Sciences

BSc Computing (Stage 3)

Programme Document

March 2012

Table of Contents
1 2 3 4 5 6 INTRODUCTION ......................................................................................................................... 4 PROGRAMME SPECIFICATION ............................................................................................ 4 PROGRAMME STRUCTURE AND OVERVIEW .................................................................. 4 DELIVERY OF THE PROGRAMME ....................................................................................... 5 COHORTS AND ASSESSMENT POINTS ................................................................................ 5 ENTRY QUALIFICATIONS ...................................................................................................... 5 6.1 6.2 6.3 7 STANDARD ENTRY QUALIFICATIONS .......................................................................................... 5 NON-STANDARD QUALIFICATIONS ............................................................................................. 5 LEVEL OF ENGLISH ..................................................................................................................... 6

ADMISSIONS PROCEDURE ..................................................................................................... 6 7.1 7.2 COLLABORATIONS ADMISSIONS PANEL ...................................................................................... 6 MINIMUM AGE ............................................................................................................................ 6

SCHOOL ADMINISTRATION OF THE PROGRAMME ...................................................... 6 ROLES AND RESPONSIBILITIES .............................................................................................................. 7 8.1.1 Director for International Collaborations ........................................................................ 7 8.1.2 CMS Regional Link Tutor ................................................................................................. 7 8.1.3 CMS Collaborations Officer ............................................................................................. 7

9 10 11

RESPONSIBILITIES OF APPROVED CENTRES .................................................................. 7 TAUGHT REGULATIONS AND APPEALS ............................................................................ 8 TEACHING AND ASSESSMENT STRATEGY ....................................................................... 8 11.1 ASSESSMENT .......................................................................................................................... 9

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ASSESSMENT PROCEDURE .................................................................................................... 9 12.1 EXAMINATION BOARDS.......................................................................................................... 9

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LEARNER RESOURCES ............................................................................................................ 9 13.1 13.2 13.3 13.4 LEARNER RESOURCE MATERIALS ........................................................................................... 9 ON-LINE LECTURE MATERIALS ............................................................................................. 10 ADDITIONAL LEARNER RESOURCES ...................................................................................... 10 OFF-CAMPUS SERVICES CONTACT AND REMOTE SUPPORT (OSCARS) ............................... 10

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DEALING WITH STUDENT QUERIES ................................................................................. 10 14.1 14.2 QUERIES RELATED TO THE TOP-UP PROGRAMME .................................................................. 10 QUERIES CONCERNING UNIVERSITY SERVICES ..................................................................... 11

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INFORMATION FOR STAFF AND STUDENTS .................................................................. 11 15.1 15.2 WEB SITE FOR COLLABORATIONS ........................................................................................ 11 ELECTRONIC FORUMS .......................................................................................................... 11

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CMS SCHOOL QA VISITS TO APPROVED CENTRES ..................................................... 11 OBTAINING STUDENT FEEDBACK .................................................................................... 11 FEEDBACK ON ASSESSMENT .............................................................................................. 12 18.1 FEEDBACK TO TUTORS AT APPROVED CENTRES .................................................................... 12

BSc Computing Programme Document March 2012

18.2 19 20

FEEDBACK TO STUDENTS ..................................................................................................... 12

EXTERNAL EXAMINERS ....................................................................................................... 12 QAA SUBJECT BENCHMARKS ............................................................................................. 12 20.1 BENCHMARKING STANDARDS .............................................................................................. 13 20.1.1 Threshold level ........................................................................................................ 13 20.1.2 Typical level ............................................................................................................. 13 20.1.3 Excellence ................................................................................................................ 14

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APPENDIX A - PROGRAMME SPECIFICATION ............................................................... 15 APPENDIX B - COURSE SPECIFICATIONS ........................................................................ 20 22.1 22.2 22.3 22.4 22.5 22.6 22.7 COURSE TITLE: SOFTWARE ENGINEERING ........................................................................... 21 COURSE TITLE: DATABASE DESIGN & IMPLEMENTATION ..................................................... 24 COURSE TITLE: DISTRIBUTED INFORMATION SYSTEMS........................................................ 27 COURSE TITLE: INFORMATION SYSTEMS ENGINEERING ....................................................... 30 COURSE TITLE: IT PROJECT AND QUALITY MANAGEMENT .................................................. 33 COURSE TITLE: APPLICATION DEVELOPMENT FOR MOBILE DEVICES .................................. 35 COURSE TITLE: SYSTEMS PROGRAMMING............................................................................ 37

BSc Computing Programme Document March 2012

1 Introduction
The BSc Computing (Stage 3) is an Ordinary Degree top-up programme developed for delivery at FPT University in Vietnam. The programme consists of 60 credits at level 5 and 60 credits at level 6. The programme was designed as a top-up degree for students studying the APTECH Higher Diploma in Software Engineering at FPT APTECH centres across Vietnam. The APTECH HDSE is rated as being equivalent to level 4 / level 5 which makes it unsuitable as a qualification for direct entry onto an honours top-up degree. Although there was an option for FPT to offer the APTECH Advanced Diploma in Software Engineering as a further year following on from the HDSE, the view was that students in Vietnam prefer to join a degree programme following the HDSE and degree programmes in Vietnam (and also in Australasian universities) are normally three year degrees and are equivalent to a UK Ordinary Degree. The decision to offer an ordinary Degree was therefore determined by the prevailing market forces in Vietnam at that time.

2 Programme Specification
The programme specification is given in Appendix A.

3 Programme Structure and Overview


Level 6 COMP1303 Distributed Information Systems (15 credits) COMP1304 Information Systems Engineering (15 credits) COMP1305 IT Project & Quality Management (15 credits) COMP1302 Database Design & Implementation (15 credits) Level 5 COMP1564 Systems Programming (15 credits) COMP1158 Software Engineering (30 credits)

COMP1550 Application Development for Mobile Devices (15 credits)

The level 5 and level 6 courses are validated courses on the BSc (Hons) Computing which has been offered in the School of Computing and Mathematical Sciences since 1993. In 1998, in response to the demand from holders of Higher and Advanced Diplomas in Computing and IT, it was decided to extend the delivery of the final year to both on-campus and off-campus students. The programme aims to be in-line with recent developments in computing and the
BSc Computing Programme Document March 2012

current market trends with requirements for new technologies and web-based applications in particular.

4 Delivery of the Programme


The normal duration of the programme is one academic year for full-time mode and two academic years for part-time mode. The School will agree an appropriate delivery structure with each Centre, as well as the number of student intakes allowed each year. As a norm, it is expected that Centres will run a balanced number of courses over the semesters in which the programme runs, and that students will be introduced to the project course at a point in the programme early enough to allow them sufficient time to prepare for their project.

5 Cohorts and Assessment Points


Each of the courses on the Ordinary degree programme is studied in a single semester. In order to allow centres to be flexible with their recruitment and programme delivery, there are two assessments points in the year, one in May/June and one in November/December. Correspondingly, centres would have one or two intakes a year which would normally be around Aug/Sep and Dec/Jan.

6 Entry Qualifications
Applicants with a recognised Higher Diploma in a Computing or IT related discipline will be considered for direct entry onto a top-up degree programme. Applicants must also be able to demonstrate an appropriate level of English. 6.1 Standard Entry Qualifications Certain entry qualifications are designated as standard qualifications. Centres are permitted to make offers to students with standard qualifications, which currently include: APTECH Higher Diploma in Software Engineering Vietnamese Higher Diploma Computer Programming (Bang Cao Dang Lap Trinh May Tinh) Other qualifications are evaluated and if they are considered to be at the right level and compatible with the top-up degree in terms of their content then they are added to the list of standard qualifications. 6.2 Non-Standard Qualifications Students with qualifications that are considered to be of an appropriate standard and suitable for entry to the final year of the BSc Computing will also be considered. If accepted, the performance of these students will be monitored. Centres will be asked to provide an analysis of the performance of students accepted with non-standard qualifications in their Programme Monitoring Report (PMR) which is submitted to the University each year. Additional qualifications may be added to the list of standard ones as a result of the analysis provided in the PMRs.

BSc Computing Programme Document March 2012

6.3 Level of English Students who have not studied their entry qualification in English must have an appropriate English qualification such as IELTS 6.0, TOEFL (550) or equivalent, or be able to demonstrate an equivalent level of English. A useful guide would be for example, whether an applicant had studied their previous qualifications completely in English, and if so, for how long. A minimum of two years is expected. With approval from the CMS School, centres may carry out alternate English tests locally.

7 Admissions Procedure
With effect from September 2012, students will complete a special online application for overseas collaborations. The Link Tutor at a centre will check the qualifications uploaded to the admissions system and verify that the originals have been sighted. The CMS collaborations office will check forms and confirm eligibility via the Electronic Admissions System. Centres will be permitted to make offers to students who meet the standard entry qualifications. Applications from students with non-standard entry qualifications must be forwarded to the CMS School for a decision before teaching commences. 7.1 Collaborations Admissions Panel All applications for CMS programmes made through the online admissions system are verified by the School as part of the admissions process. A Collaborations Admissions Panel chaired by the Director for International Collaborations (or his nominee) and consisting of one or more Link Tutors and/or Collaborations Officers, meets regularly to assess all non-standard applications and any applications which may require further consideration. 7.2 Minimum Age There is no minimum age for entry to the programme, however the University has a duty to safeguard the needs of students under 18 years of age. Centres recruiting students under the age of 18 will be asked to outline how their needs will be accommodated. This information should be inserted into the relevant section of the student handbook template.

8 School Administration of the Programme


The School has an established Collaborations Office which deals with all the Schoolbased administration needs of collaborative programmes. Academic staff manage the academic side of Collaborations and carry out the roles of Regional Link Tutor, Programme Leader, and Director for International Collaborations. Each approved centre is required to nominate a Link Tutor. This person is responsible for managing the programme locally and is the first point of contact for all queries and communications regarding the management and day-to-day running of the scheme.

BSc Computing Programme Document March 2012

Roles and Responsibilities The School has identified a number of roles within the collaborations process: Director for International Collaborations, Link Tutor, Programme Leader, Course Coordinator and Collaborations Officer. Indicative responsibilities for these roles, and for approved centres, are set out below. 8.1.1 Director for International Collaborations Liaise with the Universitys Educational Partnership Unit regarding the Memorandum of Agreement and the Financial Memorandum Be responsible for instigating new collaborative proposals Oversee the task of keeping Programme Documents up-to-date. Oversee the approval of new centres Oversee all activities within the Collaborations Office Oversee the activities of all Regional Link Tutors and Programme Leaders for collaborative programmes Act as the Schools representative on matters relating to computing collaborations Review the AMRs submitted by centres 8.1.2 CMS Regional Link Tutor Be responsible for collaborations at designated approved centres Make decisions on non-standard applications Liaise with Link Tutors at centres Carry out QA visits to centres

8.1.3 CMS Collaborations Officer Be responsible for the administration of the overall assessment process for collaborative programmes which involves the timetabling, setting, marking and moderation of courseworks, examinations and projects Liaise with the Student Records team in the Office of Student Affairs as needed in order to keep students records accurate and up-to-date Liaise with the Universitys Finance Office in order to raise fee invoices and recover debt Manage the admissions process and liaise with Admissions and the Office of Student affairs to ensure that students are properly registered Provide administrative support to all aspects of collaborations managed by the School
Responsibility for courses and for programmes rests with the designated course coordinators and with the Programme Leaders appointed by the School.

9 Responsibilities of Approved Centres


The main responsibilities are normally set out in brief in the Memorandum of Agreement. Responsibilities typically include:

BSc Computing Programme Document March 2012

Mark courseworks and examination scripts using the marking guides provided and send marked examination scripts to the CMS Collaborations Office for moderation; Mark projects using the project assessment forms provided; Keep a record of the local marks for each course; Provide copies of minutes from all programme committee meetings; Seek approval from the CMS School for new staff to teach on the programme and provide CVs for these staff Submit an Annual Monitoring Report in accordance with University of Greenwich guidelines; Provide timetables and programme delivery information required for student registration. Complete continuing student registration forms indicating which courses each student will take in each semester; Advise students regarding extenuating circumstances and requests for assessments to be deferred; check all extenuating circumstances forms before submission to the Collaborations Office; Advise students on what is meant by Withdrawal and Interruption of Studies and whether and when they should apply for these.

A full list of responsibilities of all partners is listed in the relevant Annex of the Memorandum of Agreement.

10 Taught Regulations and Appeals


The University of Greenwich Regulations for Taught Awards will apply in addition to any CMS School Programme Regulations. Information on regulations and appeals and where to find further details on the Universitys Web site is given in the Student Handbook and on the CMS Collaborations Web site.

11 Teaching and Assessment Strategy


The teaching strategy should emphasise the importance of helping students to acquire the necessary learning skills for study at final year undergraduate level. Students should be able to develop both academic and practical skills and be able to apply theory and practice in academic investigation and in the development and application of computer systems and technology in a business enterprise. Study at the level of a final year honours degree should encourage analytical and evaluative skills that enable students to reflect critically on their work and the work of others. Teaching methods will include lectures, small class tutorials and practical workshop and laboratory exercises. Students will be expected to engage in unsupervised study to a greater extent than at diploma and higher diploma levels. The Internet and other communication technologies (which may include broadcasting lectures using video conferencing and other technologies) will be used where possible to support the delivery of course material.

BSc Computing Programme Document March 2012

11.1 Assessment Coursework and examinations will be used to assess the learning outcomes of individual courses. The assessment strategy for a course is set out in the course specification.

12 Assessment Procedure
Examinations and courseworks are set by academic staff in the CMS School. Centres will mark courseworks and examination scripts, using the detailed marking guides provided, and under guidance from the CMS School. Where a centre has responsibility for marking examination scripts the samples of examination scripts will be sent to the CMS School for moderation together with a spreadsheet of the marks. The School reserves the right to require that all examination scripts be forwarded to the CMS School. Students will be required to submit their coursework in electronic format by uploading it to a server hosted by the CMS School. Full instructions on how to do this, the deadlines for submission for each assessment and the penalties for late submission will be provided in the Student Handbook and will also be available from the CMS Collaborations Web site. 12.1 Examination Boards The University holds a Subject Assessment Panel (SAP) and a Progression and Awards Board (PAB) for each programme. The final marks for each course for a programme will be presented to a Subject Assessment Panel for verification. Following the SAP, the full set of marks for each student on the programme will be presented to a Progression and Awards Board which will decide whether a student may proceed to the next stage of the programme or in the case of a completing student, whether that student has met the requirements for an award. The PAB will also determine whether a student may be deferred in one or more assessments, and whether a student has failed one or more assessments and the manner of retrieval of the failed assessments. SAPs and PABs will be held at the Maritime Greenwich Campus in July and February each year and staff at approved centres will be invited to attend.

13 Learner Resources
13.1 Learner resource materials A set of teaching and learning support materials for each course is available on the collaborations website. Course specifications giving the aims and learning outcomes for courses, outline syllabus content, and learning and assessment strategy are provided. Most courses have been developed around a core text book which is normally supported by additional materials provided by the publisher. These typically include overhead transparencies, instructors recourses, and students resources. Usernames and passwords to instructors areas are available.

BSc Computing Programme Document March 2012

13.2 On-line lecture materials Course lectures developed using Microsoft PowerPoint are available to be viewed and downloaded by staff and students. Students may download lectures in PDF format whilst staff may download lectures in PPT format to use in their lectures and to modify them as they wish. As an additional aid to teaching, presentations using Adobe Presenter with full audio commentary from lecturers in the CMS School are available for level 6 courses to lecturers at centres. 13.3 Additional learner resources Additional material available from the Collaborations web site includes; Tutorial exercises recommended by the course coordinator Past examination papers from each previous assessment point Sample solutions for selected level 6 examination papers

13.4 Off-Campus Services Contact and Remote Support (OSCARS) The off-campus users support group OSCARS was created in 2004 in recognition of the distinctive support needs of this important and growing category of users. OSCARS is intended to complement and promote the many existing services and support arrangements for users working exclusively or predominantly away from the Universitys campuses. It will develop new services for off-campus users and drive forward the equity of provision with on-campus users. OSCARS will provide a single point of entry into the various existing and future information sources and services, in effect transferring these to the users location. The OSCARS web site is at http://www.gre.ac.uk/offices/ils/ls/services/oscars. Enquiries can be made via an on-line form (students) or by email (staff): Students should submit queries using the ILS support request form: www.gre.ac.uk/ils/helpme Staff should submit queries by email to the IT Helpdesk: helpdesk@gre.ac.uk.

14 Dealing with student queries


The School recognises the importance of making the learning experience of students at remote sites as similar as possible to students attending at the University of Greenwich. Although off-campus students will enjoy the same rights as on-campus students with regard to contacting University staff and University Departments directly, it is desirable that students discuss any problems with their Link Tutor first. 14.1 Queries related to the top-up programme The Link Tutor may forward student queries to the CMS Collaborations Office for advice. This will ensure that student queries are dealt with effectively by staff familiar with collaborations in CMS. Further facilities for staff and students to contact tutors in CMS are provided through the CMS electronic forums for staff and students at approved centres.

BSc Computing Programme Document March 2012

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14.2 Queries concerning University services Students and staff should contact OSCARS directly. Alternatively, they may contact the CMS Collaborations Office.

15 Information for staff and students


15.1 Web Site for Collaborations The CMS School maintains a Collaborations Web site for the staff and students at approved centres. The Web site is used to provide general information such as examination dates, links to University-wide information, programme-specific information and learner resource materials. There are separate staff and student intranets requiring different login IDs and passwords. The School now maintains a log of the accesses to the Web site made by each centre. The log differentiates between accesses made by staff and accesses made by students. These statistics can then be forwarded to centres. 15.2 Electronic Forums Two electronic bulletin boards have been set up, one for teaching staff at approved centres and one for students. These are intended to provide staff and students at different centres with the opportunity to communicate on common subject areas and to disseminate examples of good practice. Likewise, students at different centres can also discuss aspects of the programme and share ideas. Both bulletin boards will be accessible to CMS staff who will be able to contribute to any discussion threads. The forums will be monitored on a regular basis.

16 CMS School QA Visits to Approved Centres


In normal circumstances, academic staff in CMS will carry out annual quality assurance visits but in the first year of running the programme it is normal to undertake at least two visits. CMS staff will talk to staff and students at the centre and may contribute to the teaching or observe teaching taking place. CMS staff will complete a report following each visit to a centre. The report will include an action plan to be followed up. A copy of the report will be sent to the centre concerned. The CMS School may hold video-conferencing sessions in addition to the annual visits.

17 Obtaining Student Feedback


The School has an online survey system for students to give structured feedback at the end of each year, on the courses that they take. This system has been extended to all students on international collaborations. The survey results can be aggregated and different views provided to designated managers within the School. Additional mechanisms for obtaining students feedback include: Meetings with students during annual QA visits to centres

BSc Computing Programme Document March 2012

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Minutes of programme committees held at each centre Summarised comment provided in the Programme Monitoring Report

18 Feedback on Assessment
Course co-ordinators will complete a Course Monitoring Report on the collaborations web site which will include their comments by course, and by centre, on the coursework and project marking carried out by tutors at centres as well the student performance in examinations. The report will include reflective comment on student performance and may give additional guidance such as highlighting exam topics that were clearly understood and answered well and those where answers given were generally poor. 18.1 Feedback to tutors at approved centres Copies of the relevant result lists (and PAB reports upon request) will be sent to each centre following an assessment point. The Link Tutor at each centre will also be able to view the marks for their students using BannerWeb. Informal feedback may also be given by course co-ordinators or by the CMS Link Tutor as and when the need or opportunity arises. For example, student performance in a course may vary considerably across centres and it may be necessary to report on centre-specific issues. Student performance at each assessment point will be discussed with centres at the following institutional visit. 18.2 Feedback to Students Students will be sent a letter giving the progress decision or award made by the PAB. This decision and the individual marks for each course may also be viewed using BannerWeb following the PAB. Completing students will also be sent a full transcript of their results, and their degree certificate. Feedback to students in various programme-related areas will also be given by using the Collaborations Web site for posting information on a regular basis and via the staff and student forums.

19 External Examiners
The appointed External Examiners will scrutinise the moderation carried out by academic staff in the CMS School and review samples of work from each teaching institution. The External Examiners will normally attend all SAPs and PABs. The External Examiners Reports should include specific commentary on: the marking carried out at different teaching institutions the performance of students across teaching institutions

20 QAA Subject Benchmarks


BSc Computing Programme Document March 2012

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The QAA Subject Benchmark Statement for Computing specifies threshold and typical standards for graduates of honours degrees. It specifies that students should meet these standards in an overall sense, not necessarily in respect of each and every one of the statements listed. The definitions are given below. While at Ordinary degree level, the programme reflects the subject areas outlined in the subject benchmark statement for computing and also meets the threshold standards, as these cover subject knowledge rather than the critical skills that the honours part of the programme brings. Direct entrants to the BSc Computing (Stage 3) programme will have studied computing the level of a Higher Diploma or equivalent qualification in Computing where Computing may encompass a wide range of recognised subject titles such as Computer Science, Information Systems, Information Technology, Software Engineering, Multimedia, Computer Systems and Networking and Computer Engineering. 20.1 Benchmarking Standards Benchmark standards are defined at threshold and typical levels and some further comments are made about excellence. 20.1.1 Threshold level The threshold level is interpreted to mean that all students (taken over all years), graduating with an honours degree in the discipline of computing will have achieved this level of performance. On graduating with an honours degree in computing, students should be able to:

demonstrate a requisite understanding of the main body of knowledge for their programme of study understand and apply essential concepts, principles and practice of the subject in the context of well-defined scenarios, showing judgement in the selection and application of tools and techniques produce work involving problem identification, the analysis, the design or the development of a system with appropriate documentation, recognising the important relationships between these. The work will show some problemsolving and evaluation skills drawing on some supporting evidence, and demonstrate a requisite understanding of the need for quality demonstrate transferable skills and an ability to work under guidance and as a team member identify appropriate practices within a professional, legal and ethical framework and understand the need for continuing professional development discuss applications based upon the body of knowledge.

20.1.2 Typical level


This is the average standard attained (taken over all years) of all the students graduating with an honours degree in the discpline of computing.
BSc Computing Programme Document March 2012

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On graduating with an honours degree in computing, students should be able to:

demonstrate a sound understanding of the main areas of the body of knowledge within their programme of study, with an ability to exercise critical judgement across a range of issues critically analyse and apply a range of concepts, principles and practice of the subject in an appropriate manner in the context of loosely defined scenarios, showing effective judgement in the selection and use of tools and techniques produce work involving problem identification, the analysis, the design or the development of a system, with accompanying documentation, recognising the important relationships between these. The work will show problem-solving and evaluation skills, draw upon supporting evidence and demonstrate a good understanding of the need for quality demonstrate transferable skills with an ability to show organised work as an individual and as a team member and with minimum guidance apply appropriate practices within a professional, legal and ethical framework and identify mechanisms for continuing professional development and lifelong learning explain a wide range of applications based upon the body of knowledge.

20.1.3 Excellence
While the benchmark standards above are defined for just threshold and typical levels, it is nevertheless expected that programmes in computing will provide opportunities for students of the highest calibre to achieve their full potential. Such students will be:

creative and innovative in their application of the principles covered in the curriculum, and may relish the opportunity to engage in entrepreneurial activity able to contribute significantly to the analysis, design or the development of systems which are complex, and fit for purpose, recognising the important relationships between these able to exercise critical evaluation and review of both their own work and the work of others.

6.8 In as much as human ingenuity and creativity has fostered the rapid development of the discipline of computing in the past, programmes in computing should not limit those who will lead the development of the discipline in the future.

BSc Computing Programme Document March 2012

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21 Appendix A - Programme Specification

UNIVERSITY OF GREENWICH: PROGRAMME SPECIFICATION


1. Awarding Institution 2. Teaching Institution FPT University 3. School/Department CMS/Computing and Information Systems 4. UCAS Code: N/A

5. Final Award BSc

6. Programme Title Computing (Stage 3)

7. Accredited by:

8. Quality Assurance Agency (QAA) Benchmarking Group(s) Benchmarking statements for the subject you are studying define what a student is expected to learn from studying that subject. They are defined by academic staff in the field and provided to students and universities by the Quality Assurance Agency (QAA). Benchmarking statements are explained and described on the Agencys website at: http://www.qaa.ac.uk/academicinfrastructure/benchmark/default.asp

9. Educational Aims of the Programme and Potential Career Destinations of Graduates [Maximum 150 words]:
To produce graduates that are educated in the theory, technology, practice and application of computing. To enable students to have an appreciation of the context in which computing takes place. To deliver a coherent and integrated learning experience relevant to the needs of future computing professionals. To give students skills which are life-long and transferable between disciplines and careers. To provide a proper foundation for the pursuit of professional qualifications and higher degrees. To ensure that students can work effectively both independently and as part of a team. Graduates will be able to gain employment as a computing/IT professional in the IT industry

10. Summary of Skills Development for Students within the Programme [Maximum 150 words]: Students will gain knowledge of computing skills and applications, and modern practices in information systems engineering. Students will be able to design and Implement solutions to business problems. They will also gain an understanding of emerging technologies. There will be hands-on training in various system modelling and programming tools.

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11. The programme provides opportunities for you to achieve the following outcomes: These are related to the benchmarking statements for the subject you are studying, described under 8 above.

The following teaching, learning and assessment methods are used to enable you to achieve and demonstrate these outcomes:

A. Knowledge and understanding of:


1. 2. 3. 4. 5. Analysis and modelling techniques for software requirements. Techniques, tools and technologies for building computer systems. Hardware and software capabilities, advantages and disadvantages. Social and ethical and legal issues relating to the design and implementation of computer systems. The structure of organizations and role of data and information within them.

A. Teaching and learning methods:


This knowledge and understanding will be acquired through lectures, tutorials, laboratory sessions and directed research and reading.

A. Assessment methods:
The students will be assessed in tutorial exercises and log books of laboratory sessions. In addition there will be coursework assignments and examinations where appropriate.

B. Intellectual skills:
1. 2. 3. 4. 5. Studying concurrently in more than one subject discipline. Applying appropriate techniques tools and technologies to situations. Applying a variety of problem solving approaches to software development. Developing a capacity for critical analysis and evaluation. Planning and undertake academic research.

B. Teaching and learning methods:


These skills will be developed on an individual basis in response to the stimulation of teaching material received through lectures, tutorials, laboratory sessions and directed research and reading. Students will be encouraged at all times to develop their critical faculties and exercise creative problem solving. The final year project gives the opportunity for students to further enhance these skills

B. Assessment methods:
Intellectual skills will be assessed throughout the programme and in examinations and coursework. The final outcomes of the project will also demonstrate the students development of all of these skills

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C. Subject practical skills:


1. 2. 3. 4. Applying skills techniques and knowledge to design and implement non- complex computer applications to meet user requirements. Being familiar with the basic hardware and software components of a computer. Using the Internet and basic Internet tools Creating web pages and database applications using a variety of programming techniques and packages.

C. Teaching and learning methods:


These skills are taught through lectures, tutorials, laboratory sessions and directed research and reading. In particular students will be encouraged to explore other information sources and online resources to make sure they are using current technology and skills

C. Assessment methods:
The skills will be assessed in tutorial exercises and log books of laboratory sessions. In addition there will be coursework assignments and examinations where appropriate.

D. Transferable/key skills:
1. 2. 3. 4. An understanding of the individual and group aspects of project management. A facility with communication both verbal and written. Presentation skills. Understanding of professional and ethical standards. The ability to research, analyze and formulate solutions for a variety of problem domains.

D. Teaching and learning methods:


Whilst many of these skills will be acquired throughout the taught courses, a week is set aside in both years 1 and 2 to develop personal professional and business skills. In addition the student will learn many aspects of research, project management and problem solving through the final year project

5.

D. Assessment methods:
Students will be assessed by tutors in classroom and laboratory sessions. They will have group and individual presentations to make during both their skills weeks and produce reports. They will work under individual supervision for their final project and be assessed throughout against deliverables.

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E. Graduate Attributes:
This section will be completed when the home programme is reviewed.

E. Teaching and learning methods:

E. Assessment methods:

12. Programme Structure: Levels, Courses and Credits Level Compulsory Courses
5
Application Development for Mobile Devices (15 credits) Software Engineering (30 credits) Systems Programming (15 credits)

Awards, Credits and Progression of Learning Outcomes

Level 6

Compulsory Courses
Database Design & Implementation (15 credits) Information Systems Engineering (15 credits) IT Project & Quality Management (15 credits) Distributed Information Systems (15 credits)

Ordinary Degree (120 credits)

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22 Appendix B - Course Specifications

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COURSE SPECIFICATION Code: COMP 1158 22.1 Course Title: Software Engineering Course Co-ordinator: Avgousta Kyriakidou Level: 5 Department: Computing and Information Systems School: CMS

Credit: 30 Pre-requisites: None

Pre-requisites: System Building 1 Aims: Following on from System Building 1 and Computer Programming 1, this course adopts an object-oriented approach to systems building and covers in detail, the design and implementation of computer systems. The course concentrates on a standardised objectoriented modelling language (currently the UML), and the use of an appropriate CASE tool that supports object-oriented analysis and design, specification using the UML and some degree of automatic code generation. The course also introduces the student to the complexities and risks of project management while trying to balance the diverse constraints of the economical, social and technical environments within which they are built. Learning Outcomes: By the end of the course, students will be able to: A. Use appropriate analysis, design, testing and implementation techniques, tools and patterns to develop a design and partial implementation for a large software system using a methodical approach. B. Appreciate the effects that; constraints, risks, quality assurance, complexity, laws, ethics prerequisites, change, contingencies and competencies have on project management and the techniques that may be used ameliorate risks. C. Work in a team on a (case study based) well documented incremental systems development.

Indicative Content: Systems Development: The Unified software development process. Risk, quality, reliability (formal methods), testing, version, project and integration management. Incremental, user centric development. RAD. Extreme. Relationship between analysis, data, patterns, design and code: In depth OO analysis, design and implementation. Algorithms and their depiction. Use Case Modelling and requirements capture, CRC, Dynamic Modelling, Sequence Diagrams, Class Diagrams, State Transition Diagrams and interfaces all designed down to code level. Programmatic database development. Scripting for productivity. Systems in context: Multinational, business, social, environmental, legal, ethical and human aspects. HCI factors: Internationalisation, Ergonomics, Usability, Input/Output Devices, Overview of Psychological issues, User Interface Design, Design approaches, Evaluation. Case studies: Team work, planning, meetings, minutes and presentations, requirements and production of technical documentation, Iterative OOADI. Implementation:
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Real time OO threaded control interface with concurrent programmatic database manipulation for records and/or persistence.

Learning and Teaching Activities: The course will be taught by a mixture of lecture, tutorial, and laboratory work. Students will take a focused view on specific aspects of the systems development process. The emphasis in all practical work will be on coping with complexity and engineering quality into the product. Major concepts will be introduced by lecture, with practical skills being developed in tutorials and hands-on systems design and implementation taking place in scheduled laboratory sessions. It is expected that students will spend an amount of time equal to the timetabled hours in further group based and individual practical work. The course will be supported by a logbook containing both examples of set work and reflective reviews. Student time will be: Lecture 1/3, Tutorial 1/3, Laboratory 1/3. Assessment Details: Methods of Assessment Group Coursework Grading Mode Weighting % 50 Minimum Pass Mark 40 Words Length 6000 Outline Details Learning outcomes: A, B Case Study - A substantial object oriented design and implementation and presentation. Including HCI, teamwork and project management issues. Learning outcomes: A, B, C Case Study - Case Study focusing on one iteration of an Analysis and Design of an OO system, and documentation. Learning outcomes: A, B, C Ongoing, reflective, log of experiences and deliverables. Learning outcomes: A, B 3 Hours. Theory and practical.

Individual Coursework

50

40

3000

Logbook

10

40

N/A

Exam

40

40

N/A

22

Text Books The following is a list of books that may be used in this course. This list is subject to change. Please wait for advice from the lecturer when the course begins before spending money on books. Author Title Publisher Date Of ISBN Comment Publication Avgerou, C. Developing Macmillan, 1998 Worth a read! and T. Information Basingstoke, Some of its Cornford Systems: UK chapters will Concepts, be used in our Issues and lectures Practice (2nd edition) Bennet St, ObjectMcGraw2010 0077125363 Important to Farmer R, Oriented Hill read for McRobb S Systems OOAD Analysis and Design Using UML Checkland, P Systems John Wiley 1999 Used in our thinking, & Sons, Soft systems systems Chichester methodology practice lecture. Larman, C Applying Prentice Hall 2005 UML and Patterns: An Approach to Objectoriented Analysis and Design Pressman, R.S. Software Mc-Graw 2000 Worth a read! Engineering: Hill Some of its A chapters will practitioner's be used in our approach lectures Sommerville, I Software Addison 2006 Important! Engineering, Wesley Most of its 8th edition chapters will be used in our lectures. Whitten L. Systems McGraw2001 0-07Important to Jeffrey, Analysis and Hill Irwin 231539-3 read for OOA Bentley D. Design and SSA Lonnie, and Methods Dittman C. Kevin

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COURSE SPECIFICATION Code: COMP 1302 22.2 Course Title: Database Design & Implementation Course Coordinator: Dr. Ala Al-Zobaidie Level: 6 Department: Computing and Information Systems School: CMS

Credit: 15 Pre-requisites: None

Aims: 1. To explain the need for a database system and its role in a business and other types of organisation. 2. To provide a detailed understanding of the principles of database processing. 3. To enable students to acquire and apply skills and techniques for the design and implementation of a database using a suitable relational database package. 4. To discuss current and future trend in DB applications and their requirements. Learning Outcomes: By the end of the course, students will: Id Learning Outcome A Develop a sound understanding and knowledge of database technology, its importance, its architectures, user's roles, and the central role that database technology plays in information systems. B Critically evaluate various database design options at conceptual, logical and implementation levels. C Evaluate various file organisation methods, distribution strategies, concurrency mechanisms, query optimisation techniques, and database recovery and security procedures. D Critically examine and reflect on the theoretical aspect of the process of normalisation and its practical implementation. E Evaluate and use various modern database management systems tools in building a small but realistic database system. F Describe advances in trends and emerging standards in database technology; understand the comparative features and crucial aspects of data and knowledge management technology and the impact of the Internet on database technology. Content: 1. Database Architecture and environment Three-level schema architecture; Data Independence; Database languages and interfaces; The differences between Conceptual, Logical and Physical data models; Functions of a DBMS; Data and Database Administration. 2. Conceptual Database Modelling Entity-Relationship Model concepts; Problems with ER Models; The Enhanced EntityRelationship Model and various notations. 3. Relational Database Design Representing Data Model; Mapping EERD into a Relational Schema; Functional Dependency and Normalisation
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4. The Relational Database Languages Relational Algebra; Relational calculus; Structured Query Language; Relational DB Application Development tools. 5. Database Administration Physical DB organisation; Transaction Management and Concurrency Control; Database Recovery; Database Security; Query Evaluation, Processing and Optimisation. 6. Distributed Databases Client/ Database Server Architecture; Homogeneous, Heterogeneous and Federated Distributed Database Management Systems; Schema Architecture for Distributed DBMS; Design Issues: Data Fragmentation, Allocation and Replication; 7. Object-Oriented Databases Object Modelling Concepts and Object-Oriented DBMSs: Weaknesses of Relational DBMSs; Architecture of OODBMS; The OODBS manifesto; Object-Relational Database management system; Comparison of ORDBMS and OODBMS; The ODMG Standards. 8. Advances in Databases Data Warehousing; OLAP vs. OLTP; Multidimensional Modelling; Database and the Internet Technology; Web enabled Databases and XML technology. Prior Knowledge and/or Skills Required It would be highly recommended to have knowledge of data & file structures and their organisation. Learning and Teaching Activities Students are expected to have formal lectures on theoretical aspects followed by classroom tutorials or discussions to consolidate the covered issues. Instructors may refer to some of the review and exercise questions which can be found at the end of related chapters in the recommended textbooks or use his/her owns material. Instructors may also find some related material on the course website. Laboratory exercises usually follow these classroom exercises. The aim of most laboratory work is to enable students to acquire necessary skills that are essentials to carry out their coursework assignments. The coursework usually covers some data analysis, design and an implementation of a small prototype for an appropriate business application based on the Relational model. Therefore the coursework requirements should be reflected in these laboratory exercises, and laboratory work should focus on building the relational tables and business rules using Structure Query Language (DDL & DML) plus familiarisation exercises with the DBMS tools available.

Assessment Details: Methods of Assessment Examination Grading Mode Weighting % 50% Minimum Pass Mark 40 Words Length Outline Details Assessing learning outcomes: A, B, C, D, E & F. Assessing learning outcomes: B, D & E.

Coursework

50%

40

25

Core Texts ISBN 0321523067 Author Thomas Connolly & Carolyn Begg Date 2009 Title Publisher

Database Systems 5th ed. Addisonhttp://vig.pearsoned.co.uk/catalog/ Wesley academic/product/0,114 4,0321523067,00.html

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COURSE SPECIFICATION Code: COMP 1303 22.3 Course Title: Distributed Information Systems Course Coordinator: Stylianos Kapetanakis Level: 6 Department: Computing and Information Systems School: CMS

Credit: 15 Pre-requisites: None

Aims: In order to be able to function effectively as a software engineer, students need to acquire knowledge in designing and developing distributed information systems with associated tools and techniques combined with the ability to apply appropriate modelling and design techniques, and an awareness of leading-edge technologies. This course will both deepen and broaden the students' existing knowledge of software engineering, focusing on the analysis of enterprise distributed systems requirements and feasibilities. Learning Outcomes By the end of the course, students will: Id Learning Outcome A Analyse the business context and application domain of DIS. B Differentiate between the various architectures of distributed systems and applications and be able to determine their relative merits for a given scenario. Appraise alternative designs and select suitable DIS development methodologies including the object-oriented paradigm and WWW technology. Assess the role of middleware and its services in the design of DIS. Understand the need for standards and protocols in distributed computing, and be aware of the major standards and responsible bodies. Evaluate and select popular network technologies and protocols. Understand distributed transactions and issues that arise therefrom. Appreciate the security requirements of DIS. Apply knowledge and practical skills acquired in laboratory sessions and during the completion of coursework assignments.

D E

F G H I

27

Content: Content at level 5 (6 hours) 1. Networking and Internetworking: LANs, WANs, MANs, Switching, Protocols, Layered architectures (OSI, TCP/IP), IP, IP Addressing, TCP and UDP, Point to Point communication, Broadcast communication, Firewalls. 2. Characterisation of a DIS. Design goals: Openness, Security, Scalability, Concurrency, Reliability, Availability. Transparency: Access, Location, Concurrency, Replication, Failure, Mobility, Performance, Scale. Development methodologies. 3. System models: Client-Server, Middleware, Two-Tier vs Three-Tier models, Peer processes Mobile code: Applets, Mobile agents. 4. Networking and Internetworking: LANs, WANs, MANs, Switching, Protocols, Layered architectures (OSI, TCP/IP), IP, IP Addressing, TCP and UDP, Point to Point communication, Broadcast communication, Firewalls. Content at level 6 (24 hours) 5. Inter-process Communication: OSI, UDP, Synchronisation, TCP-IP, Marshalling, CORBA, Java serialisation, Client / Server Communication, Group communication 6. Distributed Objects and Remote Invocation: Distributed data / distributed processing, IDL, Remote Interfaces, RMI, Events and Notification, .NET, SOAP, overview of COM / DCOM / OLE / ActiveX, Java RMI; Object Request Brokers: ORB, CORBA, CORBA IDL, CORBA Services, Applets with CORBA, Legacy Applications. 7. Building a DIS application using a choice of appropriate technologies including for example .NET, Java, and MS SQL Server. 8. Operating System support: O/S Architectures, Kernels, Microkernels, Protection, Processes and Threads, Thread synchronisation and thread scheduling. 9. Security: Threats and Attacks, Cryptography, Digital signatures, Certificates, Access control, Credentials, Kerberos. 10. Distributed File Systems: File Service architecture, NFS, AFS. 11. Name Services: Directory and Discovery services, DNS. 12. Time and global states: Clocks, Clock synchronisation, Events, Logical time and Logical clocks. 13. Coordination and agreement: Distributed Mutual Exclusion, Election Algorithms. 14. Transactions and Concurrency control: Transactions, Nested Transactions, Locks, Concurrency control, Distributed Transactions, Distributed Deadlocks. Distributed transactional applications: Internet / Web Information Systems models and technology, J2EE, Enterprise Java Beans. Distributed System design: Web Services Description Language (WSDL), XML and XML web services, JINI technology. 15. Replication: Group Communication, Fault-Tolerant Services, Primary-backup replication,
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Active replication. 16. Java EE Application Architectures. 17. Service Oriented Architectures. 18. .NET Architecture. 19. Grid computing. Prior Knowledge and/or Skills Required Students should ideally have gained level-2 understanding of networking; operating systems theory; and programming (in an object oriented language such as Java), before undertaking this course.

Learning and Teaching Activities: This course is to be delivered via several complementary activities: lectures, tutorials, practical work and directed unsupervised learning. The rationale for this mix of activities is to give the students an interesting and varied learning experience combining theory and analysis backed up by practical experimentation where appropriate.

Assessment Details: Methods of Assessment Exam Grading Mode Weighting % 50 Minimum Pass Mark 40 Outline Details A three hour closed-book examination with a choice of any three questions out of five. Learning outcomes A, D, E, F, G, H will be assessed. A case-based exercise in which students have to carry out some analysis, design, limited implementation, and devise test plans. A detailed critical evaluation is also required. Learning outcomes B, C, D, F, I will be assessed.

Coursework

50

40

Core Texts: ISBN 0321263545 Author G.Coulouris, J.Dollimore, T.Kindberg Date 2005 Title Distributed Systems: Concepts and Design, 4th ed. http://www.booksites.net/c oulouris Publisher AddisonWesley

29

COURSE SPECIFICATION Code: COMP 1304 22.4 Course Title: Information Systems Engineering Course Coordinator: Phil Clipsham Level: 6 Department: Computing and Information Systems School: CMS

Credit: 15 Pre-requisites: None

Aims: To give an understanding of how information systems methodologies can support the development of quality applications. To allow the student to examine the role of methods in a modern software development environment. To consider the importance of requirements analysis in the development life cycle. To look at some of the techniques used to understand human activity systems. Learning Outcomes: By the end of the course, students will: Id Learning Outcome A Examine the role of information, data and knowledge in the development of information systems B Understand the role of a methodology and critically assess the benefits and limitations of the traditional systems development frameworks. C Critically evaluate a range of approaches to aid the analyst to carry out requirements analysis. D Understand future trends in the use of methods in developing information systems.

Content: 1. Information and meaning: Introduce the concept of methodologies, Examine the traditional SDLC in perceptive, Understand the need for methodologies, Explore issues of quality when using a methodology. 2. The role of a methodology: The concept of a methodology, traditional Systems Development ,Life Cycle (SDLC) in perspective, benefits/problems associated ,with SDLC, the human dimension, organisational aspects, the need for a methodology, requirements of an Information, Systems methodology, criteria for selection of a methodology. 3. Object Modelling as a requirements analysis tool: developing the Use Case , developing primary scenarios, developing secondary scenarios. Using case tools to capture requirements. Translation into an object model. 4. Soft Approaches to systems development: Introduction to Human Activity Systems. Soft Systems Method. Role of the Rich Picture in requirements analysis. CATWOE. Participative Design. ETHICS. 5. Interpretive analysis.
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6. The future of methods. Learning and Teaching Activities: This course is to be delivered via several complementary activities: lectures, tutorials, practical work and directed unsupervised learning. The rationale for this mix of activities is to give the students an interesting and varied learning experience combining theory and analysis backed up by practical development where appropriate. Assessment Details: Methods of Assessment Coursework Grading Mode Weighting % 50% Minimum Pass Mark 40 Words Length Outline Details A case study based essay (2000) examining the Requirements Analysis techniques in the systems development process. Assessing learning outcomes B, C. A two hour exam covering learning outcomes A to D

Exam

50%

40

Core Texts: ISBN 9780077114176 Author Avison & Fitzgerald Date 2006 Title Information Systems Development Methodologies, Techniques and tools, 4th ed. http://www.mcgrawhill.co.uk/html/0077114175.html Publisher McGrawHill

Recommended reading: ISBN Number


0077096266 0201178893 0333639081

Author

Date

Title

Publisher
McGraw-Hill AddisonWesley Macillan

Avison and Fitzgerald Stapleton Mumford

2002 2002 1995

0201360675 0077898366

Pooley and Stevens Fitzgerald, Russo and Stolterman

1999 2002

Information Systems Development 3rd edition DSDM Business focused Devt 2nd ed. Effective Systems Design and Requirements Analysis The ETHICS Approach Using UML. Software with objects and components Information systems Development Methods-inaction
31

Mcgraw-Hill

047120287 0471958204

Ambler Checkland and Holwell Toole Haddon Eco

2002 1999

014018810X 0099450259 0099466031

1980 2004 2004

eXtreme programming and the unified process Information, Systems and Information Systems - making sense of the field A Confederacy of Dunces The Curious Incident of the Dog in the Night-time The Name of the Rose

AddisonWesley Wiley

Penguin Vintage Vintage

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COURSE SPECIFICATION Code: COMP 1305 School: CMS 22.5 Course Title: IT Project and Quality Management Course Coordinator: Andrew Stanley Level: 6 Department: Computing and Information Systems

Credit: 15 Pre-requisites: None

Aims: In order to be able to function effectively as a Project Leader or Quality Assurance Manager students need advanced skills in using a project management software and spreadsheets combined with the ability to apply appropriate modelling and design techniques. This course will both deepen and broaden the students' existing business and management skills. It will focus on project management (e.g. using MS Project), modelling (using MS Excel) and quality assurance. Learning Outcomes: By the end of the course, students will be able to: Id A B C D E Content: Level 5 Content 1. Project Management concepts and practice (Work Breakdown Structure, Gantt Charts, Network diagrams, Critical Path Analysis) 2. Professional report writing skills 3. Advanced Spreadsheet concepts and techniques (data analysis using pivot tables, complex formulae and functions, statistical analysis, effective charts) Level 6 Content 4. Project Management and IT Context 5. Project Management Process Groups 6. Project Integration Management 7. Project Scope Management 8. Project Time Management 9. Project Cost Management 10. Project Quality Management 11. Project Human Resource Management 12. Project Communication Management 13. Project Risk Management 14. Project Procurement Management 15. Case Studies
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Learning Outcome Demonstrate an in-depth knowledge of project management and quality management techniques and practices Develop a complex project plan for a business solution Model a complex business application using a spreadsheet Evaluate different project management methodologies Evaluate different quality management methodologies

Prior Knowledge and/or Skills Required Students should have a good knowledge of modern business processes and an understanding of basic project management concepts. They should have a high level of IT skills, particularly in the use of spreadsheets. Learning and Teaching Activities: Theoretical aspects of topics will be introduced though lectures and reinforced through classroom-based tutorials. Practical skills will be taught and reinforced through supervised laboratory-based tutorials. Students will also need to work unsupervised in order to strengthen their practical spreadsheet modelling and project management skills. Assessment Details: Methods of Assessment Coursework 1 Weighting % 70% Minimum Pass Mark 40 Words Length N/A Outline Details Development of a complex spreadsheet model and presentation for a proposed change in a business and the development of a complex project plan. Covers learning outcomes A to E Coursework 2 Core Texts: ISBN 0619159847 Author K. Schwalbe Date 2004 Title IT Project Management, 3rd edition Publisher Thomson Learning 30% 40 N/A

A series of questions assessing learning outcomes A, D and E

Recommended Reading: ISBN 0077096770 Author R. Pressman Date 2000 Title Software Engineering, A Practitioners Approach, Fifth Edition Publisher McGraw Hill

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COURSE SPECIFICATION Code: COMP 1550 School: CMS 22.6 Course Title: Application Development for Mobile Devices Course Coordinator: Sylianos Kapetanakis Level: 5 Credit: 15 Department: Computing and Information Systems Pre-requisites: None

Pre-requisites: Level 1 Programming Aims: Use of mobile devices has been experiencing a very significant increase in recent years. This is driven by the lowering cost of hardware components, service infrastructures as well as software architectures. With the fast expansion of mobile devices, the development of applications for these devices is fast entering the mainstream of software development. Software developers entering this field need to understand how the characteristics of mobile devices and applications affect decisions about software design and be able to select and use appropriate technologies, standards, APIs and toolkits to build mobile applications. This course aims to prepare students to work in the area of mobile software development by introducing them to the relevant technologies and equip them with skills in the design and development of mobile applications using up-to-date software development tools and APIs.

Learning Outcomes: On successful completion of this unit, students will be able to: A. Understand the technical challenges posed by current mobile devices and wireless communications; be able to evaluate and select appropriate solutions. B. Appreciate the need to keep up with rapid changes and new developments; be able to identify current trends in mobile communications technologies and systems. C. Select and evaluate suitable software tools and APIs for the development of a particular mobile application and understand their strengths, scope and limitations. D. Use an appropriate application development to design, write and test small interactive programs for mobile devices.

Indicative Content: Characteristics of wireless, mobile applications - examples, service requirement, technical challenges. Programming mobile applications (e.g. using J2ME CLDC and MIDP). APIs for mobile devices (e.g. Java ME, .NET CF). HCI issues for software design on mobile devices and user interface development. Security and maintenance of mobile computing systems. Data persistence on mobile devices. Networking (e.g. HTTP, Wireless Messaging, Bluetooth). Multimedia on mobile devices (graphics, sound, music, video, games).

Learning and Teaching Activities: This course will be taught by a mixture of formal lectures and laboratory sessions. Lectures will cover theoretical background and relating to application development for mobile devices.
35

Extensive examples will be shown to demonstrated taught principles and students will be expected to take notes and apply the skills in the following lab sessions. The material introduced in lectures will be supported by practical laboratory sessions, which form a framework for the implementation of the coursework assignment. The course will be supported by a number of directed unsupervised learning activities and a logbook. Student time (Excluding self-directed work) will be: Lecture - 66% Laboratory - 33%

Assessment Details: Methods of Assessment Coursework Weighting % 80% Minimum Pass Mark 40 Words Length N/A Outline Details Create a mobile application.

Test

20%

40

N/A

Core Texts: T ISBN Number 1 59059 479 7 Author Date Title Beginning J2ME: From Novice to Professional Publisher Apress

Li, Sing 2005 & Knudse n, J

36

COURSE SPECIFICATION Code: COMP 1564 22.7 Course Title: Systems Programming Course Coordinator: Richard Anthony Level: 5 Department: Computing and Information Systems School: CMS

Credit: 15 Pre-requisites: None

Pre-requisites: Level 1 Programming, Computer and Communication Systems or Computer Systems and Internet Technologies Aims: This course introduces students to the concepts and techniques for designing and developing software applications that communicate across a network. It aims: To provide an introduction to the use of application programming interfaces in a variety of programming contexts to exploit the services offered by networks. To provide a theoretical background to the provision and control of distributed resources, and of the operation of networked operating systems. To give the student practical experience of engineering application software for networks. To introduce an understanding of the concepts of distributed system performance, appropriate metrics and relevant factors affecting performance. Learning Outcomes: A. Demonstrate a working knowledge of networking technology - hardware components, protocols, standards, performance issues; the Internet - services and protocols. B. Understand how distributed systems name, distribute and control resources. C. Understand the need for, and operation of, core services in distributed systems. D. Be aware of performance issues in networks and distributed systems and be able to apply the knowledge in practical situations. E. Show competence in the use of the sockets application programming interface. F. Design, implement and test networked applications. Indicative Content: TCP/IP and the Internet; discussion of the main protocols - TCP, IP, UDP, ARP, DNS etc.; addresses and ports; application protocols. Design development and debugging of network applications. Introduction to distributed application architectures and design (peer-peer, client server and distributed objects) - performance and efficiency. Distributed Systems - transactions, atomicity and related concepts. Distributed Operating Systems - transparency, core services, distributed file systems. Introduction to middleware, web services and java beans Distributed algorithms - election algorithms, clock synchronization algorithms. Distributed applications - name servers, networked games, client-server software. The sockets API, blocking and non-blocking sockets, message buffering, point-to-point and broadcast applications. Learning and Teaching Activities: Concepts will be introduced in lectures and problem solving will be done through tutorials. Practical work will be through supervised laboratory sessions. Unsupervised, guided self37

study will extend the amount of time students spend doing practical laboratory activities. Student time will be: Lecture 50% Tutorial 10% Laboratory 40% Assessment Details: Methods of Assessment Coursework Exam Grading Mode Weighting % 50 50 Minimum Pass Mark 40 40 Words Length N/A N/A Outline Details Programming task Traditional closed book examination which is used to assess understanding of the theory and concepts aspects of the course.

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