CSC8428 : Software Design Lifecycle
CSC8428 : Software Design Lifecycle
- Offered for Year: 2023/24
- Module Leader(s): Dr Ahmed Kharrufa
- Lecturer: Dr Christopher Bull
- Owning School: Computing
- Teaching Location: Newcastle City Campus
Your programme is made up of credits, the total differs on programme to programme.
|Semester 1 Credit Value:||20|
|European Credit Transfer System|
Modules you must have done previously to study this module
Pre Requisite Comment
Modules you need to take at the same time
Co Requisite Comment
This module aims to equip apprentices with the knowledge and experience to function as successful software engineering practitioners. It will be assessed through coursework assignments that require them to learn and apply their skills in Human-Computer-Interaction and Software Engineering processes.
In this module, the apprentices will learn about managing software engineering projects and their timelines following agile, lean or other industry recognized approaches. They will apply HCI methodologies to design products driven by user experience.
Outline Of Syllabus
The module will cover:
• Human Computer Interaction:
o Understanding user requirements.
o User-centred and user-experience Design principles.
o Evaluation techniques.
• Software Engineering:
o Software and the Software Engineering Industry.
o Software Development Activities & Process Models: Synthesis, analysis, design, implementation and testing.
o Understanding business application requirements.
o Software Engineering Tools & Techniques: a model-based approach.
o Managing the Development Process: Costing, planning, and process improvement.
• Computer System Design & Architecture:
o An overview of current computer systems architecture.
o Operating systems overview.
o Memory management and file systems.
Intended Knowledge Outcomes
To be able to
• Discuss the different techniques for understanding user requirements.
• Discuss design rationales and justify usability and user-experience principles.
• Identify and choose from a variety of evaluation techniques
• The range of metrics which might be used to evaluate a delivered software product.
• Describe and discuss the
o major software architectural paradigms,
o major development process models,
o role of software quality in influencing the development process,
o basic techniques for planning and monitoring a software development project.
• Describe architecture of computer systems
• Relate various forms of systems architecture and their interactions.
• The methodologies designed to help create approaches for organizing the software engineering process, the activities that need to be undertaken at different stages in the life-cycle and techniques for managing risks in delivering software solutions;
Degree Apprenticeship Standards (K)
The outcomes listed above contribute to the following Digital and Technology Solutions Specialist; Software Engineering Specialist, Level 7 domain specific knowledge:
K1: The rationale for software platform and solution development, including the organisational context;
K2: The various inputs, statements of requirements, security considerations and constraints that guide solution architecture and the development of logical and physical systems' designs;
K3: The methodologies designed to help create approaches for organizing the software engineering process, the activities that need to be undertaken at different stages in the life-cycle and techniques for managing risks in delivering software solutions;
K4: The approaches used to modularise the internal structure of an application and describe the structure and behaviour of applications used in a business, with a focus on how they interact with each other and with business users;
K5: How to design, develop and deploy software solutions that are secure and effective in delivering the requirements of stakeholders and the factors that affect the design of a successful code;
K6: The range of metrics which might be used to evaluate a delivered software product.
Intended Skill Outcomes
To be able to
• Identify and document design requirements based on users and organizational needs.
• Design innovative user-centred and experience-based journeys and interactions.
• Carry out user-centred and experience-based evaluation.
• Evaluate different technology design and implementation options making reasoned proposals and recommendations.
• Drive the technology decision-making and development process for projects of varying scales, considering current technologies.
• Choose, and justify the choice of, software engineering tools, techniques, and processes within project constraints.
• Plan, manage and document software engineering projects. This includes generating estimates of effort, cost and duration and identifying software project risks and creating associated risk tables.
• Reflect constructively on software development experience.
Degree Apprenticeship Standards (S)
The outcomes listed above contribute to the following Digital and Technology Solutions Specialist; Software Engineering Specialist, Level 7 domain specific skills:
• S1: Architect, build and support leading edge concurrent software platforms that are performant to industry standards and deliver responsive solutions with good test coverage;
• S2: Drive the technology decision-making and development process for projects of varying scales, considering current technologies including DevOps and Cloud Computing, and evaluate different technology design and implementation options making reasoned proposals and recommendations;
• S3: Develop and deliver, distributed or semi-complex software solutions that are scalable and which deliver innovative user experiences and journeys that encompass cross-functional teams, platforms and technologies
• S6: Be accountable for the quality of deliverables from one or more software development teams (source code quality, automated testing, design quality, documentation etc.) and following company standard processes (code reviews, unit testing, source code management etc.).
This MoF also aligns with the Core standards (C)
• Business and Change Management S1: Identify, document, review and design complex IT enabled business processes that define a set of activities that will accomplish specific organisational goals and provides a systematic approach to improving those processes; (C B S1)
• Business and Change Management S2: Design and develop technology roadmaps, implementation strategies and transformation plans focused on digital technologies to achieve improved productivity, functionality and end user experience in an area of technology specialism; (C B S2)
• Technology Management Skill 11: Apply broader technical knowledge combined with an understanding of the business context, and how it is changing, to deliver to the company’s business strategy. (C TM S11)
• Professional Competencies Skill 7: Demonstrate self-direction and originality in solving problems, and act autonomously in planning and implementing digital and technology solutions specialist tasks at a professional level (C PC S7)
Intended Behaviour Outcomes:
• Be results and outcomes driven to achieve high key performance outcomes for digital and technology solutions objectives (C L B2)
|Guided Independent Study||Assessment preparation and completion||8||4:00||32:00||Revision for assessments, including related readings, formative written reports/essays.|
|Structured Guided Learning||Lecture materials||10||2:00||20:00||Combination of short recordings of lecture material, slides and/or text published on VLE weekly|
|Scheduled Learning And Teaching Activities||Practical||11||2:00||22:00||Work in a supervised environment to develop skills and professional practice|
|Guided Independent Study||Directed research and reading||10||2:00||20:00||Apprentices will undertake specific research or reading on their own as directed by academic staff|
|Guided Independent Study||Skills practice||10||2:00||20:00||A combination of activity sheets materials and short recordings published on VLE each week|
|Guided Independent Study||Skills practice||11||5:00||55:00||Preparation for the EPA, apprentices to record learning reflections into APTEM.|
|Scheduled Learning And Teaching Activities||Workshops||11||1:00||11:00||Opportunities for live discussions and Q & A about the topics covered during the week.|
|Guided Independent Study||Student-led group activity||10||2:00||20:00||Directed group work by apprentices undertaken without staff being present.|
Teaching Rationale And Relationship
This module is driven by coursework assignments that are aligned with the delivered content. The weekly structured learning activities will provide structure, continuous feedback, and opportunities to develop their software engineering and interaction design skills.
In each week, apprentices will be provided with online lecture material (short videos, slides and/or text) that will be used to introduce the learning material and for demonstrating the key concepts by example.
Apprentices will also be provided with weekly structured activities, including some individual activities, supported weekly scheduled practical sessions to carry out group activities and receive feedback. The goal is to support the apprentices in developing skills through hands-on experience on interaction design and software engineering skills.
Weekly scheduled seminar/workshop style sessions on campus will provide opportunities to discuss the materials covered in the week and for live questions and answers about these topics.
On the job sessions may include:
• Observing a software lifecycle in their place of work and reflecting on the difference between theory and practice
• Identifying opportunities to implement learnings to work project(s) and recording or reflecting on how
• Contributing to a phase of a project lifecycle at work
*Apprentices and their employers who wish to apply a project from their workplace must consult with the Module Leader to ensure the scope is manageable in the semester, and the project criteria are met.
The format of resits will be determined by the Board of Examiners
|Report||1||M||30||Group submission in response to a human-computer interaction design brief (1250 words)|
|Report||1||M||70||Individual report on a software engineering coursework assignment (2500-3000 words)|
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
|Prob solv exercises||1||M||Optional. Non-graded. Exercises designed to help apprentice’s apply taught principles.|
Assessment Rationale And Relationship
There are two summative assessments in this module that include group and individual reports, one focused on a software engineering coursework assignment and the other on a human-computer interaction design coursework assignment. These are intended to assess individual’s and group's practical and conceptual understanding of the content.
To support the summative assessments, there are non-assessed weekly feedback sessions. These provide apprentices opportunities to learn and discuss practical skills, step by step, with the benefit of feedback from demonstrators.
This apprenticeship recognizes that not all learning can be mastered in one day, therefore there is time allocated for practicing skills, meaning apprentices can transfer their knowledge and skill into the workplace. These opportunities need to be identified during tri-monthly tripartite meetings with the apprentice, their manager and their teaching fellow.
Past Exam Papers
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