CSC8427 : Introduction to Software Development
- Offered for Year: 2023/24
- Module Leader(s): Dr Stephen Riddle
- Lecturer: Dr Robin Wardle
- Owning School: Computing
- Teaching Location: Newcastle City Campus
Semesters
| Semester 2 Credit Value: | 10 |
| ECTS Credits: | 5.0 |
Aims
This is the first software development module in a series of modules delivered as part of the Software Engineering Degree Apprenticeship. Each software development module presents apprentices with a thematic Project-Based challenge that requires them to master specific skills, knowledge and behaviour, and apply them to a given project challenge that is due near the end of the semester.
In this module, the Project-based challenge focuses on technical Java programming skills and professional software engineering behaviours that includes some problems that they must fix and provide each other peer review feedback.
Aims of this module can be summarised as
• Work with existing code, work with version control software, and program to solve and enhance a technical
challenge.
• Transfer module knowledge and skills and behaviour to the workplace and reflect on their business impact
Outline Of Syllabus
The module will cover
o Programs, programming, programming environments.
o Introduction to tools for collaborative development and version control.
o Java Programming language: comments; types; variable declarations; arithmetic and Boolean expressions;
assignment.
o Control-flow abstractions.
o Data Structures.
o Objects and methods.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Structured Guided Learning | Lecture materials | 10 | 1:00 | 10:00 | Asynchronous materials: a combination of short recordings of lecture material,slides published VLE |
| Guided Independent Study | Assessment preparation and completion | 1 | 10:00 | 10:00 | Preparation for End Point Assessment (EPA) apprentice to record reflections in APTEM. |
| Structured Guided Learning | Academic skills activities | 10 | 1:00 | 10:00 | Activities to be released on VLE to develop technical skills in Java programming. |
| Scheduled Learning And Teaching Activities | Practical | 10 | 2:00 | 20:00 | Work in a supervised environment to develop skills and professional practice. |
| Guided Independent Study | Skills practice | 1 | 10:00 | 10:00 | Apprentices to apply skills and knowledge in the workplace to continue their learning. |
| Guided Independent Study | Project work | 1 | 30:00 | 30:00 | Problem based assessment by apprentices -unsupervised. Includes programming and report writing |
| Scheduled Learning And Teaching Activities | Workshops | 10 | 1:00 | 10:00 | In person (PiP) workshops, opportunity to walk through weekly practical activity |
| Total | 100:00 |
Teaching Rationale And Relationship
Software Engineering is an applied discipline that requires apprentices to not only write functional code from scratch but also be able to review, revise and test existing code. In the real world software engineers must work in collaboration with colleagues and stakeholders. Therefore, a collaborative problem solving mind-set is intrinsic to this discipline.
Applying a combination of Merrill’s Principles of Instruction, and the principals of Project Based Learning (PBL) apprentices will be shown real world problems with guided solutions to review and practice, and a project challenge that requires them to apply their newly learned knowledge and skills to produce a summative product in response to the challenge.
The weekly structured learning activities will provide structure, continuous feedback, and opportunities to develop their programming 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.
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 include:
Unlike regular MSc students, apprentices must also apply their knowledge and skills to the workplace. Given that this is the first module in the programme, opportunities to transfer learning may include:
• observing their organisations approaches,
• reviewing simple code,
• discussing examples covered in this module with their colleagues to gain different perspectives.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Case study | 2 | M | 100 | Individual 2500 word report reflects on, coding, inclusion or response to peer feedback, how this challenge applies at the workplace |
Formative Assessments
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Prob solv exercises | 2 | M | Non-graded. Feedback during the lab sessions on technical programming exercises. Supports summative lab report. |
Assessment Rationale And Relationship
There is one summative assessment in this module which is an individual report. This report is a description of their approach to problem solving, receiving and providing peer review, and a copy of their project code submitted to a version control system.
To support the summative assessments, there are non-assessed weekly online feedback sessions. These provide apprentices opportunities to learn and discuss practical skills, step by step, with the benefit of feedback from demonstrators
This apprenticeship recognises that not all learning can be mastered in one day, therefore there is time allocated for practising skills, meaning apprentices can transfer their knowledge and skill into the workplace. These opportunities need to be identified during three monthly tripartite meetings with the apprentice, their manager and their degree apprenticeship tutor.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- CSC8427's Timetable