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Module

CSC8428 : Software Design Lifecycle

  • Offered for Year: 2021/22
  • Module Leader(s): Dr Ahmed Kharrufa
  • Lecturer: Professor Aad van Moorsel
  • Owning School: Computing
  • Teaching Location: Newcastle City Campus
Semesters
Semester 3 Credit Value: 20
ECTS Credits: 10.0

Aims

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.

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Structured Guided LearningLecture materials102:0020:00A combination of short recordings of lecture material, slides and/or text published on VLE each week
Guided Independent StudyAssessment preparation and completion84:0032:00Revision for assessments, including related readings, formative written reports/essays.
Scheduled Learning And Teaching ActivitiesPractical112:0022:00Work in a supervised environment to develop skills and professional practice
Guided Independent StudyDirected research and reading102:0020:00Apprentices will undertake specific research or reading on their own as directed by academic staff
Guided Independent StudySkills practice102:0020:00A combination of activity sheets materials and short recordings published on VLE each week
Guided Independent StudySkills practice115:0055:00Preparation for the EPA, apprentices to record learning reflections into APTEM.
Scheduled Learning And Teaching ActivitiesWorkshops111:0011:00Opportunities for online live discussions and Q & A about the topics covered during the week.
Guided Independent StudyStudent-led group activity102:0020:00Directed group work by apprentices undertaken without staff being present.
Total200:00
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.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Report3M60Individual report on a software engineering coursework assignment 2500 words
Report3M40Individual report on a human-computer interaction design/evaluation coursework assignment 1500 words
Zero Weighted Pass/Fail Assessments
Description When Set Comment
Reflective logMApprentices to submit timely reflections into their APTEM.
Formative Assessments
Description Semester When Set Comment
Prob solv exercises3MOptional. Non-graded. Exercises designed to help apprentice’s master HCI and software engineering principles.
Prob solv exercises3MOptional. Non-graded. Exercises designed to help apprentice’s master software engineering principles.
Assessment Rationale And Relationship

There are two summative assessments in this module that include an individual reports, one focused on a software engineering coursework assignment and the other on a human-computer interaction design/evaluation coursework assignment. These are intended to assess individual’s practical and conceptual understanding of the content.

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 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. These events are then documented in another platform (APTEM) which members of the tripartite conversation can access.

Reading Lists

Timetable