COURSE
SPECIFICATION:
Core Award Data
Bachelor of Science with Honours [BSc (Hons)] Computing
(Application Software Development)
AWARDING INSTITUTION Robert Gordon University
INSTITUTION OF DELIVERY Robert Gordon University
COURSE ACCREDITED BY British Computer Society BCS Chartered Institute for IT
COURSE ACCREDITATION / RECOGNITION
The British Computer Society, under its Royal Charter, is required to establish and maintain standards of professional competence, conduct and ethical practice for information systems practitioners.
The Society, through it Academic Accreditation and Exemptions Committee, considers courses in relation to the Society's Professional Examinations, which continue to provide the framework for its membership structure.
The Professional Examination and Project framework provides for Certificate, Diploma, Professional Graduate Diploma and either a project at Diploma or Professional Graduate Diploma level. Thus the status awarded to a course is described in terms of exemption from the components of the framework.
Currently this course is due for a re-accreditation visit in November 2012 as part of 5 year review cycle.
BSc (Hons) Computing: Application Software Development will be seeking full exemption from Certificate, Diploma and Diploma Project ( previous version of this course:
Bsc Computing for Internet and Multimedia has exemption from Certificate, Diploma and Diploma Project.)
All accredited computing courses are subject to a 5 year review cycle.
The BCS Chartered Institute for IT has provisionally accredited the BSc (Hons) Computing
(Application Software Development) with full CITP, pending completion of the first Honours' cohort in 2017. This means that a candidate who has successfully completed the honours degree will have fully fulfilled the educational requirement for registration as a Chartered IT Professional (CITP).
AWARDS Stage 1
There is no CertHE exit award as students enter at Stage 3.
Stage 2There is no DipHE exit award as students enter at Stage 3.
Stage 3Students are awarded a BSc Computing (Application Software Development )
on successful completion of Stage 3 of the course (360 SCQF credits).
Stage 4Students are awarded a BSc (Hons) Computing (Application Software
Development) (with appropriate Honours classification) on successful
completion of Stage 4 of the course (480 SCQF credits).
AWARD TYPE Undergraduate
MODES OF STUDY Full-time
DURATION OF COURSE
Full time: 1/2 years (Degree/Honours) with Exit Awards at the end of each stage. Optional summer industrial placement between Stages 3 and 4.
LANGUAGE OF STUDY English
LANGUAGE OF ASSESSMENT English
UCAS CODE G401
JACS CODE G400
RELEVANT QAA SUBJECT GROUP Computing
DATE OF PRODUCTION / REVISION 22 September 2013
INTRODUCTION TO THE COURSE
This course has been designed to meet the requirements of applicants who have completed a relevant HND in Computing, by providing a two year top-up course leading to an Honours
Degree. The course will extend the students' existing skills in software and systems development and equip the students with advanced skills in web and mobile developments, enabling them to develop sophisticated applications which take into account the requirements of an organisation and the end user.
Core object oriented software development and information systems topics are complemented by coverage of mobile applications development, web based applications development and systems development to ensure that students have the knowledge and proficiency in the tools and technologies needed to develop accessible, interactive solutions that achieve a high level of end user and client satisfaction.
This course will provide students with a comprehensive practical understanding of
contemporary professional practices in developing computer applications, covering such topics as agile project management techniques, user experience
and user centered development methods and a range of systems development methodologies. An optional paid placement provides an opportunity to apply the students' knowledge and skills to the challenges of the "real world" of business and industry.
EDUCATIONAL AIMS OF THE COURSE Overall Aim of the Course
To extend and complement the student's existing knowledge and skills in computing with specialised knowledge and skills in applied computing and computer application software
development, with particular focus on the use and deployment of internet and mobile technologies. The course aims to prepare students for a career in the computing and information technology industries; to provide them with an awareness of professional standards of conduct and practice; to provide them with the ability to apply their skills, knowledge and understanding to a variety of computing problems and contexts; and to develop computer applications and information systems over the range of platforms and devices used by business and industry.
Aims of Each Stage of the Course Stage 3
To assume an active role in the planning and control of computing and
information systems projects, both as an individual and as an effective member of a project team. To develop effective computer applications that take into account the requirements of the client, the user, the organisation and the external environment with which they interface.
techniques to develop information systems and computer applications for a range of platforms and devices.
Stage 4
To investigate, plan, organise and conduct an individual computing project, meeting the requirements of the project brief.
To develop applications and systems that utilise and integrate a range of appropriate computing technologies to solve problems, with due regard to human factors, user and organisational requirements.
To carry out practical research and develop software applications and IT systems that assist and support organisations in developing effective and secure business and enterprise-wide solutions.
LEARNING OUTCOMES Introduction
The modules common to the Undergraduate Computing Programme provide IT and Computing skills, professional skills, teamwork and individual project work.
The core of the course is designed to extend and complement the student's existing knowledge and skills in computing with specialised knowledge and skills in applied computing and computer
application software development, with particular focus on the use and deployment of internet and mobile technologies, the electives are designed to give students in the final year flexibility and choice in further studies, complementing or extending the core skills and knowledge.
In order to assist understanding of the overall learning process, the following information presents a breakdown of the principal skills and abilities that the student is required to develop over the duration of the course.
Within the context of the BSc (Hons) Computing: Application Software Development, the general cognate areas of computing and information technology include, but are not restricted to, a set of skills, principles and theoretical body of knowledge related to the subject discipline of software and systems development.
The Undergraduate Computing Programme level aims, which are consistent with the University Mission Statement, are to:
Produce versatile and resourceful practitioners fostering innovation, enterprise and enthusiasm for excellence in computing.
Provide students with the knowledge and skills to equip them for a career in computing and information technology.
Produce practitioners/graduates who can make an effective and professional contribution to the work of interdisciplinary groups engaged in computing projects.
Develop the student's competence in applying analysis and design skills to information systems problems.
Develop the student's competence in developing robust and usable software. Assist the student in developing study and interpersonal skills required for both independent, autonomous practice and teamworking.
Develop critical, analytical problem-based learning skills and the transferable skills to prepare the student for graduate employment and continuing professional development. Provide students with an appropriate level of knowledge, understanding and skills in computer systems and ICT.
Provide students with an awareness of the roles and responsibilities of professional working within the computing profession.
Provide students with the competence to undertake computing and information technology based projects on an individual basis with minimal supervision or further training.
The knowledge, subject-specific, practical, and transferable skills acquired by students during the course provides expertise in the design, implementation and evaluation of software, across a range of platforms and computing devices. Learning equips the student with both professional skill in the development and management of computer systems and information, and the academic expertise needed to pursue further study.
Overall Learning Outcomes
The purpose of the Computing: Applications Software Development degree is to provide the
student with graduate level expertise in the development and management of
applications software, and an appropriate knowledge of the supporting computing and information systems technologies. In addition, the student will combine the skills and knowledge of the
applications software developer with those relating to the information industry, and will be able to apply such knowledge and technological skills to the requirements of modern organisations and individual users, and provide appropriate solutions to their problems.
Specifically, practitioners/graduates of the course will possess the following knowledge and skills:
Usage and deployment of current computer applications: how to undertake the structuring of data and information, problem identification, design development, testing and evaluation of software and information systems, use of software tools and packages to develop IT solutions to business problems.
Develop robust, effective and secure software applications and systems for a range of platforms and devices, integrating technologies to suit context and requirement. A command of the human computer interaction disciplines, the judgment and decision making capabilities required to select and evaluate appropriate technologies and media and develop effective and usable information systems solutions to user's problems, and their specification and implementation where necessary.
The following learning outcomes describe what a student is expected to know and be able to do if he or she has taken full advantage of the opportunities for learning provided by the course. Knowledge and Understanding of:
The principles and application of the concepts involved in the specification, design, implementation, and testing of software applications and systems.
The principles and application of the concepts involved in user centred design of interactive products, the use of interactive media in information systems and Human Computer Interaction.
The software development lifecycle, the role of project management and teamworking in developing computing and information systems solutions to problems faced by
organisations and individual users.
The issues involved in the management of information and technology in an organisation, and the development of enterprise-wide information systems that utilise interactive media, web technologies and a range of platforms.
The Practical Skills to:
Analyse the requirements of users and organisations, design, implement, evaluate and manage application software and information systems.
Use appropriate tools to evaluate systems in terms of general quality attributes and possible trade-offs presented within a given problem and context.
Deploy effectively the tools used for the construction and documentation of computer applications, with particular emphasis on understanding the whole process involved in the effective deployment of computers to solve practical problems.
Work as an effective member of a project team, managing the interface between computing, the organisation and the end-users, recognising the different roles within a team and different ways of organising teams.
Select an appropriate range of tools and technologies and plan, organise and implement a computing or information systems project with due regard to human factors, user and organisational requirements.
Carry out practical research assisting organisations to undertake effective application software and information systems development.
Effectively communicate design ideas and technical issues using verbal, visual and written techniques and media appropriate to the target audience.
The Intellectual Skills to:
Analyse, evaluate, and interpret complex information and use such knowledge and
understanding in the modelling, design and implementation of software based solutions to individual user and organisational problems.
Recognise and analyse criteria and specifications appropriate to specific problems, and plan strategies for their solution.
Analyse and evaluate the extent to which a software application or information system meets the criteria defined for its current use and predicted future requirements. Select and deploy appropriate theory, practices and tools for the specification, design, implementation and evaluation of application software and information systems.
Research and assess the use of new technologies and develop imaginative and practical solutions to a diverse range of problems, across a range of technologies and platforms. Research, gather and collate data from a range of sources, establish relevant connections, and apply to a given context to inform the generation of design proposals.
The Key Employability, Enterprise and Transferable Skills to:
Use effective means of communication to express complex ideas through appropriate media based on considerations of context.
Make effective use of specialist IT facilities concerned with the management of data and information, and develop appropriate skills for this purpose.
Adopt a broad-ranging and flexible approach to study, identifying learning needs, pursuing activities designed to meet these needs in increasingly autonomous ways.
Recognise the need for lifelong learning and undertake appropriate continuing professional development, taking control of the learning process including organisational skills, time and workload management.
Work effectively both independently and as a member of a team, showing a willingness to learn from others.
Demonstrate knowledge and understanding through investigative, modelling and problem solving activities.
Maintain professional standards and quality control as applied to the specification,
production, implementation and maintenance of business software and information systems. Plan and manage work appropriately, and to work to deadlines.
Be entrepreneurial, innovative, foster creativity and drive, and manage the process of change.
SCQF9
Knowledge and Understanding
1. The important central areas of the degree are Object Oriented Software Development, Web Application Development, Project Management, Systems Development, User Experience Design and Programming Mobile Devices.
2. Students are expected to show confident familiarity with the broad areas of the
knowledge/subject bases of Information Systems and Application Software Development, including key specialist areas.
3. Students are expected to show some understanding of the limits of the broad area of study, together with an ability to relate the different areas to one another in a systematic and logical manner.
Practical Skills
1. Engages effectively in a variety of roles, produces clear, well-structured reports and
subject-specific presentations. Negotiation and collaboration skills will be developed through the group project.
2. Applies a limited selection of more specialist numerical and mathematical skills, relevant to specialised areas of computing.
3. Demonstrates, uses and accesses a broad selection of specialist Computing and IT skills in a wide range of contexts in all topics, but particularly Project Management.
4. Adopts a broad-ranging and flexible approach to study; identifies learning needs; pursues activities designed to meet these needs in increasingly autonomous ways. All topics at this level foster the development of advanced learning skills.
5. Interacts effectively within a learning or subject-specific group; demonstrates basic negotiating, role, leadership and group-support skills particularly within Group Project Management.
Intellectual Skills
1. Demonstrates ability to select and use principles and procedures appropriate to the situation or problem in hand.
2. Recognises familiar ideas or principles in new contexts or situations; analyses systematically and effectively.
3. Shows basic ability to relate and marshal facts, ideas and elements in an argued case; produces new design ideas in a wide range of situations and contexts.
4. Identifies a range of valid alternative solutions; begins to discriminate and evaluate in a reasoned, systematic and increasingly independent way.
5. Begins to self-direct, identify key elements or problems, and choose appropriate methods to construct their resolution, with only general guidance in all topics.
Key Employability, Enterprise and Transferable Skills
1. Assume a role in the management of systems development projects and data and information management.
2. Plan, and be responsible for, the installation and maintenance of major hardware and software
systems; manage the interface between computing and other functional areas of a business. 3. Deal with ethical and professional issues in accordance with current professional and ethical codes of practices, seeking guidance where appropriate.
4. Work with others in support of current professional practice under guidance. SCQF10
Knowledge and Understanding
1. The specialist areas at this level are: Intranet Systems Development, Human Computer Interaction, Programming the iPhone, .NET Applications Development and Honours Individual Project.
2. Students are able to demonstrate confident familiarity with the defining concepts and features of Applications Software Development, including further specialist areas of special relevance or interest.
3. Students are able to demonstrate a clear understanding of their subject's boundaries, of the limits of its application, and of the range of methods of study and types of judgment employed. Practical Skills
1. Engages effectively in independent roles; debates in a professional manner; produces detailed critiques and coherent project reports. Gives confident oral and formal presentations to informed audiences in a wide range of contexts.
2. Deepens expertise in specialist application software development skills and applies specialist analysis and design within the Project, learning technical skills specific to a particular task. 3. Practices, demonstrates, uses and accesses a broad selection of specialist Computing and IT skills, in all topics, but particularly within the Project.
4. With minimal guidance, manages own learning using a wide range of resources appropriate to the profession; seeks and makes effective use of feedback. At this level within all topics, but particularly within the Project.
5. Interacts effectively within groups in all topics, and uses the Project to develop interaction and negotiating skills with clients.
Intellectual Skills
1. Carries out confident and accurate selection and application of principles and procedures to the solution of a range of professional situations and problems, working autonomously particularly within the Project.
2. Identifies and classifies principles and ideas in new texts and situations; analyses systematically, effectively and critically, particularly within the Project.
3. Brings together facts, ideas and elements in support of a well-structured argument; designs novel solutions and evolves new concepts, working autonomously, particularly within the Project. 4. Integrates theory with professional and vocational practice; autonomously evaluates theory, process, solutions and outcomes critically and effectively, particularly within the Project.
5. Is increasingly independent, confident and flexible in identifying and defining complex problems and in applying knowledge and skills appropriate to their solution, at the threshold of professional competence, in all topics, but, particularly within the Project.
Key Employability, Enterprise and Transferable Skills
1. Manage the process relating to the development of application software development and information systems solutions as an important strategic tool for the organisation.
2. Develop management information systems that will allow effective decision making at the highest levels in the organisation.
3. Co-ordinate the integration of the computing and business environment.
4. Deal with complex ethical and professional issues in accordance with current professional and ethical codes of practices.
DISTINCTIVE FEATURES OF COURSE
The BSc (Hons) Computing: Application Software Development forms part of the Undergraduate Computing Programme at the School of Computing.
The course has been developed to extend and complement the knowledge and skills developed by FE students during their HND Computing: Software Development course, and has a particular focus on developing applications for a range of platforms and devices operating in a variety of contexts, including client-server, desktop, internet and mobile contexts.
Students will have the benefit of working alongside and with students in other related disciplines, including computer science, business technology, computer graphics and digital media.
laboratories; and access to the school's specialised facilities for supporting graphics and interactive digital media development, including a large scale render farm, a Mac Suite and Green Screen Video Suite.
The School of Computing has a close working relationship with the global IT and energy industries. We have strong links with local and national digital media organisations. The course is developed in collaboration with business and industry, and takes into account the practical needs of potential employers. Work experience is an integral part of studies, with the opportunity to undertake a salaried work placement between Stage 3 and Stage 4 of the course.
Placement / Professional Experience
The BSc (Hons) Computing (Application Software Development) contains an optional industrial placement which is normally undertaken in the summer semester between the third and fourth educational stages of the course. Students successfully completing an industrial placement are awarded an additional 15 credit Industrial Placement module (CM2025), and its assessment is based around a review of the student's work related skills by the industrial supervisor.
WHAT THE COURSE INVOLVES
Lectures delivered in our state-of-the-art labs and lecture rooms will quickly build your confidence and practical proficiency; class-room interaction technology will give you rapid feedback to assess your understanding of the subject; and group project work will develop your personal and
communication skills that employers demand. In the final year, a range of elective modules
will give you the opportunity to choose study topics and project choices that appeal to your special interests and career aspirations.
The School takes a lead in technology-enhanced learning. Students frequently comment on the quality of support and teaching they receive, with several staff winning student nominated prizes for teaching. The majority of the course is delivered via a combination of lectures and tutorials and supported by practical laboratory sessions, with most of the course material available via the virtual learning environment Campus Moodle. However it is imperative that students attend scheduled lectures, tutorials and labs.
PLACEMENT / PROFESSIONAL EXPERIENCE
Students may elect to undertake an Industrial Placement Module between Stages 3 and 4. Students and employers are provided with comprehensive Guidance Notes relating to the
requirements of the placement. The optional paid placement provides an opportunity to sample working life, be it in commerce or industry, and apply knowledge and skills learned in the
classroom to the challenges of the workplace. Students who have gained supervised work
experience as part of their course have a definite advantage in the jobs market when it comes to applying for graduate positions.
The assessment is based around a review of the student's work related skills, conducted by the industrial supervisor. The process is monitored by an academic tutor appointed from the staff of the School, who may make one or more visits to the company premises, depending upon the duration of the placement period.
While the student is on placement, he/she is a salaried employee and will be responsible to a designated member of the placement company (i.e. the industrial placement supervisor) for the discharge of his/her day-to-day duties.
The 15 credits awarded for this module are in addition to the 120 credits achievable from taught modules. Successful completion is not required for progression to Stage 4. The 15 credits for placement may not be used to compensate for any credits from the taught modules.
OPPORTUNITIES FOR FURTHER STUDY
On completion of the course, students may choose to apply for postgraduate studies e.g. an
On completion of the course, students may choose to apply for postgraduate studies e.g. an appropriate MSc or PhD.
EXTERNAL AND INTERNAL INDICATORS OF QUALITY AND STANDARDS Institution-Led Subject Review Reports, April 2011.
QAA (Quality Assessment Agency for Higher Education) published Computing
Benchmarks (published 2000 and 2007) outlining the standards expected for the award of Honours Degrees in Computing. QAA statements are used, where appropriate, during the design of
modules, courses and the Undergraduate Computing Programme.
The structure and content of the course has been constructed following the QAA's principles of course design, and has been designed to give coverage of the three broad categories of abilities and skills identified in the QAA Computing Benchmarks: the concept of computational thinking and computing-related cognitive abilities, the computing system and the process of developing or analysing it and a balance of practical activity supported by an understanding of underlying
principles.
The structure and content of the course has also been designed with the British Computer Society's (BCS) requirements in mind. Embedded in the core structure are modules and topics which provide students with computing skills and knowledge in Underlying Theory, Design and Methodology, Tools and Techniques and Project Management and Group work.
Transferable skills and skills that focus on employability are also important features of this course. The Scottish Credit and Qualifications Framework (SCQF) credit values have been used as a guide during the design of modules.
ACADEMIC REGULATIONS
This course is governed by the provisions of the University's Academic Regulations, which are available at www.rgu.ac.uk/academicregulations. In particular:
Regulation A1: Courses Regulation A2: Admission
Regulation A3: Section 1: Student Appeals (Awards and Progression) Procedure Regulation A3: Section 2: Student Misconduct Procedure
Regulation A4: Assessment and Recommendations of Assessment Boards
Entry Requirements
Applicants must satisfy the University's general admission requirements for undergraduate and postgraduate courses as contained in Academic Regulation A2: Admission, including proficiency to a minimum standard in the English language. Specific entry requirements for this course are detailed below.
SQA HND in Computing: Software Development.
Applicants with 240 SCQF credits equivalent to a Computing diploma at SCQF level 8, with a minimum of 90 credits at SCQF level 8 or above will also be considered for entry to this course, for example, a French DUT Informatique.
There is normally no requirement for prospective applicants to be interviewed.
Course-Specific Assessment Regulations
Honours Classification is based solely on the student's performance in Stage 4 of the course. Credits achieved for module CM2025 Placement cannot be used to compensate for credit that has not been achieved on other course modules.
SOURCES OF FURTHER INFORMATION None.
EQUALITY AND DIVERSITY
The University has a strong commitment to the active promotion of equality across its functions, including its course provision. To this end the University has developed an inclusivity statement which articulates the University's desire to strive towards creating a working, learning and social atmosphere which is inclusive, harmonious and respectful of diversity. The University has also developed an equality and diversity policy and every two years publishes a mainstreaming report, including equality outcomes, which explains how the university is developing and implementing its inclusivity statement. At a course level, course leaders monitor and comment on equalities data through the annual appraisal process. Through this process any significant trends in equalities data are highlighted. Further information can be found at: www.rgu.ac.uk/about/equality-and-diversity All Schools have a nominated School Contact who can advise on the requirements of the course and the range of course-specific reasonable adjustments that may be made. The current School Contacts are available from: www.rgu.ac.uk/studentservices/disability/page.cfm?pge=7853.
The University's Disability and Dyslexia Service provides support for students, details of which may be found at: www.rgu.ac.uk/disability
NOTE
This document constitutes one of two course documents that should be read together: Course Specification: Core Award Data
Course Specification: Student Learning Experience CONTACT DETAILS
Robert Gordon University Garthdee House
Aberdeen AB10 7QB Scotland, UK
A Scottish Charity, Registration No. SC013781 Telephone: +44 (0)1224 262000
Web: http://www.rgu.ac.uk
In compiling this information the University has taken every care to be as accurate as possible, though it must be read as subject to change at any time and without notice. The University reserves the right to make variations to the contents or methods of delivery of courses, to discontinue, merge or combine courses, and to introduce new courses.
Printed: 14 Apr 2015 Record Number: 0429 Version Number: 4
DETAILED COURSE STRUCTURE
Full-time
Stage 1 Semester 1 CREDITS LEVEL
No Modules are Assigned to this Semester
Total for Semester: 0
Total for Stage: 0
Full-time
Stage 2 Semester 1 CREDITS LEVEL
No Modules are Assigned to this Semester
Total for Semester: 0
Total for Stage: 0
Full-time
Stage 3 Semester 1 CREDITS LEVEL
CM2020 Introduction To Database Systems 15 SCQF 8
CM3004 Systems Development 15 SCQF 9
CM3008 Object-oriented Programming 15 SCQF 9
CM3028 Web Application Development 15 SCQF 9
Total for Semester: 60
Full-time
Stage 3 Semester 2 CREDITS LEVEL
CM3006 Internet Based Programming 15 SCQF 9
CM3017 Database Systems 15 SCQF 9
CM3032 Project Management in a Computing Environment 15 SCQF 9
CM3036 Programming In C# 15 SCQF 9
Total for Semester: 60
Full-time
Stage 3 Semester 3 CREDITS LEVEL
Choose 1 option module from the following group:
The following placement module is optional and undertaken between Stage 3 and Stage 4
CM2025 Placement 15 SCQF 8
Total for Semester: 15
Total for Stage: 135
Full-time
CM3065 Programming The iPhone 15 SCQF 9
CM4018 Honours Individual Project -- SCQF 10
CM4025 Enterprise Web Systems 15 SCQF 10
Choose 1 option module from the following group: Elective Modules
CM3057 Architectural 3D Graphics 15 SCQF 9
CM4007 Intelligent Web Technologies 15 SCQF 10
CM4019 Business Intelligence 15 SCQF 10
CM4027 New Trends In Computing 15 SCQF 10
Total for Semester: 45
Full-time
Stage 4 Semester 2 CREDITS LEVEL
CM3019 Programming Mobile Devices 15 SCQF 9
CM4008 Human Computer Interaction 15 SCQF 10
CM4018 Honours Individual Project 30 SCQF 10
Choose 1 option module from the following group: Elective Modules
CM3056 Interactive Multimedia 15 SCQF 9
CM4002 Information Strategy Planning 15 SCQF 10
CM4021 Game Development On The iPhone 15 SCQF 10
CM4024 Entrepreneurialism In The Digital Economy 15 SCQF 10
CMM508 Adaptive Intelligent Systems 15 SCQF 11
Total for Semester: 75
Total for Stage: 120
COURSE STRUCTURE DIAGRAM SCQF Framework
The course structure is based on the Scottish Credit and Qualifications Framework (SCQF). The Framework comprises 12 Levels of which Levels 7-10 are directly relevant to the course, as shown below. Students generally enter university education from secondary school at Level 7. Honours Degree awards are at Level 10. The table also shows:
- the credit standards required at each stage of the course
- the number of years of academic study at the School of Computing to complete the award Entry to the course is on the basis of the student having attained 240 SCQF credits from an HND, these credits are transferred to make up the full 360 credits required for a BSc Degree at Stage 3.
Structure of BSc (Hons) Computing (Application Software Development) Award / Exit Award Scottish Credit + Qualifications Framework Minimum level + Credit Requirements Number of academic study years to complete the course in the School Stage 3 BSc (Exit Award) SCQF level 9 360 credits (Minimum of 90 credits at SCQF 9) 1 (Full-time) Stage 4 BSc (Hons) SCQF level 10 480 credits (Minimum of 90 credits at SCQF 10) 2 (Full-time)
BSc (Hons) Computing (Application Software Development )
Semester 1 Semester 2 Exit Award
STAGE 3 STAGE 3
Systems Development Database Systems BSc
Computing(Application Software Development) Introduction to Database Systems Programming in C# Object Oriented Programming Project management in a Computing Environment
Web Application Development Internet Based Programming
Optional: Industrial Placement
STAGE 4 STAGE 4 Honours individual Project Honours individual
Project (continued)
BSc (Hons)
Computing(Application Software
Development) Enterprise Web Systems Programming Mobile
Devices
Programming the iPhone Human Computer
Interaction
COURSE SPECIFICATION: Student Learning Experience
Bachelor of Science with Honours [BSc (Hons)] Computing (Application Software Development)
STUDENT LEARNING EXPERIENCE
The University's ambition is to be consistently one of the best modern universities in the UK. To achieve this ambition, the University focuses on the needs of students, economies and societies, aiming to:
enrich the all-round experience of students throughout their engagement with the University; enhance the quality and relevance of taught provision;
increase the diversification of the student population;
expand the provision of corporate programmes and lifelong learning opportunities;
grow internationally excellent research and knowledge exchange activities and reputation; secure economic and environmental sustainability.
The University believes a professional education starts with excellent teaching and research within a supporting environment, and is about a lifelong and sustainable approach to working and living. The University's portfolio is informed by its commercial and public sector partners, who are instrumental in helping to develop courses to ensure their relevance for the evolving economy and society. Many include practical experience and
placements, and are professionally accredited. These contribute to the University's position as one of the UK's top universities for graduate employment.
By combining the best of both academic and professional worlds, the University aims to give its students the best possible start to their careers. A degree from Robert Gordon University is confirmation to a future employer that a student will possess the required blend of learning, skills and experience.
COURSE PHILOSOPHY AND OVERVIEW
There is a constant industry demand for graduates who have the ability to build robust usable software systems, develop new business-compatible computer applications that use multimedia effectively , and who can create websites that are inspirational, motivational and contribute to a company's success.
This course will equip you with the skills needed to design and develop internet-based business solutions. You will gain experience in developing interactive systems which take into account the requirements of an
organisation and the end user. These systems will incorporate databases, computer graphics, multimedia and secure internet technologies that have usable front-end interfaces.
TEACHING AND LEARNING STRATEGY
The Learning Process: Teaching Strategy and Methods The course curriculum is designed as a coherent whole with an emphasis on the integration of theory, practical skills and applications. It enables the student to acquire and develop the subject knowledge and understanding necessary for successful professional
employment and supplies methodologies for the adoption of a disciplined approach to tasks such as problem definition, specification, design, implementation, and maintenance. Such knowledge includes an understanding of the range of possible options for these tasks, suitable technologies and media types, the related practical and transferable skills including relevant approaches to collaborative work, access to the appropriate software tools and resources. It also provides the necessary underpinning to guide practice, to ensure the sustainability of their knowledge and to provide an appropriate framework that will accommodate rapid technological
change.
These skills are developed at the degree and honours levels corresponding to the Scottish Credit and
Qualifications Framework levels 9 and 10. As the student progresses through the course they are encouraged to expand their understanding and critical appreciation of both computing and multimedia technologies, and to extend skills in the analysis, design, implementation and management of Multimedia and web-based systems. A general feature of the course is that it stresses a unified, integrated view of the subject area. This is
reflected in the fact that it is designed to:
present a coherent underpinning of the theory appropriate to the aims of the course which is further developed and used throughout the period of study. This enables graduating students to adapt to future developments in the field.
reflect the rapid rate of change in the field and ensure that coverage is given to a selection of emerging topics so that students are aware of likely future developments in the subject together with their potential impact.
integrate the delivery of teaching across thematic boundaries to highlight fundamental aspects of
interconnectivity and interdisciplinarity within different areas of the syllabus.
integrate modes of assessment to attempt to balance the types (individual and group) and purposes (e.g. formative and summative) of such activity.
facilitate students to exhibit competence and achievement across a number of different themes (integrated assessment).
encourage students to combine elements of their learning from different parts of the programme and to show their accumulated and integrated knowledge and understanding of a topic or subject area
(synoptic assessment).
The professionally orientated nature of the course requires the student to obtain general and specific skills, this being addressed by a combination of teaching and learning methods, including lectures, tutorials, computing laboratories, workshops, seminars, practical work, industrial placement (where appropriate), integrative project work, student-centred learning and private study.
Teaching and Learning Approaches
The main goal of the teaching and learning strategy is to enable students to become critical, reflective, independent learners who are active participants in the learning process and who develop the motivation and autonomy needed to take control and regulate their own educational experiences. This means that, throughout their course of study, students will begin to take more responsibility for their own acquisition of necessary skills and knowledge so that, by the end of their degree, they will be in a position to evaluate and assess their own effectiveness.
This process is driven by various objectives such as the need for constructive alignment of syllabus and learning approaches and makes use of a wide-range of appropriate delivery styles. These include conventional instructional teaching methodologies, social learning activities such as group- and team- working, as well as constructivist, investigative approaches such as problem-based learning and enquiry-based learning.
As well as the day-to-day use of the latest computer hardware and software afforded by the degree, extensive use of technology-assisted learning is made within the programme of study. Examples of these include:
assessment by means of computer-assisted assessment packages such as QuestionMarkPerception to engage the student and increase the speed of feedback.
the use of personal response systems within lectures to gauge learning, give immediate feedback and enhance student engagement.
the use of the “language-lab” approach whereby students have short periods of instruction followed by immediate lab exercises to contextualise the topic.
the use of social computing environments such as blogs to record achievement and to enable reflection on the learning process.
submission of student comments and responses to discussion fora as part of the group-work assessment process.
the use of personal development planning toolkits to track personal development and facilitate reflective learning.
Modes of Delivery Lecture
This is usually a formal discourse for the purposes of dissemination of information, the demonstration of techniques and the discussion of supporting ideas and consequences. A network of dissemination equipment including computer projection facilities, whiteboard, OHP, and video supports the lecture. Although this type of presentation is suitable for a one-sided discourse ample opportunity exists for questions, interaction and discussion and this is facilitated by technological means, e.g. through the use of personal response systems. Seminar and Tutorials
In the School of Computing, these two formats are used for a wide range of activities, each suited to the particular subject. They may consist of the staff supporting students engaged in problem solving or may exist as a series of group exercises where each group is encouraged to allocate responsibilities, allocate tasks, etc. Generally, this type of teaching is used to support the lecture, clarify the material and experiment with the techniques and skills required.
Laboratory
The nature of the computing elements of all courses requires students to gain practical skills in the use of a computer PC or workstation. This activity takes place in one of the School's computer laboratories and consists of the student, supported by staff members, practising skills in the use of sophisticated software applications and including software development and systems analysis and design tools. There has been increasing
emphasis on using a “language–lab” approach to subjects in which a series of short mini-lectures are delivered in labs to allow students to gain theoretical knowledge of a topic. These are interspersed with selected practical exercises, which allow this knowledge to be immediately assimilated and so reinforce the learning process. Industrial Experience
The course includes an optional Industrial Placement, which is a useful supplement to the other teaching and learning activities of the course. Students participating in the Industrial Placement have to competitively apply for placements by submitting letters of application and CVs and by attending interviews. Students on placement undertake a variety of roles and tasks for the company they are working for, supported on the Placement by a course tutor from the staff of the School and an industrial tutor from the company. The interaction with the staff of the company, the required tasks and the general environment provides an
experience difficult to achieve by other means. The School tutor supports and monitors the assessment process. In addition to the Industrial Placement, there is a series of presentations and seminars given by academic staff, staff from the careers advisory service and professionals working in key positions within the Computing and Information Technology sectors of business and industry. These presentations and seminars form part of the core Professional Development module.
Group Project
This is an extended piece of work, completed under supervision of a staff tutor. The students are randomly assigned to small project teams and given a specification for a task, which may be the analysis, design and partial implementation of an information system, the development of software or similar. The students manage themselves and work as an organised team to produce a set of deliverables, which includes the design and development of software incorporating interactive media, and accompanying documentation to professional standard. This activity approximates closely with the development of a Multimedia project undertaken by a project team within industry.
Individual Project
This is an extended piece of work, completed under supervision of a staff tutor. The students agree a specification for a task, which may be the analysis and design of a system, the development of software or similar and produces a finished thesis and product. This activity approximates closely with the development of an individual project within industry.
Student's Role in Learning
Students are expected to be active participants in the learning process. This means that there is a requirement for students to extend their learning from formally delivered materials through wider reading, research and self-directed enquiry. As he or she develops over the duration of the course, the student is expected to become increasingly self-directed and self-motivated, taking greater control of the study process, and defining his or her personal objectives for learning. Students are encouraged to regularly reflect upon their learning and to establish a view of their own progress and development, which may form the basis of tutorial guidance with staff. Students are expected to utilise the full range of facilities and resources available to them, for example the services and resources provided by the library.
ASSESSMENT
The Assessment of Student Work: The University has developed a Grading Scheme for assessment purposes, details of which may be accessed by
visiting http://www4.rgu.ac.uk/academicaffairs/assessment/page.cfm?pge=2295
It is important to note that all grades indicated to students during the course of the academic session are provisional until the deliberations of the Assessment Board for the Course. Provisional grades are presented to this Board, which consists of academic staff involved in course delivery as well as External Examiners, and a final decision is confirmed on the performance of every student for each module undertaken by them. This is subsequently confirmed to each student in a published transcript, and may be accessed electronically on the Student Portal.
Any potential barriers to students with disabilities or specific needs are assessed by the School's Disability Coordinator who liaises with appropriate teaching staff to ensure that such students are not disadvantaged during an assessment. In the case of examinations, the University has a specific policy which must be followed:
Policy: Assessment and Students with Special Needs
Students with special needs must register by a specified deadline date to have their special examination requirements considered. Approval shall not be given for special examination arrangements unless the student was registered in advance. Recording of a student's special needs examination requirements shall be on a standard proforma, which should be agreed by the student and reviewed for each
academic session. Where appropriate, provision of further information on students' special needs shall be recorded on the examination timetable; for example, mobility difficulties that might impact on the choice of examination venue.
A variety of assessment methods are used in this course, as deemed appropriate to the subject material being assessed and the context in which the material is delivered.
Computer Aided Assessment
Computer-assisted assessment packages such as QuestionMark are used in many modules, both for formative and summative assessment, to enhance student engagement, increase the speed of feedback. In addition the use of personal response systems within lectures is used for formative assessment purposes to gauge learning and promote self-assessment, provide immediate feedback and enhance student engagement in the learning process.
Peer Assessment
Peer Assessment is utilised in many modules throughout the course where group work is undertaken. This serves to develop working and interpersonal skills, as well as honing appraisal and critique skills. Peer assessment may be used in both summative and formative contexts.
Unseen Exams
In general unseen exams are used to assess students' knowledge and understanding, and as the students progress through the course unseen exams become a larger component of the assessment of taught modules. Assessed Laboratories
Assessed Laboratories are used to assess students' knowledge, understanding and practical skills, and generally involve students undertaking an unseen practical task such as developing a part of an information system, under closed book, supervised conditions with a fixed time constraint.
Coursework
For summative assessment the achievement of Learning Outcomes is assessed by a combination of exam and coursework. Coursework may take many forms, i.e. reports, essays, production of software, design
documentation and modelling activities. The School Office prepares a schedule of coursework assessments for each teaching semester in order to balance the student's workload.
Projects/Dissertations
Extended projects are used in later stages as a learning vehicle and assessment process which allow students to tackle more complex problems that often require the integration of Knowledge and Understanding, and Intellectual Skills from a variety of subject areas. These projects often require the practical application of a number of different technologies and provide students with the opportunity to learn new investigative and evaluative skills. Projects, in particular group projects, are also often used as the vehicle for gaining valuable employability skills. Project work is usually assessed by a combination of assessment of the completed project deliverable as an artefact, and an accompanying report or dissertation documenting the project work
undertaken by the student. Assessment Types
Many modules use a combination of assessment types that integrate modes of assessment in order to balance the types of activity (e.g. individual and group activities) and purposes of assessment (e.g. formative and summative).
Where there are a number of modules that cover allied subject material (e.g. business information systems modelling and development of software for information systems) integrated assessment may be used to facilitate competence and achievement across a number of different themes.
In all years, synoptic assessments embedded into projects and other practical assignments are used to encourage students to combine elements of their learning from different parts of the programme and to show their accumulated knowledge and understanding of a set of topics or a subject area.
A student's Honours classification (First class Honours, Upper Second Class Honours etc) is based solely on performance in Stage 4 of the course.
SUPPORT FOR TEACHING, LEARNING AND ASSESSMENT
The University provides a number of means of supporting teaching and learning: student induction organised on a course or School basis;
an ongoing scheme of personal/pastoral support for students;
an extensive programme of student study skills delivered through the Library and the Study Skills and Access Unit;
an extensive library of learning resources;
close collaboration with industry and professional, statutory and regulatory bodies;
the University's active participation in the Scottish Funding Council's Quality Enhancement Themes,
www.enhancementthemes.ac.uk/;
support for staff from the Department for the Enhancement of Learning, Teaching and
Assessment (DELTA), including provision of a Postgraduate Certificate Higher Education Learning and Teaching course;
extensive opportunities for student placements with companies or organisations, academic overseas exchange programmes, and support for entrepreneurial activity;
CampusMoodle, http://campusmoodle.rgu.ac.uk/, the University's dedicated virtual learning environment;
a commitment to knowledge exchange and technology transfer through focused research activity, which contributes to the critical underpinning for all taught courses;
the expanding provision of state-of-the-art, purpose-built facilities and buildings.
In addition to the University-wide support for Teaching and Learning, the School of Computing provides a number of means of supporting students in teaching and learning. Most members of staff publish course-based teaching and learning materials on the university's Virtual Learning Environment CampusMoodle. The range of School web published materials spans from supplementary teaching materials such as software development, additional lecture notes and tutorial guides to general guidance for students, such as codes of conduct in laboratories.
Some staff make their course material available via their web pages. Due to licensing restrictions on some materials, some of the links are for internal viewing only. Where course materials require the use of particular files, these are made available on a shared network drive (for internal viewing only). They can be found in folders under S:\Courses.
Links to resources, infrastructure and facilities provided by the School include: CampusMoodle published Teaching and Learning materials for each taught module. Guidance and support materials for students undertaking their Honours individual project :
http://www.comp.rgu.ac.uk/docs/honours/index.html
Guidance and support materials for students, employers and supervisors undertaking an Industrial Placement : http://www.rgu.ac.uk/areas-of-study/subjects/computing/placements-and-industrial-links/for-students http://www.rgu.ac.uk/areas-of-study/subjects/computing/placements-and-industrial-links/for-students
topics: http://www.comp.rgu.ac.uk/docs/seminars/index.rss
Software Training Materials and
Manuals: http://www4.rgu.ac.uk/its/training/page.cfm?pge=3802 General Student Information — including timetables, wireless access details, webmail, FAQs, and other items:
http://www.comp.rgu.ac.uk/docs/info/support.htm
MONITORING OF QUALITY AND STANDARDS
Annual Course/Programme Appraisals are reviewed and approved by the Programme Management Team and School Academic Board which meet at least once per semester. The Programme Management Team considers Teaching and Learning issues arising from feedback generated by External Examiner Annual Reports,
Staff/Student Liaison Committees, Student Module Evaluation Questionnaires and Student Course Evaluation Questionnaires, and these issues are further dealt with where appropriate, by the School's Teaching
Committee, chaired by the School's Learning Enhancement Coordinator.
The Programme Management Team and School Academic Board also review all proposed changes to the structure and content of the Undergraduate Computing Programme.
The Undergraduate Computing Programme is also informed by feedback from the School's Industrial Board and the Faculty's Quality Enhancement Sub-Committee.
STUDENT ENGAGEMENT IN QUALITY
The central theme of the course is to develop and extend the student's skills in designing, developing and implementing computing applications and information systems, and to provide the student with appropriate knowledge and skills in allied subject areas such as object oriented software development, mobile
applications, web and database development, and interface design and development.
Through the use of electives and projects, the course will also provide opportunities for the student to select and study topics of special interest within the context of computing.
The broad nature of the course includes computing theory and practical elements that require a broad range of teaching and learning techniques. These include lectures, seminars, tutorials, computer laboratories, industrial placement and major projects done on an individual and group work basis. Practical skills in using, developing and evaluating multimedia based information systems are learnt through laboratory-based, student-centred activities that integrate themes and knowledge, theory and practice. Learning takes place in an environment where the student has ample opportunity for interaction, questions, discussions and sharing of experiences, both with teaching staff and other students.
Students enhance their professional and personal skills in such areas as study skills, team working and continued personal and professional development, and develop specialist knowledge in the application of multimedia computing technologies to the requirements of users and their organisations. All this is done in an integrated way that emphasises the importance of the subject to the modern world.
Starting with a broad foundation of multimedia development and design, the course progressively focuses on specific themes concerned with using interactive media in information systems. As students' skills and abilities develop there are increased opportunities for undertaking project work and selecting special interest electives. Projects in the later years provide students with the opportunity to extend their problem solving, design and development skills by integrating themes from computing and information systems with interactive media, and applying contemporary multimedia computing technologies to typical problems.
Many of the practical aspects of the course take place in the computer laboratory. The School of Computing has 12 laboratories housing over 250 state of the art PCs, running the latest software for the exclusive use of our students. Our labs are networked to 8 Unix and 4 Netware servers. Throughout the School there is 100% wireless coverage that allows access to the University network for any student who owns a wireless enabled laptop.
The School's labs are regularly updated on a 3 year replacement cycle to ensure that the School's computing facilities are capable of delivering high performance and can run the latest software. Access to our labs is by electronic key fob at any time during University opening hours.
Software provision is comprehensive, including compilers for most modern programming languages, database systems including Oracle and SQl server, MS Excel and other spreadsheet packages. On the School's PCs, standard installed software includes (amongst others) Microsoft Office Professional, MS Visual Studio (including C#), Macromedia Flash, Fireworks, Dreamweaver, Freehand, Adobe products such as Acrobat and Photoshop, JAVA, MathCad, SPSS and Minitab. In addition, members of staff have developed many packages and
programs to assist in class and laboratory work.
The student is required to fully engage with, and actively participate in the learning process. Regular attendance and engagement with all course components is required to achieve a satisfactory level of performance.
FEEDBACK FROM STUDENTS
Feedback is provided continuously to students through informal contact with subject lecturers and tutors in the tutorial and laboratory settings.
Feedback is provided on assessed practical work normally within two weeks of submission of the work. Personal tutor feedback on examination results is provided each semester, and facilities are made available for all students to view their marked examination scripts. Grades are made available electronically for viewing via the student portal following ratification by the Assessment Board.
There is a Staff Student Liaison Committee for all undergraduate degree courses. It normally consists of the Head of School, Associate Head of School, Undergraduate Programme Leader and Course Leaders, together with student representatives from each stage of each course. The Committee meets at least once per semester and feeds information to other departments and/or committees as required.
DATE OF PRODUCTION / REVISION
22 September 2013
NOTE
This document constitutes one of two course documents that should be read together: Course Specification: Core Award Data
Course Specification: Student Learning Experience
CONTACT DETAILS
Robert Gordon University Garthdee House
Aberdeen AB10 7QB Scotland, UK
A Scottish Charity, Registration No. SC013781 Telephone: +44 (0)1224 262000
Web: http://www.rgu.ac.uk
In compiling this information the University has taken every care to be as accurate as possible, though it must be read as subject to change at any time and without notice. The University reserves the right to make variations to the contents or methods of delivery of courses, to discontinue, merge or combine courses, and to introduce new courses.
Printed: 14 Apr 2015 Record Number: 0429 Version Number: 4
