Enterprise Systems Development

Enterprise Systems

Development

CT5010

Enterprise Systems Development

(September 2012)

University of Gloucestershire 2012

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CT5010

Table of Contents

Teaching and learning approach ... 6

Feedback from tutors ... 7

Scheme of Work ... 7

Oracle Academy Membership ... 9

Assessments ... 10

Assessment Structure ... 10

Introduction

Aims

CT5010 explores the development of enterprise information systems based on database technologies. The emphasis is on rapidly building information systems that are maintainable, scalable and provide high business value. The module covers typical enterprise system development processes, including systems development, requirements management, agile development methods, database systems, application development tools, and understanding information storage and retrieval.

Students will learn how to rapidly build enterprise-level database applications using agile project development techniques. CT5010 introduces the student to practical skills that consistently feature in the list of top required skills for job applicants: Oracle, SQL, PL/SQL and interface development tools; as well as an appreciation of agile methods for systems development projects.

Learning Outcomes

By the end of this module, students will be able to:

a) explain fundamental theories, concepts and terms that support information system design and development

b) manage requirements to ensure information systems reflect the needs of the client c) determine and apply methods suitable for systems development projects

d) design and build appropriate database capability using commercial development tools

e) generate business information and manage data using SQL and other relevant scripting languages

f) determine, create and manage appropriate structures for building business logic into information systems

Module Staff

Module Leader Andrew Tomlinson

[email protected]

Module Tutors Andrew Tomlinson

Mo Clutterbuck

Course Leader: IT Kevin Walter

[email protected]

Resources

Listed below are some of the books you might find useful:

Agile:

Augustine, S. (2005) Managing Agile Projects. London: Prentice Hall.

Cockburn, A. (2007) Agile Software Development: The Cooperative Game (2nd Edn.), Upper Saddle River, NJ: Addison-Wesley.

Cohn, M. (2010) Succeeding with Agile: Software development using Scrum, Upper Saddle River, NJ: Addison-Wesley.

Kniberg, H. (2007) Scrum and XP from the Trenches: How we do Scrum. Toronto: C4Media (download version: InfoQ.com)

Larman, C. (2004): Agile and Iterative Development: A Manager’s Guide, Upper Saddle River, NJ: Addison-Wesley.

Pilone, D. & Miles, R. (2008) Head First Software Development, Sebastopol, CA, USA: O’Reilly.

Pichler, R. (2010) Agile Product Management with Scrum: Creating products that customers love, Upper Saddle River, NJ: Addison-Wesley.

Rasmusson, J. (2010) The Agile Samurai: How Agile Masters Deliver Great Software, Raleigh, North Carolina: Pragmatic Bookshelf.

Schwaber, K. (2004) Agile Project Management with Scrum. Boston, Mass.: Microsoft Press

Forta, B. (2004) Sams Teach Yourself SQL in 10 Minutes (3rd Edn.), Indianapolis: Sams Publishing.

Garmany, J. (2005) Easy Oracle PL/SQL, North Carolina: Rampant TechPress Rob, P., Coronel, C. & Crockett, K. (2008) Database Systems: Design,

Implementation and Management. Boston, Mass.: Course Technology.

Watson, J. (2008) OCA Oracle Database 11g SQL fundamentals 1 exam guide, New York : McGraw-Hill

Oracle Application Express:

Jennings, T. (2011) Oracle Database 2 Day+ Application Express Developers Guide, Release 4.1, Redwood City, USA: Oracle Corporation. [free download from:

www.oracle.com, product code E21679-01]

Cunningham, M. & Crotty, K. (2006) Easy Oracle HTML-DB: Create Dynamic Web Pages with Oracle. Kittrell, NC, USA: Rampant TechPress.

Gault, D., Cannell, K., Cimolini, P., D’Souza, G. & St. Hilaire, T. (2011) Beginning Orcale Application Express 4. New York, Apress..

Greenwald, R. (2009) Beginning Oracle Application Express. Indianapolis: Wiley. van Zoest, M. & van der Plas, M. (2010) Oracle APEX 4.0 Cookbook. Birmingham, UK: Packt Publishing.

Teaching and learning approach

Staff/student contact approximately 25% including lectures, workshops and student led tutorials

Student private study: approximately 75%

As with any university module, it is expected that students will have a level of motivation which will involve ‘reading-around’ the topics discussed in the module. Thus, it is essential that participants accept ownership for their development in this module and that they do not expect to be ‘spoon fed’.

This module covers various integrated topics. The format of the programme is predominantly by a lecture of approximately one hour followed by a practical session of two hours. Sessions will be interactive, focusing on developing your knowledge

and understanding of topics through debate and individual or group work. Students will also have the opportunity to hold authentic review meetings, where they present product progress and discuss requirements with staff representing stakeholders.

Feedback from tutors

All students are entitled to both formative and summative feedback during the module. Formative feedback is designed to enable you to improve your work/performance and takes many forms. Students will have several opportunities to receive feedback on their progress, e.g. during lab sessions, tutorials or seminars; as part of general feedback in lectures; and where appropriate, one to one sessions with their Academic Review Tutors. Summative feedback is received when your submitted coursework has been marked. As a minimum this will comprise constructive comments from the tutor and a grade.

Scheme of Work

The following scheme is provisional and may change.

UMS Week Lecture Tutorial

1 Module overview Assignment 1 overview.

2 Databases, SQL and Oracle,

Creating Tables

Exploring Oracle and APEX.

3 SQL Select statements Lab work – tutorial exercises

4 SQL: Functions and Views Lab work – tutorial exercises

5 SQL: Nested Queries, SET

Operators

Database quiz

6 Catch-up and review Lab work

Start to choose your teams for Assignment 2. Assignment 2 Issued

7

SQL: Triggers and PL/SQL Ensure your database is built and that you have

attempted the first few questions..

8 SQL recap. Key assignment

considerations.

Lab session – assignment workshop

10 Why Agile Methods? Group exercise

Hand in Assignment 1: Wednesday 28th November 2012 to Park Assignment Room

11 Your Assignment 2 Project:

Product Vision

Lab session: Product Vision workshop.

12 User Stories Oracle Apex review

Submit your product vision.

13, 14, 15, 16

Christmas Break

17 Backlog Estimation, Planning

and Testing Strategy

Estimation exercises

18 Oracle APEX – architecture Hands on APEX

19 Creating charts, forms and

reports

Product review and advice for next week’s review meetings

20 Review Meeting 1 Review Meeting 1

(Show prospective clients your progress)

21 Scrum -- Retrospective

Meetings

Review of retrospective meetings

22 Usability: testing, user

manuals and on-line help.

Feed-back and technical advice about your progress.

23 Functions, triggers and

calculations

Feed-back and technical advice about your progress

24 Integrating web services Feed-back and technical advice about your progress

25 Review Meeting 2 Review Meeting 2

26 Feedback from meetings. Work in teams on assignment

27, 28, 29 Easter Break

30 Assignment review and

advice.

Review your assignment documentation

31 Topic Review and research

ideas

Hand in Assignment 2: Wednesday 24th April 2013 to Park Assignment Room

Oracle Academy Membership

This module gives you experience in the latest Oracle® development tools, and will enable you to register as a student member on the Advance Computer Science scheme of the Oracle Academy. Membership is free and we strongly encourage you to join: see: https://academy.oracle.com.

Assessments

CT5010 has two assignments, which are designed to progressively build your

experience of the latest practices in enterprise system development using agile project methods. The general topic of the assignments is given in the table below. Specific details of the assignment requirements will be issued throughout the year, and full instructions, advice and examples will be presented in the lectures and tutorials; it is therefore vital that you attend.

See: Scheme of Work, page 7, for submission dates.

Assessment Structure

Assignment 1 (50%) (2000 word equivalent) [learning outcomes: d,e, f]

Individual project Practical exploration of SQL, database technologies, and data storage and retrieval.

Assignment 2 (50%) (2000 word equivalent) [learning outcomes: a,b,c]

Group project Practical

development of an enterprise

information system, using agile project methods and leading industry software.

Assessment of this module will generally be in accordance with the assessment regulations contained in the Modular Scheme Handbook and the Gloucestershire Business School’s ICT Assessment Criteria (see Appendix 1: ICT Assessment Criteria Grid).

Assignment 2 will be issued later in the module (see Scheme of Work on page 7 for hand-in dates). Assignment 2 is a group-work practical assignment. Building on agile methods and system development techniques, you will explore application development using the latest Oracle® tools. You will also be able to gain experience

in agile methods for software development and in team-work. You will be given a scenario, and as a team will need to determine the priority requirements, which your team will then build into a fully functioning working system. You’ll get to present your work to us at regular review meetings, at which we will be acting the roles of prospective clients and end users.

Appendix 1: ICT Assessment Criteria Grid

0 Fail plagiarism, collusion, non-pres., name

only

as theory

1-9 Fail no understanding, very short, inadequate no effective deliverables 10-29 Fail factual but little interpretation, lacks

coherence, short, errors, misconceptions

requirements not met; not recoverable 30-39 Reassess:

inadequate but recoverable with limited effort

coherent but mechanical notes, basic task OK but limited - partial - rudimentary answer, limited interpretation, lack of knowledge of topic, weak English but some appropriate use of language of topic

deliverables partially complete, not all requirements met, limited response to brief.

40-49:

3rd, D

Pass: Sufficient for award of credit

adequate mainly descriptive approach, fair, limited conceptual or theoretical ability

adequate response, demonstration of basic knowledge, relevant content, clear intention communicated, evidence of reading, acceptable minimum level of English for business presentation but may lack precision, some limited analysis / application of knowledge / theory / weighting of evidence, inconsistent

deliverables meet basic requirement correctly but limited, just adequate but not innovative, interesting or exciting, for higher marks, 45+ just exceeds minimum specification, might be good in some areas but not consistent

50-59 2ii, C

BTEC Merit - 53-59 BTEC Pass - 50-52 Satisfactory

Satisfactory with some conceptual ability but lacks good evaluation or synthesis of ideas

good response to task, collates info,

satisfactory analysis & judgement, constructs generalisations based on evidence & opinion, argues clearly, logically & constructs a case, some limited ability to state a personal position, correct English with few imprecise statements

good deliverables, some evidence of good design or execution, coherent and organised product, some limited evidence of self criticism concerning deliverable, some independence, initiative, autonomy, appropriate techniques, integration of knowledge for task 60-69 2i, B BTEC Merit -60-65 BTEC Distinction -66-69 Good. Good analysis, evaluation, synthesis, integration & argument.

evaluates info. & synthesises

generalisations, good ability to state & defend personal position, good analysis & judgement, applies knowledge to new situations, sound on theory, critical, understands limitations of methods, selective coherent & logical approach, well written with clear, correct and precise English

all criteria met to good standard, evidence of good design or execution, good integration of academic & practical issues, solid evidence of self critique/evaluation of deliverables, products well organised - documented - coherent. Evidence of independence, initiative, autonomy, creativity, adaptability, resourcefulness. Integration of knowledge, 70-79 first class, A,

Excellent. BTEC Distinction

as above but also stronger evidence of excellent, original, innovative, articulate work

very strong ability to state & defend position, uses criteria & weighting in judgements, wide knowledge and theoretical ability, full understanding of possibilities and limitations of methods & theories, 75+ more original, innovative approach, command of critical positions, lively articulate writing, excellent grasp of material - synthesis of ideas

most criteria met to high standard, strong evidence of evaluation of deliverables, 75+: deliverables excellent - all criteria met in clear and definite manner, evidence of excellent design or execution, elegance, innovation, very good evaluation of deliverables,

80-89 Outstanding. BTEC Distinction

as above but also authoritative, superlative, creative

as above but also

:-seen all possibilities in task, gone beyond accepted conceptual/critical positions, evidence of creative, intelligent, innovative approach consistently & forcefully expressed

as above but also

:-all aspects of deliverables superlative beyond 80% emphasis on theory rather than practice/deliverables

90-100

Faultless BTEC Distinction

as for 80-89 but also

:-all work superlative & without fault