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Module title: Software Development 1

SCQF level: 07:
SCQF credit value: 20.00
ECTS credit value: 10

Module code: SET07102
Module leader: MR ANDREW CUMMING
School Computing
Subject area group: Software Engineering
Prerequisites

There are no pre-requisites for this module to be added

further information 2013/4, Trimester 1, Face-to-Face, Napier University
Occurrence: 001
Primary mode of delivery: Face-to-Face
Location of delivery: NAPIER
Member of staff responsible for delivering module: MR ANDREW CUMMING
Module Organiser:
Learning, Teaching and Assessment (LTA) Approach:
Learning & teaching methods including their alignment to LOs
A "hands on" approach is taken. Students start writing and testing programs from the start. As a first course in programming it is important for students to become familiar with the habits of programming and to become familiar and confident with the code-test-re-code cycle, In this, the first programming course students are expected to write code that is effective but is not necessarily elegant or especially well crafted. However they are exposed to examples of well crafted code and should be able to recognise it.

In respecting the learning curve we expect students to become confident at a relatively small range of tasks. This reinforces their familiarity with the basic structure of the language so that use of the syntactic elements (commas, brackets, brace, semi colons and so forth) become second nature and they do not even have to think about it. Only when students have acquired this basic sense of the language are they permitted to move on to more challenging programming problems that require them to develop their own algorithms and think more creatively about programming.

An interactive, web based teaching system is used in the early part of the course (progzoo.net). This environment provides instant feedback not only at compile time (this is true of any programming environment) but also at run time (this is peculiar to the progzoo system). The system executes the student's code and the model answer so that the outputs can be compared. The student is informed if their code is correct.

Embedding of employability/ PDP/ scholarship skills
A discussion of the jobs market for programmers and different models for procuring software is considered. The programming language used is Java which is currently the most popular for recruitment in the UK (ref. www.itjobswatch.co.uk). Java is a suitable language for teaching and has the advantage of being in use in "real life". The ability to program in Java is in itself a marketable skill however the ability to exploit the documentation and learn a new language is the second order skill that will be more valuable to students in the longer term.

Assessment (formative and summative)
Assessment is by submission of source code or by demonstration of working programs. Students are given a range of problems to solve; they can choose to attempt simple problem that attract a minimum pass mark or they can attempt more difficult problems and aim for a high grade. This approach recognises the wide ability range that is typical at undergraduate level, it allows the enthusiasts to excel and show off their superior skills; it allows the weaker students to obtain an honest pass by showing off their more modest abilities.

Research/ teaching linkages
An innovative and interactive web-based teaching tool is used. The system has been presented at conferences.

Supporting equality and diversity
Much of the teaching material can be studied at the student's own pace and in their own time. Online learning materials and resources are available to support inclusiveness and accommodate students from a wide variety of backgrounds. By encouraging supported self-study the module has flexibility that allows students to develop their skills at a pace and time appropriate to their prior experience and individual circumstances.

Internationalisation
The language Java is defined by an international standard. The lecture material is available on WebCT, the tutorial material is available online, enabling students for whom English is not their first language to study at a slower pace. Because Java is so well used internationally there are web based resources such as message boards, documentation and tutorials in many languages.


Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
FACE TO FACE Lecture 24
FACE TO FACE Practical / Labs 36
ONLINE Individual Learning Activities 70
Independent Learning Individual Learning Activities 70
Total Study Hours200
Expected Total Study Hours for Module200
Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Practical Assessment 25 1 2 6 HOURS= 10
Practical Assessment 75 1 2 13 HOURS= 40
Component 1 subtotal: 100
Component 2 subtotal: 0
Module subtotal: 100
further information 2014/5, Trimester 1, Face-to-Face, Napier University
Occurrence: 001
Primary mode of delivery: Face-to-Face
Location of delivery: NAPIER
Member of staff responsible for delivering module: MR ANDREW CUMMING
Module Organiser:
Learning, Teaching and Assessment (LTA) Approach:
Learning & teaching methods including their alignment to LOs
A "hands on" approach is taken. Students start writing and testing programs from the start. As a first course in programming it is important for students to become familiar with the habits of programming and to become familiar and confident with the code-test-re-code cycle, In this, the first programming course students are expected to write code that is effective but is not necessarily elegant or especially well crafted. However they are exposed to examples of well crafted code and should be able to recognise it.

In respecting the learning curve we expect students to become confident at a relatively small range of tasks. This reinforces their familiarity with the basic structure of the language so that use of the syntactic elements (commas, brackets, brace, semi colons and so forth) become second nature and they do not even have to think about it. Only when students have acquired this basic sense of the language are they permitted to move on to more challenging programming problems that require them to develop their own algorithms and think more creatively about programming.

An interactive, web based teaching system is used in the early part of the course (progzoo.net). This environment provides instant feedback not only at compile time (this is true of any programming environment) but also at run time (this is peculiar to the progzoo system). The system executes the student's code and the model answer so that the outputs can be compared. The student is informed if their code is correct.

Embedding of employability/ PDP/ scholarship skills
A discussion of the jobs market for programmers and different models for procuring software is considered. The programming language used is Java which is currently the most popular for recruitment in the UK (ref. www.itjobswatch.co.uk). Java is a suitable language for teaching and has the advantage of being in use in "real life". The ability to program in Java is in itself a marketable skill however the ability to exploit the documentation and learn a new language is the second order skill that will be more valuable to students in the longer term.

Assessment (formative and summative)
Assessment is by submission of source code or by demonstration of working programs. Students are given a range of problems to solve; they can choose to attempt simple problem that attract a minimum pass mark or they can attempt more difficult problems and aim for a high grade. This approach recognises the wide ability range that is typical at undergraduate level, it allows the enthusiasts to excel and show off their superior skills; it allows the weaker students to obtain an honest pass by showing off their more modest abilities.

Research/ teaching linkages
An innovative and interactive web-based teaching tool is used. The system has been presented at conferences.

Supporting equality and diversity
Much of the teaching material can be studied at the student's own pace and in their own time. Online learning materials and resources are available to support inclusiveness and accommodate students from a wide variety of backgrounds. By encouraging supported self-study the module has flexibility that allows students to develop their skills at a pace and time appropriate to their prior experience and individual circumstances.

Internationalisation
The language Java is defined by an international standard. The lecture material is available on WebCT, the tutorial material is available online, enabling students for whom English is not their first language to study at a slower pace. Because Java is so well used internationally there are web based resources such as message boards, documentation and tutorials in many languages.


Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
FACE TO FACE Lecture 24
FACE TO FACE Practical / Labs 36
ONLINE Individual Learning Activities 70
Independent Learning Individual Learning Activities 70
Total Study Hours200
Expected Total Study Hours for Module200
Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Practical Assessment 25 1 2 6 HOURS= 10
Practical Assessment 75 1 2 13 HOURS= 40
Component 1 subtotal: 100
Component 2 subtotal: 0
Module subtotal: 100

What you will learn and what this module is about:

This module introduces you to programming. The programming language used is Java however the understanding gained can be put to use in many mainstream programming languages such as C#, Visual Basic and JavaScript.

Description of module content:

This is an introduction to computer programming. Students will write, test and debug programs. We are concerned with the essential programming constructs: if, while, for; we are concerned with the use of objects, methods, parameters.

Learning Outcomes for module:

On completion of this module, students will be able to:
LO1: Design, develop and test computer programs.
LO2: Identify the concepts of object oriented programming.

Indicative References and Reading List - URL:

T1: Java in a Nutshell (2006) David Flanagan, O'Reilly
T2: http://java.sun.com/

Click here to view this module's reading list.

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