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Session: 2022/23
Last modified: 21/07/2022 15:45:48
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Title of Module: Study Project - Computing |
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Code: COMP09049 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Computing, Engineering and Physical Sciences |
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| Module Co-ordinator: | Miriam
Birch |
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| Summary of Module |
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Independent Study Projects are seen as making an important contribution towards the development of the student’s graduate attributes. The project develops the student's intellectual powers, understanding and independent critical judgement, problem solving and communication skills. The chosen subject area will relate to the student's ongoing academic studies in a Computing/Information Technology topic.
In carrying out this project, students will be expected to conduct a literature search relating to their chosen subject area. This will be the basis for critical analysis and evaluation of original data collection.
Students undertaking a project will be assigned a supervisor from the teaching subject area of their project. Supervision arrangements will be agreed between student and supervisor This may involve contact at face to face meetings, email or phone. The frequency of meetings will be agreed with the Supervisor.
It may also be that the written project report be accompanied by a physical or software product that is an outcome of the student’s enquiry.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Plan, negotiate and complete a piece of independent work related to a computing topic.
L2.
Review, select and integrate relevant theoretical perspectives in the context of the area studied.
L3.
Collect, analyse and interpret data (primary and secondary) within the professional context.
L4.
Communicate and demonstrate ideas, evaluate an argument clearly and present conclusions in an appropriate medium |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 9.
Working with an agreed scope of knowledge and understanding of a subject area.Understanding that principal theories, principles, concepts and terminology will form part of the project brief. Evaluating the effectiveness of chosen methodology to support the project topic. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Using already acquired skills and knowledge to pursue the aims and objectives of the project. Practicing routine methods of enquiry and research. Gathering primary and secondary information from a variety of sources including electronic sources. |
| Generic Cognitive skills |
SCQF Level 9.
Critical analysis, evaluation and/or synthesis of evidence gathered to support aims of project. Demonstrate range of approaches to evidence gathering and clearly explain the techniques used to evaluate and analyse same to support aims of project. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Undertaking critical analysis, evaluation and/or synthesis of ideas, issues and information and data collected. Coming to reasoned opinions./conclusions based on research activity.D rawing on a wide range of sources before stating opinions or making conclusions. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Working autonomously, taking responsibility for own learning objectives agreed under supervision. Making effective use of supervision to overcome any learning or project related tasks. Taking advice relating to professional and ethical issues of pursuing stated aims of project with regard to data collection methodology. Working with others to achieve stated learning outcomes. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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The Study Project (SP) will involve some element of original data collection. The amount of this will be agreed between the student and supervisor.
Literature search and information retrieval will also be undertaken by the student to demonstrate capabilities in the summarising of published work. The subject and nature of some Study Projects may require the use of computer packages for data analysis.
The initial meeting with supervisor should take place as soon as possible after the allocation of a supervisor has been confirmed. It is the responsibility of the student to arrange this meeting. Thereafter it is crucial that students maintain regular contact with their supervisors. This is important to achieve satisfactory supervision and development of the project.
Students may be encouraged to produce a physical or software product to complement their written reports and will have the opportunity to describe the nature and applicability of their work. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 4 |
| Tutorial/Synchronous Support Activity | 10 |
| Independent Study | 186 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
A Moodle module site will be provided to support the student.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Computing |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Business & Applied Computing |
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| Moderator | Frances McCormick |
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| External Examiner | D Doolan |
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| Accreditation Details | This module forms part of a number of programmes accredited by the BCS. |
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| Version Number | 2.08 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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A written report will be submitted presenting a critical view of the subject chosen by the student. It may also include material from current or previous work experience if relevant to the topic. A suggested project schedule is provided to assist the student with organising their time. A draft report can be submitted for feedback prior to the deadline.
Material drawn from a variety of sources should be utilised and an appropriate bibliography presented. The student should also indicate how the project links to their overall learning in the subject area. A report of approximately 4500 words is required. If a software system is an outcome of the project, then the written report may be the basis for a presentation or demonstration of the use of the system. The supervising tutor will advise students about this. If a demonstration or presentation is an option, then the written report may be limited to 2500 words. |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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This module is appropriate for any student of the University. Projects are presented in written form for which appropriate support can be provided if required.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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