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Session: 2022/23
Last modified: 11/04/2022 17:48:55
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Title of Module: Object Oriented Analysis |
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Code: COMP08033 |
SCQF Level: 8
(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: | Joanna
Olszewska |
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| Summary of Module |
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The module aims to increase a student’s awareness of the process associated with the analysis, evaluation, justification, provision, and design of technology-based organisational information systems. This module is focused on the requirements analysis of an IT-based business system in context of the overall business organisation and strategy.
The Unified Modelling Language (UML) is the object-oriented development method used for the analysis phase of the system development. During the analysis, the system is described from three viewpoints each of which is supported by specific techniques: the functional view (supported by the Use Case Diagram and Use Case Descriptions), the data view (supported by the Data Dictionary and the Class Diagram), and the event view (supported by the Sequence Diagrams). Emphasis is placed on the practical application of these techniques via a number of case studies used throughout the module. An appropriate Computer Aided Software Engineering (CASE) tool is used to produce the UML diagrams.
Undertaking this module will develop a range of graduate attributes such as analytical thinking and collaborative work. Furthermore, students will be knowledgeable in IT system analysis techniques using UML and will get practice in ethically-minded IT system design with UML.
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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.
apply modern analysis approaches, specifically UML
L2.
produce an analysis report using standard business software and CASE tools
L3.
work as a member of a development team |
| 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 8.
Understanding the role of analysis within software development.
Understanding object oriented concepts.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Using a number of object oriented techniques to provide a specification of the system. |
| Generic Cognitive skills |
SCQF Level 8.
Assessing the strengths and weaknesses of the techniques used. |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Using an appropriate CASE tool to maintain deliverables |
| Autonomy, Accountability and Working with others |
SCQF Level 8.
Working within a group to a set deadline. |
| 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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| Each week there will be a workshop session focusing on a particular topic. The topic will be introduced via a presentation incorporating practical exercises to reinforce the topic material. Students will have both individual and group-based exercises. Students will be expected to submit their solutions to these exercises on a timely basis to allow for feedback (formative assessment). Online support will be provided via the Moodle Virtual Learning Environment. |
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 | 12 |
| Tutorial/Synchronous Support Activity | 24 |
| Laboratory/Practical Demonstration/Workshop | 12 |
| Asynchronous Class Activity | 52 |
| Independent Study | 100 |
| 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:
Material on the module's Moodle site
Bennett, McRobb, and Farmer, Object Oriented Systems Analysis & Design Using UML
Britton and Doake, Object-Oriented Systems Development
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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 | Ying Liang |
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| External Examiner | T Gaber |
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| Accreditation Details | British Computer Society |
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| Version Number | 2.12 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assignment 40% - Group based case study |
| Assignment 60% - Group based case study |
(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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The module teaching team work very closely with the School of Computing’s Enabling Support Coordinator, as well as Students Services, the Enabling Support Unit, the Centre for Academic Practice and Development, the Quality Enhancement Unit, and Human Resources to ensure a commitment to all students (and staff) associated with the programme, regardless of age, disability, gender, race, religion or belief or sexual orientation.
The module teaching team make very close reference to the University’s Equality and Diversity policy: http://www.uws.ac.uk/schoolsdepts/equality/documents/EandD-Strategy.pdf
Because this module is delivered by open, distance and electronic mode of learning, very close reference is also made to accessibility related issues through: The University of the West of Scotland’s Enabling Support Website: http://www.uws.ac.uk/specialneeds/ as well as Special Educational Needs Disability Act (SENDA): http:www.opsi.gov.uk/acts2001/20010010.htm and TechDis Service web site: http:www.techdis.ac.uk
Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School.
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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