INTEGRATED PROJECT 2

SHE Level 2
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M2I325669
Module Leader Huaglory Tianfield
School School of Computing, Engineering and Built Environment
Subject Computing
Trimester
  • B (January start)

Pre-Requisite Knowledge

Integrated Project 1 (or Equivalent)

Summary of Content

The module offers students the opportunity to develop a solution to a realistic problem relevant to the domain of the student's programme of study and appropriate to the student's level of study. It will involve the utilisation of the knowledge and skills developed throughout the student's current level of study in producing an appropriate solution The emphasis of this module is on applying the development lifecycle practiced by professionals in their area of study (e.g. the software application development lifecycle and its constituent parts; the game development process) to frame and follow a project plan that leads to a solution for a given project specification/design brief relevant to the student's chosen study pathway. The balance of activities will depend on the specific objectives of the topics covered but the problem is intended to provide challenges and learning experiences that further help develop the student's insight into practices and skills associated with their intended career pathway within a simulated working environment, and develop their competence to operate successfully as part of a team. It is a group-based project and the work completed within this module by an individual student will require the student to work with other students following the same module. Project specifications/design briefs are expected to be from real external customers. At this programme level the group are expected to develop and follow a project plan framed around a relevant development process for a well defined problem area as a group with the assistance of, and under the supervision of, a module tutor and work towards well defined deliverables that meet defined requirements using specified resources. Students require working in a self motivated, coordinated way within collectively defined schedules and further developing confidence in their ability to work with others on analysing and creatively solving problems. As well as reflecting on their personal performance (strengths and weaknesses, professional development needs), students will also participate in peer reflection and evaluation, and reflect upon relevant professional and ethical issues introduced. The primary assessable outcome of the project will be an artefact appropriate to the problem set, developed through significant coordinated practical work, together with supporting documentation. The assessment will include an evaluation of the level of professionalism which teams and individuals have adopted within their work.

Syllabus

The Individual at Work -360b7 Team dynamics, personalities and traits -360b7 Meeting participation skills b7 Listening, questioning skills b7 Negotiation and assertiveness skills b7 Critical thinking and decision making b7 Giving and receiving feedback b7 Coping with pressure b7 Working with different cultures b7 Stakeholder relationship management -360b7 Landscape of legislative frameworks governing work and enterprise in the digital economy. Project Lifecycle Management -360b7 Project planning and management fundamentals: Contents of a project plan; Work Breakdown Sturucture (WBS), Project Deliverables and Milestones; Scheduling of project tasks; Project Monitoring and Review activities -360b7 Mapping lifecycles to plans b7 Project lifecycle management resources and tools relevant to the programme of study (e.g. software engineering tools to support verification, testing, configuration and release management, deployment and maintenance). Careers and Employability -360b7 Recruitment and selection processes -360b7 Career planning b7 Professional profile, digital Identity and the role of social media b7 Professional bodies and societies -360b7 Business and workplace ethics and professional issues - differentiating between good and bad employers and employees b7 Internships and Placements -360b7 Guest external speakers and Guru seminars

Learning Outcomes

On successful completion of this module, students should be able to:1. Develop a project plan that applies an appropriate development lifecycle process (e.g. the software application development lifecycle and its constituent parts; the game development process) and supporting developmental resources and tools (e.g. testing, versioning) to enable a team to develop a solution to a practical and realistic problem relevant to the programme of study. 2. Develop and demonstrate appropriate competence in, and an understanding of, the roles and transferable skills required in the project's development, and the constraints under which work is undertaken. 3. Explain the nature of professional responsibility and evidence a sensitivity to account for ethical, cultural, and legal issues in their work and decision-making.4. Reflect upon their own strengths and weaknesses and those of fellow team members and utilise reflective practices to support personal and professional development.

Teaching / Learning Strategy

The University 'Strategy for Learning' documentation has informed the learning and teaching strategy for this module. The course material and overall project guidance approach will be introduced through seminars/workshops. The tutorials will be used as project supervision, monitoring and support sessions with each individual project group, and for the explanation and elaboration of seminar material and overall project guidance and support. A significant portion of the student's independent learning is expected to be spent in group based situations developing elements of the problem solution. The course material and overall project guidance approach will be introduced through seminars/workshops. The tutorials will be used as project supervision, monitoring and support sessions with each individual project group, and for the explanation and elaboration of seminar material and overall project guidance and support. The group is also likely to have client meetings at the beginning and end of the project. A significant portion of the student's independent learning is expected to be spent in group based situations developing elements of the problem solution. Full use will be made of GCU Learn to provide Lecture-based and related study materials, along with sample solutions of Tutorial and Laboratory exercises, thus encouraging the development of independent learning and allowing self-reflective feedback on student performance. Staff-based feedback on student performance for submitted work will be provided in line with the University feedback policy, with summative feedback and grades on the coursework assessment utilising GCU Learn. The additional interactive discussion features of GCU Learn will be utilised, as appropriate to the module, to stimulate independent and flexible student learning outwith scheduled class time. Students registered on part-time programmes may use elements of work-related activity to underpin the learning on this module. To support part-time students in undertaking group activities use will be made of GCULearn to provide study materials. Additionally the interactive features of GCULearn will be utilised to support group learning outwith scheduled class time. GCULearn facilitates group interaction through discussion forum, file sharing, blogs, wikis and journals. Students will also be encouraged to make appropriate use of social media and collaboration tools.

Indicative Reading

Moon J Making Groups Work (Student Edition) , Higher Education Academy Subject Centre for Education Trought, F (2012) Brilliant Employability Skills: How to Stand Out from the Crowd in the Graduate Job Market , Pearson Education Cottrell, S (2011) Critical Thinking Skills: Developing Effective Analysis and Argument , Palgrave MacMillan Cottrell, S (2010) Skills for Success: Personal Development and Employability , Palgrave MacMillan Berkun, S (2005) The Art of Project Management , O'Reilly Bruce, A & Langdon, K (2000) Project Management (Essential Managers), Dorling Kindersley Publishers Ltd West M (2004) Effective Teamworking, BPS Blackwell Fleddermann C (2008) Engineering Ethics, Prentice Hall Arnold, J & Randall, R et al. (2010) Work Psychology: Understanding Human Behaviour in the Workplace, Prentice Hall Ashleigh, M & Mansi, A (2012) The Psychology of People in Organisations , Pearson Burns, P. (2008) Corporate Entrepreneurship: Building an Entrepreneurial Organisation , Palgrave MacMillan CBI / Universities UK (2009) Future Fit - Preparing Graduates for the World of Work , London: CBI Cotrell, S (2010) Study Skills for Success. The Personal Development Planning Handbook , Palgrave Macmillan Daf, R. L & Marcic, D (2014) Building Management Skills: An Acton-First Approach, Centage Learning

Transferrable Skills

Critical thinking and problem solving. Communication skills, written, oral and listening. Effective Information retrieval and research skills. Computer literacy. Self confidence, self discipline & self reliance (independent working). Awareness of strengths and weaknesses. Appreciating and desiring the need for continuing professional development Reliability, integrity, honesty and ethical awareness Ability to prioritise tasks and time management (organising and planning work). Interpersonal skills, team working and leadership. Presentation skills. Commercial awareness (Narrative)

Module Structure

Activity Total Hours
Seminars (FT) 48.00
Independent Learning (FT) 122.00
Assessment (FT) 18.00
Lectures (FT) 12.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 40% Project Artefact with accompanying documentation and presentation(s)