INTEGRATED PROJECT 3 (CCIS)

SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3W224781
Module Leader Peter Barrie
School School of Computing, Engineering and Built Environment
Subject Computing
Trimesters
  • B (January start)
  • C (May start)

Pre-Requisite Knowledge

Integrated Project 2 (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 and previous levels of study in producing an appropriate solution. The emphasis of this module is on innovation 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 their intended career pathway within a simulated working environment, and develop their competence to operate successfully. 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 groups are normally expected to be multidisciplinary and to be able to integrate different professional working practices. At this programme level the group are also expected to be able to develop innovative solutions to a problem challenge and apply appropriate professional practices. Students are expected to demonstrate significant autonomy in planning, selection of resources and (within set guidelines) defining the deliverables that demonstrate their concept and evidence its viability. By prior agreement with module tutors, students on certain pathways may be permitted to work individually on responses to external competition briefs but will still be expected to engage in peer assessment and critiquing activities. Groups are expected to develop their own code of conduct that members will follow and choose their own documentation and management standards, and to document the working practices they have followed in support of evidencing the group's professionalism. As well as reflecting on their personal performance (strengths and weaknesses, professional development needs), students will also undertake peer reflection and evaluation. 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. The cumulative engagement of students on the ITMB and SDfB e-skills accredited pathways with external e-skills events will be assessed as part of the Individual Reflective Report.

Syllabus

Innovation and Entrepreneurship -360 Innovation and creativity theory and practice, including disruptive innovation through digital technologies Idea generation and evaluation: sources of information, market characterisation, sales volume prediction; financial evaluation (e.g. ROI); technical evaluation; practicality of a concept from the viewpoint of functionality Careers and Employability -360b7 Students will have access to specialist seminars on key aspects of career development and employability. Students will have access to interactive sessions with guest external speakers.

Learning Outcomes

On completion of this module, students should be able to:Demonstrate competence in defining technical and enabling soft skills to work in a professional manner to develop an innovative solution to a realistic problem relevant to the domain of the student's programme of study.Demonstrate a critical understanding of the entrepreneurial and innovation processes involved in creating and providing products and professional services and the important role played by digital technologies in sustaining economic growth across a range of organisations and sectors.Develop a business case and project plan.Evidence career readiness.

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. 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. The course material and overall project guidance approach will be introduced through seminars/workshops. The role of the project supervisor is to provide advice to the group and facilitate periodic independent review of the group's progress during the project period through occasional pre-arranged regular meetings. The group is also likely to have several client meetings throughout the course 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. 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

Chapman J (2007) Designers, Visionaries and Other Stories: A Collection of Sustainable Design Essays, Trowbridge Press Timmons J (1994), New Venture Creation: Entrepreneurship for the 21st Century, Irwin Cisco Entrepreneur Institute learning resources http://www.ciscoinstitute.net/ Vinck D (2009), Everyday Engineering: and Ethnography of Design and Innovation, The MIT Press Brown T (2009), Change by Design: How Design Thinking Creates New Alternatives for Business and Society, Harper Collins Inc. Verganti R (2009), Design-Driven Innovation: Changing the Rules of Competition by Radically Innovating, Harvard Business School Burns P (2011) Entrepreneurship and Small business: start-up, growth and maturity, Palgrave MacMillan Tidd, J. and Bessant, J. (2009) Managing Innovation: integrating technological, market and organisational change, John Wiley and Sons Deakins D and Freel M (2009) Entrepreneurship and Small Firms, McGraw-Hill, ISBN 0-07-709993-1

Transferrable Skills

D2 Critical thinking and problem solving. D4 Communication skills, written, oral and listening. D6 Effective Information retrieval and research skills. D7 Computer literacy. D8 Self confidence, self discipline & self reliance (independent working). D9 Awareness of strengths and weaknesses. D11 Knowledge of International Affairs D12 Appreciating and desiring the need for continuing professional development D13 Reliability, integrity, honesty and ethical awareness D14 Entrepreneurial, independence and risk-taking D15 Ability to prioritise tasks and time management (organising and planning work). D16 Interpersonal skills, team working and leadership. D17 Presentation skills. D18 Commercial awareness (Narrative)

Module Structure

Activity Total Hours
Seminars (FT) 24.00
Assessment (FT) 18.00
Independent Learning (FT) 154.00
Tutorials (FT) 4.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 1 n/a 70.00 35% Project Artefact and Group Project Report (3000 words)
Coursework 3 n/a 10.00 35% Group Presentation
Coursework 2 n/a 20.00 35% Individual Reflective Report (1500 words)