Course Specification

Transcription

1 LEEDS BECKETT UNIVERSITY Course Specification APD Web Application Development (APWEB)

2 Faculty of Arts, Environment & Technology School of Computing, Creative Technologies & Engineering Award and programme title: APD Web Application Development Level of qualification: Level 7 Interim awards available: Length and status of programme and mode of study Programme APD Web Application Development Length (years) Status (FT/PT/SW) Mode (campusbased / DL or other) 1 Year Block Campus-based Course Specification Overview and Aims The web development industry continues to be one of the highest recruiters of graduates from the undergraduate Computing/IT awards and the topic by far the most popular focus for final year students on those awards. The industry has matured in recent years to include developing for mobile devices and there is a growing application of software engineering techniques and methodologies to the build of web sites. The application of these formal approaches requires strong programming capability and knowledge. The National Careers Service site forecasts an employment growth of 8% within the sector. The proportion of vacancies in this sector (32%) gleaned from employers is due to skills shortages. This compares with the overall figure across all sectors of 16%. Students embarking on careers in web application development can expect good employment prospects either freelancing, being self-employed or employed full-time within relevant sectors. The APD Web Application Development award provides students with the grounding in programming techniques as applied to web development and investigates the use of methods and frameworks applied to the development of engineered solutions.

3 This award will maximise potential for attracting current practitioners wishing to update or re-direct their current skills and share best practice, providing students with the knowledge to design and develop quality web applications for the growing market, and the opportunity to practice skills and develop professional standard applications. Course Learning Outcomes 1 Deal with complex IT issues both systematically and creatively, make informed judgements in the absence of complete data, implement and communicate their conclusions clearly to specialist and non-specialist audiences; 2 Evaluate, synthesise and apply advanced and contemporary theories and techniques to a range of complex and open-ended issues, problems and situations. 3 Evaluate critically current research, advanced scholarship and relevant methodologies and apply and critique these with due regard to ethical considerations. 4 Take responsibility for continuing to advance their knowledge and understanding, and to develop new skills to a high level both generally (as appropriate to the holder of a masters level award) and specifically as related to the field of Information and Technology. These learning outcomes of the programme align well with the QAA Subject Knowledge and Understanding (section 5) for a masters in Computing 386_Computing.pdf Course Structure The combination of the following 2 modules will provide students with the grounding in programming techniques applied to web development. They will be delivered in blocks of 2-3 days at a time for operational efficiency. Responsive Web Development Design Patterns for Web Application Development Learning and Teaching

4 Details relating to contact hours and other key information sets (KIS) are available on the course page of our Online Prospectus on our website. Learning and Teaching Approaches The Web Application Development award employs a wide range of learning opportunities and teaching methods, informed by curriculum review, research-based pedagogical approaches and continuous staff development. Innovative approaches to teaching, learning and assessment include the use of simulations, case studies, projects, practical work, work-based learning, formative discussions and student-led learning. The Course expands the application of technology in the delivery of teaching and learning support, by uniquely combining technical software development and creative skills necessary for web and mobile applications. Regular team meetings ensure that tutors are able to share and develop their understanding of the parts of the course in which they are not directly involved. Scheduled sessions include the use of lectures, seminars and practical laboratory sessions. Advantage is taken of both technology and supportive activities to ensure that effective learning takes place. The University s Virtual Learning Environment is at the heart of all modules. The faculty has moved beyond the use of the VLE as a repository and now the breadth of the University VLE provision is used in collaborative work, 24/7 access, innovative learning and assessment activities. Modules include self-assessment quizzes to enhance student engagement and to provide formative feedback. Blogs, discussion boards and video conferencing are used as innovative teaching and learning means to encourage the development of independent learning. Opportunities to celebrate the postgraduate students achievements include the Postgraduate Showcase of project work. Learning and Teaching Activities Students are supported within an inclusive learning environment, which recognise, accommodates and meets their learning needs. For each module students will normally receive lectures followed by tutorial or practical lab based sessions. These are supplemented with a programme of guest speakers and industry led seminars. In addition, all staff provide drop-in slots for students who need personalised learning support. The module materials and support provided will encourage deep learning the focus of which should support educational gain, as well as educational performance. Deep learning includes reflection, synthesising, application, critical evaluation and analysis, all of which form an integral part of the course and its assessments. Challenging and industry related tasks will stretch the students capabilities and actively engage them in applying skills and knowledge in their future employment. The Web Application Development APD course level assessment strategy will ensure not only support for the assessment of the course learning outcomes but will provide a balance of assessment methods enabling students to progressively develop expertise related to those assessment methods and to have opportunities to build on feedback.

5 Use of the Virtual Learning Environment Both modules make use of the university VLE, with most making extensive use by including a range of learning, teaching and assessment resources including module and assessment guides and workbooks. Modules are repurposed to include extensive materials (online journals, lecture notes and videos). Modules include additional supporting resources and self-assessment tests. Assessments are uploaded to the VLE for marking and feedback. Turnitin is used to detect possible plagiarism. Students receive their module marks via the VLE, as well as specific assessment feedback both formatively and summatively. Specific examples of online learning include blogs and discussion boards to discuss deepen understanding of concepts. Adobe Connect web conferencing software is used to offer additional support in some modules. Use of Blended-Learning Assessment Strategy A variety of assessment methods are used to ensure students meet the course and module learning outcomes. These include design and development of a product (web/mobile prototype/application), and product demonstrations. The course is designed with specialised career themes that run through the modules, assessment on modules within these themes builds on and reinforces previous study. The importance, power and functionality of web-based applications continue to grow at pace, as does the number of devices used to deliver these applications. We will provide the chance to specialise in the design and development of web applications using the very latest interactive technologies. Students will be taught by experts in the field - software developers, mobile/web developers and creative designers. Staff are prepared to help and advise on career pathways. The need for students to develop employability skills such as formal report writing and presentations etc. is recognised as part of the assessment strategy. Feedback on Assessed Coursework The practical nature of the Web Application Development course allows demonstration of work to be incorporated into the assessment, providing an opportunity for immediate feedback and discussion with tutors. All modules are designed to allow for formative feedback opportunities, either face-to-face or in a blended context. This allows students time

6 to consolidate prior learning and to work unhindered on assessments; it also provides staff with the opportunity to meet with the students to review progress. Written feedback is given against assessment criteria and in many cases this is provided via the VLE. Interim assessment is used within individual modules to encourage engagement and build student confidence. Module Assessment Methods Assessment Method Mapping Module Titles Responsive Web Development Y 50% 50% Core (Y) Assignment Design prototype Website development Design Patterns for Web Application Development Y 100% Employability and Professional Context In the fast changing world of the Mobile and Internet technologies, the skills required to develop and maintain secure mobile and web applications that are able to fully exploit the industry will be essential skills demanded by the market. All of these skills are addressed by modules on this course, placing our graduates at the forefront of the emerging digital economy and graduates can look forward to a wide range of career opportunities in the field of mobile application development. On completion of this course students may be eligible to apply for the PgCert, PgDip or MSc award. The School is regularly approached by local recruitment agencies and local employers enquiring about suitable students. Employability is enhanced through our contacts with industry and links to local employers. Additionally, our Employment Team provide students with up-to-date knowledge and skills relevant to the needs of the sector. The current financial climate is likely to encourage students to be more focussed on a future career path when choosing courses to study and whether to study at Postgraduate level. Work-Related Activities

7 Placement or Work-Related Activity Level: Placement or Work-Related Activity Length in Weeks: Type of Placement or Work-Related Activity: Reference Points used in course design and delivery All our courses leading to Leeds Beckett University awards have been designed and approved in accordance with UK and European quality standards. Our courses utilise the Frameworks for Higher Education Qualifications (FHEQ) and relevant subject benchmarks (where these are available) and professional, statutory and regulatory body requirements (for professionally accredited courses). We review our courses annually and periodically, responding to student feedback and a range of information to enhance our courses. Our University is also subject to external review by the Quality Assurance Agency. Our latest report can be found on the QAA website at We appoint External Examiners to verify that our University sets and maintains standards for awards which adhere to relevant national subject benchmark statements and the FHEQ (UK), ensure standards and student achievements are comparable with other Higher Education Institutions in the UK, with which they are familiar, and ensure that assessments measure achievement of course and module learning outcomes and reach the required standard. External Examiners may also provide feedback on areas of good practice or potential enhancement.

8 Record of Enhancement No. Detail of modification (Provide a brief description of the modification and where the Course Specification has been updated) Example Assessment changed from examination to presentation in Module X, see section entitled Module Assessment Methods. Date Effective (Indicate the academic year of entry and course level(s) to which the modification will apply) Level 5 from September entry