Computing (Software Development)

Foundation Degree (FdSc) Computing (Software Development) & Foundation Degree (FdSc) Computing (Networking)

Validation and Specification Document

Validated April 2015 V16/17 – no changes Contents

2 Table of Figures

3 1. 1. Programme 1.1 Rationale for FdSc Computing programme Computing provision at Grŵp Llandrillo Menai has been running for many years with a range of programmes being offered at Levels 1-5 to meet local and regional needs. Higher Education Computing courses have been run at Rhos on Sea for at least 15 years. Initial provision was HNCs and HNDs validated by Glamorgan University. Provision switched to Glyndŵr University in 2005; initially offering HNCs and HNDs then moving to Foundation Degrees at revalidation in 2009. The current programme offers two routes:  FdSc Applied Computing focused on software development  FdSc IT Support for students looking at technical support or networking careers. Each route includes a range of computing subjects aimed at giving all students a broad knowledge base. This is combined with specialist modules on the student’s main area of interest. This structure meets local needs where employers are mainly small to medium enterprises (SMEs) or even micro-enterprises. These small organisations would not typically have separate IT departments but need flexible IT support personnel who can handle all aspects of their IT infrastructure. There is a significant number of small software development companies in the local area. The FdSc Applied Computing was developed to address the needs of these organisations by focussing on Object Oriented Programming at Level 5. There are a number of larger employers; typically public sector / education / local government who do have large IT infrastructures and IT Support departments to match. Graduates of the FdSc IT Support have often progressed to careers in this type of organisation. Representatives from local employers who have been actively engaged with past and current HE Computing students by providing work placements were consulted during the development of the programme and the structure reflects their input. The organisations who took part in this consultation were:  3X Software  Conwy County Borough Council  Denbighshire Citizen Advice Bureau  Parys Technografx

The proposed programme offers two routes under the title FdSc Computing. In addition to a range of compulsory modules studied by all students, those more interested in software development will study three modules related to Web Development at L4 followed by Object Oriented Programming and Mobile Development at Level 5. Students interested in more technical aspects are able to study dedicated computer networking modules. These modules embed the Cisco CCNA Routing and Switching curriculum. Students will have the option of sitting the Cisco CCNA certification exam at the end of the course.

4 Currently, there are a number of Level 3 groups within Grŵp Llandrillo Menai that feed into the FdSc Computing including the: BTEC Extended Diploma IT Practitioners BTEC Extended Diploma Software Development BTEC Extended Diploma Games Development Access to HE

In addition to students progressing from Level 3 courses within Grŵp Llandrillo Menai, the programme also attracts progressing Level 3 students from local high schools; some of whom have taken part in LINC courses at Grŵp Llandrillo Menai as part of their school studies. The programme also attracts a significant number of mature students. These range from people who left school with few qualifications or chose not to proceed to higher education to others seeking a career change. Others have tried Higher Education in other places but due to personal preference or work / family commitments prefer to study locally. The programme also welcomes students from overseas and the Grŵp’s International Office is working actively to raise Grŵp Llandrillo Menai’s profile within identified regions.

As mentioned above, the North Wales area has a predominance of small and medium sized enterprises. They have a need for affordable training and a well-educated workforce. However, their small size, coupled with barriers to training such as cost and time, presents particular challenges. Offering the FdSc Computing at a modular level provides the opportunity for individuals already employed in the sector to undertake continuous professional development (CPD) to up-skill and/or improve their knowledge.

1.2 Recruitment Target There are currently 18 students studying for the FdSc Computing award on a full time basis (9 in year 1 and 9 in year 2). Three others are studying part-time (60 credits per year) Targets for entry onto the programme in September 2015 have been set at 12 FT students at Rhos campus and 6 FT students at Dolgellau with the aim of growing the number in following years.

5 1.2 Programme Specification: Bangor University/Grŵp Llandrillo Menai

Awarding body/institution Bangor University

Teaching institution Grŵp Llandrillo Menai

Rhos (Software Development and Networking Campus Awards) Dolgellau (Software Development only)

Details of accreditation by a professional, No statutory or regulatory body

Type of professional, statutory or No regulatory accreditation

Is accreditation in some way dependent on No choices made by students?

Foundation Degree Final award/s available Certificate of Higher Education

Computing (Software Development) Award title Computing (Networking)

JACS 3 code I100

G400 Rhos UCAS code (from admissions) G401 Dolgellau

Relevant QAA subject benchmark Computing (2007). statement/s Foundation Degree qualification benchmark (2010)

NUS - CBI: Working towards your Future - Making Other external and internal reference points the most of your time in higher education (2011) used to inform the programme outcomes Cisco CCNA Routing and Switching curriculum

Mode/s of study Full time, part time and by individual module/s

Language of study English and bilingually Welsh/ English

Date at which the programme specification March 2015 was written or revised

6 Main Educational Aims of the Programme

The Programme aims to:  provide a qualification which enables graduates to work within the field of Computing  build upon students’ knowledge and practical skills associated with employment  develop student’s communication, literacy and numeracy skills  aid students in applying transferable skills and competences in recognised organisational settings allied to the computing industry  provide students with an opportunity to develop skills, knowledge and expertise in a range of issues relating to Computing including: programming, databases, networking, web design and graphics  develop reflective practice and independent learning skills which enable learners to undertake research and take responsibility for their own learning and professional development

The distinctive features of the Programme aim to:  satisfy local demand for vocational higher education in the area of Computing  provide academic progression for learners in North Wales who wish to pursue a career within the field of Computing  provide professional development for those employed within the Computing industry  provide continuous professional development through the provision of individual modules within the Programme, offering learning and potential benefits to affiliated organisations as well as to individuals  increase understanding of Computing and develop transferable skills such as self- management, team-working, business awareness, problem-solving

7 1.3 Intended Programme Learning Outcomes

To gain an FdSc Computing, the student will have demonstrated A) subject knowledge and understanding, B) cognitive skills, C) subject-specific skills and D) employability skills evidenced through achievement of the learning outcomes articulated within each of the programme modules.

A) Subject knowledge and B) Cognitive skills C) Subject-specific skills D) Employability skills understanding

A1: Demonstrate understanding B1: Recognise and analyse C1: Specify, design and D1: Self-management: of computational thinking criteria and specifications construct computer-based readiness to accept including its relevance to appropriate to specific systems. responsibility, flexibility, everyday life. problems, and plan strategies resilience, self-starting, for their solution. C2: Evaluate systems in terms appropriate assertiveness, time A2: Demonstrate knowledge of general quality attributes and management, readiness to and understanding of essential B2: Analyse the extent to which possible trade-offs presented improve own performance facts, concepts, principles and a computer-based system within the given problem. based on feedback/reflective theories relating to computing meets the criteria defined for its learning. and computer applications as current use and future C3: Recognise any risks or appropriate to the programme development. safety aspects that may be D2: Team working: respecting of study. involved in the operation of others, co-operating, B3: Present succinctly to a computing equipment within a negotiating, persuading, A3: Demonstrate knowledge range of audiences (orally, given context. contributing to discussions and and understanding of key electronically or in writing) C4: Deploy effectively the tools awareness of interdependence hardware systems and rational and reasoned with others. components arguments that address a given used for the construction and information handling problem or documentation of computer D3: Business and customer A4: Demonstrate understanding opportunity. applications, with particular awareness: basic of the role of software in emphasis on understanding the understanding of the key drivers computer systems including the B4: Analyse, interpret and whole process involved in the for business success including distinction between operating exercise good judgment. effective deployment of innovation, risk taking, customer systems and applications. computers to solve practical satisfaction and loyalty. B5: Consider and analyse own problems. A5: Demonstrate knowledge of work in a reflective manner, D4: Problem solving: analysing appropriate practices and tools with reference to academic C5: Operate computing facts and solutions and applying for the specification, design, and/or professional issues, equipment effectively, taking creative thinking to develop implementation and evaluation debates and conventions. into account its logical and appropriate solutions. of computer-based systems. physical properties. B6: Formulate appropriate D5: Communication and A6: Demonstrate understanding research questions and employ literacy: application of literacy, of the professional, economic, appropriate methods and ability to produce clear, social, environmental, legal, resources for exploring those structured written work and oral moral and ethical issues questions. literacy including listening and involved in the sustainable questioning. exploitation of computer B7: Understand the limits of technology. research methods, and be able D6: Application of numeracy: to apply this knowledge within manipulation of numbers, A7: Develop detailed own work. mathematical awareness and its knowledge and understanding application in practical contexts. in one or more designated areas of the field. D7: Application of information technology: basic IT skills including familiarity with word processing, spread sheets, file management and use of internet search engines. Table 1 - Programme Learning Outcomes

8 Programme Learning Outcomes by Module - Level 4

Programme Learning Outcomes

Subj Subject Specific Skills Title ect of Kno Leve wled Cogn l 4 ge itive and Skills Mod Unde ule rstan ding

A1 A2 A4 A5 A7 B1 B2 B3 B4 B5 B7 C1 C3 C4 C5

Digital Graphics Fundamentals (10)           

Computer Systems (10)             

Creating and managing accessible  websites (20)           

Database design and management (20)              

Designing accessible websites (10)             

Employability based learning 1 (20)      

Introduction to networks (20)            

Introduction to programming (20)           

Research and study skills (10)       

Routing and switching essentials (20)            

Table 2 - Programme Learning Outcomes by Module - Level 4

9 10 Programme Learning Outcomes by Module - Level 5

Programme Learning Outcomes

Subj Subject Specific Skills Title ect of Kno Leve wled Cogn l 5 ge itive and Skills Mod Unde ule rstan ding

A1 A2 A4 A5 A7 B1 B2 B3 B4 B5 B7 C1 C3 C4 C5

Connecting Networks (20)              

Designing and Creating Object Oriented  Programs (20)            

Developing Mobile Technology (20)             

Emerging Computing Technologies (10)       

Employability Based Learning 2 (20)            

Ethical Computing (10)       

Project management for computer  professionals (20)         

Research Methods and Study Skills (20)     

Scaling Networks (20)              

Table 3 - Programme Learning Outcomes by Module - Level 5

11 12 1.4 Programme Structure Computing (Software Development) 2 Years Full Time Certificate of Higher Education: 120 credits Level 4

Semester 1 Semester 2 Designing accessible web sites (10 credits) Creating and managing accessible web sites Digital Graphics Fundamentals (20 credits) (10 credits) Research and Study Skills (10 credits) Employability Based Learning 1: Applying Theory in Practice Computer Systems (10 credits) (20 credits) Database Design and Management (20 credits) Introduction to programming (20 credits) CORE Table 4 - Programme Structure – Computing (Software Development) – Full Time Level 4

Foundation Degree (FdSc): 240 credits Level 5

Semester 1 Semester 2 Designing Mobile Technology (20 credits) CORE Designing and Creating Object Oriented Programs (20 credits) CORE Ethical computing Emerging computing technologies (10 credits) (10 credits) Employability Based Learning 2: Professional Reflection and Personal Development (20 credits) Research Methods and Study Skills (20 credits) Project Management for Computer Professionals (20 credits) Table 5 - Programme Structure – Computing (Software Development) – Full Time Level 5

13 Computing (Networking) 2 Years Full Time Note: The Networking programme is only available at the Rhos campus Certificate of Higher Education: 120 credits Level 4

Semester 1 Semester 2 Introduction to Networks Routing and Switching Essentials (20 credits) CORE (20 credits) CORE Research and Study Skills (10 credits) Employability Based Learning 1: Applying Theory in Practice Computer Systems (10 credits) (20 credits) Database Design and Management (20 credits) Introduction to programming (20 credits) Table 6 - Programme Structure – Computing (Networking) – Full Time Level 4

Foundation Degree (FdSc): 240 credits Level 5

Semester 1 Semester 2 Scaling Networks Connecting Networks (20 credits) CORE (20 credits) CORE Ethical computing Emerging computing technologies (10 credits) (10 credits) Employability Based Learning 2: Professional Reflection and Personal Development (20 credits) Research Methods and Study Skills (20 credits) Project Management for Computer Professionals (20 credits) Table 7 - Programme Structure – Computing (Networking) – Full Time Level 5

14 Criteria for Admission

Academic requirements: a minimum of 180 UCAS tariff points, normally gaining a pass in at least one relevant A2 subject; or an AVCE, GNVQ, BTEC National Certificate/Diploma, International Baccalaureate, Welsh Baccalaureate, in a relevant subject; or a Pass in approved ACCESS; or NVQ level 3 Equivalent international qualifications are acceptable; Entry onto Level 5 will be considered individually in line with Grŵp Llandrillo Menai’s admissions policies.

Those without such qualifications are considered on an individual basis and a wide range of prior experience may be taken into account. However in all circumstances applicants will need to demonstrate commitment to learning associated with computing and a realistic view of the field.

Language requirements:

Welsh or English as mother tongue with equivalent GCSE grade C, or above Any degrees, diplomas or certificates eligible above should have been taught and assessed in Welsh or English, or For overseas applicants, for entry onto Level 4, English fluency to TOEFL 525 or higher (with no element less than 500), or IELTS 5.5 or higher (with no element less than 5.0) For overseas applicants, for entry onto Levels 5, English fluency to TOEFL 550 or higher (with no element less than 525), or IELTS 6.0 or higher (with no element less than 5.5)

15 1.5 Teaching and Learning Methods Delivery is through a blend of the following: Interactive lectures Core subject material is often delivered using lectures particularly for new topic areas where students have little prior knowledge on which to build. Lectures are delivered in an interactive style with student input expected and encouraged. Lecture slides are provided in advance via Moodle and students are encouraged to review these before the lecture. Directed questioning is used during the lectures in order to gauge understanding and promote active involvement. Case studies Several modules make use of case studies in order to help students relate theory to practice and to learn from real-world examples. They are often combined with group work. Group discussions / activities These are used as part of interactive lecture sessions and practical workshops. A typical student cohort will contain students with a mix of prior subject knowledge and employment experience. Group discussions and activities allow this to be shared in a spirit of collaborative learning. They are also seen as an important part of developing the important employability skill of team- working. Practical workshops Practical workshops are used in many modules. These often follow lecture sessions and build on or work with the theories that they introduced. The workshop sessions are facilitated by the module leader. They provide a good way to gauge the understanding and skill level of individual students and to undertake remedial work to overcome any deficiencies in a student’s background knowledge. Some practical workshops will involve group work where more experienced students are paired with less experienced to maximise collaborative learning. As noted below under “Resources”, classrooms have PCs for each student with access to all required software. For modules requiring specialist hardware (mainly those embedding the Cisco CCNA curriculum at the Rhos campus) there are two dedicated hardware / networking labs separate to the Grŵp network. Tutor directed student learning Students are expected to take greater responsibility for their own learning as they progress through their programme (a fact which is made clear during interview). The programme structure and the teaching strategies are designed to encourage this development. Relevant material and links is provided on Moodle to guide students in their efforts outside the structured classroom / lab teaching environment. The time expected to carry out research, complete assignments, projects or presentations is shown in each module descriptor under the heading “Teaching and Learning Strategy”. This time given is not restrictive and more able students will often expend more time than this in the completion of their own learning.

16 Guest speakers Are used where appropriate in the programme. They enhance delivery by introducing a sense of the outside or real world into the learning and teaching process. Their input provides valuable insights into current working practices in different areas of expertise and experience and gives learners insight into different career opportunities within the area of Media. Notable speakers who have contributed to the student learning experience in previous years include: Gaz Thomas – Owner & Founder, The Game Homepage Penny Matthews - Coleg Llandrillo Enterprise Coordinator Tim Ashcroft – M.D. Innovas Ed Jones – Partner, CodeBacon

17 1.6 Resources University Centre Coleg Llandrillo (UCCL) A new University Centre, costing £4.5m has been built in partnership with Bangor University to provide facilities for Grŵp Llandrillo Menai's degree students at the Rhos campus, opened in September 2014. The bespoke building is equipped with the latest IT and multimedia equipment, and include a range of seminar rooms, teaching rooms and small tutorial rooms to provide outstanding teaching and learning facilities. Tutorial rooms are equipped with monitor, screens and whiteboards for learners to enable learners to book rooms for group work and practicing presentations. Specialist library resources, IT facilities and study areas provide custom-built places for working individually or in groups, outside lectures and tutorials. Vocational classes continue to be delivered in specialist accommodation around the campus, enabling students to benefit from practical training sessions in industry-standard professional facilities. Classrooms All classes are taught in computer rooms where all students have individual access to a PC connected to the main Grŵp network. Their log-in gives access to a wide range of software as required for their studies. The range of software available is reviewed annually. Each class room has a dedicated laser printer and digital projector. Some have interactive whiteboards or screens. Multimedia resources HE Computing student have access to a range of hardware particularly suitable for multimedia content such as:

 Digital DSLRs for photography.  Digital video cameras for filming.  iPads are available for filming / photography  Microphones and headsets  Access to Apple Mac computers Several robots available to the Computing team have been used as "models" for project work. Hardware / Networking Labs There are two dedicated labs for hardware and networking subjects. These allow students to carry out a wide range of practical work ranging from PC assembly / troubleshooting, software / operating system installation and configuration through to Local Area Network (LAN) and Wide Area Network (WAN) simulations. Both rooms have internet connectivity but are separate from the main Grŵp network so allowing activities which would not be permitted in standard classrooms. Moodle Virtual Learning Environment (VLE) Moodle is used extensively on all HE computing modules as both a learning resource and means of communication with students and its continued use will underpin this development. Student Gmail account All HE Computing students are provided with a Gmail account which along with Moodle is a key communication method used by all members of the teaching team. The account also gives access to Google Drive which is increasingly used as a tool for collaborative learning.

18 Microsoft Dreamspark Premium Students studying HE Computing courses qualify for access to the Grŵp’s Dreamspark Premium account which allows them to obtain free, legal copies of a wide range of Microsoft programmes including desk-top and server operating systems, Visual Studio, Access, Visio and Project. Online resources All HE Computing students are given an Athens account and access to other online resources through Bangor University giving them access to a wide range of academic journals and other publications.

19 1.7 Student Employability and Career Opportunities Employability is a key aim of the course which is addressed in most modules but in particular through the Employability Based Learning (EBL) modules which represent 20 credits at both Level 4 and Level 5. A range of local employers from small software developers to large local government IT support departments were consulted during development of this programme. They had all provided work placements to current or previous students. These modules are informed by the reports produced jointly by the Confederation of British Industry (CBI) and the National Union of Students (NUS) the latest of which is “Working towards your Future - Making the most of your time in higher education” published in 2011. This document identifies a range of Employability Skills (listed in Table 1) which are developed in most modules. See mapping in Section 2. In addition, the CBI/NUS document highlights the value of relevant work experience. The Level 5 Employability Based Learning 2 module requires student to propose, plan and implement a work placement of minimum 80 hours with specific learning outcomes agreed with the module leader and the employer. Post placement evaluation promotes reflective practice. Personal tutors and the EBL module leaders work closely with the Grŵp’s HE Careers Adviser to provide guidance to students to assist with their career planning and job search skills Throughout the year, students are kept up-to-date with graduate recruitment fairs locally and further afield e.g. in Liverpool and Manchester. The HE Careers Adviser works closely with HE staff at the Grŵp to provide advice and guidance to students throughout their studies, and also up to three years after they complete their programme. Examples of positions attained by previous graduates include:

Partner in web development company IT Technician at local high school Junior software developer IT Technician in local government

20 1.8 Staff Development Each year Grŵp Llandrillo Menai academic staff are required to undertake appropriate continuous professional development that can take the form of studying for higher awards, working with industry, observing leading edge developments, examining externally and developing online resources for the hospitality sector. Generally, all staff attend a variety of training events, conferences and work experience opportunities relevant to the sector, and their specialist areas. Several members of the teaching team have post-graduate qualifications such as PhD and MSc Information Systems. Other recent / current postgraduate and professional studies undertaken by HE Computing teaching staff include:  MSc Computer Science  MSc Advanced Networking  Masters module on Database Systems Members of the teaching team have undertaken a variety of professional training including:  Microsoft MTA Software Development Fundamentals  Microsoft MTA Network Fundamentals  Cisco CCNA Instructor Training  Prince 2 Foundation

The HE Computing Programme leader has been a Fellow of the Higher Education Academy since 2011. He is one of four HE Curriculum Development Officers in Grŵp Llandrillo Menai who work with the Grŵp HE Development Manager to support and develop Higher Education provision. He is also part of the Grŵp Llandrillo Menai Scholarship group and in 2014 edited the first edition of “Insight - Journal of Scholarship and Research at Grŵp Llandrillo Menai”.

Examples of other relevant in-house staff development and external conferences attended include the following:  Launch of QAA - HEA Guidance for Higher Education Providers on Education for Sustainable Development  Pivotal Education/ Habits of Excellent Teaching and Behaviour Management  EDRAC Sharing of Good Practice  Examination Board Classification  Categorical Marking  Advanced Plagiarism Training  HE Policies and Procedures Update  Evaluation of Literature and Adopting an Analytical Approach to Work  Introduction to ‘Turnitin’  HE Conference – 2014 (Meeting the needs of the 21st century graduate)  Seminar: Think, Pair, Share Glyndwr University

21 22 1.9 Assessment / Feedback Students are assessed using a range of methods across the programme. All assessments will follow the Grwp Llandrillo Menai Assessment Policy for Higher Education. Assessments relate directly to learning outcomes and one assessment tends to cover more than one learning outcome. In designing and deciding upon an assessment format for a module the following factors have been considered: The module learning outcomes and their level, with particular emphasis on the student’s ability to analyse and communicate information from: 1. module content 2. learned knowledge from other areas/qualifications 3. experience 4. the implementation of systematic information-seeking strategies Encouraging students to apply their skills to specific problems. Approaching problems in a systematic way and employing test approaches to resolve them. Assessment performance criteria, as communicated to the student. The validity and reliability of the assessment methods, which are monitored by module leaders and programme teams. Time constraints (for students and staff) and the need to ensure consistency. The use of a range of strategies through which a student can demonstrate what he or she knows As far as possible within the constraints of the HE academic calendar, assignment submission dates are distributed to avoid excessive clustering. A schedule is developed by the programme team and communicated to the students early in the academic year.

1.10 Methods of Assessment Assessments take the form of Reports Presentations Time constrained assessments Practical work Essays Portfolios Case studies Reflection

23 Ti m e- co Pr Pr ns C ac R es tra P as R tic Es efl en in ort e ep al sa ec tat ed fol st ort w y tio io as io ud or n n se y k ss m en Level 4 modules t

Digital Graphics Fundamentals   

Computer Systems    

Creating and managing accessible websites (20)   

Database design and management (20)   

Designing accessible websites (10)   

Employability based learning 1 (20)   

Introduction to networks (20)  

Introduction to programming (20)  

Research and study skills (10)     

Routing and switching essentials (20)  

Table 8 - Methods of Assessment by Module - Level 4

Ti m e- co Pr Pr ns C ac R es tra P as R tic Es efl en in ort e ep al sa ec tat ed fol st ort w y tio io as io ud or n n se y k ss m en Level 5 modules t

Connecting Networks (20)  

Designing and Creating Object Oriented Programs (20)  

Developing Mobile Technology (20)  

Emerging Computing Technologies (10) 

Employability Based Learning 2 (20)   

Ethical Computing (10)  

Project management for computer professionals (20)    

Research Methods and Study Skills (20)  

24 Scaling Networks (20)  

Table 9 - Methods of Assessment by Module - Level 5

25 2. 2. Mapping of Employability Skills

The Employability Skills identified at Level 5 are: D1: Self-management: to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D2: Team working: respecting others, co-operating, negotiating, persuading, contributing to discussions and awareness of interdependence with others. D3: Business and customer awareness: basic understanding of the key drivers for business success including innovation, risk taking, customer satisfaction and loyalty. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spread sheets, file management and use of internet search engines.

26 Level 4

Employability Skills Title of Level 4 Module D1 D2 D3 D4 D5 D6 D7 Digital Graphics Fundamentals (10)      Computer Systems (10)       Creating & managing accessible websites (20)      Database design and management (20)     Designing accessible websites (10)        Employability based learning 1 (20)      Introduction to networks (20)       Introduction to programming (20)      Research and study skills (10)    Routing and switching essentials (20)       Table 10 - Mapping of Employability Skills - Level 4

Level 5

Employability Skills Title of Level 5 Module D1 D2 D3 D4 D5 D6 D7 Connecting networks (20)       Designing and Creating Object Oriented      Programs (20) Developing Mobile Technology (20)      Emerging computing technologies (10)     Employability-based Learning 2 (20)       Ethical computing (10)     Project management for computer professionals        (20) Research Methods & Study Skills (20)     Scaling networks (20)       Table 11 - Mapping of Employability Skills - Level 5

27 3. 3 Module Descriptors Level 4

28 Computer Systems

Award: FdSc Computing Teaching Period: Semester 1 Credit Value: 10 credits Campus: Rhos / Dolgellau Level: 4 JACS Subject Code: I110 Module Leader (Rhos): Trevor Rees ASC Category: 6 Deputy (Rhos): Andrew Smith Language of Tuition: Bilingual / English Module Leader (Dolgellau): Graham Hall Deputy (Dolgellau): Eifion Owen

Overall Aims and Purpose

This module will enable learners to develop a sound understanding of the essential hardware and software components of a computer system, using the PC architecture exemplar. Through a range of practical and research exercises the respective roles of hardware and software plus their interaction are explored

Indicative Content

Hardware  Overview of computer systems: identification, purpose and functionality of key components and computer architecture  Memory concept and functionality, types of and protected and virtual aspects  Data representation, in memory, numbering systems and consideration of data transfer rates  Overview, identification and functionality of key types of I/O to include peripherals  Overview of connectivity to include internal buses (PCI), external buses (USB) and networking (ADSL, Ethernet etc.) Operating Systems  Overview of operating systems: identification, purpose and functionality of key components within a modern operating systems and the use of Microsoft OS and Linux as exemplars.  Resource Management and concept of sharing  Device Management to include device drivers, dumb and smart peripherals  Memory Management including virtual memory and addressing  File Management for local and remote files

29 Assessment Criteria

Threshold: the student’s understanding of the knowledge and skills base developed through this module is limited, evidenced by the narrow application of theory linked to practice. At this level, the student has demonstrated limited understanding of hardware and operating systems concepts. The work should be of a satisfactory standard but may have significant shortcomings in some areas. The student has included the relevant background information in both a written and practical context but may not have offered them in an efficient manner leaving the final understand with areas to improve. Good: the student’s understanding of the knowledge and skills base developed through this module is sound and practical, evidenced by the effective application of theory linked to practice. At this level, the student has demonstrated a good understanding of theory and practical concepts for the module. The work should be of a good standard but may have missed some opportunities to improve in some areas. The student has demonstrated personal responsibility for the nature and quality of outputs and has required a minimal degree of tutor support. Excellent: the student’s understanding of the knowledge and skills base developed through this module is excellent, evidenced by the thorough application of theory linked to practice. At this level, the student has demonstrated a clear understanding of the theory and practical concepts. The work should be of an excellent standard overall. The written work will be correct on the whole and the student has included background information, referenced appropriately to cover the required outcomes. The student has demonstrated a high degree of personal responsibility for the nature and quality of outputs and has worked autonomously throughout

Assessment Methods

Individual portfolio of 6 equally weighted exercises, demonstrating a range of skills, knowledge and understanding across all learning outcomes, within a workplace context (or simulation). 80%, 2,000 words, LO1, 2, and 3. Individual time-constrained (2 hours) closed book class test to ascertain understanding gained. 20%, (7 hrs. expected additional revision time), LO1 and 3

Teaching and Learning Strategy

100 notional learning hours comprising of 30 hours classroom-based and 70 tutor-directed student learning. The classroom-based element will include student-centred learning methods such as interactive lectures, case studies, group discussions and practical workshops. The tutor directed student learning will be supported by online learning materials hosted or signposted on the Grŵp VLE.

30 Learning Outcomes

In the context of the computing industry provide evidence of an ability to: 1. Demonstrate knowledge and understanding of the principles and concepts of Computer Systems and hardware architecture. 2. Analyse how elements of a system meet requirements 3. Demonstrate an understanding of the functionality and architecture of an operating system.

Employability Skills

D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D2: Team working: respecting others, co-operating, negotiating, persuading, contributing to discussions and awareness of interdependence with others. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spreadsheets, file management and use of internet search engines.

Indicative Reading

Clements, A., 2006. Principles of Computer Hardware. Oxford University Press. Englander, I., 2014. The Architecture of Computer Hardware, Systems Software & Networking: An information technology Approach. Wiley. Galvin, P & Gagne, G & Silberschatz, A., 2012. Operating System Concepts. 9th Ed. International Student Version. Hennessey, J & Patterson, D., 2013. Computer Organisation and Design: The Hardware / Software Interface, Morgan Kauffman Series.

Pre-requisite Co-requisite

None None

31 Creating and Managing Accessible Websites

Award: FdSc Computing Teaching Period: Semester 2 Credit Value: 20 credits Campus: Rhos / Dolgellau Level: 4 JACS Subject Code: I160 Module Leader (Rhos): Andrew Smith ASC Category: 6 Deputy (Rhos): Claire Payne Language of Tuition: Bilingual / English Module Leader (Dolgellau): Dave Bowen Deputy (Dolgellau): Margaret Hall

This module will enable learners to use a suitable mark-up language (e.g. HTML5) and style sheets (e.g. CSS3) to create a standards-compliant, accessible website which complies with a given brief. Learners who have completed the “Designing Accessible Websites” module will use the design that they completed for that module (first correcting any shortfalls of that design). A tutor-written brief can be supplied to learners who have not completed the design module. The development process is carried out using a simple code editor in order to maximize learners’ understanding of the underlying code and reduce their future dependence on specific software tools. An overview of alternative web development software (WYSIWYG, enhanced text-editors, content management systems) will be given towards the end of the module to inform the learners’ approach to future developments. The website will be tested for correct function and validated against relevant standards. The learners will upload the website to a server to ensure they understand the full development and deployment process. Technical documentation will be produced to facilitate future maintenance of and changes to the website.

Indicative Content

HTML basics. File formats, document types, language and character encoding, document structure tags (e.g. , , ,

,
, , , comments), file naming, case-sensitivity, absolute / relative references CSS basics. Inline styles v. internal style sheets v. external style sheets. CSS code syntax, comments HTML semantics. Meaning of tags e.g.

. Normal document flow. CSS positioning. CSS box model. Floats. Static / fixed/ absolute / relative positioning. Z-index. Code testing and validation. Iterative development. Typical errors and how to find / eliminate them. Using third-party code. Copyright. Adapting to target website. Validation issues. Overview of webservers. Local development servers. Windows v. Linux hosting. Domain and site hosting. Uploading site content using FTP. Alternative web development software (WYSIWYG, enhanced text-editors, content management systems)

Threshold: Website is uploaded and in most respects functions as planned. There may be some minor errors. The site uses HTML & CSS at a basic level. The site contains at least one rich media element. The development commentary is adequate but may lack detail. All HTML and CSS code has been successfully validated. There is evidence of an iterative development approach. The technical manual is basic and may lack some expected elements. The site evaluation is largely descriptive with no third party involvement. Good: Website is uploaded and functions as planned. Changes to the design are explained. The site uses HTML & CSS including some more advanced features. The site includes rich media content that required alterations / manipulations to fit the site. The development commentary is more detailed with appropriate use of screenshots and/or other graphics. There is evidence of substantial testing including third-party involvement and multiple web browsers. The technical manual has expected content but its structure / presentation may be sub-optimal. The site evaluation is more detailed. There may be some third-party involvement but this may not have been used effectively. Excellent: The website functions as intended and has a professional (or near-professional) appearance. The site uses HTML & CSS to a high level. Advanced features are used appropriately throughout the site. The HTML & CSS code is neatly presented and includes appropriate comments. The site includes the appropriate use of multiple types of rich media. The development commentary is well-structured and presented. It provides evidence of independent learning. Testing is comprehensive and well-documented. The technical manual has expected content with a clear structure and a professional or near-professional standard of presentation. The site evaluation is comprehensive and incorporates third-party input in a meaningful way.

Assessment Methods

Develop, test and deploy the website to a server. Document the process in a journal 60%, Guideline time to complete this assignment is approximately 42 hours LO 1, LO2 and LO 3. Technical manual for the website containing information that would be required to maintain / amend the site 20%, Guideline time to complete this assignment is approximately 14 hours LO 4. Report evaluating the completed website with reference to the given brief. 20%, 1000 words, LO 5.

200 notional learning hours compromising of 60 hours classroom-based and 140 tutor-directed student learning. The classroom-based element will include student-centred learning methods such as interactive lectures, case studies, group discussions and practical workshops. The tutor directed student learning will be supported by online learning materials hosted or signposted on the Grŵp VLE.

In the context of the computing industry provide evidence of an ability to: 1. Develop a website to a given brief using a standards based mark-up language and control its appearance / layout using style sheets 4. Plan and implement testing and validation to demonstrate correct function and standards compliance 5. Deploy the website to a web server. 6. Create documentation to facilitate ongoing maintenance and future changes to the website 7. Evaluate the website against the design brief

D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spreadsheets, file management and use of internet search engines.

Indicative Reading

Castro, E. and Hyslop, B., 2011. HTML5 + CSS3: Visual Quickstart Guide. 7th ed. W3schools, 2015. HTML(5) tutorial [online], Available at http://www.w3schools.com/html/default.asp W3schools, 2015. CSS tutorial [online], Available at http://www.w3schools.com/css/default.asp

Digital Graphics Fundamentals None Designing Accessible Websites

34 Database Design and Management

Award: FdSc Computing Teaching Period: Semesters 1 & 2 Credit Value: 20 credits Campus: Rhos / Dolgellau Level: 4 JACS Subject Code: I240 Module Leader (Rhos): Emily Drennan ASC Category: 6 Deputy (Rhos): Inge Powell Language of Tuition: Bilingual / English Module Leader (Dolgellau): Dave Bowen Deputy (Dolgellau): Graham Hall

This module will provide the learners with the skills required to design, create and maintain a relational database. The skills gained will then help the learners to enter a commercially operated database environment and to administer the system to the requirements of the industry. Firstly, the module is designed to develop an understanding of the fundamentals behind the efficient and effective organisation of data and data relationships. Secondly, it is designed to develop, by means of practical examples, the skills involved in using the SQL to create a database system and also how to manage and interrogate the information contained within the system.

Indicative Content

Fundamentals of database design – For example, Relationships between tables, Primary and Foreign Key, data integrity, fields, Data types(such as TEXT, DATE, NUMBER etc) Conceptual data modelling (Entity Relationship Model) – For example Logical relationships including One to one, one to many and Many to Many Relational design – functional dependency and normalisation (up to third normal form) Create a database structure using a suitable front end database. (Create tables, reports, forms and query the database) Create a database structure using SQL commands Develop SQL commands to maintain a database (CREATE, INSERT, UPDATE, ROLLBACK, COMMIT, JOIN, ALTER etc)

Threshold: the student’s understanding of the knowledge and skills base developed through this module is limited, evidenced by the narrow application of theory linked to practice. At this level, the student has demonstrated limited understanding of the scenario and practical concepts. The work should be of a satisfactory standard but may have significant shortcomings in some areas. The ERD designs will show a lack of understanding. The student has included the relevant entities and attributes but may not have modelled them in an efficient manner leaving the final solution weak with many areas for improvement. Good: the student’s understanding of the knowledge and skills base developed through this module is rational, evidenced by the application of theory linked to practice. At this level, the student has demonstrated a good understanding of the scenario and practical concepts. The work should be of a good standard but may have missed some opportunities to improve in some areas. The ERD designs will be essentially correct but the student may have missed some of the cardinality or optionality, within the relationships. The student has included the relevant entities and attributes and has modelled them in an efficient manner but may have some areas for improvement. Excellent: the student’s understanding of the knowledge and skills base developed through this module is excellent, evidenced by the thorough application of theory linked to practice. At this level, the student has demonstrated a clear understanding of the scenario and practical concepts. The work should be of an excellent standard overall. The ERD designs will be correct on the whole and most of the cardinality or optionality, within the relationships will be correct. The student has included the relevant entities and attributes and has modelled them in an efficient manner to cover the scenario.

Assessment Methods

Assignment 1 Produce a report that includes: The theory of Relational databases and normalisation, including examples. Design a database from a specified scenario. This will include the development of an Entity Relationship Model (ERD) 40%, 2000 words, LO1, LO2

Assignment 2 Implement a working database in Access using the designs from Assignment 1. An evaluation on your own performance towards the assignment. 30%, Guideline time to complete this assignment is approximately 21 hours, LO3, LO4

Assignment 3 You will be given a laboratory exercise on the topic of SQL. The questions will be answered using SQL commands. These commands will include, table creation, insertion and querying. 30%, Guideline time to prepare and complete this exercise is approximately 21 hours, LO5

36 Teaching and Learning Strategy

Learning Outcomes

In the context of the computing industry provide evidence of an ability to: 1. Demonstrate understanding of the principles of the relational database model, normalisation and functional dependencies. 8. Analyse the data requirements of a system to a design and a relational model. 9. Build a database to satisfy the data requirements. 10. Use reflection to assess personal performance. 11. Demonstrate understanding of the principles of SQL

D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D7: Application of information technology: basic IT skills including familiarity with word processing, spreadsheets, file management and use of internet search engines.

Indicative Reading

Beighly, L., 2007. Head First SQL, O’Reilly Carter, J., 2003. Database design and programming with Access, SQL and Visual Basic. 2nd ed. McGraw-Hill Date, C.J., 2003. Introduction to Database Systems: 8th ed. Addison Wesley. Date, CJ and Darwen, H., 2006. Databases, Types and the Relational Model: The Third Manifesto, Addison Wesley. Taylor, A.G., 2013. SQL for Dummies: 8th ed. Wiley & Sons

None None

37 Designing Accessible Websites

Award: FdSc Computing Teaching Period: Semester 1 Credit Value: 10 credits Campus: Rhos / Dolgellau Level: 4 JACS Subject Code: I160 Module Leader (Rhos): Andrew Smith ASC Category: 6 Deputy (Rhos): Claire Payne Language of Tuition: Bilingual / English Module Leader (Dolgellau): Dave Bowen Deputy (Dolgellau): Graham Hall

This module introduces the rationale for designing websites which are accessible by as many users and on as many platforms as possible. Key concepts relating to how humans interact with computers (HCI) are covered together with how site navigation, page layout and visual aspects can be used to enhance accessibility / usability. Commercial considerations and legislative requirements relating to accessibility for people with disabilities are covered. The implications of increasing use of mobile devices to access websites are discussed together with the growing trend towards responsive web design which avoids the need to maintain separate desktop and mobile sites. Compliance with web standards such as HTML5 and CSS3 is introduced as a key method to ensure that websites can be viewed / used correctly.

Indicative Content

Benefits of designing sites to meet web standards (such as HTML5 and CSS) Introduction to latest HTML and CSS standards Difference between design and development roles Benefits of creating accessible websites for companies / organisations Factors that enhance or limit accessibility and how to address them Overview of accessibility legislation Basics of Human Computer Interaction (HCI) including affordances, constraints, metaphors, attention and workload, human information processing Website navigation. Flat v deep hierarchies. Implications for usability / accessibility Basic design theory (Contrast, Repetition, Alignment, Proximity) and how these principles can enhance the usability of websites Fixed v. fluid layouts Responsive web design (RWD). Benefits and drawbacks. Principle of progressive enhancement. Grid based layouts. 960 grid system Website design methods. Wireframe v. photorealistic storyboards. Search engine optimisation.

Threshold: The purpose of the site / target audience is identified but there is little attempt to link this to elements of the site design. There will be some evidence of research into similar websites but this is mainly descriptive and may not be referenced correctly. Design documentation is adequate, containing enough detail to start the web development process. There may be some omissions or inconsistencies. Site navigation is adequate and clearly reflected in the proposal. The design includes at least one form of rich media content. The evaluation of the design is basic with little reference to basic design theory and accessibility considerations. The standard of presentation is adequate. The work may contain some spelling and grammar errors but these do not detract from the meaning. Good: Work is more detailed and shows clear evidence of more in-depth research. Harvard Referencing has been used mainly correctly. The purpose of the site / target audience is clearly defined and there is some attempt to link this to elements of the site design. The design includes rich media content that have required alterations / manipulations to fit the site. Story boards are reasonably detailed with no major omissions. They will be neatly and consistently formatted. The standard of presentation is good. Most spelling and grammar errors have been eliminated. Excellent: There is evidence of extensive research which has been correctly referenced using the Harvard Referencing system. There is detailed explanation of how the proposed design meets the purpose of the site and the needs of the target audience. The site design includes the appropriate use of multiple types of rich media. Design decisions are made with reference to considerations such as design theory, HCI, usability/accessibility. Storyboards are detailed and comprehensive with few, if any, errors or omissions. The work is well structured and presented to a professional or near professional standard.

Assessment Methods

Website proposal document for a site of at least 5 pages on a topic chosen by the student (and agreed with the module tutor) to include identification of site aim, target audience and navigation structure. Guideline time to complete this document is approximately 7 hours, 20%, LO 1. Website design documentation in line with agreed proposal. To include storyboards and other suitable design specifications. Guideline time to complete this documentation is approximately 21 hours, 60%, LO 2 Report evaluating the website design with reference to basic design theory and accessibility considerations Guideline time to complete this report is approximately 7 hours, 20%, LO 3

In the context of the computing industry provide evidence of an ability to: 1. Propose a website identifying its aim, target audience and navigation structure 12. Design an accessible standards compliant website based on the proposal 13. Evaluate the website design with reference to basic design theory and accessibility considerations

D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D2: Team working: respecting others, co-operating, negotiating, persuading, contributing to discussions and awareness of interdependence with others. D3: Business and customer awareness: basic understanding of the key drivers for business success including innovation, risk taking, customer satisfaction and loyalty. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spreadsheets, file management and use of internet search engines.

Indicative Reading

Castro, E. and Hyslop, B., 2011, HTML5 + CSS3: Visual Quickstart Guide .7th ed. Krug, S., 2013 Don't Make Me Think: A Common Sense Approach to Web and Mobile Usability Marcotte, E., 2010, Responsive Web Design,[online] http://alistapart.com/article/responsive-web- design Niederst Robbins, J., 2012, Learning Web Design: A Beginner's Guide to HTML, CSS, JavaScript, and Web Graphics .4th ed. O’Reilly Zeldman, J and Marcotte, E., 2009, Designing with Web Standards .3rd ed.

None Digital Graphics Fundamentals

40 Digital Graphics Fundamentals

Award: FdSc Computing Teaching Period: Semester 1 Credit Value: 10 credits Campus: Rhos / Dolgellau Level: 4 JACS Subject Code: I150 Module Leader (Rhos): Claire Payne ASC Category: 6 Deputy (Rhos): Andrew Smith Language of Tuition: Bilingual / English Module Leader (Dolgellau): Dave Bowen Deputy (Dolgellau): Graham Hall

This module will enable learners to understand the theory behind computers graphics and effective use of computer graphics in today’s world. This unit will also discuss image manipulation and other considerations such as ethics and the effect that current technology has had. Students will learn appropriate bitmap and vector software packages.

Indicative Content

Where and when digital graphics are used: on the web, logos, posters, billboards, cartoons. For information, entertainment, advertising, promotion, education. Introduction to graphics types: bitmap and vector and their features, file size, scaling, file format features, typical uses of each graphic type. Compression techniques: lossy and lossless. Image manipulation and ethics: airbrushing, full editing, what is acceptable?; ease of distribution via social networking, email and cloud computing. Legislation and guidelines: identifying ownership, copyright, copyright free, gaining permissions The impact of digital technology on computer graphics: DSLR cameras, mobile phone cameras, photo printers, social networking. Methods of reflection on individual performance and the effectiveness of the finished production against the brief: checking against client need and user need.

Threshold: the student’s understanding of the knowledge and skills base developed through this module is limited, showing little understanding of the theory behind the effective creation of digital graphics. Limited understanding of module content such as file formats, resolution, compression. Little evidence of independent learning. Little self-reflection has taken place. Good: the student’s understanding of the knowledge and skills base developed through this module is sound and practical, evidenced by the effective application of theory linked to practice. The student shows some understanding of the theory within this subject. Good understanding of module content such as file formats, resolution, compression. Some evidence of independent learning. Effective self- reflection has taken place. Excellent: the student’s understanding of the knowledge and skills base developed through this module is credible and realistic, consistently evidenced by the rigorous application of theory linked to practice. The student has demonstrated an excellent knowledge of the theory in this subject. Excellent understanding of module content such as file formats, resolution, compression and the student has effectively applied this theory to their practical element. Substantial evidence of independent learning. Excellent self-reflection has taken place. Assessment Methods

Individual written report on the impact that technology has had on digital graphics today. 40%, 1000 words, LO 1 Individual production of 2 digital images. An original vector image created from scratch and a manipulated bitmap image using original/existing images to a brief and reflect on these. 60%, should take approximately 20 hours, LO 2 and 3.

Learning Outcomes

In the context of the computing industry provide evidence of an ability to: 1. Demonstrate understanding of the current use of digital graphics and the impact from current technologies 14. Demonstrate understanding of the different types of graphics, file formats and compression 15. Create suitable graphics to a given brief and reflect on their suitability against the brief

42 Employability Skills

Indicative Reading

Evamy, M., 2009. Graphics Explained: 7 Top Designers, 7 Briefs, 49 Solutions...in Their Own Words, RotoVision Faulkner, A., 2014. Adobe Photoshop CC Classroom in a Book. Adobe Niederst Robbins, J., 2012. Learning Web Design: A Beginner's Guide to HTML, CSS, JavaScript, and Web Graphics (4th Edition), O’Reilly Wood, B., 2014. Adobe Illustrator CC Classroom in a Book. Adobe

None None

43 Employability-based Learning 1: Applying Theory in Practice

Award: FdSc Computing Teaching Period: Semester 2 Credit Value: 20 credits Campus: Rhos / Dolgellau Level: 4 JACS Subject Code: I190 Module Leader (Rhos): Kate Feliciello ASC Category: 6 Deputy (Rhos): Claire Payne Language of Tuition: Bilingual / English Module Leader (Dolgellau): Margaret Hall Deputy (Dolgellau): Eifion Owen

This module aims to enable learners to carry out a number of employment related tasks, negotiated jointly with employers/industry representatives and Grŵp-based staff.

Indicative Content

Workplace practices in the Computing industry Application of group theory: forming effective groups, managing group work, a review of group management theories such as Belbin and Tuckman How theory works in practice. Use of new ideas as transformational tools that leads to new levels of awareness, through reflection. Making sense of the practical relevance of knowledge, skills, concepts and theories. Relevance and context of knowledge, skills, concepts and theories. Development of insight and understanding, through analysis. Recruitment and applying for a job in the IT industry: different types of CV; adapting the CV; applying for a job; interview skills. Writing reflectively: development of reflection skills; methods for writing reflectively.

Threshold: the student’s understanding of the knowledge and skills base developed through this module is limited, evidenced by the narrow application of theory linked to practice. This student’s portfolio will have all the required work. Reports will show a basic level of research and will be descriptive in nature about the application of knowledge to the group assignment. Referencing will be basic and include a narrow range of resources but an attempt will be made. Reflective writing will be produced which will show elements of reflection but will not demonstrate how future practice can be improved. Good: the student’s understanding of the knowledge and skills base developed through this module is sound and practical, evidenced by the effective application of theory linked to practice. This student’s portfolio will show consideration of the aims of the module. Reports will show a good level of research and will show good consideration of how knowledge can be applied to a working situation. Referencing will be consistent throughout and include a good range of resources along with some background reading. Reflective writing will be produced which will contain detailed reflection and will consider how the skills gained during the first year of the course can be applied in future. Excellent: the student’s understanding of the knowledge and skills base developed through this module is credible and realistic, consistently evidenced by the rigorous application of theory linked to practice. This student’s portfolio will be professional in presentation and fully exhibit the aims of the module. Reports will show an excellent range of research and will show excellent consideration of how knowledge can be applied to a working situation. Referencing will be consistent and correct throughout and include an extensive range of resources and background reading to demonstrate depth of knowledge. Reflective writing will be produced which will demonstrate careful reflection and will fully evidence how the skills gained during the first year of the course can be applied in future.

45 Assessment Methods

Create a formal CV which conforms to accepted norms for this document type. Create an informal CV aimed at use in the information technology industry. Compare and contrast the two CVs explaining the rationale for the different formats. 20%, 14 hours, LO1

Completion of a group project to achieve a specific goal. The group project may be completed for an external employer as agreed between the group and tutor. In addition to the completed project, appropriate supporting documentation will be delivered to describe how the group has achieved the objective and worked together for the duration of the project. Research will be evidenced using the Harvard Referencing system. 50%, 35 hours, LO2 & LO3

Produce an individual reflective report which summarises new knowledge and skills gained during Level 4 and how they have contributed to enhanced performance in work based contexts (e.g. group projects or actual work experience). The analysis must be supported by specific examples and is likely to include comparison of projects carried out early in Level 4 with later projects in order to identify progress. The explanation should be supported by research into accepted theories of group formation and group working. 30%, 1500 words, LO4 & LO5

The module will build upon previous knowledge, skills, concepts and theories and encourage the student to apply them in a workplace context (or simulation) through lectures/workshops, supported by group and individual tutorials. 200 notional learning hours comprising 60 hours classroom-based and 140 hours tutor/employer- directed student learning. Within the 60 classroom-based hours, 12 hours will be frontloaded for direct tutor input supplemented by individual/small group tutorial support throughout the module.

In the context of the computing industry provide evidence of an ability to: 1. Apply communication skills effectively to take advantage of new opportunities at work. 16. Apply knowledge, skills, concepts and theories gained at Level 4 into work-based contexts and explain how they operate in practice. 17. Explain the contribution made by others in a work-based context, recognising interrelationships that enable common goals to be achieved. 18. Summarise the enhanced contribution made in work-based contexts as a result of applying new knowledge and skills appropriately. 19. Demonstrate enhanced insight and understanding, through analytical comment, based upon specific examples.

D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D2: Team working: respecting others, co-operating, negotiating, persuading, contributing to discussions and awareness of interdependence with others. D3: Business and customer awareness: basic understanding of the key drivers for business success including innovation, risk taking, customer satisfaction and loyalty. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D7: Application of information technology: basic IT skills including familiarity with word processing, spreadsheets, file management and use of internet search engines.

Indicative Reading

Bolton, G., 2014. Reflective Practice: Writing and Professional Development. SAGE Publications Ltd Johnson, D. and Johnson, F., 2012. Joining together: Group Theory and Group Skills. Pearson Napier, R. and Gershenfeld, M., 2004. Groups: Theory and Experience. Routledge. Schon, D.A. and Argyris, C., 1992. Theory in Practice: Increasing Professional Effectiveness. Jossey-Bass. Recommended reading: Cottrell, S., 2008. The Study Skills Handbook. 3rd ed. Palgrave Macmillan.

None None

47 Introduction to Networks

Award: FdSc Computing Teaching Period: Semester 1 Credit Value: 20 credits Campus: Rhos Level: 4 JACS Subject Code: I120 Module Leader (Rhos): Andrew Smith ASC Category: 6 Deputy (Rhos): Andrew Scott Language of Tuition: Bilingual / English

This module uses the “Introduction to Networks” section of the Cisco CCNA Routing and Switching course to introduce the architecture, structure, functions, components, and models of the Internet and computer networks. The principles of IP addressing and fundamentals of Ethernet concepts, media, and operations are introduced to provide a foundation for the remainder of the networking curriculum. The module blends theoretical content with a range of practical exercises such as creating small local area networks (LANs), making networking cables, carrying out basic configurations for routers and switches, and implement IP addressing schemes.

Indicative Content

Networking concepts. LANs v WANs. Internet, Client-server, peer-to-peer, IP addressing. IPV4, IPV6, sub-netting, VLSM, default gateway Network devices. Router, switch, wireless access point (WAP) Testing connectivity. Loopback address, end-to-end connectivity, PING, Traceroute Networking protocols. OSI 7 layer model, TCP/IP 4 layer model, data encapsulation Network media. Copper (UTP, STP), Ethernet, Fibre-optic, wireless Media Access Control. Physical v. logical topologies. Star, extended-star, bus, ring, point-to-point. Half v. full duplex. Ethernet. MAC addresses, Address Resolution Protocol (ARP) TCP v UDP. TCP handshake, reliability, flow-control Application layer protocols. HTTP/HTTPS, SMTP/POP/IMAP, FTP, SMB, DNS, DHCP Basic network security

Threshold: There may be over-reliance on the Cisco material with little evidence of wider reading. The content of the research-based report is reasonably accurate though there may be some factual errors. The differences between similar devices (for example hubs and switches) or similar concepts (for example MAC and IP addresses) may not be clearly explained. The standard of presentation is adequate. The work may contain some spelling and grammar errors but these do not detract from the meaning. The practical work has been carried out though there may be errors / omissions in the implemented solution and supporting documentation. Good: There is clear evidence of wider reading beyond the Cisco material. This wider reading is evidenced using the Harvard Referencing system correctly for the most part. The content of the research based report is accurate with few if any factual errors. Specialist technical terms are used correctly and there is clear evidence of understanding of the differences between similar devices as described above. The standard of presentation is good. The work contains few if any spelling and grammar errors. The practical work has been carried out with few if any errors / omissions in the implemented solution and supporting documentation. Excellent: There is clear evidence of wide independent reading beyond the Cisco material. This reading is evidenced by correct use of the Harvard Referencing system. Content of the research based report is accurate. Specialist technical terms are used fluently throughout and there is clear evidence of understanding of each of the devices, services and protocols covered. The standard of presentation is of a professional or near-professional standard. The practical work has been carried out without significant errors / omissions in the implemented solution and supporting documentation.

Assessment Methods

Individual research-based report describing network devices & services, the role of protocol layers in data networks and the importance of addressing and naming schemes at various layers of data networks in IPv4 and IPv6 environments 50% 2,500 words, LO1, LO2 & LO3 Individual practical test carried out using real hardware or network simulator. 50% LO4, LO5 & LO6

200 notional learning hours typically comprising of 60 hours lab based and 140 tutor-directed student learning. The classroom sessions which take place in dedicated computer hardware networking rooms will include interactive lectures, group discussions, practical labs using network simulator or real hardware, individual and group work. Study materials are provided through the Cisco Netspace VLE. Formative assessment is provided by end of chapter and end of module online exams which are also used to gauge student’s suitability / preparedness for optional CCNA Routing and Switching Certification exam.

In the context of the computing industry provide evidence of an ability to: 1. Describe the devices and services used to support communications in data networks and the Internet 20. Describe the role of protocol layers in data networks 21. Describe the importance of addressing and naming schemes at various layers of data networks in IPv4 and IPv6 environments 22. Design, calculate, and apply subnet masks and addresses to fulfill given requirements in IPv4 and IPv6 network 23. Build a simple Ethernet network using routers and switches 24. Use Cisco command-line interface (CLI) commands to perform basic router and switch configurations

D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D3: Business and customer awareness: basic understanding of the key drivers for business success including innovation, risk taking, customer satisfaction and loyalty. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spreadsheets, file management and use of internet search engines.

Indicative Reading

Cisco CCNA Routing and Switching – Introduction to Networks (available through Cisco Netspace system) Stallings, W., 2013, Data and Computer Communications. 10th ed, Pearson Tanenbaum, A and Wetherall, D, 2011, Computer Networks. 5th ed. Pearson

Optional Cisco CCNA Routing and Switching – Introduction to Networks Companion Guide

None None

50 Introduction to Programming

Award: FdSc Computing Teaching Period: Semesters 1 & 2 Credit Value: 20 credits Campus: Rhos / Dolgellau Level: 4 JACS Subject Code: I320 Module Leader (Rhos): Inge Powell ASC Category: 6 Deputy (Rhos): Kate Feliciello Language of Tuition: Bilingual / English Module Leader (Dolgellau): Graham Hall Deputy (Dolgellau): Eifion Owen

This module will introduce learners to the fundamental concepts used in the development of computer programs using an appropriate development language for example Java, Python or Visual Basic. The learners will gain an understanding of the process of program creation from examination of an initial problem through to designing and developing a final solution.

Indicative Content

Structured or graphical solutions to given problems using techniques such as flow charts and pseudo code. Program development taking into account current good practice and development cycles including design, creation and testing. Build solutions using a range of programming to include: Structures and types (such as int, double, bool, String, char, float), sequence (including order, input and output), conditional statements (including if, else, else if and switch case), iteration (including for, while and do), methods (such as constructing, calling, parameters, return values and scope), classes (including creation and use) and error handling (including try and catch) Code interaction with the user giving sensible and contextual response. Simple testing such as sample test data and testing tables for a given problem.

Threshold: Most of the requirements completed satisfactorily. Some elements may show a measure of weakness. Adequate but not outstanding. At this level, students may make errors in syntax or functionality in some of the developed designs/programs. Structure, layout and style will be weak with little use of comments but they will have demonstrated some understanding through a range of designs and programs. The solutions will be basic and lack any real depth or creativity and testing will be weak. Good: All of the requirements completed satisfactorily with some to a high standard. A very good submission demonstrating an understanding of the fundamental structures used and their strengths and weaknesses. However, some areas are not fully explored affecting the potential success of the design/solution. At this level, students will make only a few errors in program syntax or functionality in some of the developed designs/ programs. Structure, layout and style will be good overall with the addition of clear comments. They will have demonstrated clear understanding through a range of designs/ programs. The solutions will be more than just basic and will show a degree of creativity and will have been tested thoroughly.

Excellent: All of the requirements completed to a high standard. An excellent submission clearly evidencing planning and may include independent research additional to taught materials. Clear evidence of the application of design theory throughout. Practical elements have been well presented and thought through with analysis of the problem and clear solutions developed showing a very good level of understanding issues which arise. At this level, students will make very few errors in syntax or functionality. Structure, layout and style will be excellent overall with the addition of elucidated comments. They will have demonstrated clear understanding through a range of designs/ programs and are likely to have shown further research by the breadth of the solutions submitted. The solutions will be in-depth and advanced. They will clearly demonstrate the students’ knowledge, creativity and flair and will have been tested extensively.

Assessment Methods

Research and discuss current trends and employment opportunities regarding programming languages. Develop a simple program (or programs) to a given brief to include structures, sequence and conditional statements. 30%, 20 hours, LO 1 & LO4 Design, code and test a program (or programs) to a given brief to include iteration. 30%, 20 hours, LO 2. Design, code and test a complex program (or programs) to a given brief to include methods. 40%, 30 hours, LO 2 & LO 3.

Learning Outcomes

In the context of the computing industry provide evidence of an ability to: 1. Use the basic structure and features of a programming language 2. Design and build a complex application/s using a range of programming techniques. 3. Devise and use a methodical test plan to comprehensively test the solution. 25. Demonstrate understanding of current trends and employment opportunities regarding programming languages.

53 Indicative Reading

Cadenhead R., 2014. Java in 24 Hours, Sams Teach Yourself, 7th ed, Sams. Deitel & Deitel, 2007., Java How to program. 7th ed, Pearson, Dawson, M, 2010. Python Programming for the Absolute Beginner. 3rd ed, Course Technology PTR Lowe D., 2014. Java All-in-One For Dummies, 4th ed, John Wiley & Sons Halvorson, M. 2013 Microsoft Visual Basic 2013 Step by Step , Microsoft Press. Hutt, R. 2014 Python: Learn Python FAST! - The Ultimate Crash Course to Learning the Basics of the Python Programming Language In No Time. CreateSpace Independent Publishing Platform 26. McGrath, M. 2010 Visual Basic In Easy Steps. 3rd ed, Computer Step. McGrath M., 2011. Java In Easy Steps, 4th ed, In Easy Steps Limited. Picking R., 2007. Get on up with Java, Lexden Schildt H., 2014. Java: A Beginner's Guide, 6th ed, McGraw-Hill Osborne. Websites http://www.homeandlearn.co.uk/java/java.html http://www.javabeginner.com/

None None

54 Research and Study Skills

Award: FdSc Computing Teaching Period: Semester 1 Credit Value: 10 credits Campus: Rhos Level: 4 JACS Subject Code: X220 Module Leader (Rhos): Kate Feliciello ASC Category: 11 Deputy (Rhos): Andrew Smith Language of Tuition: Bilingual / English Module Leader (Dolgellau): Margaret Hall Deputy (Dolgellau): Graham Hall

This module aims to develop the study skills of the learners, enabling the production of sound academic writing, the introduction of critical thought and basic research skills. It will enable students to develop skills in academic writing, the use of academic conventions, information research, reflection and the management and organisation of their work.

Indicative Content

Academic writing including essays and reports with reference to how they are structured and compiled using appropriate language. Use of academic conventions within work, notably Harvard citation and referencing. Information research using appropriate resources such as MOODLE, the University Online Library, Grŵp e-resources via Athens such as Infotrac and methods of recording research effectively. Legal aspects of academic writing: such as plagiarism and copyright practices Reflective writing and practice, including theories and models that underpin such practice and the importance of reflective practice to learning. Time management including effective planning and prioritisation of tasks.

Threshold: the student’s understanding of the knowledge and skills base developed through this module is limited, evidenced by the narrow application of theory linked to practice. The student will have a basic understanding of the requirements of referencing and appropriate research but not apply them consistently. Research will use a narrow range of resources and fail to demonstrate a breadth of investigation into the specific subject areas. This student will use a basic style of academic writing and will communicate ideas and research accordingly. Good: the student’s understanding of the knowledge and skills base developed through this module is sound and practical, evidenced by the effective application of theory linked to practice. This student will show a good understanding of the requirements of referencing and apply them in a consistent manner. Research will use a good range of resources and show some level of background reading. Good use of grammar and academic writing style will be applied to this student’s written work. Excellent: the student’s understanding of the knowledge and skills base developed through this module is credible and realistic, consistently evidenced by the rigorous application of theory linked to practice. This student will show a thorough understanding of the requirements of referencing and apply them consistently and correctly. Research will include a wide range of resources and show thorough background reading to support the written work. Excellent structure of written work will be executed, with excellent use of grammar and use a formal academic writing style.

Assessment Methods

An individual portfolio of linked and progressive exercises demonstrating appropriate research and study skills and academic writing. 100%, 2,500 words, LO1 – 4. Consisting of: Individual essay on how research informs practice. 20%, 500 words, LO 1 Individual research report or case study on a topic discussed with the module tutor. 60%, 1500 words, LO2 & LO4 Individual reflection on the research activities undertaken. 20%, 500 words, LO 3

Lectures / workshops will concentrate on developing knowledge, understanding and skills in a participative and interactive environment. Students will develop their learning through both formal teaching and case studies. 100 notional learning hours comprising 20 hours classroom-based lectures, 5 hours of seminars/tutorial sessions and 75 hours tutor/employer-directed student learning.

In the context of the computing industry provide evidence of an ability to: 1. Explain how research informs and can enhance practice. 27. Demonstrate the ability to retrieve relevant information from a range of sources and to reference it appropriately. 28. Demonstrate understanding and use of theories and models of reflection and an awareness of the value of reflection to learning. 29. Provide evidence of effective academic writing in a range of forms and the appropriate use of academic conventions.

D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D7: Application of information technology: basic IT skills including familiarity with word processing, spreadsheets, file management and use of internet search engines.

Indicative Reading

Cairns, P. and Cox, A., 2008. Research Methods for Human-Computer Interaction. Cambridge University Press. Cottrell, S., 2008. The Study Skills Handbook. 3rd ed. Palgrave Macmillan. Cottrell, S., 2010. Skills for Success: The Personal Development Planning Handbook. 2nd ed. Palgrave Macmillan. Cottrell, S., 2011. Critical Thinking Skills: Developing Effective Analysis and Argument. 2nd ed. Palgrave Macmillan. Greetham, B., 2008. How to Write Better Essays. 2nd ed. Palgrave Macmillan. Pears, R. and Shields, G., 2008. Cite them right: the essential referencing guide. 7th ed. Pear Tree Book.

None None

57 Routing and Switching Essentials

This module builds on the foundation provided by the “Introduction to Networks” module and uses the “Routing and Switching Essentials” section of the Cisco CCNA Routing and Switching course to describe the architecture, components, and operations of routers and switches in a small network. The role of switches in creating local area networks (LANs) is examined in detail. Important LAN security concepts are introduced together with practical measures to mitigate the risks. The role of Virtual LANs and how they are implemented are also covered. The role of routers in joining LANs to form Wide Area Networks (WANs) is explored including how they combine routing information from static configuration and dynamic routing protocols such as RIP and OSPF. The theoretical content of this module is blended with a substantial number of practical exercises involving configuration of switches and routers. These exercises are carried out either in a networking lab using industry standard hardware or using the Cisco Packet Tracer network simulator which is provided to all students studying the Cisco based modules to facilitate practice at home.

Indicative Content

Switching. Collision domains, broadcast domains, frame forwarding, switch types, basic configuration, LAN security concepts, switch port security. Layer 3 switching Virtual LANs (VLANs). VLAN trunking, Dynamic Trunking Protocol (DTP), native VLANs, 802.1Q tagging, Voice VLANs, VLAN attacks, inter-VLAN routing Routing. Packet forwarding, routing decisions, routing table, directly connected routes, static routes, default routes, summary routes, floating static routes, dynamic routing protocols (distance-vector v. link-state), RIP, RIPng, single-area OSPF Access Control Lists (ACLs). Standard, extended. Dynamic Host Configuration Protocol (DHCP) Network Address Translation (NAT)

Threshold: Content of the research based report is generally accurate but may contain some factual errors. There may be over-reliance on the Cisco material with little evidence of wider reading. The standard of presentation is adequate. The work may contain some spelling and grammar errors but these do not detract from the meaning. The practical work has been carried out though there may be errors / omissions in the implemented solution and supporting documentation. Good: Content of the research based report is accurate with few if any factual errors. There is clear evidence of wider reading beyond the Cisco material. This wider reading is evidenced using the Harvard Referencing system correctly for the most part. The standard of presentation is good. The work contains few if any spelling and grammar errors. The practical work has been carried out with few if any errors / omissions in the implemented solution and supporting documentation. Excellent: Content of the research based report is accurate. There is clear evidence of wider reading beyond the Cisco material. This wider reading is evidenced by correct use of the Harvard Referencing system. The standard of presentation is of a professional or near-professional standard. The practical work has been carried out without significant errors / omissions in the implemented solution and supporting documentation.

Assessment Methods

Individual research-based report describing basic switching concepts and the operation of switches, enhanced switching technologies such as VLANs, VLAN Trunking Protocol, Rapid Spanning Tree Protocol, and 802.1q and the operations of Dynamic Host Configuration Protocol and Domain Name System for IPv4 and IPv6 50% 2,500 words, LO1, LO2 & LO6 Individual practical test carried out using real hardware or network simulator. 50% LO3, LO4 & LO5

In the context of the computing industry provide evidence of an ability to: 1. Describe enhanced switching technologies such as VLANs, VLAN Trunking Protocol, Rapid Spanning Tree Protocol, and 802.1q 30. Describe basic switching concepts and the operation of Cisco switches 31. Configure and troubleshoot basic operations of a small switched network 32. Configure and troubleshoot basic operations of routers in a small routed network 33. Configure and troubleshoot VLANs and inter-VLAN routing 34. Describe the operations of Dynamic Host Configuration Protocol and Domain Name System for IPv4 and IPv6.

Indicative Reading

Cisco CCNA Routing and Switching – Routing and Switching Essentials (available through Cisco Netspace system) Stallings, W., 2013. Data and Computer Communications. 10th ed, Pearson Tanenbaum, A and Wetherall, D., 2011. Computer Networks. 5th ed, Pearson

Optional Cisco CCNA Routing and Switching – Routing and Switching Essentials Companion Guide

Introduction to Networks None

60 Level 5

61 Connecting Networks

This module uses the “Connecting Networks” module of the Cisco CCNA Routing and Switching course to discusses the WAN technologies and network services required by converged applications in a complex network. The course enables students to understand the selection criteria of network devices and WAN technologies to meet network requirements. Students learn how to configure and troubleshoot network devices and resolve common issues with data link protocols. Students also develop the knowledge and skills needed to implement IPSec and virtual private network (VPN) operations in a complex network. After completing this module and its prerequisites, students will have the opportunity to take the Cisco CCNA Routing and Switching Certification exam.

Indicative Content

Hierarchical network design. Core, distribution and access layers. WAN terminology and devices WAN infrastructure. Leased lines, dialup, ISDN, Frame Relay, ATM, Ethernet, PPoE, VSAT, DSL, Cable, Wireless, Cellular, VPN Circuit switching v. packet switching Serial Point-to-Point connections, TDM, demarcation point, DTE/DCE, cables, bandwidth, HDLC, PPP Network Address Translation (NAT). Static, dynamic. Port Address Translation Virtual Private Networks (VPN). Site-to-site, remote access, GRE tunnels, IPsec Network monitoring. Syslog, SNMP, NetFlow Troubleshooting. Troubleshooting process. Using the layered model.

Assessment Methods

Individual research-based report describing hierarchical network design, WAN devices and infrastructure options and the operations and benefits of virtual private networks (VPNs) and tunnelling 50% 2,500 words, LO1, LO2 & LO7 Individual practical test carried out using real hardware or network simulator. 50% LO3, LO4, LO5 & LO6

In the context of the computing industry provide evidence of an ability to: 1. Describe the operations and benefits of virtual private networks (VPNs) and tunnelling 35. Describe different WAN technologies and their benefits 36. Configure and troubleshoot serial connections 37. Configure and troubleshoot broadband connections 38. Configure and troubleshoot IPSec tunnelling operations 39. Monitor and troubleshoot network operations using syslog, SNMP, and NetFlow 40. Design network architectures for borderless networks, data centres, and collaboration.

Indicative Reading

Cisco CCNA Routing and Switching – Connecting Networks (available through Cisco Netspace system) Stallings, W., 2013. Data and Computer Communications. 10th ed, Pearson Tanenbaum, A. and Wetherall, D., 2011. Computer Networks. 5th ed, Pearson

Optional Cisco CCNA Routing and Switching – Connecting Networks Companion Guide

Introduction to Networks None Routing and Switching Essentials Scaling Networks

64 Designing and Creating Object Oriented Programs

Award: FdSc Computing Teaching Period: Semesters 1 & 2 Credit Value: 20 credits Campus: Rhos / Dolgellau Level: 5 JACS Subject Code: I322 Module Leader/s: Inge Powell ASC Category: 6 Deputy (Rhos): Emily Drennan Language of Tuition: Bilingual / English Module Leader (Dolgellau): Graham Hall Deputy (Dolgellau): Eifion Owen

This module will introduce learners to the object oriented approach to designing and creating computer programs. The learners will gain an understanding of the process of analysis and design using recognised methodologies (Unified Modelling Language) and creation of object oriented programs using a suitable programming language. The module will allow the students to develop a greater understanding of the process including a knowledgeable awareness of the primary concepts from initial design to the physical components of final solutions, culminating in a clearer comprehension of object orientation.

Indicative Content

An understanding of the various methods and techniques for program design. Interpreting a business scenario to design a specification and create a solution. Documenting user requirements and system constraints. An understanding of HCI principles for user interface design. Object Oriented Principles to include aggregation, inheritance and polymorphism. Using a suitable programming language to develop programs. User interface design and prototyping (forms and toolbox controls i.e. text boxes, labels, buttons, etc.) User interaction (input, events handlers, triggers, message boxes, responses, output, etc.) Variables (declaring, types, initialising and use) and Manipulation of data (operators and functions) Methods (creation, parameters, scope and use) Classes (creation, attributes, operations) Interaction with data through a server database (view, update, insert, delete) Use of suitable validation and error handling. Devising and using a valid test plan to test the final solution.

Threshold: Most of the requirements completed satisfactorily. Some elements may show a measure of weakness. Adequate but not outstanding. At this level, students may make errors in the designs, syntax or functionality but will show a basic understanding of the underlying concepts. Structure, layout and style will be weak with little use of annotations or comments. The solutions will be basic and lack any depth or creativity but will cover the basic elements. Good: All of the requirements completed satisfactorily with some to a high standard. A very good submission demonstrating an understanding of the fundamental object orientated structures used and their strengths and weaknesses. However, some areas are not fully explored affecting the potential success of the solution. At this level, students will make only a few errors in program design, syntax or functionality in the developed programs. Structure, layout and style will be good overall with the addition of clear annotations and comments. They will have demonstrated clear understanding through a range of design and program functionality. The overall solutions will be more than just basic and will show a degree of creativity and will have been tested thoroughly. Excellent: All of the requirements completed to a high standard. An excellent submission clearly evidencing analysis of the problem and will include independent research additional to taught materials. Clear evidence of the application of object oriented design theory throughout. Practical elements have been well presented and thought through with analysis of the problem and clear solutions developed showing a very good level of understanding issues which arise. At this level, students will make very few errors in design, syntax or functionality. Structure, layout and style will be excellent overall with the addition of elucidated comments. They will have demonstrated clear understanding through design and a range of program functionality and are likely to have shown further research by the breadth of the solutions submitted. The solutions will be well presented, in- depth and advanced. They will clearly demonstrate the students’ knowledge, creativity and flair and will have been tested extensively.

Assessment Methods

Design, create and test a small standalone application to demonstrate competence using a graphical programming language. 30%, 20 hours, LO 1 & LO 2. Design, create and test a complex data driven object orientated application to demonstrate competence using object orientation. 70%, 50 hours, LO 3, LO 4 & LO 5.

Lectures, seminars, group discussions, student-centred learning methods, enquiry-based learning, and utilisation of online learning materials, case study material, practical tutorials, and workshops. 200 notional learning hours compromising of 60 hours demonstrations, lectures and supported workshop and 140 hours tutor-directed student learning.

In the context of the computing industry provide evidence of an ability to: 1. Design an interactive program with a suitable graphical user interface (GUI). 2. Develop and test an interactive program with a GUI using a suitable programming language. 3. Design an object oriented solution to a given scenario. 41. Develop a data driven object oriented program with GUI interface to include a server database as part of a developed solution. 42. Devise and use a test plan to carry out unit (individual classes) and complete system testing.

Indicative Reading

Anderson, T., 2004. C# In Easy Steps, Computer Step Avalos R.L. and Aguirre, P.O., 2013. SQL SERVER & C# Connection (Beginners guide) Barker J. and Palmer, G., 2014. Beginning C# Objects: From Concepts to Code. APress Chonoles M.J. and Schardt J.A., 2003. UML 2 For Dummies, John Wiley & Sons McLaughlin, B., Pollice, G. and West, D., 2006. Head First Object-Oriented Analysis and Design: A Brain Friendly Guide to OOA&D, O'Reilly Media Roff, J.T., 2002. UML; A Beginner’s guide, McGraw-Hill Osborne Sempf, B., Sphar, C. and Davis, S.R., 2013. C# 5.0 All-in-One For Dummies, John Wiley & Sons Sharp, J., 2013. Microsoft Visual C# 2013 Step by Step, Microsoft Press Websites http://creately.com/blog/diagrams/uml-diagram-types-examples/ http://www.ibm.com/developerworks/rational/library/769.html http://www.homeandlearn.co.uk/csharp/csharp.html http://www.microsoftvirtualacademy.com/training-courses/c-fundamentals-for-absolute-beginners

Introduction to Programming None

67 Developing Mobile Technology

Award: FdSc Computing Teaching Period: Semesters 1 & 2 Credit Value: 20 credits Campus: Rhos Level: 5 JACS Subject Code: I322 Module Leader/s: Inge Powell ASC Category: 6 Deputy (Rhos): Emily Drennan Language of Tuition: Bilingual / English Module Leader (Dolgellau): Graham Hall Deputy (Dolgellau): Eifion Owen

This module will introduce learners to various aspects of mobile technology. The learners will gain an understanding of the process involved in developing applications for mobile devices using suitable software development tools for example: Xamarin, Phone Gap, Corona SDK, Windows C# Mobile Developer. The module will allow the students to develop a greater understanding of the primary concepts, physical constraints and final solutions, culminating in a clearer comprehension of developing for mobile technology.

Indicative Content

Understanding the nature of mobile content and development. Understand the legal and ethical elements of mobile development. Understand the rapidly changing environment and choices that face a mobile developer. Understanding the range of platforms and compatibility between software tools. Understand the HCI guidelines applicable to mobile devices. Interpreting a business scenario and to create a design and final solution. Using suitable software development tools to develop mobile applications. User interface (screens, imagery text boxes, labels, buttons etc.) User interaction (input using swipe, tap and touch control, events handlers, triggers, etc.) Use of suitable validation and error handling. The use of debugging tools. Devising and using a valid test plan to test the final solution. Review and justify design and development decisions made.

Threshold: Most of the requirements completed satisfactorily. Some elements may show a measure of weakness. Adequate but not outstanding. At this level, students may make errors in descriptions, designs, syntax or functionality in documentation or developed applications. Structure, layout and style will be weak but they will have demonstrated some understanding through a range of designs and program functionality. The solutions will be basic and lack any real depth or creativity, the review and testing will be weak. Good: All of the requirements completed satisfactorily with some to a high standard. A very good submission demonstrating an understanding of mobile technology available and their strengths and weaknesses. However, some areas are not fully explored affecting the potential success of the solution. At this level, students will make only a few errors in descriptions, design, syntax or functionality in documentation or developed applications. Structure, layout and style will be good overall and they will have demonstrated clear understanding through a range of designs and application functionality. The solutions will be more than just basic and will show a degree of creativity. The review and testing will be thorough and will demonstrate an understanding of the solutions potential and limitations. Excellent: All of the requirements completed to a high standard. An excellent submission clearly evidencing planning and may include independent research additional to taught materials. Clear evidence of the use of good design theory throughout. Practical elements have been well presented and thought through with analysis of the problem and clear solutions developed showing a very good level of understanding issues which arise. At this level, students will make very few errors in descriptions, design, syntax or functionality. Structure, layout and style will be excellent overall. They will have demonstrated clear understanding through a range of functionality and are likely to have shown further research by the breadth of the solutions submitted. The solutions will be in-depth and advanced. They will clearly demonstrate the students’ knowledge, creativity and flair and will have been tested extensively. The review will be comprehensive, exploring the final solutions true potential and limitations.

Assessment Methods

Produce a report on mobile application development that includes:  A discussion and comparison of different mobile platforms and technology.  Discuss the rapidly changing methods available to mobile developers including justification of different approaches. 20%, 1000 words, LO1.

Design a mobile application for a given scenario that will have several linked screens, include: text, images, buttons/links and user input as a minimum. The design will include:  Research of existing applications, full screen designs, documented content and proposed functionality.  A justification of the design choices made. 30%, 20 hours, LO 2 & LO 3.

Produce and test a mobile application to demonstrate competence using suitable development tools. 50%, 35 hours, LO 4, LO 5 & LO 6.

Lectures, seminars, group discussions, student-centred learning methods, enquiry-based learning, and utilisation of online learning materials, case study material, practical tutorials, and workshops. 200 notional learning hours compromising of 60 hours demonstrations, lectures and supported workshop and 140 hours tutor-directed student learning.

Learning Outcomes

In the context of the computing industry provide evidence of an ability to: 1. Discuss the nature and context of mobile development including the rapidly changing technology. 43. Develop a design of a mobile application for a given scenario. 44. Justify the design, methods and choices made. 45. Develop a mobile application to a given scenario. 46. Devise and use a test plan to carry out application testing. 47. Review the strengths and weaknesses of the completed solution.

Indicative Reading

Fling, B., 2009. Mobile Design and Development, Practical concepts and techniques for creating mobile sites and web apps. O'Reilly Media McWherter, J. and Gowell, S., 2012. Professional Mobile Application Development, John Wiley & Sons. Neil, T., 2014. Mobile Design Pattern Gallery: UI Patterns for Smartphone Apps. O'Reilly Media Olson, S. and Hunter, J., 2012. Professional Cross-Platform Mobile Development in C#. John Wiley & Sons.

Introduction to Programming None

70 Emerging Computing Technologies

Award: FdSc Computing Teaching Period: Semester 2 Credit Value: 10 credits Campus: Rhos / Dolgellau Level: 5 JACS Subject Code: I190 Module Leader (Rhos): Emily Drennan ASC Category: 6 Deputy (Rhos): Inge Powell Language of Tuition: Bilingual / English Module Leader (Dolgellau): Graham Hall Deputy (Dolgellau): Dave Bowen

This module will enable learners to identify, examine and debate a range of current social issues in technology , this will allow the learners to develop a critical awareness of the impact of current and emerging technology have on us. It will enable students to gain a general knowledge of some current research areas in computing and their application in industry and commerce.

Indicative Content

Examine current technologies - For example, mobile computing (smartphones, tablet computers), educational computing (e.g. Raspberry Pi, Arduinos, Picoboards), mobile internet (4G, wifi) Examine emerging technologies - For example, wearable technology, Augmented Reality and Virtual Reality, home automation, Internet of Things (IoT). Compare old and future technologies Have an awareness of the impact technology has on people and organisations - For example, Increase in productivity and job loss/gain.

Assessment Criteria

Threshold: the student has shown some understanding of the theories within this field, but has shown limited research resulting in a restricted awareness of the theory of emerging technologies. The student’s analysis and conclusions are limited and lack evidence of in-depth research. The assessment demonstrates limited personal application of academic skills and is reliant upon a narrow range of sources. Good: the student has shown a good understanding of the theories within this field, and has included a range of research resulting in a detailed awareness of the theory of emerging technologies. The student’s analysis and conclusions are good overall, however they may have missed opportunities to back up research. The assessment demonstrates a good personal application of academic skills and is reliant upon a range of sources. Excellent: the student has shown an excellent understanding of the theories within this field using an elucidated range of examples resulting in a thorough awareness of the theory of emerging technologies. The student’s analysis and conclusions are excellent with evidence of research exceeding taught class materials. The assessment demonstrates a good personal application of academic skills and is reliant upon a range of sources.

71 72 Assessment Methods

Individual research-based report reviewing two current technologies and giving an overview of emerging technologies 50% 1,250 words LO1, LO3 Individual research-based report on an agreed emerging technology to include trends leading up to the selected technology and its effect on people and organisations. 50% 1,250 words LO2, LO4

Learning Outcomes

In the context of the computing industry provide evidence of an ability to: 1. Describe emerging technologies 48. Identify and critique current emerging technologies 49. Compare existing and current emerging technologies 50. Evaluate effects of emerging technologies on people and organisations

73 Employability Skills

D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D3: Business and customer awareness: basic understanding of the key drivers for business success including innovation, risk taking, customer satisfaction and loyalty. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D7: Application of information technology: basic IT skills including familiarity with word processing, spreadsheets, file management and use of internet search engines.

Indicative Reading

Baase, S., 2008.The Gift of Fire, Social, Legal and Ethical Issues in Computing. 3rd ed. Prentice Hall Brynjolfsson, E., 2014. The Second Machine Age: Work, Progress and Prosperity in a Time of brilliant Technolgies, W. W. Norton & Company Pfaffenberger, B., 2008. Computers in Your Future. Pearson Educational Sandler, R., 2013. Ethics and Emerging Technologies. Palgrave Macmillan

None None

74 Employability-Based Learning 2: Professional Reflection and Personal Development

Award: FdSc Computing Teaching Period: Semesters 1 & 2 Credit Value: 20 credits Campus: Rhos / Dolgellau Level: 5 JACS Subject Code: I190 Module Leader (Rhos): Andrew Smith ASC Category: 6 Deputy (Rhos): Claire Payne Language of Tuition: Bilingual / English Module Leader (Dolgellau): Margaret Hall Deputy (Dolgellau): Dave Bowen

This module aims to provide learners with the opportunity to analyse the value of their learning within vocational and work-specific contexts. In so doing, it will require learners to reflect upon their learning experience in terms of how it has enhanced their academic and vocational knowledge and skills, self-esteem and current and future employability. This will enable learners to link their increased effectiveness in a range of work-based tasks and contexts to their extended and enhanced knowledge and skills sets. In addition, the module will focus upon the creation of a comprehensive and vocationally-relevant personal and professional development plan, arising from forward reflection. The plan will identify a range of future academic and vocational developmental needs, specific to and within a range of work- based and employability contexts, which result in the identification of attainable goals. The plan will also identify and establish how progress towards stated goals may be measured.

Indicative Content

How learning enhances performance in a range of vocational and work-specific contexts. The value of reflection as a tool for improving self-awareness and critical thinking skills. Personal and professional development planning. Reflecting forward. The measurement of progress towards goals.

Threshold: the student’s conceptual awareness of the theory and practice contained within the module has only generated a narrow range of ideas and analysis. The student’s responses are loosely defined in relation to the conclusions, with limited evidence of linking abstract theories to a range of specialised skills and practices. The assessment demonstrates limited personal application of academic skills and is reliant upon a narrow range of sources. Good: the student’s conceptual awareness of the theory and practice contained within the module has generated a broad range of ideas and analysis. The student’s responses are closely defined in relation to the conclusions, with some evidence of linking abstract theories to a range of specialised skills and practices. The assessment demonstrates personal application of academic skills and is based upon a varied range of sources. Excellent: the student’s conceptual awareness of the theory and practice contained within the module has generated a relevant range of ideas and analysis. The student’s responses are clearly defined in relation to the conclusions, with consistent evidence of linking abstract theories to a range of specialised skills and practices. The assessment demonstrates comprehensive personal application of academic skills and is based upon a diverse range of sources.

Assessment Methods

Individual portfolio that contains a reflective account and a personal and professional development plan. The reflective account will focus upon recognising the value of the learning experience in terms of increased effectiveness in specific work-based tasks and broader employability contexts. The personal and professional development plan will set attainable future work-based and employability goals and establish a mechanism for the measurement of progress towards them. Work placement reflective journal: 40%, 2,000 words, LO 1. Personal and professional development plan: 20%, 1,000 words, LO 2. Documentation of a self-initiated work placement (or simulation) that is proposed and agreed in advanced with the module tutor. 80 hours (minimum) duration. 40%, In addition to the 80 hours placement, approximately 15-20 hours will be required to locate and organise the placement. LO3.

Lectures, workshops, individual tutorials and work experience will concentrate on identifying and reflecting on key personal and professional learning needs. Students will build upon learning from previous studies. 200 notional learning hours comprising 60 hours classroom-based, 60 hours tutor/employer-directed student learning and 80 hours work placement. Within the 60 classroom-based hours, 12 hours will be frontloaded for direct tutor input supplemented by individual/small group tutorial support throughout the module.

Within the context of the computing industry provide evidence of ability to: 1. Recognise, through reflection, the value of your learning experience in terms of your increased effectiveness in a range of work-based tasks and employability contexts. 51. Create a vocationally-relevant personal and professional development plan that sets attainable work-based and employability goals and establishes how they may be measured. 52. Propose, arrange, undertake and document a self-initiated work placement (or simulation)

D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D2: Team working: respecting others, co-operating, negotiating, persuading, contributing to discussions and awareness of interdependence with others. D3: Business and customer awareness: basic understanding of the key drivers for business success including innovation, risk taking, customer satisfaction and loyalty. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D7: Application of information technology: basic IT skills including familiarity with word processing, spreadsheets, file management and use of internet search engines.

Indicative Reading

Bolton, G.E.J., 2005. Reflective Practice: Writing and Professional Development. 2nd ed. Sage Publications. CBI/NUS, 2011. Working towards your future: Making the most of your time in higher education, CBI Johns, C., 2009. Becoming a Reflective Practitioner. 3rd ed. Wiley and Blackwell. Moon, J.A., 2004. A Handbook of Reflective and Experiential Learning. Routledge. Moon, J.A., 2006. Learning Journals - A Handbook for Reflective Practice and Professional Development. 2nd ed. Routledge.

Employability-based Learning 1

77 Ethical Computing

Award: FdSc Computing Teaching Period: Semester 1 Credit Value: 10 credits Campus: Rhos / Dolgellau Level: 5 JACS Subject Code: P310 Module Leader (Rhos): Trevor Rees ASC Category: 9 Deputy (Rhos): Kate Feliciello Language of Tuition: Bilingual / English Module Leader (Dolgellau): Margaret Hall Deputy (Dolgellau): Dave Bowen

This module will enable learners to develop an understanding and appreciation of the need to be professional in the computing industry and the social and ethical issues involved in the exploitation of computer technologies.

Indicative Content

Being Professional: Definitions of Ethics, Environmental, Legal, Social and Professional Aspects. Introduction of the concept of professionalism. Protecting the IT Professional, Codes of Conduct/Practice. Codes of Ethics, Environmental considerations, established organisations. (IEEE, BCS) Software liability and reliability. Critical Systems, Health & Safety. IT and its Influence on Society. IT in the workplace, in the home, in education, in politics: its uses and abuses. The information revolution. Information Societies. Social obligations of IT professionals. The World Wide Web. Access to information. Information and Privacy. The use and misuse of data. DPA. Computer misuse. FOI. Copyright. Intellectual property. Responsibility and Recrimination. What can be done? Responsibilities for security and abuse of data. Potential methods of control. Differences between responsibility, accountability and liability. The Future of IT. What can we expect? Changes to society, home-life, education and work. Ethical and professional considerations.

Assessment Methods

Assignment 1 Produce an individual report in demonstrating knowledge of ethical issues in computing. 20%, 500 words, LO1 Assignment 2 Produce an individual report through research and fully synthesised outcomes on a computing related topic to be agreed with the Module Leader. Report to be fully structured with evaluations, findings and conclusions. The research will be evidenced using the Harvard Referencing system. 60%, 1500 words, LO2. Assignment 3 (Formal Presentation). Individual formal 10 minute presentation on a technology based idea showing appreciation for opinions and ideas for both parties equally 20%. Approximately 7 hours to prepare for presentation, LO 2 & LO 3

In the context of the computing industry provide evidence of an ability to: 1. Demonstrate knowledge of ethical issues in computing. 53. Research and analyse ethical technology based topics of interest and document evaluations, findings and conclusions in an appropriate manner. 54. Present and communicate ideas, views and opinions on a technology based ethical issue.

D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D3: Business and customer awareness: basic understanding of the key drivers for business success including innovation, risk taking, customer satisfaction and loyalty. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D7: Application of information technology: basic IT skills including familiarity with word processing, spreadsheets, file management and use of internet search engines.

Indicative Reading

Brinkman, W. & Sanders, A., 2012. Ethics in a Computing Culture. Cengage Learning. Johnson, D., 2009. Computer Ethics. 4th ed. Prentice Hall. Quinn, M., 2014. Ethics for the Information Age. 6th ed. Addison-Wesley Tavani, H., 2013. Ethics and Technology: Controversies, Questions and Strategies for Ethical Computing. John Wiley

Journals ACM Digital Library 55. Professional Bodies Websites The British Computer Society (BCS) www.bcs.org The Institution of Engineering and Technology (IET) www.theiet.org The Institution of Electrical and Electronics Engineers (IEEE) www.ieee.org

None None

80 Project Management for Computer Professionals

Award: FdSc Computing Teaching Period: Semester 1 & 2 Credit Value: 20 credits Campus: Rhos / Dolgellau Level: 5 JACS Subject Code: I190 Module Leader (Rhos): Kate Feliciello ASC Category: 6 Deputy (Rhos): Trevor Rees Language of Tuition: Bilingual / English Module Leader (Dolgellau): Graham Hall Deputy (Dolgellau): Dave Bowen

This module will introduce learners to the main concepts behind project management. The learners will examine the main project management methodologies used in current business practice. The module will also allow learners to understand the requirements of practical project management in terms of the main stages through which a typical project will progress.

Indicative Content

Project Manager characteristics Project Management methodologies: Scrum, Agile, PRINCE2 An introduction to the main themes of project management: Organisation, Planning, Quality Management, Risk management, Change Management Use of technology in project management Methods of reflection on individual and group performance.

Assessment Criteria

Threshold: the student’s understanding of the knowledge and skills base developed through this module is limited, evidenced by the narrow application of theory linked to practice. The student’s knowledge of the project management methodologies will be descriptive in nature. There will be minimal application of the underlying principles of the project management guidelines. Further research will be limited though an attempt will be made at including extra research and referencing correctly. Contribution to the group project will be good and follow the guidelines set by the group. Good: the student’s understanding of the knowledge and skills base developed through this module is sound and practical, evidenced by the effective application of theory linked to practice. The student’s use of project methodologies will be creative and show understanding of the underlying principles of project management. A good range of further research will be included in assignment work and referencing will be generally correct and consistent in application. Contribution to the group project will demonstrate creative thinking and the student will undertake work independently of the rest of the group. Excellent: the student’s understanding of the knowledge and skills base developed through this module is credible and realistic, consistently evidenced by the rigorous application of theory linked to practice. Discussion of the project methodologies will show a high level of analysis and demonstrate a good range of research into pertinent aspects of them. Thorough external research from a range of sources will be included and referencing will be correctly applied throughout. This student will show excellent levels of understanding of the application of the project management principles.

81 Assessment Methods

Individual report that compares and contrasts different project management methodologies set in the context of a small case study. 30%, 1,500 words, LO1 Group production of a small project to demonstrate principles of project management including relevant documentation, 50%, 35 hours, LO2 Individual evaluation of group and personal performance, 20%, 1,000 words, LO3

Learning Outcomes

In the context of the computing industry provide evidence of an ability to: 1. Examine, compare and contrast project management methodologies. 56. Apply and demonstrate project management principles. 57. Use reflection to assess personal and group performance.

D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D2: Team working: respecting others, co-operating, negotiating, persuading, contributing to discussions and awareness of interdependence with others. D3: Business and customer awareness: basic understanding of the key drivers for business success including innovation, risk taking, customer satisfaction and loyalty. D4: Problem solving: analysing facts and solutions and applying creative thinking to develop appropriate solutions. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spreadsheets, file management and use of internet search engines.

82 Indicative Reading

Barker, S., 2013. Brilliant PRINCE2: What You Really Need to Know About PRINCE2. Pearson. Billingham, V., 2008. Project Management: How to Plan and Deliver a Successful Project. Studymates Ltd. Buttrick, R., 2013. The Project Workout: The ultimate handbook of project and programme management. Prentice Hall Carroll, J., 2012. Agile Project Management In Easy Steps. In Easy Steps Ltd. Morgan, J. and Dale, C., 2013. Managing IT Projects For Business Change: From Risk to Success. BCS. Stark, E., 2014. Project Management For Beginners: Proven Project Management Methods To Complete. Createspace Independent Publishing Platform

Websites https://www.pmi.org.uk/ Project Management Professional http://www.bcs.org/ British Computer Society

None None

83 Research Methods and Study Skills

Award: FdSc Computing Teaching Period: Semesters 1 & 2 Credit Value: 20 credits Campus: Rhos Level: 5 JACS Subject Code: X210 Module Leader (Rhos): Andrew Smith ASC Category: 11 Deputy (Rhos): Kate Feliciello Language of Tuition: Bilingual / English Module Leader (Dolgellau): Margaret Hall Deputy (Dolgellau): Dave Bowen

The module aims to enable students to apply a range of research skills appropriate to study of Computing. Through a practice dissertation, the module will prepare them for either further studies at Level 6 or career related. research It will require students to demonstrate enhanced skills in academic writing and information research and to apply a range of valid research methodologies and instruments. Students will also develop an understanding of professional ethics and learn how to give consideration to the importance of ethics in research. In addition, the module will focus upon the construction of convincing arguments through the application of valid research, analysis and evaluation.

Indicative Content

Research skills appropriate to the chosen discipline. Academic writing and information research, to include reviewing literature, critical evaluation and analysis. Research methodologies and instruments relevant to the chosen research area including devising and refining a research question, qualitative and quantitative research methods such as questionnaires, focus groups and interviews. Consideration to the notion of the importance of ethics in research, in particular the notion of ‘informed consent’ and how ethical guidelines need to be considered and thought through in relation to the whole research process. Possible impact of legal considerations on aspects such as the selection of research topic, the research methodology and the reporting of results. The construction of convincing arguments, using academic language skills including how to analyse and interpret academic literature and the presentation of work using appropriate academic language and structures.

Assessment Methods

Individual written assignment to demonstrate academic writing and argument that enables students to apply a range of research skills appropriately within a chosen discipline. The practice dissertation will demonstrate enhanced skills in academic writing and information research applying a range of research methodologies, developing an understanding of ethics whilst giving consideration to the notion of the importance of ethics in research and incrementing and formulating a convincing argument within a research outline. 100%, 5,000 words, LO1 – 5.

Lectures/workshops will concentrate on diagnosing and developing research and reflective skills. Students will build upon learning from the Research and Study Skills module and will continue to develop a progressive approach to their studies and personal development via a range of exercises, including presentations, group discussion, individual activity, problem solving and individual research tasks. 200 notional learning hours comprising 60 hours classroom-based and 140 hours tutor/employer- directed student learning.

Learning Outcomes

In the context of the computing industry provide evidence of an ability to: 1. Apply a range of research skills appropriately within a chosen discipline. 58. Demonstrate enhanced skills in academic writing and information research. 59. Apply a range of valid research methodologies and instruments. 60. Develop an understanding of ethics and give consideration to the notion of the importance of ethics in research 61. Construct convincing arguments.

85 Key Transferable Skills

D1: Self-management: readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve own performance based on feedback/reflective learning. D5: Communication and literacy: application of literacy, ability to produce clear, structured written work and oral literacy including listening and questioning. D6: Application of numeracy: manipulation of numbers, mathematical awareness and its application in practical contexts. D7: Application of information technology: basic IT skills including familiarity with word processing, spreadsheets, file management and use of internet search engines.

Indicative Reading

Blaxter, L., Hughes, C. and Tight, M., 2010. How to Research. 4th ed. Buckingham. Open University Press. Cottrell, S., 2014. Dissertations and Project Reports: A Step by Step Guide. Basingstoke, Palgrave. Dawson, C., 2009 Introduction to Research Methods: A practical guide for anyone undertaking a research project, Oxford, How To Books Kumar, R., 2010. Research Methodology: A Step by Step Guide for Beginners. London. Sage Publications. Swetnam, D. and Swetnam, R., 2009. Writing your Dissertation, 3rd ed, Oxford, How To Books

Research and Study Skills None

86 Scaling Networks

This module uses the “Scaling Networks” module of the Cisco CCNA Routing and Switching course to describe the architecture, components, and operations of routers and switches in a large and complex network. Students learn how to configure routers and switches for advanced functionality. By the end of this course, students will be able to configure and troubleshoot routers and switches and resolve common issues with OSPF, EIGRP, STP, and VTP in both IPv4 and IPv6 networks. Students will also develop the knowledge and skills needed to implement DHCP and DNS operations in a network.

Indicative Content

Switch hardware. Port density, forwarding rates, Power over Ethernet (PoE), multi-layer switching Router hardware. Desk-top, rack-mount, fixed configuration, modular. Device management. In-band v Out-of-band. LAN redundancy. Spanning tree protocol (STP), STP variants, First-hop redundancy protocols Link aggregation. Etherchannel. Wireless LANs. 802.11 and variants. Ad-hoc v. infrastructure modes. Wireless Access Points (WAPs), SSIDs, channels, security. Advanced routing protocols. Adjusting / troubleshooting single area OSPF, multi-area OSPF, EIGRP. Managing system files. TFTP. Licensing

Assessment Methods

Individual research-based report describing the operations and benefits of the Spanning Tree Protocol (STP), link aggregation and Cisco VLAN Trunk Protocol (VTP) 50% 2,500 words, LO2 & LO4 Individual practical test carried out using real hardware or network simulator. 50% LO1, LO3, LO5, LO6 & LO7

In the context of the computing industry provide evidence of an ability to: 1. Configure and troubleshoot DHCP and DNS operations for IPv4 and IPv6 62. Describe the operations and benefits of the Spanning Tree Protocol (STP) 63. Configure and troubleshoot STP operations 64. Describe the operations and benefits of link aggregation and Cisco VLAN Trunk Protocol (VTP) 65. Configure and troubleshoot basic operations of routers in a complex routed network for IPv4 and IPv6 66. Configure and troubleshoot advanced operations of routers and implement RIP, OSPF, and EIGRP routing protocols for IPv4 and IPv6 67. Manage Cisco IOS® Software licensing and configuration.

Indicative Reading

Cisco CCNA Routing and Switching – Scaling Networks (available through Cisco Netspace system) Stallings, W., 2013, Data and Computer Communications. 10th ed, Pearson Tanenbaum, A and Wetherall, D, 2011, Computer Networks. 5th ed. Pearson

Optional Cisco CCNA Routing and Switching – Scaling Networks Companion Guide

Introduction to Networks None Routing and Switching Essentials

89 68. 4. Assessment

Assessment Methods and Learning Outcomes at level 4

Level 4 Modules Assessment

Computer Systems (10) Individual portfolio of 6 equally weighted exercises, demonstrating a range of skills, knowledge and understanding across all learning outcomes, within a workplace context (or simulation). 80%, 2,000 words, LO1, 2, and 3. Individual time-constrained (2 hours) closed book class test to ascertain understanding gained. 20%, (7 hrs. expected additional revision time), LO1 and 3

Creating and managing Develop, test and deploy the website to a server. accessible websites (20) Document the process in a journal 60%, Guideline time to complete this assignment is approximately 42 hours LO 1, LO2 and LO 3. Technical manual for the website containing information that would be required to maintain / amend the site 20%, Guideline time to complete this assignment is approximately 14 hours LO 4. Report evaluating the completed website with reference to the given brief. 20%, 1000 words, LO 5.

Database design and Assignment 1 management (20) Produce a report that includes: The theory of Relational databases and normalisation, including examples. Design a database from a specified scenario. This will include the development of an Entity Relationship Model (ERD) 40%, 2000 words, LO1, LO2

Assignment 2 Implement a working database in Access using the designs from Assignment 1. An evaluation on your own performance towards the assignment. 30%, Guideline time to complete this assignment is approximately 21 hours, LO3, LO4

Assignment 3 You will be given a laboratory exercise on the topic of SQL. The questions will be answered using SQL commands. These commands will include, table creation, insertion and querying. 30%, Guideline time to prepare and complete this exercise is approximately 21 hours, LO5

90 Level 4 Modules Assessment

Designing accessible Website proposal document for a site of at least 5 pages on a topic chosen by the websites (10) student (and agreed with the module tutor) to include identification of site aim, target audience and navigation structure. Guideline time to complete this document is approximately 7 hours, 20%, LO 1. Website design documentation in line with agreed proposal. To include storyboards and other suitable design specifications. Guideline time to complete this documentation is approximately 21 hours, 60%, LO 2 Report evaluating the website design with reference to basic design theory and accessibility considerations Guideline time to complete this report is approximately 7 hours, 20%, LO 3

Digital Graphics Individual written report on the impact that technology has had on digital graphics Fundamentals (10) today. 40%, 1000 words, LO 1 Individual production of 2 digital images. An original vector image created from scratch and a manipulated bitmap image using original/existing images to a brief and reflect on these. 60%, should take approximately 20 hours, LO 2 and 3.

Employability based Create a formal CV which conforms to accepted norms for this document type. learning 1 (20) Create an informal CV aimed at use in the information technology industry. Compare and contrast the two CVs explaining the rationale for the different formats. 20%, 14 hours, LO1

Completion of a group project to achieve a specific goal. The group project may be completed for an external employer as agreed between the group and tutor. In addition to the completed project, appropriate supporting documentation will be delivered to describe how the group has achieved the objective and worked together for the duration of the project. Research will be evidenced using the Harvard Referencing system. 50%, 35 hours, LO2 & LO3

Produce an individual reflective report which summarises new knowledge and skills gained during Level 4 and how they have contributed to enhanced performance in work based contexts (e.g. group projects or actual work experience). The analysis must be supported by specific examples and is likely to include comparison of projects carried out early in Level 4 with later projects in order to identify progress. The explanation should be supported by research into accepted theories of group formation and group working. 30%, 1500 words, LO4 & LO5

Introduction to networks Individual research-based report describing network devices & services, the role of (20) protocol layers in data networks and the importance of addressing and naming schemes at various layers of data networks in IPv4 and IPv6 environments 50% 2,500 words, LO1, LO2 & LO3 Individual practical test carried out using real hardware or network simulator. 50% LO4, LO5 & LO6

Introduction to Research and discuss current trends and employment opportunities regarding programming (20) programming languages. Develop a simple program (or programs) to a given brief to include structures, sequence and conditional statements. 30%, 20 hours, LO 1 & LO4 Design, code and test a program (or programs) to a given brief to include iteration. 30%, 20 hours, LO 2. Design, code and test a complex program (or programs) to a given brief to include methods. 40%, 30 hours, LO 2 & LO 3.

Research and study An individual portfolio of linked and progressive exercises demonstrating skills (10) appropriate research and study skills and academic writing. 100%, 2,500 words, LO1 – 4. Consisting of: Individual essay on how research informs practice. 20%, 500 words, LO 1 Individual research report or case study on a topic discussed with the module tutor. 60%, 1500 words, LO2 & LO4 Individual reflection on the research activities undertaken. 20%, 500 words, LO 3

Routing and switching Individual research-based report describing basic switching concepts and the essentials (20) operation of switches, enhanced switching technologies such as VLANs, VLAN Trunking Protocol, Rapid Spanning Tree Protocol, and 802.1q and the operations of Dynamic Host Configuration Protocol and Domain Name System for IPv4 and IPv6 50% 2,500 words, LO1, LO2 & LO6 Individual practical test carried out using real hardware or network simulator. 50% LO3, LO4 & LO5

Table 12 - Assessment Methods and Learning Outcomes at Level 4

92 Assessment Methods and Learning Outcomes at Level 5

Level 5 Modules Assessment

Connecting networks Individual research-based report describing hierarchical network design, WAN (20) devices and infrastructure options and the operations and benefits of virtual private networks (VPNs) and tunnelling 50% 2,500 words, LO1, LO2 & LO7 Individual practical test carried out using real hardware or network simulator. 50% LO3, LO4, LO5 & LO6

Designing and Creating Design, create and test a small standalone application to demonstrate competence Object Oriented using a graphical programming language. Programs (20) 30%, 20 hours, LO 1 & LO 2. Design, create and test a complex data driven object orientated application to demonstrate competence using object orientation. 70%, 50 hours, LO 3, LO 4 & LO 5.

Developing Mobile Produce a report on mobile application development that includes: Technology (20) • A discussion and comparison of different mobile platforms and technology. • Discuss the rapidly changing methods available to mobile developers including justification of different approaches. 20%, 1000 words, LO1.

Design a mobile application for a given scenario that will have several linked screens, include: text, images, buttons/links and user input as a minimum. The design will include: • Research of existing applications, full screen designs, documented content and proposed functionality. • A justification of the design choices made. 30%, 20 hours, LO 2 & LO 3.

Produce and test a mobile application to demonstrate competence using suitable development tools. 50%, 35 hours, LO 4, LO 5 & LO 6.

Emerging computing Individual research-based report reviewing two current technologies and giving an technologies (10) overview of emerging technologies 50% 1,250 words LO1, LO3 Individual research-based report on an agreed emerging technology to include trends leading up to the selected technology and its effect on people and organisations. 50% 1,250 words LO2, LO4

Employability-based Individual portfolio that contains a reflective account and a personal and Learning 2 (20) professional development plan. The reflective account will focus upon recognising the value of the learning experience in terms of increased effectiveness in specific work-based tasks and broader employability contexts. The personal and professional development plan will set attainable future work-based and employability goals and establish a mechanism for the measurement of progress towards them. Work placement reflective journal: 40%, 2,000 words, LO 1. Personal and professional development plan: 20%, 1,000 words, LO 2. Documentation of a self-initiated work placement (or simulation) that is proposed and agreed in advanced with the module tutor. 80 hours (minimum) duration. 40%, In addition to the 80 hours placement, approximately 15-20 hours will be required to locate and organise the placement. LO3.

Ethical computing (10) Assignment 1 Produce an individual report in demonstrating knowledge of ethical issues in computing. 20%, 500 words, LO1 Assignment 2 Produce an individual report through research and fully synthesised outcomes on a computing related topic to be agreed with the Module Leader. Report to be fully structured with evaluations, findings and conclusions. The research will be evidenced using the Harvard Referencing system. 60%, 1500 words, LO2. Assignment 3 (Formal Presentation). Individual formal 10 minute presentation on a technology based idea showing appreciation for opinions and ideas for both parties equally 20%. Approximately 7 hours to prepare for presentation, LO 2 & LO 3

Project management for Individual report that compares and contrasts different project management computer professionals methodologies set in the context of a small case study. (20) 30%, 1,500 words, LO1 Group production of a small project to demonstrate principles of project management including relevant documentation, 50%, 35 hours, LO2 Individual evaluation of group and personal performance, 20%, 1,000 words, LO3

Research Methods & Individual written assignment to demonstrate academic writing and argument that Study Skills (20) enables students to apply a range of research skills appropriately within a chosen discipline. The practice dissertation will demonstrate enhanced skills in academic writing and information research applying a range of research methodologies, developing an understanding of ethics whilst giving consideration to the notion of the importance of ethics in research and incrementing and formulating a convincing argument within a research outline. 100%, 5,000 words, LO1 – 5.

Scaling networks (20) Individual research-based report describing the operations and benefits of the Spanning Tree Protocol (STP), link aggregation and Cisco VLAN Trunk Protocol (VTP) 50% 2,500 words, LO2 & LO4 Individual practical test carried out using real hardware or network simulator. 50% LO1, LO3, LO5, LO6 & LO7

Table 13 - Assessment Methods and Learning Outcomes at Level 5 69.

95 70. 5. Programme Structure: Computing (Software Development) 2 Years Full Time Level 4

Semester 1 Semester 2 Designing accessible web sites (10 credits) Creating and managing accessible web sites Digital Graphics Fundamentals (20 credits) (10 credits) Research and Study Skills (10 credits) Employability Based Learning 1: Applying Theory in Practice Computer Systems (10 credits) (20 credits) Database Design and Management (20 credits) Introduction to programming (20 credits) CORE Table 14 - Programme Structure – Computing (Software Development) – Full Time Level 4

Level 5

Semester 1 Semester 2 Designing Mobile Technology (20 credits) CORE Designing and Creating Object Oriented Programs (20 credits) CORE Ethical computing Emerging computing technologies (10 credits) (10 credits) Employability Based Learning 2: Professional Reflection and Personal Development (20 credits) Research Methods and Study Skills (20 credits) Project Management for Computer Professionals (20 credits) Table 15 - Programme Structure – Computing (Software Development) – Full Time Level 5

96 71. 6. Programme Structure: Computing (Networking) 2 Years Full Time (Rhos campus only) Level 4

Semester 1 Semester 2 Introduction to Networks Routing and Switching Essentials (20 credits) CORE (20 credits) CORE Research and Study Skills (10 credits) Employability Based Learning 1: Applying Theory in Practice Computer Systems (10 credits) (20 credits) Database Design and Management (20 credits) Introduction to programming (20 credits) Table 16 - Programme Structure – Computing (Networking) – Full Time Level 4

Level 5

Semester 1 Semester 2 Scaling Networks Connecting Networks (20 credits) CORE (20 credits) CORE Ethical computing Emerging computing technologies (10 credits) (10 credits) Employability Based Learning 2: Professional Reflection and Personal Development (20 credits) Research Methods and Study Skills (20 credits) Project Management for Computer Professionals (20 credits) Table 17 - Programme Structure – Computing (Networking) – Full Time Level 5

97 72. 6. Programme Structure: Computing (Software Development) 4 Years Part Time

Year 1 - Level 4

Designing accessible web sites (10 credits) Digital Graphics Fundamentals (10 credits) Research and Study Skills (10 credits) Computer Systems (10 credits) Introduction to programming CORE (20 credits)

Table 18 - Programme Structure - (Software Development) - Part Time Year 1 - Level 4

Year 2 - Level 4

Creating and managing accessible web sites (20 credits)

Employability Based Learning 1: Applying Theory in Practice (20 credits)

Database Design and Management (20 credits)

Table 19 - Programme Structure (Software Development)- Part Time Year 2 - Level 4

98 Year 3 - Level 5

Designing and Creating Object Oriented Programs CORE (20 credits)

Ethical computing Emerging computing technologies (10 credits) (10 credits) Project Management for Computer Professionals (20 credits)

Table 20 - Programme Structure (Software Development)- - Part Time Year 3 - Level 5

Year 4 - Level 5

Designing Mobile Technology CORE (20 credits)

Employability Based Learning 2: Professional Reflection and Personal Development (20 credits)

Research Methods and Study Skills (20 credits)

Table 21 - Programme Structure (Software Development) - Part Time Year 4 - Level 5

99 73. 6. Programme Structure: Computing (Networking) 4 Years Part Time (Rhos campus only)

Year 1 - Level 4

Introduction to Networks (20 credits) CORE Research and Study Skills (10 credits) Computer Systems (10 credits) Introduction to programming (20 credits)

Table 22 - Programme Structure (Networking) - Part Time Year 1 - Level 4

Year 2 - Level 4

Routing and Switching Essentials (20 credits) CORE

Employability Based Learning 1: Applying Theory in Practice (20 credits)

Database Design and Management (20 credits)

100 Year 3 - Level 5

Scaling Networks (20 credits) CORE Ethical computing Emerging computing technologies (10 credits) (10 credits) Project Management for Computer Professionals (20 credits)

Year 4 - Level 5

Connecting Networks (20 credits) CORE

Employability Based Learning 2: Professional Reflection and Personal Development (20 credits)

Research Methods and Study Skills (20 credits)

101 74. Appendices 75.

102 Minutes of Internal Review Meetings

103 Consultation with existing Level 4 students

HE Development and Validation Services

Periodic Review of Bangor University Validated Programmes

Record of Internal Programme Review Team Meeting for: FdSc Computing Date: 19th January 2015 Members Present (include job title/role): Andrew Smith (HE Computing Programme Leader) 7 x Level 4 FdSc Applied Computing students

Summary of Discussion Points and Agreed Actions:

Overview given by AS of proposed structure for new FdSc Computing course.

Presence of generic employability (EBL1 & EBL2) and research / study skills modules (RSS & RMSS) explained as this differs from the Glyndwr award being studied by this group.

Difference between modules planned for “long & thin” delivery and those to be delivered in a single semester with more hours per week was discussed.

Open discussion held which is summarized below.

AS thanked group for their valuable input and closed meeting.

Database Design and Management There was general agreement that scheduling this module in Semester 2 rather than long and thin would be inadvisable. This group has just completed the first half of the existing Information Systems and Databases and feel that completing an equivalent amount of work within around 7 weeks to leave time for the implementation in the second half of the semester would be very difficult even with extra hours per week.

It was suggested that the module be delivered “long & thin” with the Employability Based Learning 1 (EBL1) module being delivered in Semester 2 to make room.

One student also pointed out that this would reduce the number of generic modules being delivered in Semester 1. One a previous course, a fellow student had dropped out because they were discouraged by the number of modules not seen as directly related to Computing.

104 Computer Graphics for the Web / Designing Accessible Websites Having these two aspects as two separate 10 credit modules was regarded favourably as it made each module more focused than similar modules on current course.

Creating and Managing Accessible Websites It was suggested that creating customized 404 error pages would be a useful topic to cover.

Research and Study Skills / Ethical Computing The content of these modules was discussed and it was recognized that this largely covers the content of the current Applied Professionalism module. Splitting the module seems to make the delivery of the respective content more timely and allows ethics to be considered in more detail.

Employability Based Learning 2 The 80 hour placement embedded in this 20 credit module was compared to the 300 hours of the current 40 credit Work Based Project. The verdict was favourable for a variety of reasons including:

- More teaching time available - Placement may be more focused - Reduced burden on employers which may make it easier to find placements.

Cisco CCNA based modules Alternative assessment models were discussed for the modules based on the Cisco CCNA Routing and Switching course (Introduction to Networks, Routing & Switching Essentials, Scaling Networks, Connecting Networks).

One option (currently used for similar Glyndwr modules) would be to use the online Final exam and the practical for summative assessment. For students aiming to take the separate CCNA certification exam, a pass mark of 80% is expected. It was remarked that this raises questions of comparability with other modules.

Another option which was preferred by the group was to preserve the Cisco CCNA online end-of-chapter and final exams as formative assessment. Students would be given guidance on the mark they should be aiming for if planning to take the optional Cisco CCNA certification exam at the end of the course.

The summative assessment for each module would consist two equally weighted assignments. The first would be a written research based report on a networking topic with student expected to include non-Cisco sources. The second would be a practical exercise completed using real hardware or Cisco’s Packet Tracer network simulator. This approach was seen to offer students on the networking route a comparable opportunity to develop their academic research and writing skills.

105 Consultation with existing Level 5 students

HE Development and Validation Services

Periodic Review of Bangor University Validated Programmes

Record of Internal Programme Review Team Meeting for: FdSc Computing Date: 20th January 2015 Members Present (include job title/role): Andrew Smith (HE Computing Programme Leader) 3 x Level 5 FdSc Applied Computing students 4 x Level 5 FdSc IT Support students

Summary of Discussion Points and Agreed Actions:

Overview given by AS of proposed structure for new FdSc Computing course.

Presence of generic employability (EBL1 & EBL2) and research / study skills modules (RSS & RMSS) explained as this differs from the Glyndwr award being studied by this group.

Difference between modules planned for “long & thin” delivery and those to be delivered in a single semester with more hours per week was discussed.

Open discussion held which is summarized below.

AS thanked group for their valuable input and closed meeting.

Database Design and Management There was unanimous agreement that based on their experience in Year 1 that this module should be delivered “long & thin” rather than just in Semester 2.

Computer Systems This group would have liked to have had more hands-on work on the current PC Hardware module at Level 4. Proposed course has just 10 credit Computer Systems module.

106 Research Methods and Study Skills The role of this module in preparing students for Level 6 studies especially a Dissertation was discussed. Question raised over whether it is as useful for people planning to go into work after Foundation Degree. Benefits of higher level research and writing skills and handling longer documents were explained and accepted.

Employability Based Learning 2 The 80 hour placement embedded in this 20 credit module was compared to the 300 hours of the current 40 credit Work Based Project. Some concern expressed over whether this would give the same scope to establish relationships and produce a worthwhile outcome.

Project Management The content of this module was discussed particularly the inclusion of the Prince II system. This was felt to be a “very marketable” skill.

107 Minutes of External Consultation Forum

HE Development and Validation Services Periodic Review of Bangor University Validated Programmes

Minutes for External Consultation Forum Wednesday 21st January 2015 5pm in UCCL Boardroom, Rhos Campus ______

Attendees: ● Kay Wilkins (GLLM Assistant Principal) ● Joanne Owen (GLLM HE Development Manager) ● Dave Owen (GLLM Programme Area Manager) ● Andrew Smith (GLLM Programme Leader) ● Emily Drennan (GLLM Module Leader) ● Kate Feliciello (GLLM Module Leader) ● Inge Powell (GLLM Module Leader) ● Diane Roberts (GLLM Scribe / Minutes) ● Debra Kennedy (GLLM Year 1 Student Representative) ● Michelle Roberts (GLLM Year 2 Student Representative) ● Thomas France (GLLM Year 2 Student Representative) ● Sandra Carretero (Past graduate) ● Gareth Shore (Past graduate) ● Karen Anfield (Employer: 3X Software) ● Steve Parys (Employer: Parystech) ● Tony Bartlett (Employer: Conwy County Borough Council) ● Lesley Powell (Employer: Denbighshire Citizen Advice Bureau)

DO opened the meeting and welcomed everyone and acknowledged to the members for taking time to come to the meeting out of their busy day to day schedules. Members introduced themselves. DO went on to clearly outline the agenda and requirements of structure of the meeting. AS gave a presentation on where the FdSc qualification stands within the National Qualification Framework, and how the 240 credits can be achieved over full-time (2 days per week) or 4 years over (1 day per week) and the progression from initial course proposal to being available to recruit and teach in September 2015. (App A). AS also covered the proposed programme structure of the Core and Optional Units and their credit worth proposed to being taught in Level 4 (Year 1) and Level 5 (Year 2). (See APP B)

108 The discussion opened about the current programme and the rationale for any proposed amendments to cover: Steve Parys commented on the number of hours students should spend in work placement. Some employers of SMEs feel they would prefer to have students on the minimum hours of 80 as they have limited time and resources to sometimes support students to their full potential on Work Experience (WE), but welcomed the idea of students going on WE with a given project to work on that they could support. Other larger employers felt the longer the student was on WE with them the better the student progressed and grew with confidence and knowledge using their skills they have learnt from the course. This was supported by Michelle Roberts who is presently on WE and is doing extra work hours for them. Lesley Powell said that the students that had been on WE at the Citizen Advice Bureau (CAB) had brought valuable skills and knowledge to the CAB to work with and support their staff.. As with many other Companies who have limited computing resources and support the students had proved themselves to be a valuable asset which on WE. DO suggested that maybe it would be useful when arranging WE that we could consider the skills and experience that the student can take to a company and also how the Company can work and support the student over agreed hours before hand. Karen Anfield is involved with a newly formed software development cluster in Conwy and there could be scope for smaller employers to “share” work placement students thus reducing the management load. The selection of programming languages was discussed. Java and C# are currently planned though module descriptors are deliberately written to allow others to be included if there is demand. Swift was mentioned as a language which has quickly gained popularity. The embedding of the Cisco CCNA curriculum was seen as a positive move. It was queried whether other vendor certifications e.g. Microsoft relating to clients / servers might be considered. While there is not room in the proposed structure it may be something to consider for an eventual Level 6 top-up. Tony Bartlett (Conwy County Borough Council) would like to see a greater hardware content as they do in- house repairs. Other employers report using small form factor PCs which they would simply replace in case of failure. Gareth Shore reported that his school also does not on-site repairs. Hardware experienced in companies might be older than many people have at home. All employers and Student Representatives agreed that the units that had been proposed for the course had been carefully considered and would be useful for students to take forward into Employment, but maybe consider bringing in more Mobile Device Development, i.e. mobile phones, tablets, etc. Lesley Powell raised the question of Information Assurance. Two of the employers present have been through Information Commission audits. Legislation is covered briefly in one or two modules but this is an area which needs to be considered. Current students commented favourably on the breadth of subjects covered on the current course with one of those present having changed their career plan based on a positive experience of programming in Year 1. Past graduates reported using most / all of what they had learned in their current positions. Karen Anfield raised the matter of whether Grŵp Llandrillo Menai propose offer Level 6 since some students do not have the option to travel away to top-up their Foundation Degree; a view supported by current students. DO said this is a work in progress matter which is being considered for the near future.

DO closed the meeting and thanked all members for their time, and invited any of the Employers into talk to students. This would be appreciated by both students and staff.

109 External consultation forum minutes – Appendix A

External consultation forum minutes – Appendix B

110 Letters of support

111 3X Software

112 Conwy County Borough Council

113 Denbighshire Citizen Advice Bureau

114 Parys Technographfx

115 116