UNIVERSITY OF KENT University of Kent Programme Specification Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she passes the programme. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found [either by following the links provided or in the programme handbook]. The accuracy of the information contained in this specification is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education. MSc Information and Communication Technologies University of Kent University of Kent, Universite du Littoral-Cote d’Opale, Katholieke Hogeschool Brugge-Ostende Canterbury, Calais, Ostende via distance learning 3. Teaching Site N/A 4. Programme accredited by: MSc 5. Final Award Information and Communication Technologies 6. Programme N/A 7. UCAS code (or other code) 8. Relevant QAA subject benchmarking Engineering, Computing group/s January 2004 9. Date of production/revision 2003 entry onwards (starts January 2004) 10. Applicable cohort/s 1. Awarding Institution/Body 2. Teaching Institution 11. Educational Aims of the Programme The programme aims to: 1. Educate graduate engineers to equip them with advanced knowledge of information and communications technologies for careers in research and development in industry or academia. 2. Produce high-calibre systems engineers with experience in specialist and complex problemsolving skills for systems level design. 3. Offer a flexible learning approach for part-time industry based students and full-time students by delivery of the taught material through e-learning, while providing full academic guidance and support through internet and telephone contact. 1 12. Programme Outcomes The programme provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas. Teaching/learning and assessment methods and strategies used to enable outcomes to be achieved and demonstrated Knowledge and Understanding A. Knowledge and understanding of: 1. Systematic and conceptual understanding of digital signals and communication systems. 2. Systematic understanding and ability to use object-oriented programming 3. Comprehensive, conceptual understanding of Digital Signal Processing and Digital Image Processing and application to design 4. Comprehensive, conceptual understanding of digital mobile communication systems 5. Comprehensive, conceptual understanding of digital television systems 6. Project management techniques relevant to the electronics and computer industries 7. Systematic understanding of web technology and application to create web documents 8. Systematic understanding of database models, technology/methods and application to database projects Skills and Other Attributes B. Intellectual skills: 1. Solution of technological problems using appropriately chosen mathematical methods. 2. Use of scientific principles to model, analyse and independently develop solutions to complex ICT problems. 3. Ability to select and use appropriate computer methods to model and analyse modern electronic and information systems. 4. Ability to analyse a problem and independently develop a system level specification, based on a conceptual understanding of the interaction between the component parts of the system. Teaching/learning Video and/or web lectures; interactive problemsolving; PC-based “laboratory”* classes and assignments; discussion forums and chat rooms; project management workshop; dissertation project. *“Laboratory” classes can be run on the students’ own PCs. Assessment Written unseen examinations; assessed assignments from e-learning coursework (electronic submission) and “laboratory” classes; individual project presentation and dissertation. The examinations will be held concurrently at 3 sites: Canterbury, Calais and Oostende. The language of instruction and assessment is English. Teaching/learning Video and/or web lectures; interactive problemsolving; PC-based “laboratory” classes and assignments; all aspects of project work, including formulation of specification for the project. Assessment Written unseen examinations; assessed assignments from e-learning coursework and “laboratory” classes; project presentation and dissertation. The examinations will be held concurrently at 3 sites: Canterbury, Calais and Oostende. 2 5. Ability to design and develop software/hardware solutions based on a system level specification, taking into The language of instruction and assessment is account economic factors, risks and English. benefits. 6. Integration of information and data from a variety of sources to develop new/innovative hardware and/or software solutions. C. Subject-specific (professional and practical) skills: 1. Use of mathematical techniques to Teaching/learning analyse and solve complex Video and/or web lectures; interactive problemhardware/software problems. solving; PC-based “laboratory” classes and 2. Ability to devise tests of a software assignments; all aspects of project work, and/or hardware system through including formulation of specification for the experiment or simulation and to critically project. evaluate the results. 3. Use of CAD tools to analyse problems Assessment and develop original/innovative Written unseen examinations; assessed solutions. assignments from e-learning coursework and 4. Ability to search for technical “laboratory” classes; project presentation and information, critically evaluate it and dissertation. The examinations will be held apply it to a design. concurrently at 3 sites: Canterbury, Calais and 5. Ability to act independently in the Oostende. planning, resource allocation and The language of instruction and assessment is execution of a project. English. 6. Ability to prepare technical and nontechnical reports and presentations D. Transferable skills: 1. Ability to generate, analyse, present and Teaching/learning interpret data; These pervade all modules; they are developed 2. Use of Information and Communications through problem-solving, discussion forums, PCTechnology; based “laboratories”, and in particular, through 3. Personal and interpersonal skills, the project work (including the project workshop). exercise of initiative, and personal responsibility as a member of a team; Assessment 4. Communicate effectively to different The skills are not formally assessed in themselves audiences; although all except No 5 have an impact on the 5. Learn independently for the purpose of assessment of assignments, the presentation and continuing professional development; the dissertation. 6. Ability for decision-making in complex The language of instruction and assessment is situations using critical thinking, English. reasoning and reflection; 7. Ability to manage time and resources within an individual project and a group project. For more information on which modules provide which skills, see the module mapping. 3 13. Programme structures and requirements, levels, modules, credits and awards The programme normally lasts for 1 year full-time and leads to the MSc degree. Students may undertake the programme over 2 or 3 years part-time. The full-time programme is arranged so that the theory (taught) component is given over 2x12 week terms including examinations. Three taught modules are given in each term, with the associated teaching support available over a period of 9 weeks; this is followed by 2 weeks for revision, and 1 week for examinations. Each taught module consists of approximately 150 hours of student learning, endeavour and assessment and has a credit value of 15 credits. All modules are compulsory, although options may be introduced in subsequent years. In the full-time mode of study, from the end of the second term until the end of the academic year, the students work on their project, which has a credit value of 90 credits. Projects may be carried out in industry. All credits are at level M. For part-time modes of study the students must undertake the above modules (and gain the necessary credits, see below) over 2 or 3 years. Examinations and some of the support to teaching (chat rooms with lecturers present) will only be held at prescribed times, however, as with the full-time mode of study, and students will have to accommodate these restrictions into their study plans. Physical attendance is required for a programme induction, examinations, project training and final project presentations. To be eligible for the MSc degree, students must obtain 180 credits at level M. At its discretion the University allows for narrow failure in a small proportion of modules to be compensated by good performance in other modules or, in cases of documented illness or other mitigating circumstances, condoned. Students are also permitted to trail a small proportion of modules, with resit examinations available for the December examinations in March, and for the March examinations in June. Only one opportunity to resit will be permitted. A Board of Examiners in January will consider the award of credits for the 1st term modules. A Board of Examiners in April will consider the award of credits for the 2nd term modules, and trailed 1st term modules. It will also decide on progression to the project (Stage 2), with trailed credits if appropriate. The final Board of Examiners in November will consider the award of credits for trailed 2nd term modules and the project module, and recommendations for the final award of the degree. The pass mark for all modules is 40%, except for the project module which has a pass mark of 50%. The programme detailed below is subject to change. Please check handbooks for further details of the modules. ULCO are responsible for the delivery of modules EL851 and EL854, KHBO for modules EL852 and EL855, and Kent for modules EL853, EL856 and for the organisation of the project module. Code Title Stage 1 - Required modules EL851 Object Oriented Programming in Java EL852 Digital Signal and Image Processing EL853 Signals and Communications EL854 Relational Databases EL855 Webtechnology EL856 Digital Communication Systems Stage 2 – Required module EL860 Project for ICT 4 Level Credits Term/s M M M M M M 15 15 15 15 15 15 1 1 1 2 2 2 M 90 3 +Summer 14. Support for Students and Their Learning Induction programme for new students. The induction programme will provide an opportunity for meeting with the academic tutor, the teaching staff on the programme, and most importantly an induction into the use of the learning environment. This is an essential part of the programme and will be held in one location. It will be held at a weekend to allow maximum flexibility for industry-based students. From this induction meeting, students will have familiarity with the electronic resources available to them, and will know where to turn to if problems arise. Most often, the latter will require contact with their tutor (assigned on the basis of geographical location). Tutors will make themselves available out of normal hours for industry-based students, if necessary (e.g., via mobile phone number). Course Handbook with details of all the courses, modules, lecture syllabi, and comprehensive study information. Student guides providing information on support services (all institutions). This will be made available on-line and in hard copy. Library: students will be granted full access to the library facilities on each site as standard students, although it is expected that they will mostly make use of remote access facilities. These include borrowing of books via post, remote access via computing service logins to the library catalogue and searchable databases such as INSPEC, other on-line publications. Learning resources include multimedia e-learning material, provided on disks and downloadable from the programme website, and experimental laboratories run on software downloadable from the website, and the manuals etc. for these laboratories. Most of the software for laboratories will run on student editions. Students will be advised of the need to purchase software or on its availability from the institutions involved, depending on the software package and module. Students will be advised of the requirements for their own PC equipment and internet connections (broadband strongly advised). Although resources will be available on a per module basis from each institution, a part of the website will be dedicated to links to software downloads so that students can verify that all packages run when loaded on their PCs. The programme website will have a single, common entry point, although the information may be stored on different servers (e.g. for streaming) at different sites. Intranets with full module information, timetables, past examination papers, discussion forums, chat rooms for on-line discussions with lecturers at allotted times, interactive problem-solving, coursework submission and feedback upload/downloads, group emailing etc. are provided by each of the 3 departments involved for the modules that they will run. These will be linked to the single entry point to the site. A uniform style will ensure the students can navigate through the site easily. The students’ logins/passwords will provide them with full access to the required parts of the departmental intranets. Students will be expected to help each other and will be assigned to study groups of not more than 20 to help facilitate this. Each group will have its own forums for social and academic interaction. Academic support comes from the lecturers involved in the delivery of individual modules/courses who will monitor discussion forums and chat rooms, the academic tutor assigned to each student who is responsible for the students’ pastoral care, and departmental administration at the “home” institution (that of the tutor) and in the Electronics department, Kent . Regular contact by email and telephone will be provided by the academic tutor. Lecturers will be expected to respond in some way to enquiries within 3 working days, preventing distance students from feeling isolated. Central support services for general support and advice are present at all 3 institutions. In most cases, these services will not be used by distance students. Part of the programme website will include information on the extent to which students might use these services, and links to the general university pages for the services. Examples at Kent might include: 5 confidential Counselling Service, Medical Centre, college Sick Bays, Faculty Concessions Committee. At KHBO services providing confidential counselling, elementary medical/first-aid help, and a concessions committee are also available. At ULCO a student welfare service is provided. University and Departmental web pages may provide additional information regarding aspects of studies at Kent, ULCO and KHBO. To summarise the main elements of the above, the support seen by a student on the programme after registration can be described as follows: An induction at which they will meet the other students, course lecturers and academic tutors, and at which they will learn how to use the learning environment. A practice area will be available in which students can communicate with each other to practice their skills in using the learning environment. The learning environment will provide information on the programme as a whole with separate areas for academic information, study and welfare support, and resources/software, and areas for individual modules (with the learning material). Each area will include on-line discussion forums. The student will be assigned a personal tutor, chosen according to the geographical location of the student and requirements for out-of-hours contact etc. Module teaching will then commence for the first term. Lecturers will introduce themselves (as a means for initial social interaction) and the modules on-line in a discussion forum. The students will be reminded of the requirements for the module, including any assignment deadlines. The interactive, e-learning material and the discussion forums will be used by the students for self-study and student-to-student interaction and learning. Queries on the courses can be posted on the discussion forums, sent by email (via the website) to the lecturer or discussed in chat rooms (at prescribed times only). Problems with meeting deadlines or submitting coursework should be discussed with the personal tutor and then referred to the lecturer concerned (who will take appropriate action such as sanctioning an extension) having received the support of the tutor. Students will be updated on the progress of any query or problem within 3 days of emailing or posting on a discussion forum. The discussion forums will perform the main role in lecturer-student and student-student interaction and learning. Students not participating in discussion forums will be contacted in order to identify any potential problems. In addition to discussion forums, chat rooms will provide some immediate response, and will be held at times convenient to industry-based as well as full-time students (e.g. early evening). At the end of the term the students will attend examinations in Canterbury, Calais or Oostende for one, two or three modules (depending on their registration and study pattern). Any problems with attendance at examinations should be reported immediately to the student’s personal tutor. Such problems will be discussed by the tutor with the Chairman of the Board and then taken to a concessions committee prior to the Board of Examiners’ meeting. The format for the teaching/learning in the 2nd term is similar to that of the 1st. At any time, the students can contact their tutors for advice. In circumstances where the student wishes to contact someone else for advice (or to find an alternative tutor) the Chairman of the Board should be approached in the first instance. Contact information will be available on the website and in hard copy in the programme booklet. 6 At the beginning of April (exact date depending on Easter) a project training workshop will be held. This workshop will provide and discuss the information required by the students to carry out and report on their projects. The students will be assigned an academic supervisor who will provide guidance on the requirements of the project work for suitability for presentation in an MSc dissertation. For students with supervisors outside Univ. of Kent, an advisor from Kent will be appointed to ensure consistent standards are applied. (In future years, the roles of supervisors and advisors will be spread more generally amongst the collaborating institutions). For students carrying out projects in industry, a nominated industrial supervisor will perform the detailed day-to-day, technical supervision. For institution based projects this role will also be carried out by the academic supervisor. All supervisors/advisors are expected to keep in regular email/telephone contact with the student and amongst themselves. In the case of industrial projects, the academic supervisor will make at least one visit to meet the student at the company premises. At the end of the project period, the students will attend a presentation session (half day) during which they will present the results of their projects. They will also submit a dissertation to be examined before the final Board of Examiners meeting. Again, problems with the project or attendance at the workshop or presentation session should be brought to the attention of the student’s tutor and project supervisor. Extensions to deadlines will be sanctioned by the Chairman of the Board after consultation with tutor and supervisor. 15. Entry Profile Entry Route For fuller information, please refer to the University postgraduate prospectus. The normal entry requirements for MSc programmes, of an Honours Degree at 2.2 level or equivalent apply, with the consideration that the qualification is in Electronics/Computer Engineering subjects, or similar. Other qualifications, and the taking of experience in lieu of formal qualifications will be considered by members of the MSc Board of Studies, the departmental director of Graduate Studies, and where necessary, an appropriate case will be made to the Admissions Office. Students not having English as a first language will need to demonstrate their proficiency with the appropriate qualifications or evidence of having been taught in English previously (standard Kent procedures). What does this programme have to offer? 7 An excellent grounding in the principles, operation and use of electronic and computer systems. The development of the ability to search for and integrate relevant information and data, and to produce system level specifications and designs based on them. The development of a broad range of skills that are highly sought after by employers and which open up a wide range of careers to graduates within the computer and electronics industries. The above includes the development of skills in participating in on-line discussions, and cooperation across international boundaries. Personal Profile A desire to become an engineer working in the computer and electronics industries. A willingness to work with computers and use computer aided design (CAD) tools. A desire to work with systems level analysis and design. A desire to work in research or development laboratories in academia or industry. A desire to work co-operatively/constructively in on-line groups. 16. Methods for evaluating and enhancing the quality and standards of teaching and learning Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards Continuous monitoring of student progress through e-learning problem-solving. Student non-submission of work or frequent errors will be used to identify general problems and problems with individual students. The lecturer can remedy these problems immediately or consult with colleagues in a “tutor area”; e.g. to ascertain if student X is having problems with all courses. Remedial, on-line workshops may be set up if problems are identified for groups of students. Discussion forums provide more general feedback for each individual module (forum for each) and for the programme (plenary area) as a whole. Lecturers should respond in some way within 3 working days. Students will be able to help each other and gain help from the lecturer on e-learning problems and assignments through the use of the discussion forums, and it is expected that all will participate. As stated previously, students not participating in discussion forums will be contacted to identify problems. Chat rooms will provide immediate responses. A discussion forum will also be provided on the resources and learning environment. Student evaluations: lecture, project and laboratory electronic (on-line) feedback forms, discussions with tutors will be taken to module team meetings and Boards of Studies. Module team meetings to discuss student feedback and examination results, and annual module reports Course Executives and Board of Studies reviews of teaching – these will meet physically and include representation from all collaborating institutions Three-stage vetting process of examination questions: module team, Quality Assurance Committee, External Examiner Departmental annual monitoring reports 8 External examiners' reports Periodic programme review Annual staff appraisal Peer observation The above mechanisms cover the courses/modules from Kent, ULCO and KHBO. QAA subject review at Kent Committees with responsibility for monitoring and evaluating quality and standards Department of Electronics Quality Assurance Committee Module teams (from each institution) Course Executives (consisting of representatives of all institutions) MSc Board of Studies (consisting of all module convenors and lecturers) MSc Board of Examiners (consisting of all module convenors, External Examiner, at least) Department of Electronics Learning and Teaching Committee KHBO Quality Bureau KHBO Electronics Department (Elektronica Opleiding) Quality Committee KHBO Industrial Sciences and Technology Faculty (Departement van Industriële Wetenschappen en Technologie) General Quality Office ULCO Departement d’Informatique staff-student advisory committee (commission pedagogique paritaire) examines student feedback and proposes amendments ULCO Departement d’Informatique management committees (to direct and establish its teaching programmes, prepare information for validation etc.) ULCO Council for Studies and University Life (Conseil d’Etudes et de la Vie Universitaire – CEVU) University of Kent STMS Faculty Learning and Teaching Committee University of Kent Board of Learning and Teaching Mechanisms for gaining student feedback on the quality of teaching and their learning experience Student evaluations: lecture, project and laboratory electronic/on-line feedback forms Student feedback from discussion forums, chat rooms will be continuously monitored. This is recognised to be the most important, immediate method of gaining feedback (as committee representation may be difficult – see below). Responses to queries will be posted quickly – or at least an indication of how the problem will be dealt with. Problems and their responses (as appropriate) will be taken to module team meetings and BoS meetings. Student representation on committees, Board of Studies, staff-student liaison committees at Kent, ULCO and KHBO (where possible, and depending on physical locations of students). 9 Email discussions with tutors Staff development priorities include: PGCHE requirements for new members of staff (Kent) Staff appraisal scheme (All) Staff development courses (All). Staff development will include the exchange of knowledge between staff at the collaborating institutions on aspects of e-learning and higher education in the different countries. For example, the Belgian partners have some experience within an e-learning consortium within their own country, and have also had experience of bilateral collaborations with UK universities; the French partners have had considerable experience in teaching industry-based students. Both, French and Belgian partners will continue to learn more about the UK university system as part of the collaboration. European accords requirements (All) Committee and module team responsibilities (All) Research seminars (All) Conferences (All) 17. Indicators of quality and standards Teaching Quality Assessment by HEFCE, March 1997 of Department of Electronics, Kent: grading of 21 out of a maximum 24 points: Curriculum Design Content and Organisation = 4 Teaching Learning and Assessment = 3 Student Support and Guidance = 4 Student Progression and Achievement = 4 Learning Resources = 3 Quality Management and Enhancement = 3 Department of Electronics, Kent, was awarded Grade 4 in the 2001 Research Selectivity Exercise. Such indicators are not used in Belgium. Lists of activities, projects, and publications which can be used as indicators of its standards can be made available on request from the KHBO department. At KHBO, a self-evaluation report must be submitted for each programme to be accredited by a special University Council (Associatie Academiseringscommissie) and the Flemish Government (Vlaamse Regering). In France all degrees must be validated by the Ministry for Education. The ULCO department regularly supplies information on its degree programmes to the Ministry, and this information is assessed by experts. Programmes are then validated by the Ministry for a number of years. For this programme, the ULCO department can provide lists of activities, projects and publications which can be used as indicators of standards on request. The following reference points were used in creating these specifications: QAA benchmarking statements for Engineering, Computing Accreditation/validation requirements for Department of Education in Belgium Validation requirements for Ministry of Education in France 10 Department Learning and Teaching Strategy (Electronics, University of Kent) The University Plan and Learning and Teaching Strategy (University of Kent) Staff research 11 Curriculum Map for MSc in Information and Communication Technologies Explanation. This map provides a design aid to help academic staff identify where the programme outcomes are being developed and assessed within the course. The map shows only the main measurable learning outcomes. There are many more outcomes in the module specifications. Shading represents skills that pervade all units. Programme Outcomes Modules Codes Object Oriented Programming EL8L1 Digital Signal and Image Processing Signals and Communication Relational Databases Web Technology Digital Communication Systems Project EL8K1 EL8A1 EL8L2 EL8K2 EL8A2 EL8A0 A1 A2 A3 A4 A5 A6 A7 A8 B1 B2 x x x x x x x x o B4 B5 x x o B3 o x o x o x o o x o x x x x x x x o B6 C1 C2 x x x x x x x x x x o C3 C4 C5 C6 D1 x x x x x x x x x x o o x x x x x x x D2 D3 D4 D5 x x x x x x x x x x x x x x D6 D7 x x x x x x x x x x x x x x x x x x x x x Knowledge and understanding A1 Systematic/conceptual understanding of digital signals and communication systems A2 Systematic understanding and ability to use OO programming A3 Understanding of DSP and DIP and application to design A4 Comprehensive, conceptual understanding of digital mobile communication systems A5 Comprehensive, conceptual understanding of digital television systems A6 Project management techniques relevant to electronics and computer industries A7 Systematic understanding of web technology and application to create web documents A8 Systematic understanding of database models, technology/methods and application Professional Practical Skills C1 Use of mathematical techniques to solve complex HW/SW problems C2 Ability to devise experimental and simulation tests C3 Use of CAD tools to develop original solutions C4 Ability to search for technical information, critically evaluate and apply to design C5 Ability to act independently in project planning and execution C6 Ability to prepare reports and presentations at appropriate level Intellectual Skills B1 Selection and use of mathematical methods to solve technological problems B2 Use of scientific principles in solving complex ICT problems B3 Selection and use of appropriate computer methods for modelling and analysis B4 Ability to develop system specifications based on conceptual understanding B5 Ability to design and develop solutions based on system requirements B6 Ability to integrate information and data to develop new solutions Transferable/Key Skills D1 Ability to generate, analyse, present and interpret data D2 Use of Information and Communications Technology D3 Personal and interpersonal skills, including exercise of initiative D4 Effective communication D5 Learning independently for continuing professional development D6 Decision-making; critical thinking, reasoning and reflection D7 Time and resource management 12