Course Guide 2015-16 BSc Computing Course Leader Dr Joanna Olszewska School of Computing & Technology Faculty of Arts & Technology School of Computing & Technology Courses Guide Contents This guide introduces the courses of Business Information Technology, Computing, Computer Games Design, Computer Games Programming, Forensic Computing, Multimedia Web Design and Integrated Engineering. SECTION Page Courses 3 Key Staff 4 Tailoring your course 6 Study Commitments 7 The Key to Success… 8 Resources 9 Buying your own computer 12 Assessment & Assessment Offences 13 Placements 17 Professional Development Planning (PDP) 18 Communication / Course evaluation 18 Course evaluation 19 Progression and Transition 20 Term Dates 2015/2016 20 Appendix 1. Student Representative Role 21 Appendix 2. Guidelines on writing style and referencing 23 Appendix 3. Research ethics: policy for all students 27 Appendix 4. C&T Courses Assessment Grid 29 Appendix 5. Business Information Technology (BSc) - Full Time Course Map31 1 School of Computing & Technology Course Guide Please note that this document is for guidance only, the definitive regulations are contained online at the Academic Registry web site (http://insight.glos.ac.uk/departments/registry/Quality/Pages/AcademicReg ulations.aspx). 2 School of Computing & Technology Course Guide Courses What is a Course? A Course is a subject area, such as Business Information Technology, Forensic Computing, Multimedia Web Design (MWD) or Computer Games Design (CGD). The School of Computing & Technology offers eight courses: Business Information Technology (BT), Computing (CO), Computer Games Design (CGD), Computer Games Programming, Forensic Computing (FCO), Integrated Engineering (IE), Multimedia Web Design (FCO), Product Design (PD). All the Courses are taken as single subject degrees. What is a module? Each course is made up of modules. Detailed description of each module and the combinations required to form a course are available on the University website: http://infonet.glos.ac.uk and on Student Records Online. Subject Aims The subject aims set out below are presented in concise, simple terms for this Guide and reflect a broad area of study. Each subject may be studied by taking a particular range of modules. The full aims and learning outcomes of the Courses are presented in the Programme Specifications. These are available on the University website. Computing (CO) The programme aims to: 1. Develop a broad theoretical knowledge and practical skills which integrate programming, software development, and computer science. 2. Provide opportunities to cultivate the necessary technical and interpersonal skills required to be directly and effectively employed as software developer and computer scientist in the IT field. 3. Cultivate an appreciation of the professional, social and ethical issues associated within the software industry. 4. Develop the skills needed to exploit Computing and Computers to assist in problem solving and design processes to build or enhance a wide range of computing products such as softwares, mobile apps, web sites, databases, security systems, smart devices, robots, intelligent vision systems, artificial intelligence applications, etc. 5. Introduce essential academic skills required to work in programming-based environments. 6. Develop the understanding of software development and computer science with a project-based approach all along the Course, using real-world, work-based case studies and newest research-informed examples. 3 School of Computing & Technology Course Guide Key Staff Academic Subject Leader The academic health of all the courses within the Technical Computing element of the School is the responsibility of Paula Thomas. Generally issues with a module or course should in the first instance be discussed with the relevant Course Leader. If an issue cannot be resolved satisfactorily then contact Paula via email (pthomas2@glos.ac.uk). Academic Course Leader Each Course has a Course Leader, who is responsible for the academic direction of the Course and ensuring that the content of the Course is current and appropriate. Please note: Names are correct at time of publication Currently the Course Leaders are: Course Name Office Email BT Julie Paterson WW103 jpaterson@glos.ac.uk CGD/CGP Paul O’Brien WW103 pobrien@glos.ac.uk CO Dr Joanna Olszewska WW103 jolszewska@glos.ac.uk FCO Paula Thomas WW103 Pthomas2@glos.ac.uk IE David Liewe WW103 dliewe@glos.ac.uk IT Kevin Walter WW103 kwalter@glos.ac.uk MWD Zayd Dawood WW103 zdawood@glos.ac.uk PD Dr Michelle Williams WW103 mwilliams@glos.ac.uk MSc David Johnston WW103 djohnston@glos.ac.uk External Examiners As part of the Quality Assurance process, each Course has an External Examiner shown below, who reviews samples of student work, attends Course Examination Boards and submits a report for inclusion in the Course Annual Report. CO Chris Sturley 4 School of Computing & Technology Course Guide Module Leader A Module Leader leads a module, as indicated in the regulations, and is responsible for the organisation, subject content and assessment of the module. In large modules, someone other than the Module Leader might teach you, but the they still retains overall responsibility for the module. Personal Tutor When you start University you will be assigned a Personal Tutor for the duration of your course, they will provide guidance on the scheme rules, module choices and help deal with any issues you may have with your studies. Helpzones & Senior Tutor Further Advice and support is also available from the Student Helpzone or the Senior Tutor, Mo Clutterbuck. The Student Helpzone for the Park Campus will be able to provide general support for non-academic issues, e.g. housing, finance, disabilities etc. Tel: (71) 4444, email: helpzonepark@glos.ac.uk. Academic support and advice is available from the Senior Tutor, Mo Clutterbuck, email: mclutterbuck@glos.ac.uk. The Student Adviser for International Students is Charlotte Robinson, tel: (71) 4380, email: crobinson@glos.ac.uk Course Administrator A Course Administrator, Sue Frazer supports the C&T Courses. The administrator is the contact for student reps. Library staff The Library includes the computing and academic resources, which are controlled by the Department of Learning and Information Services (LIS). See http://insight.glos.ac.uk/departments/lis/Pages/default.aspx Questions relating to LIS, e.g. computer faults or book loans, should be addressed to the Park enquiry desk. The Top Floor Labs in the Learning Centre along with the Labs in the Waterworth building are staffed by the Park Technical Services (PTS) technician: Liz Graham. Her office is LC203. 5 School of Computing & Technology Course Guide Essay Writing and Numeracy Support If you have problems with essay writing, note taking, reading, organising your ideas, referencing, or if English is your second language, then the Student Achievement Centre can help. The Student Achievement Centre offers a wide range of interventions and support options for students seeking to improve their academic work and enhance their study skills. For those students for whom English is not their first language the service offers specific language support. Advice and Guidance can be accessed through workshops, 1:1 appointments across the University and on line resources. Information regarding the service will be available via the Student Services web pages http://insight.glos.ac.uk/studentservices Appointments can be made via Library Reception Desks, Student Achievement or Helpzones. Tailoring your course Choosing modules Each year you will be required to select module choices for the next academic year on the web. Consult the Course maps on the University website http://infonet.glos.ac.uk and consult your Personal Tutor if you need advice. Module changes If you are unhappy with your module choices, you may change them within the two weeks of the start of the semester via Student Records Online. Your Personal Tutor will advise on your choices or alternatives to ensure you have a legal programme of modules for your course. Compulsory modules The compulsory modules are identified on the maps on the University Website. Make sure you understand how to read the map(s) relevant to your course, and check your compulsory modules. Your Personal Tutor or the Helpzone can help, but remember that course validity is your own responsibility. Prerequisites Prerequisite modules are those you must have passed before taking a particular module and are marked on the course maps. 6 School of Computing & Technology Course Guide Credits/exemptions If you have qualifications or significant experience in the subject area of a module, you might consider making a case for a credit or exemption from that module. The case for an exemption or credit should be made to the Module Leader in the first instance. Course changes If you think you have made a wrong choice of course, you need to talk over the consequences with your Personal Tutor or the Senior Tutor. Course changes are made using an C50; ask your Personal Tutor or the Helpzone for help. Study Commitments Student Charter The Student Charter is intended to set out the standards of service that students can expect from the University of Gloucestershire together with the expectations that the University reasonably has of its students. A copy of the charter can be obtained from the University web site at the following address: http://www.glos.ac.uk/life/pages/student-charter.aspx Timetable You should check your timetable with your Personal Tutor, to ensure that it contains the correct modules, as specified on your course map. If the lecture or tutorial times given on your timetable present great problems for meeting other module or work commitments, you may be able to arrange to attend an alternative session. 7 School of Computing & Technology Course Guide Module delivery During a semester, each module should occupy about 120 hours of your time. A module will appear as 2 or 3 hours per week on your timetable, depending on the level of staff/student contact; the remainder is to be used for background reading, individual study and assessment work (i.e. around 5 - 8 hours per module per week on average). Lectures will generally be used to introduce topics in a fairly formal way and may involve demonstrations of the tools you will be using in the labs. Tutorials normally involve smaller groups, so there is an opportunity to ask questions and to follow up on the work from the lectures. Individual Research Project Final year Honours degree students must complete an Individual Research Project, (CT6007). See the course maps on the University website for more details. Appendix 2 of this Course Guide gives useful guidelines on writing style and referencing. There are a series of lectures in Semester 1, which provides useful support for all project students. Good projects from previous years accessible online via the Library page. Degree Group Project Group projects are a compulsory feature of Level 6 on some courses, e.g. Computer Games Design, Computer Games Programming and Multimedia Web Design, and optional for others e.g., Computing, Business Information Technology. Should you choose to take this module in Level 6, please contact the Module Leader to ensure that you form a group and embark on the project in a timely manner. Planning ahead at the end of level 5 is advisable. The Key to Success… Full-Time Students Please Read Carefully We want you to enjoy your time here at the University and, ultimately, for you to enjoy your student experience you will need to be successful. Whilst we encourage you to take part in the many and varied ‘fun’ activities that are available at this University, we urge you not to become involved to the extent that it is detrimental to your studies. You are here to work as well as ‘play’ and we consider attendance to all of your timetabled sessions a minimum requirement. Find out when all the lectures, tutorials and seminars run for each module that you study, so that if you miss one, you may be able attend an alternative session. 8 School of Computing & Technology Course Guide Of course, if you want good results you will have to invest in many hours of independent study but if you do not have the grounding provided by the timetabled sessions then you will limit your chances of success. Some of the modules you study will involve group work, so if you don't make sufficient effort, you could be letting others down as well as yourself. In our experience, students who do not attend, either fail or achieve far below their capabilities, whilst those who attend and work hard, excel. Your weekly commitment to your studies during term time should be 40 hours, which is 10 hours per module per week. Advice for Part-Time Students on Degrees We recognise that many part-time students as well as attending University have significant work-related responsibilities. We are of course sympathetic to this, but regular attendance is expected and is the key to maximising your performance in assessment. If you have to miss a session for any reason it is critical that you take steps to ensure that you catch up. It is not usually possible for a Module Leader to provide individual tutorials, but material is usually available electronically via Moodle, the Infoserver or a module website. The Module Guide will contain details of resources. Please contact the Student Helpzone: http://insight.glos.ac.uk/departments/ss/helpzones/Pages/default.aspx Resources Keep up to date Check out the University website http://infonet.glos.ac.uk for important info for current students. Students with disabilities or special needs Students with disabilities such as Dyslexia, may contact Student Services email: disability@glos.ac.uk who are happy to advise on assistance that may be available. More details are available at: http://insight.glos.ac.uk/departments/ss/disability/Pages/default.aspx University website The University website http://infonet.glos.ac.uk/ is a valuable source of learning materials, and requires password access to some areas. Once you have enrolled, you will be issued with a photo ID card containing your Student Number. To access the University Intranet and the Library services you will need to provide this number prefixed by the letter “s” as your Username (student number) and use the Password (PIN number) which you will be provided with. 9 School of Computing & Technology Course Guide The University provides access to the Internet from the Learning Centre as well as wireless hotspots in most places on Park Campus. However, it is also possible to waste a great deal of time emailing friends, using chat rooms or just aimlessly ‘surfing’ the net. Past students have criticised the antisocial behaviour of other students who monopolise resources in this way. Just as in the workplace, students abusing the resources may face disciplinary proceedings. Using the Faculty of Learning & Information Services (LIS) resources During LIS induction, you will be told what resources are available and how you can use/book them. If you plan to use a computer, you must check availability first (the room timetables are on the doors), bearing in mind that these labs are used primarily as teaching rooms. Class work and private study If you are in the labs studying privately when a class is due to start you will be asked to leave; please do so as quickly as possible. If a class does not require all machines, it is possible that you will be allowed back into the lab once the class is underway; in such circumstances, please work as quietly as possible. The use of an IT lab when a class is in progress is at the discretion of the tutor. Computing Labs The Waterworth Building, the Library and the second floor of the Park Learning Centre contain a number of computing labs which are available for use by students studying subjects in the School of Computing & Technology. The labs available are: WW002 – Games Lab 1 WW003 - Games Lab 2 WW101a/b – General Purpose Lab WW114 – Cyber Security Lab LC201 – General Purpose Lab LC204 – General Purpose Lab LC205a - Audio Recording Room LC205 – General Purpose/MSc Lab LC206 – General Purpose Lab LC207 – General purpose Lab 10 School of Computing & Technology Course Guide LC208 – Render farm The resources in the Labs are available to any student on the course or modules in Computing & Technology subjects. Some specific resources such as digital or video cameras can be booked via the technician based in LC203. Most PC’s in the labs have firewire facilities to capture video with video editing software and all PCs are equipped with DVD writers. In addition, there is a range of equipment, professional microphones, loudspeakers, headphones, digital cameras, HDTV and digital video camcorders, game consoles, 3D TVs, 3D printer, XBOX controllers and WACOM art tablets with stylus available from the technician. Software includes MS-Office; Oracle RDBMS; Adobe CC, (After Effects, Dreamweaver, Fireworks, Flash, Illustrator, Photoshop, Premiere); Autodesk Entertainment Suite (3D Studio Max, Maya & SoftImage), Mudbox, Java, Visual Studio .NET, Visual Basic, Unity, UDK, CryEngine 3, ActionScript, C#, SPSS, MATLAB, plus numerous other tools. ICT Services Check out the contact details for the ICT Helpdesk https://infonet.glos.ac.uk/departments/ictservices/Pages/default.aspx at If you plan to use a computer, you must check availability first (the room timetables are on the doors), bearing in mind that these labs are used primarily as teaching rooms. Moodle Moodle is part of the University computer network and provides access to information associated with BT courses. Module Guides will indicate where such information is available. Learning support materials Extensive learning support materials are available on Moodle for all modules. In addition further resources can be found on http://ct.glos.ac.uk. These include course notes, practice exercises, web links, students’ showcase work from previous years and important news information and reminders. We also advertise employment opportunities from industry. These resources were recently commended by the Quality Assurance Agency for Higher Education (QAA) as a model of good practice. Recommended books You may be given a reading list for each module, but check before buying as some books will be used only for background reading and will be available in 11 School of Computing & Technology Course Guide multiple copies from the library. E-books services such as myilibrary, Dawson Era and EBSCO are very useful with titles provided free of charge. See http://insight.glos.ac.uk/departments/lis/resources/Pages/eBooks.aspx. In addition, more up-to-date material can often be found in academic journals, most of which are available online on and off campus, e.g. ACM or IEEE databases,see https://infonet.glos.ac.uk/departments/lis/Pages/OnlineResources.aspx. University website The University website http://infonet.glos.ac.uk/ is a valuable source of learning materials, and requires password access to some areas. Once you have enrolled, you will be issued with a photo ID card containing your Student Number. To access the University Intranet and the Library services you will need to provide this number prefixed by the letter “s” as your Username (student number) and use the Password (PIN number) which you will be provided with. The University provides access to the Internet from the Learning Centre as well as some wireless hotspots in the Refectory and Student Union, and it can be a very valuable resource for assignments. However, it is also possible to waste a great deal of time emailing friends, using chat rooms or just aimlessly ‘surfing’ the net. Past students have criticised the antisocial behaviour of other students who monopolise resources in this way. Students abusing the resources may face disciplinary proceedings. Misuse of resources The Learning Centre publishes Rules and Regulations of the general Learning Centres Guide available on the Intranet at http://insight.glos.ac.uk/departments/lis/help/documents/lc%20guide_15_re gs.pdf . It is important to follow these otherwise you risk disciplinary action and loss of access to University facilities. It is your responsibility to read this section carefully. Buying your own computer Many students find that the recently refurbished computing facilities provided by the University are sufficient, although if you have access to an appropriate PC or MAC at home/work, you will find it an advantage. If you are considering buying a computer or a particular software package, discuss your requirements with the appropriate Module Leader first. Make sure you make adequate backups of all your University work created or stored on your own computer. 12 School of Computing & Technology Course Guide What software should I buy? Microsoft Office is valuable for http://www.microsoft.com/student/office/engb/default.aspx?cid=UniStudent all students. Visit and you could also search the Internet for shareware and freeware. Adobe offers student versions of their software as well as 30day trials. Autodesk have free student versions of their various 3D products (e.g. 3DS Max, Maya etc). The University email system for students, Connect, is part of Microsoft's Windows Live online service, which offers web-accessible email facilities, 25Gb file storage (SkyDrive), photo galleries and blogging. You are advised to use SkyDrive to back up your work regularly. Arduino Starter Kit: We will be using Arduino kit in this module and it will be useful if you buy your own kit. Following kit seems to be a good choice (price on 15 Sept 2015 is £25.95) but search eBay and may be you could find a better one. http://www.ebay.co.uk/itm/Sintron-UNO-R3-Upgrade-Kit-with-Motor-LCD-ServoModule-for-Arduino-AVR-Starter/161099897306?pt=UK_Computing_Other_Computing_Networking&hash=item25824d5 9da MatLab Student Licence (Life Valid) You might find useful to buy your own MatLab licence at a student price which is a huge discount compared to its normal price. Your MatLab licence will remain valid for your entire life. More information could be found at: http://uk.mathworks.com/academia/student_version/ Assessment & Assessment Offences You should read the University Regulations and Procedures (http://insight.glos.ac.uk/departments/registry/Quality/Pages/AcademicReg ulations.aspx) so that you understand the University regulations and procedures. The module descriptors on the University website state the type of assessment for each module. Assignment briefs The Module Leader will provide the assessment details on the Module Guide in the first session. This should make clear what you are required to do, what you have to submit, the submission deadline and how the work will be assessed. Most assessment is based on the School of Computing & Technology Courses’ Assessment Grid (Appendix 4). 13 School of Computing & Technology Course Guide Assignment deadlines All assignments must be submitted by the stated deadline (see regulations), with a completed Cover Sheet (available from the online Student Records system). You should always obtain an email receipt for your work from the Assignment Room. NB: Keep your receipts and always keep a copy of the work you have submitted. Extensions In the event of a short-term illness, it is possible to self-certify, once only per year, for 48 hours (see regulations on restrictions: http://insight.glos.ac.uk/departments/registry/Quality/assessment/Pages/Pr oceduresforStudents.aspx) with no penalty in the marks awarded. In the event of illness or other valid mitigating circumstances, you may request an extension to the deadline of up to three weeks from the Helpzone, as explained in the regulations. You will need to provide them with suitable evidence, e.g. a medical certificate. If you have significant personal issues which are affecting your studies, you should make an appointment to talk to the HelpZone tel: (71) 4444, email: helpzonepark@glos.ac.uk who will arrange an appointment with the Senior Tutor. Please note that poor time management is NOT considered a mitigating circumstance. You are responsible for the security of your work on disc, so you should make appropriate back-up copies. Loss of work on a disc or loss of a disc is NOT considered a mitigating circumstance. Hand-in arrangements - Assignment Room The Park Campus operates a central hand-in and collection point for assignments at the Assignment Room. Marked assignments can be collected Mon – Fri 3.00pm – 5.30pm, please check on the notices, (term-time only). Part-time students may contact the Student Helpzone to make special arrangements, but these must be made so that you meet the deadline. The Module Leader will specify hand-in and return arrangements in the assignment brief. Your work may be recalled or retained until after the Examination Board. Work will then be returned via the Assignment Room. It is your responsibility to submit your assignment in a secure, named folder. If submitting a disc or CD then you should use a clear, transparent Polyfile with a disc pocket. 14 School of Computing & Technology Course Guide e-Submission The majority of assignments are now handed in electronically via Moodle or the University’s EMA system. Details of hand in procedures and dates will be found in Module Guides. Principles for the Electronic Submission of Assessment 1. A student cannot opt to submit a hard copy document if electronic submission has been identified for an assessment. 2. It is the responsibility of the student to ensure that work submitted electronically: a. is the correct work for the assessment task b. is not corrupted c. can be read on University computers d. does not contain any computer viruses that could compromise the University's network systems. 3. It may not be possible to mark submitted documents that do not conform to the above requirements. 4. Once work has been submitted electronically by a student, it cannot be amended or re-submitted, even if the deadline for submission has not expired. 5. It is the responsibility of the student to ensure that the assessment is submitted on time. Failure of the student's equipment, such as the student's computer or network, is not a valid reason for late submission. 6. If, because of a failure of the University network, a student is unable to submit an assessment electronically, the student will be given an automatic extension and will be required to submit the assessment within 24 hours of the network being reinstated. The student should not use an alternative method of submission unless directed otherwise by the Module Tutor. 7. All feedback on a student's work will be returned electronically. Submission 1) One electronic copy uploaded to Moodle or the EMA, as stated in the module guide. 2) You are advised to keep your own copy of this assessment. 15 School of Computing & Technology Course Guide a) You are advised to submit work electronically by midday (British local time) to ensure that technical support is available should you encounter any issues with the electronic submission process. b) You should use the convention for naming your file as specified on the Moodle site for that particular Module. All files must be submitted as an Office document, these may include docx, pptx or xlsx, whichever is appropriate. [Note: please refer to the web pages at https://infonet.glos.ac.uk/departments/adu/ema/ for details of approved file formats.] Information about electronic submission, including a set of Frequently Asked Questions, is available at https://infonet.glos.ac.uk/departments/adu/ema/Pages/emastudents.aspx . Results You must access your module results from Student Records Online on the University website when they become available. See the regulations for an explanation of the grade descriptors. Check your results carefully and consult your Personal Tutor or the Helpzone if you have any queries. If you fail a module you should discuss the implications with your Personal Tutor or the Senior Tutor. Reassessment If you have any reassessment grades, you will have to submit extra work or retake Examinations. This will be in late June/early July. NB: You must keep yourself available to complete reassessment work in June/July or you will fail the module and have to pay to retake it. Please note also that you will have to pay a reassessment fee via the University Online Store (see regulations). Failure to undertake reassessment when offered will require you to retake the module in the following year this has serious consequences: 1) You will fail the module, to retake the module you will be charged full fee. 2) You may breach the “Max Fail” rule, which means you will not be eligible for a Honours Degree. Assessment Offences There are a number of ways in which a student might commit an offence to gain some unfair advantage in assessment. These include plagiarism, representation and collusion. You may find yourself accused of plagiarism if, 16 School of Computing & Technology Course Guide for example, you do not reference your work properly or if you submit work that is copied from a textbook or the Internet. If you submit work that is similar to the work of another student then you may infringe the rules on syndication/collusion. These and other terms are explained in the regulations. Such offences incur grave penalties, as described in the regulations. Generally, unless stated otherwise in the assessment brief, the work you submit should be your own. This Course Guide contains advice on writing style and referencing in Appendix 2 and the Personal Development materials, it also explains how to reference your work correctly. Read these carefully so that you do not unwittingly commit an assessment offence. Placements A year out in industry The industrial placement is compulsory for students studying particular courses. However, all full-time C&T students are recommended to take a year out in relevant employment. The placement takes place between Levels 2 and 3 of the degree. There will be some advertised sessions to help you prepare for placement. In the past, students have arranged placements with a wide variety of organisations both in the UK and abroad eg: Content Master, IBM UK (Hursley Research), Intel UK, Sun Microsystems UK Ltd, Time Warner Home Entertainment (California), Xerox UK, HP Systems (Bristol), Kraft Suchard, Sola Productions (London), Learning Eye, Freestyle New Media (Leamington), e2train Limited, Renishaw (Stroud), SAPA Building Systems, Schlumberger Reed-Hycalog, Xebec, Zurich Financial Services Ltd, Stroud & Swindon Building Society, B.N.F.L. Magnox Generation, Headstrong Games, QinetiQ, UCAS, Local Government and Educational establishments etc. For advice, contact the Placements Office in LCE040 and talk to Simon Dove tel: (71) 4320 email: sdove@glos.ac.uk A semester/year abroad Students may take advantage of the Erasmus arrangements to spend a Semester abroad in a European country. If you are interested contact the Erasmus Co-ordinator, contact Help Zone. It is not necessary to speak the local language initially as you can attend classes before the start of the visit. 17 School of Computing & Technology Course Guide The University also has links with the Brethren Colleges Abroad (BCA) allowing a semester to be spent at a US university such as La Verne, California. Careers Students with computing qualifications have usually found rewarding careers in a variety of occupational areas from the more technical areas such as programming and multimedia development to the more management-oriented areas of systems analysis and end-user support. Some students progress to further study such as Master’s courses in more specific computing areas such as Advanced Software Engineering, Artificial Intelligence, Networks or Cybersecurity, and others take a Post graduate Certificate in Education and teach ICT in schools. Students who have completed a placement are sometimes offered permanent employment with their placement organisation as they have less of a learning curve before they are fulfilling a productive role. Professional Development Planning (PDP) There will be opportunities for you to develop a file of evidence for PDP, during all levels and this will be useful in applying for both placements and jobs at the end of your course. PDP includes not only academic work and reflection on what you have learnt, but also work experience and voluntary work that you do for the SU or local charities e.g.: Rag fund raising, student representative. Communication / Course evaluation The University website http://infonet.glos.ac.uk ; Important university wide information is highlighted on the homepage of the intranet. Up-to-date notices about the Student are available from its menus. Email All University staff are accessible via email; addresses are generally of the form abloggs@glos.ac.uk, which would be the correct address for Dr. Anita Bloggs (a fictitious member of staff and email address at the time of writing!). The University Administration and academic staff frequently contact students via the student email and no other, so it is important to check your university mailbox regularly. 18 School of Computing & Technology Course Guide Notice boards Module related news is available via the module Moodle web site. Other news will be on http://ct.glos.ac.uk Internal mail You can send mail to a member of staff or another student via the internal post. You can give these to Park Reception. The mail boxes for students based at the Park are also located in Park Reception. Phone Phone numbers and email addresses are provided through the University web site: http://www.glos.ac.uk Concerns/Complaints If you have a concern or complaint about your course that you have not been able to resolve by talking to the Module Leader, Course Leader, Senior Tutor, Academic Subject Leader, Head of School or Helpzone, then you should follow the University Complaints Procedure detailed on the University website http://www.glos.ac.uk Course evaluation Each semester, Module Leaders will ask you to help them evaluate the module so that the module can be improved using student feedback to find out what went well and what could be improved. This may be conducted via a standard questionnaire or discussions or electronically. The results are reported to the Course Board of Studies as part of the Quality Assurance process. It is important to participate in this as it helps keep the modules up to date and relevant both to you and future cohorts. In the past new modules such as CT5006 Mobile Application Development have been introduced as a result, in part, of student feedback. The C&T Courses are in a process of constant change due to the nature of the subject and it is important that this is managed in a coherent manner. Your input is vital! Student reps Each year of the degree has at least two elected student representatives who are invited to all meetings of the Course Board of Studies. Their job is to gather student opinion and present it at the meetings; a full job description can be found at the end of this guide. If you are interested in becoming a student rep then talk to the appropriate Course Leader. 19 School of Computing & Technology Course Guide Progression and Transition Most students will progress through their course smoothly from level 4 to level 6. Should you fail one or more modules you may need to study more than 120cats in one year to recover these fails. On occasions a bespoke timetable will be required and this should be discussed with your Personal Tutor or the Senior Tutor. Note that students who fail more than 60cats of modules at level 4 will automatically be withdrawn from their course. Students who fail more than 60cats of modules at level 5 & 6, will lose their right to honours and only be eligible for an Ordinary Degree. Students may also decide after their first year to take an alternative degree. This is possible though you must seek advice and guidance from your Personal Tutor or Course Leader. Term Dates 2015/2016 Induction: 21 September – 2nd October 2015 Semester 1: 5 October 2015 – 15 January 2016 Semester 2: 25 January 2016 – 13 May 2016 University Festival Fortnight: 2June 10 June 2016 Christmas Vacation: 21 December 2015 – 1 January 2016 Easter Vacation: 21 March 2016 – 1 April 2016 Note that classes may be scheduled at any time during the University working day, which runs from 09:15 to 21:15 (17:15 on a Friday). You are expected to be available at the University until the end of the summer term, Friday 17th June 2016. 20 School of Computing & Technology Course Guide Appendix 1. Student Representative Role Purpose :primary function :- To provide representation for students on your course at Course boards. To remain unbiased in all situations. To keep students informed of any major changes they should be aware of. secondary function :- To be available for student representation outside your Course. To be involved with mid-semester and module evaluation. Main Responsibilities : To attend Course board meetings and raise any relevant students issues. To liaise with the Course Leader. To liaise with course representatives at other levels within the Course. Skills :Must have a willingness to develop the following skills Communication: Active listening, Diplomacy, Putting views across clearly Presentation skills: Verbal and written skills Commitment : At least one year. Attend a minimum of two Course board meetings. Attend course rep training. Training :Course rep training will be available. Course Leaders will provide guidance as to practice within your Course. Benefits : Looks good on your CV. References from Course/FASC chairs. Meet many other student representatives. Develop your transferable skills and Personal Development Profile. Get behind the scenes of your course and make a difference to your University. 21 School of Computing & Technology Course Guide Contact :If you are interested in becoming a student representative, contact your Course Leader for further details. 22 School of Computing & Technology Course Guide Appendix 2. Guidelines on writing style and referencing Resources The Learning Centre has a wealth of useful resources but, inevitably, you may like to start with an overview from an Internet based source like Wikipedia. This is NOT an acceptable “academic source” to be used as evidence in your essay or report, in most cases, as it is not “peer reviewed” in the same way as published academic sources. However, it may give a helpful, brief introduction to a subject and the better articles do give links to more academic sources which you should follow in your “literature search”. NB: In previous years there have been cases where students have been severely penalised for using Wikipedia in inappropriate ways as this is “Poor Academic Practice” at the very least. Writing style Many students new to university are unsure of tutor expectations with regard to writing essays and reports. Follow the advice below and use the services of the Open Study Centres if you need further help. NB: In what follows, italics have generally been used to highlight an example of writing style. In general you should only italicise text that is in a foreign language like, for instance, ab initio meaning “from the start”. All essays and reports should be written in a formal, impersonal, style from the point of view of the passive researcher or observer and not from a personal point of view. This improves the tone for technical documents. For example: I carried out the interviews in a quiet room… is poor style; The interviews were carried out in quiet room … is better. Abbreviations or acronyms can be used, and in some standard. However, in all cases the first time a word should be presented in full, with the acronym given appropriate acronym can then be used throughout example: cases have become or phrase is used it in parentheses; the the document. For The final questionnaire was published on the Internet though the World Wide Web (WWW) …, The British Computer Society (BCS) have stated that …, … currently automatic speech recognition (ASR) technology is available at a relatively small cost …. All academic work should be written with a degree of cautious scepticism, therefore avoid strong statements such as: …which proves system A is easier to use than system B …, instead use: … which suggests system A may be easier 23 School of Computing & Technology Course Guide to use than system B …. Also, you should be careful when suggesting evidence is proof. Science (particularly behavioural, managerial, social, and engineering sciences) can rarely provide absolute proof; more usually there will be evidence to support an argument or theory. In any case, no statements should be made without some cited support provided from academic literature or empirical data so provide references where possible. If there is no evidence to back a statement, then this should be made clear, and words chosen carefully to indicate it is pure speculation. For example: … although there is no empirical evidence, it seems possible that experience with arcade games improves the ability to use a new operating system…. Such statements should be supported by reasoned arguments. Using references and citations For all academic work it is essential that any work cited is properly referenced. Full and accurate citing of sources is important for the following reasons: it helps the reader distinguish between your own ideas and findings from those ideas quoted or obtained from other sources; failing to do this suggests deliberate plagiarism; it helps your arguments by showing the extent to which independent theoretical and empirical sources support them (though this depends on the quality and appropriateness of those sources); it enables readers to check and follow up those original sources for themselves; it gives credit to authors of original work (therefore, where possible, cite the original author, not the secondary source). The general standard for the University is based on the Harvard Citation system for referencing, which uses the author family name (surname) and year of publication. Full details produced by the Learning and Information Services (LIS) can be found at http://insight.glos.ac.uk/departments/lis/resources/Pages/referencing.aspx. A summary is contained below. In journals and books there are two generally accepted ways to cite references within the text: direct: According to Hofacker (2001) to market successfully to consumers on the internet, one needs to be at least as proficient at surfing the web as they are. indirect: ... this is an important element in speech recognition (Erber, 1969)., or … the limits of video phones for deaf signing and finger spelling are well understood (Pearson & Robinson, 1985)…. 24 School of Computing & Technology Course Guide As the argument/discussion proceeds, the date need not be given every time if there are continued references to a particular work in the sentences immediately following the reference citation, e.g. In their studies Pearson & Robinson were able to show that... If a source is quoted directly, then the relevant page numbers should be given. For example: According to Kalakota & Robinson (2000: p36) “The business world is transitioning from a physical reality based on atoms to a digital one of bits”. Where necessary, a range of pages can be indicated as: pp45-46. If work is described in a secondary source, but for some reason the original is unavailable (e.g. unpublished), only the secondary source is cited with the appropriate page number provided. If the original source has two authors both names are always given. With three or more authors, for example: Card, Moran & Newell (1983), the full reference is provided the first time it is mentioned, but thereafter it is abbreviated using the first author and et al. which means ‘and others’. For example: Card et al. (1983). Electronic sources such as World Wide Web pages are treated the same as printed sources when cited in the text. Thus the surname of the author and the date last updated should be provided. If no date is given for the last update, the date it was found should be given. As with printed text, if no author or organisation is available, this can be indicated with Anonymous. However, such sources should be treated with caution and used sparingly, if at all, in academic work. This is true of most sources that have not undergone academic scrutiny or review; regard these with some degree of scepticism. Reference section In academic books and journals all cited work is listed in full, in a section called ‘References’ after the main text. A section called 'Bibliography' is hardly ever used (a bibliography is mainly used in textbooks to indicate alternative sources for additional reading). Remember: when writing essays and research reports, all and only the work cited should be listed. References are listed in alphabetical order on the author’s surname. If a number of different works from the same author are cited (e.g. Neisser, 1976 and Neisser, 1967), these are given in reverse chronological order as (Neisser, 1976; Neisser, 1967). If there are two or more works published by the same author in the same year then use lower case letters to distinguish between them e.g. listed in the References would be: Neisser, U. (1996a) The appliance of Science. London, MacHill publishers. Neisser, U. (1996b) The science of an appliance. New England Journal of Everything Else 12(2) Feb, 1996 p.34-40. Notice that the title of the book (item1) and the title of the journal (item 2) 25 School of Computing & Technology Course Guide are emphasised by underlining, or you could use italics, but not both together. In the text of the essay the citation would be ….(Neisser, 1996a) Electronic sources are treated the same way as printed sources wherever possible. For World Wide Web sources the full addresses should be provided in Universal Resource Locator (URL) format (i.e., not simply the home page for the web site). The general formats for listing in the References section are illustrated by the following example. Note the alphabetic order on the author. Also note the portions highlighted here. Italics or Bold text may be used instead of Underlining, but these do not always show clearly after printing. References Card, S.K., Moran, T.P. & Newell, A. (1983). The Psychology of HumanComputer Interaction. London, Lawrence Erlbaum Associates. Gibson, E.J. and Walk, R.D. (1960). The "visual cliff". Scientific American, 202, pp64-71. Hofacker, C.F. (2001). Internet Marketing (3rd ed.). New York, John Wiley & Sons. Kalakota, R. & Robinson, M. (2000). E-Business 2.0: Roadmap for success. New York, Addison Wesley. Neisser, U. (1976). Cognition and Reality: Principles and Implications of Cognitive Psychology. San Francisco, Freeman. Pearson, D. E., & Robinson, J. A. (1985). Visual communication at very low data rates. Proceedings of the IEEE, 73, pp795-812. University of Gloucestershire (2011) Referencing. Available from http://ist.glos.ac.uk/referencing/harvard/ [accessed 24 August 2011] 26 School of Computing & Technology Course Guide Appendix 3. Research ethics: policy for all students The University has a framework to promote and regulate the ethical conduct of research. All forms of research, at all levels – including module assignments and dissertations – are covered by its regulations. A sub-committee of the University’s research committee, the Research Ethics Sub-committee (RESC) reviews, approves and if necessary, provides feedback on or rejects research proposals. If your dissertation includes research on the reaction of children to a web site, for example, the RESC may review your proposal. The RESC has produced a useful document “Research ethics: a handbook of principles and procedures”. Full details can be found on the internet at http://insight.glos.ac.uk/researchmainpage/researchoffice/pages/researchet hics.aspx The handbook comprises three parts: Part A : Principles sets out the generic issues that comprise research ethics from a multidisciplinary standpoint. The University recognises that “the primary responsibility for ethical research lies with the researcher”. The Handbook sets out researchers’ general responsibilities to research participants and to other researchers in terms of key issues and concepts such as: informed consent; deceptive and covert research; and confidentiality and anonymity. These issues are presented in order to raise researchers’ awareness of potential difficulties and to enable them, where possible, to avoid them or limit their impact. However, the handbook identifies three areas of research which specifically require RESC approval before the research can commence: (i) research which involves clinical or biomedical intervention; (ii) deceptive research; and (iii) certain classes of covert research. If you are uncertain as to whether your research activities fall under these categories, or whether they may bring about ethically problematic situations or consequences, you should consult one or more of the relevant “gatekeepers” of the research, who are detailed below. All students are required to signal their adherence to the regulations of the handbook on their assignment cover sheets for every assessed piece of work. Part B: Procedures sets out the mechanisms through which researchers should seek the requisite advice, and guidance may be sought as well as formal approval for projects, as outlined above. For all students (and staff), there are “gatekeepers” who operate as links between the research(er) and the RESC. For all undergraduate students, the relevant “gatekeeper” may be the Module Leader (including dissertation supervisor) or the Course Leader. 27 School of Computing & Technology Course Guide Part C: Appendices and Bibliography includes further discussion of the key issues set out in Part A and gives more detailed guidance. 28 School of Computing & Technology Course Guide Appendix 4. C&T Courses Assessment Grid Mark Grade & Theory & Practice & % Characteristics Academic Approach Deliverables 0 Fail plagiarism, collusion, non-pres., name only as theory 1-9 Fail no understanding, very short, inadequate no effective deliverables 10-29 Fail factual but little interpretation, lacks coherence, short, errors, misconceptions requirements not met; not recoverable 30-39 Reassess: coherent but mechanical notes, basic task OK but limited - partial rudimentary answer, limited interpretation, lack of knowledge of topic, weak English but some appropriate use of language of topic deliverables partially complete, not all requirements met, limited response to brief. adequate response, demonstration of basic knowledge, relevant content, clear intention communicated, evidence of reading, acceptable minimum level of English for business presentation but may lack precision, some limited analysis / application of knowledge / theory / weighting of evidence, inconsistent deliverables meet basic requirement correctly but limited, just adequate but not innovative, interesting or exciting, for higher marks, 45+ just exceeds minimum specification, might be good in some areas but not consistent good response to task, collates info, satisfactory analysis & judgement, constructs generalisations based on evidence & opinion, argues clearly, logically & constructs a case, some limited ability to state a personal position, correct English with few imprecise statements good deliverables, some evidence of good design or execution, coherent and organised product, some limited evidence of self criticism concerning deliverable, some independence, initiative, autonomy, appropriate techniques, integration of knowledge for task evaluates info. & synthesises generalisations, good ability to state & defend personal position, good analysis & judgement, applies knowledge to new situations, sound on theory, critical, understands limitations of methods, selective coherent & logical approach, well written with clear, correct and precise English all criteria met to good standard, evidence of good design or execution, good integration of academic & practical issues, solid evidence of self critique/evaluation of deliverables, products well organised - documented - coherent. Evidence of independence, initiative, autonomy, creativity, adaptability, resourcefulness. Integration of knowledge, inadequate but recoverable with limited effort 40-49 3rd, D Pass: Sufficient for award of credit adequate mainly descriptive approach, fair, limited conceptual or theoretical ability 50-59 2ii, C Satisfactory Satisfactory with some conceptual ability but lacks good evaluation or synthesis of ideas 60-69 2i, B Good. Good analysis, evaluation, synthesis, integration & argument. 29 School of Computing & Technology Course Guide 70-79 First class, A, very strong ability to state & defend position, uses criteria & weighting in judgements, wide knowledge and theoretical ability, full understanding of possibilities and limitations of methods & theories, 75+ more original, innovative approach, command of critical positions, lively articulate writing, excellent grasp of material - synthesis of ideas most criteria met to high standard, strong evidence of evaluation of deliverables, 75+: deliverables excellent - all criteria met in clear and definite manner, evidence of excellent design or execution, elegance, innovation, very good evaluation of deliverables, Outstanding. as above but also :- as above but also :- as above but also all aspects of deliverables superlative creative seen all possibilities in task, gone beyond accepted conceptual/critical positions, evidence of creative, intelligent, innovative approach consistently & forcefully expressed Faultless as for 80-89 but also :- as for 80-89 Edexcel Distinction all work superlative & without fault as above but also stronger evidence of excellent, original, innovative, articulate work 80-89 authoritative, superlative, 90-100 beyond 80% emphasis on theory rather than practice/deliverables 30 School of Computing & Technology Course Guide Appendix 5. Business Information Technology (BSc) - Full Time Course Map Course Code: COPDG Course Leader: Dr Joanna Olszewska Senior Tutor(s): Mo Clutterbuck To achieve your intended award you must meet the overall award requirements for your course. Programme without a placement year Take 360 CATs in total, with 120 CATs at each Level. Single Honours: take at least 300 CATs from the course including at least 75 CATs at each Level Joints: take at least 135 CATs from each subject including at least 30 CATs at each Level Pass 300 CATs in total with at least 90 CATs at both Levels 4 & 5 (whilst achieving at least 30% in the remaining 60 CATs to allow them to be condoned) and 120 CATs at Level 6 Pass compulsory and core modules described in the Course Map Programme with a placement year Take 480 CATs including a 120 CATs placement module and 120 CATs at each Level. Single Honours: take at least 300 CATs from the course including at least 75 CATs at each Level Joints: take at least 135 CATs from each subject including at least 30 CATs at each Level Pass 420 CATs in total (including the placement module). Pass at least 90 CATs at both Levels 4 and 210 CATs at Level 5 (whilst achieving at least 30% in the remaining 60 CATs to allow them to be condoned) and 120 CATs at Level 6 Pass compulsory and core modules described in the Course Map 31 School of Computing & Technology Course Guide Level 4vel 4 ev el 4 32 School of Computing & Technology Course Guide Level 5vel Level 5 L E 33 School of Computing & Technology Course Guide Level 6vel 4 Updated 14th September 2015 34