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Writing detailed explanations and justification of the specifications Projecting future development 25b. Cognitive intellectual skills Learning Outcomes 29 On completing the course the students are expected to have developed higher order skills that are reflected in the student’s ability to: 1. Carry out independent and scholarly research and investigation. This skill will be encouraged at the module level and has been built in to the course structure by the provision of a specific module (Research and Development Skills) and the final project work (MSc Project) 2. Evaluate and compare a range of technological solutions for IT problems, which they will encounter in their employment. This skill has been built into the course structure by the provision of two specific modules (Work-based Learning and Professional Development, and Professional Portfolio) 3. Evaluate and select appropriate analysis and design methods for solving problems of software implementation (Work-based Learning and Professional Development) 4. Anticipate, detect and handle issues related to the planning, development, deployment, maintenance and evolution of complex software in their employing organisation. This skill is related to all above mentioned modules, as well as the Project Management module included in the programme of study. 5. Deploy general study skills, problem solving behaviour, team working skills, communication, self-presentation and decision-making for improving the individual performance, team efficiency and activity optimisation in real business environment. This skill is primarily related to all creative work, which goes across the modules but it will also interact with the individual professional practice. 6. Evaluate the professional, ethical, social and legal issues involved in developing and deploying software. Teaching/ learning strategies and methods The main teaching/learning strategies in this direction of learning will be centred around the following methods: Individual research using publicly available and work-related sources of information Professional communication within the industrial environment at the workplace with colleagues Public presentations on subjects related to the above issues before colleagues, tutors and guests Critical evaluation and justification of proposed solution Assessment Students will be exposed to various assessment techniques suitable for assessing cognitive abilities. Formative assessment such as feasibility study, presentations and keeping of logbooks will usually be accompanied by summative assessment such as problem portfolio submission, presentations and technical demonstrations. All assessment methods are designed to test the student’s actual level of skill achievements. Initially the students are expected to conduct some research of existing technologies, business models and solutions, then they will be asked to gather and analyse data, subsequently they will be expected to identify problems and propose solutions and, finally to plan the actual implementation.
As students progress through the semesters, the assessment methods will become more challenging, culminating in the requirement to write a MSc Project report. Any prior experience and existing certificates of the students will be assessed via a portfolio matched to learning outcomes 25c. Transferable skills 30 The overall curriculum is designed to develop in students specific skills that should define their ‘graduateness’ at the end of the period of study. These skills are embedded in the curriculum and developed within each module. The key skills are: 1. The ability to communicate ideas, principles, theories and information effectively by oral and written means, business presentations and technical prototype demonstration. 2. The ability to work effectively both in a team and independently on a given project or task. 3. The ability to apply advanced software analysis and design skills to the development of industrial applications. 4. The ability to think critically and take decisions, analysing given information, evaluating technical options, designing solutions and implementing them in an industrial setting. Teaching/learning strategies and methods At all stages, students have the opportunity to work independently and to present work in varied forms such as study reports, data sampling, problem portfolios, technical demonstration and oral presentations (skill 1 & 2). Group work is included in both semesters with lots of interpersonal and professional communication during the first semester and some more emphasis on the team interaction during the second semester (skill 2). The technological skills are also covered in both semesters (Engineering and Technology Designate 1 & 2 modules) and subsequently find their application in the final year project (skill 3). Critical thinking (skill 4) is developed and stimulated throughout the whole curriculum, but especially in three of the core modules - Research and Development Skills, Work-Based Learning and Professional Development, and Professional Portfolio and culminates in the final year project (MSc Project). Support and guidance regarding AP(E)L procedures will be provided both online and individually (See http://apel.londonmet.ac.uk). Assessment Skills 1, 3 and 4 are assessed through written reports and presentations. Skills 2 and 4 are assessed through case studies and the professional portfolio. Skill 2 is assessed through project work and public presentations. Support and guidance regarding AP(E)L procedures will be provided both online and individually (See http://apel.londonmet.ac.uk).
Page 1 and 2: North Campus Faculty of Computing M
Page 3 and 4: 1 KEY CONTACTS Postgraduate Office:
Page 5 and 6: 6.8 Mitigating Circumstances 6.9 As
Page 7 and 8: 1.2 Introduction to the Course 2 Th
Page 9 and 10: 4 Research in the Faculty of Comput
Page 11 and 12: 6 does not mean that you should not
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Page 15 and 16: 3.0 MANAGING YOUR ACADEMIC LIFE ON-
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Page 19 and 20: 14 Placement support If you are req
Page 21 and 22: 5.5 Submission 16 You must submit t
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Page 27 and 28: 22 7.0 STUDY RESOURCES AND FACILITI
Page 29 and 30: 24 Before registering for an OLP mo
Page 31 and 32: G400 14. Source of funding Self fun
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Page 39 and 40: Course Title: PG Cert Professional
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Page 43 and 44: 9.0 USEFUL INFORMATION 38 You need
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