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Truro and Penwith College, BSc (Hons) Applied Computing Technologies, Programme Quality Handbook 2018-19 Page 1 of 40 Last saved: September 2018
University of Plymouth Academic Partnerships
Truro and Penwith College
Programme Quality Handbook for
BSc (Hons) Applied Computing Technologies
2018 – 2019
Truro and Penwith College, BSc (Hons) Applied Computing Technologies, Programme Quality Handbook 2018-19 Page 2 of 40 Last saved: September 2018
Contents
1. Welcome and Introduction to BSc (Hons) Applied Computing Technologies............................ 3
1. Welcome and Introduction to BSc (Hons) Applied Computing Technologies
Welcome to Truro and Penwith College and the BSc (Hons) Applied Computing Technologies. This innovative programme provides the opportunity to study Applied Computing Technologies to Honours level. Focusing on a broad range of key computing areas, students on this programme develop academic and employability skills in tandem, maximising their career prospects. Specifically, the course provides students with an advanced knowledge in a broad range of computing subjects including networking, security, cloud computing and professional practice. The focus is on practical research and project-related skills, as well as the analysis of new and emerging technologies and applications in computing. In order to provide necessary and relevant professional development all students will be engaged in enterprising and study skills activities that offer the opportunity to learn through live briefs and real employer focused tasks. Drawing on the fields of advanced networking, cloud computing, security and professional practice in IT, this BSc (Hons) considers the application of these disciplines in the workplace. It allows students to focus on specific job roles in order to ensure that they can apply the theories they learn in the classroom to the reality they face in the workplace. Furthermore, students will have the opportunity to work with local employers throughout their Honours project. To this end, existing collaborations with local employers will provide students with the opportunity to undertake live projects for real clients. Distinctive Features There are many aspects of the BSc (Hons) Applied Computing Technologies that make it distinctive, including: Teaching and Learning: A dynamic team of computer scientists and network engineers. Module leaders with a broad range of vocational experience, thus enhancing the student experience. The ability to focus assignments on areas of interest, or to explore a number of areas, thus maximising employability. The College has strong links with a plethora of local IT employers in Cornwall to provide students with a unique opportunity to work with live briefs. Location: Dedicated custom-built facilities specifically for HE students in a modern campus.
Set in Cornwall’s capital Truro and surrounded by spectacular coastline scenery and beautiful countryside. Facilities: Excellent facilities, resources and support, both physically and remotely. This programme has been designed to equip you with the skills and knowledge base required to work in your chosen specialism or other graduate opportunities. It is also a platform from which you can undertake additional vocational and academic qualifications.
This Programme Quality Handbook contains important information including:
The approved programme specification
Module records Note: the information in this handbook should be read in conjunction with the current edition of the Truro and Penwith Student handbook available on Digital Campus which contains student support based information on issues such as finance and studying at HE along with the University’s Student Handbook https://www.plymouth.ac.uk/your-university/governance/student-handbook and your Teaching, Learning and Assessment Handbook available on your programme virtual learning environment (Moodle).
Partner Delivering Institution: Truro and Penwith College
Start Date: September 2015
First Award Date: July 2016
Date(s) of Revision(s) to this Document: September 2018
This programme specification template aligns with recommendations within the UK Quality Code for Higher Education1. The information provided, by the programme proposer, in each section is definitively agreed between the delivering institution and University of Plymouth at approval. Therefore any requests for changes to content (post the conditions set at approval) must follow University of Plymouth’s procedures for making changes to partnership programmes2.
1QAA, 2011, Chapter A3: The Programme Level, UK Quality Code for Higher Education: http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf , last accessed 28th July 2014 [n.b. this includes ‘Appendix 2: Working with programme specifications: A leaflet for further education colleges’] 2 If required please contact Academic Partnerships Programme Administration for assistance.
This innovative programme provides the opportunity to study Applied Computing Technologies to Honours level. Focusing on a broad range of key computing areas, students on this programme develop academic and employability skills in tandem, maximising their career prospects. Specifically, the course provides students with an advanced knowledge in a broad range of computing subjects including networking, security, cloud computing and professional practice. The focus is on practical research and project-related skills, as well as the analysis of new and emerging technologies and applications in computing. This programme can lead on to further specialised study at Masters’ Level in such areas as Computer Science, Network Systems Engineering and Computer Forensics and Security. It is appropriate for anyone who wants to work in the computing industry and adds to employability whilst developing academic skills. Drawing on the fields of advanced networking, cloud computing, security and professional practice in IT, this BSc (Hons) considers the application of these disciplines in the workplace. It allows students to focus on specific job roles in order to ensure that they can apply the theories they learn in the classroom to the reality they face in the
3 Unless otherwise approved through University of Plymouth’s Academic Development and Partnerships Committee
workplace. Furthermore, students will have the opportunity to work with local employers throughout their Honours project. To this end, existing collaborations with local employers will provide students with the opportunity to undertake live projects for real clients.
3. Details of Accreditation by a Professional/Statutory Body (if
appropriate)
N/A
4. Exceptions to Plymouth University Regulations
(Note: Plymouth University’s Academic Regulations are available internally on the intranet:
A1: To develop specialist knowledge, understanding and skills in Computing. A2: To provide students with selected specialised areas of study so that they can experience the frontiers of practice and research in information technology. A3: To provide training, through a range of specialised educational activities, to develop a range of organisational, teamwork and transferable skills applicable to graduate employment. A4: To prepare students for further work and postgraduate study/research in the field of Computing. A5: To give students the knowledge and cognitive skills needed to be able to provide computing solutions to information technology problems.
By the end of this programme the student will be able to:
ILO 1: A systematic understanding of the key concepts, theoretical approaches and applications that have been developed and are developing within computing. ILO2: A critical evaluation of theories and application of computer science, including the undertaking of practical computing research. ILO3: The ability to accurately time manage, manage their own learning and make use of scholarly reviews and primary sources relevant to computing. ILO4: Graduate qualities and transferable skills necessary for employment in the broader context of computing. ILO5: The ability to apply the methods and techniques that they have learnt to review, consolidate, extend and apply their knowledge and understanding of the computer science arena.
7. Distinctive Features
This text is definitively approved at programme approval and therefore may be directly used for
promotion of the programme without the need for further confirmation:
Teaching and Learning: A dynamic team of computer scientists and network engineers Module leaders with a broad range of vocational experience, thus enhancing the student experience. The ability to focus assignments on areas of interest, or to explore a number of areas, thus maximising employability. The College has strong links with a plethora of local IT employers in Cornwall to provide students with a unique opportunity to work with live briefs. For example, Digital Web Media and BT Cornwall. Location: Dedicated custom-built facilities specifically for HE students in a modern campus. Set in Cornwall’s capital Truro and surrounded by spectacular coastline scenery and beautiful countryside. Facilities: Excellent facilities, resources and support, both physically and remotely.
8. Student Numbers
The following provides information that should be considered nominal, and therefore not
absolutely rigid, but is of value to guide assurance of the quality of the student experience,
functional issues around enabling progression opportunities to occur and staffing and resource
As a BSc (Hons) programme, there is no requirement for an articulated progression route. However, in order to strengthen this programme and its delivery, advice has been sought from a number of institutions (including University of Plymouth) to clarify that a graduate from this programme, would be able to progress to Level 7 qualifications in such areas as Computer Science and Computer Security. For example, graduates would be able to apply to progress onto the following Masters Level courses:
MSc Computer Science University of Plymouth
MSc Data Networks and Security Birmingham City University
The contribution of marks from prior levels of study to the progression award is governed by
University regulations.
10. Admissions Criteria
Qualification(s) Required for Entry to this Programme:
Details:
Level 2: As per requirement for the Foundation degree or equivalent level 5 qualification. Maths and English
1. Key Skills requirement / Higher Level Diploma:
and/or
2. GCSEs required at Grade C or above:
Level 3: at least one of the following:
3. AS/A Levels
As this will have been part of the entry criteria for FdSc or equivalent Level 5 qualification. Level 3 qualifications will not form part of the admissions criteria.
4. Advanced Level Diploma: 5. BTEC National Certificate/Diploma:
6. VDA: AGNVQ, AVCE, AVS: 7. Access to HE or Year 0 provision:
8. International Baccalaureate: 9. Irish / Scottish Highers / Advanced
Other HE qualifications / non-standard awards or experiences:
An FdA or FdSc in a relevant and appropriate subject or successful completion of the first two years of a related Bachelor’s Degree.
APEL / APCL4 possibilities: APL will be considered as per University of Plymouth Regulations
Interview / Portfolio requirements: Interviews will be employed
Independent Safeguarding Agency (ISA) / Disclosure and Barring Service (DBS) clearance required:
No
11. Academic Standards and Quality Enhancement
The Programme Leader/Manager (or other descriptor) leads the Programme Committee in the
following of Plymouth University’s annual programme monitoring process (APM), as titled at the
time of approval. APM culminates in the production, maintenance and employment of a
programme level Action Plan, which evidences appropriate management of the programme in
terms of quality and standards. Any formally agreed change to this process will continue to be
followed by the Programme Leader/Manager (or other descriptor) and their Programme
Committee.
Elements of this process include engaging with stakeholders. For this definitive document it is
important to define:
Subject External Examiner(s): All of this programmes modules will be overseen by the
same External Examiner
Additional stakeholders specific to this programme:
Students: Each group of students will nominate a student representative who will attend Programme Committee Meetings and regular student liaison meetings. Students will also be given the opportunity to join the UPSU and engage in the variety of enhancement and enrichment activities provided at Truro and Penwith College. Employers: Employers in the local IT sector will be consulted on a bi-annual basis in order to ensure that the programme continues to meet the needs of local businesses in the county. In addition, students will be actively engaging with local employers throughout their Honours projects.
4 Accredited Prior Experiential Learning and Accredited Prior Certificated Learning
Work placement and Work based learning Higher education programmes continually develop learning, teaching and assessment strategies that promote activities relevant to student career aspirations and employment opportunities. The embedding of employability ensures that students leave their programmes ready to take on the challenges of employment in the twenty first century with the professional, personal and practical skills outlined in our Employability Statement. Work-based learning enables learners to take on appropriate role(s) within a work related context, giving them the opportunity to learn and apply skills and knowledge they have acquired through their programme. Work-based learning can be achieved through many forms, including full-time or part-time work, integrated work placements, real work environments and real life scenarios. Work-placement is a period of time working with an employer in a commercial/voluntary sector that is assessed as part of your programme. Every Foundation Degree programme will contain some form of assessment that is linked to a period of work-placement or work-based learning. Some courses will contain the assessed work in year 1, some in year 2 and some will be assessed in year 2 following a placement period during year 1 (or in the summer break between year 1 and year 2). You should confirm with your tutor when the placement period will be for your student group so that you can find a relevant placement. Normally we recommend that 20 days will provide the best opportunity to engage with the employer, understand working practice and demonstrate your value in a way that will generate a positive reference for the future. Assessments normally require a minimum period of 10 days. This may be a 2-week block, a weekly one-day placement or a mixture of opportunities negotiated between your tutor and the employer. Placements must be agreed with your tutor along with the relevant information regarding insurance, a mentor and all the relevant paperwork before you can attend. For a variety of reasons, some sectors don’t conform to normal working practice and in these cases, your course manager may choose to develop simulated work-placements within the college, work shadowing or exercises that link directly to self-employment. Any student who works in an environment where they engage with children or vulnerable adults is required to provide an enhanced Disclosure and Barring Service (DBS) record with no entries (formally Criminal Records Bureau [CRB]). Students are expected to cover the cost of this process and should have provided evidence at interview or enrolment. Foundation Degree students who are unable to provide an enhanced DBS record free from convictions or cautions could be at risk of being unable to complete the assessment on their programme which could mean withdrawal from or interruption of their studies. If a student is aware that they will have entries on their DBS record they should raise this immediately with their tutor so that appropriate advice can be provided. All sport and health, education and social science students will need to provide a DBS record before they can take part in some components of their programme. Students on other courses will be advised by their module leader based on their choice of placement. Students must also be aware that should any material information or circumstances change that could influence their DBS status following the offer of a place, or at any time once enrolled on a programme, it is their responsibility to make their Programme Lead aware of any change. Changes to circumstances will be considered in confidence and Programme Leads will work with students to minimise the impact on their studies.
By the end of this level of this programme the students will be able to demonstrate for a threshold pass: A systematic understanding of key aspects of their field of study, including
The programme of study assesses knowledge and understanding using coursework and practicals. The
6 For programmes containing more than one FHEQ level of study, i.e. a bachelor programme with levels 4, 5 & 6, a separate map must be provided for each level. The table should be copied
acquisition of coherent and detailed knowledge, at least some of which at, or informed by, the forefront of defined aspects of a discipline (FHEQ) specifically, this will be demonstrated by (QAA)
Demonstrate a sound understanding of the main areas of the body of knowledge within the computing field.
Exercise critical judgement across a range of issues within information technology.
Understand and evaluate issues surrounding professional practice and social responsibility.
Understand and apply essential concepts, principles and practice of computing and ICT.
modules place an increased emphasis upon the practical application of theory to assess understanding and higher order skills.
An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme: Teaching, learning and assessment are aligned to clearly embed knowledge and understanding within this programme. Students are provided with opportunities to engage with, explore and critically evaluate computing concepts and practices across a broad range of computing areas. The core modules focus teaching on the theoretical aspects of the programme, and hence knowledge and understanding. These are then assessed through coursework and examinations to engage higher cognitive skills.
A2 ILO2. Computing Project Practical Assignments Practical lab based exercises and coursework are used to assess the student’s ability. The core modules place emphasis upon the practical application to assess understanding and higher order skills.
All
By the end of this level of this programme the students will be able to demonstrate for a threshold pass: An ability to deploy accurately established techniques of analysis and enquiry within computing (FHEQ). Specifically, this will be demonstrated by (QAA):
Critically analyse and apply a range of concepts, principles and practice in the computing field.
Draw on evidence from a range of sources and demonstrate an ability to synthesise them.
Draw on evidence to evaluate competing explanations
Evaluate competing explanations and draw reasoned conclusions.
An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme: Teaching, learning and assessment are aligned to clearly embed cognitive and intellectual skills within this programme. Students are provided with opportunities to engage with, explore and critically evaluate theories and application of computer science. All modules involve an element of cognitive and intellectual skills. The core modules incorporate practical activities together with an appropriate balance of examinations and coursework.
By the end of this level of this programme the students will be able to demonstrate for a threshold pass: The ability to time manage, manage their own learning and make use of scholarly reviews and primary sources relevant to computer science (FHEQ). Specifically, this will be demonstrated by (QAA)
Select and use appropriate research tools
Produce work involving problem identification, including the analysis and design of systems, with accompanying documentation, recognising the important relationships between these.
Apply appropriate practices within a professional, legal, ethical framework and identify mechanisms for continuing professional development and lifelong learning.
An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme: Teaching, learning and assessment are aligned to clearly embed key transferable skills within this programme. Students are provided with opportunities to engage with, explore and critically evaluate both their research and a range of academic research in the field of computer science
Employment Related Skills: Benchmarks FHEQ Descriptors QAA Benchmark Statements: Computing
By the end of this level of this programme the students will be able to demonstrate for a threshold pass: The qualities and transferable skills necessary for employment in the broader context of computer science (FHEQ). Specifically, this will be demonstrated by: (FHEQ)
The exercise of initiative and personal responsibility
Decision-making in complex and unpredictable contexts
An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme: Teaching, learning and assessment are aligned to clearly embed employment related skills within this programme. Students are provided with opportunities to engage with, explore and evaluate professional practice and social responsibility in IT.
By the end of this level of this programme the students will be able to demonstrate for a threshold pass: The ability to apply the methods and techniques that they have learnt to review, consolidate, extend and apply their knowledge and understanding of the computing arena. (FHEQ) An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme: Teaching, learning and assessment are aligned to clearly embed practical skills within this programme. Students are provided with opportunities evaluate and critique both the theoretical underpinnings, academic research and contexts of working in the field of computing.
WBL is an essential element and therefore needs to be detailed here. However, for all types of HE programmes there should be an element of
employability focus through, at least, Work Related Learning, and therefore the following is applicable for all:
FHEQ level: 6
WBL/WRL Activity:
Logistics Prog Aim Prog Intended LO Range of Assessments
Related Core Module(s)
Range of visiting speakers
These will occur throughout the course and will be part of a dynamic and changing tutorial provision. There is an aim to secure at least 2-3 locals guest speakers per academic year. The focus will vary in topic but it is envisaged that presentations would cover the following aspects of IT
Employability and professional skills in IT
Careers talks in related areas (i.e. network engineer, security specialist)
Project workshops where students have an opportunity to discuss a relevant ‘live’ honours project with an employer.
A4 & A5 + those specific to the speaker
ILO4 & ILO5 + those specific to the speaker
Specific to the speaker, but likely to fill in to the application of theory to practice
All modules
Professional workshop week
Students join other undergraduates in related degree programmes for a week of pre-arranged professional workshops
A4 + A5 + those specific to the workshops
ILO4 & ILO5 + those specific to the workshops the student chooses.
Specific to the workshop the student chooses.
All modules
7 The provided table includes only a single line. This will need replicating for each WBL/WRL activity (I,e, placements / real-world industry provided problems to solve / visits / trade shows
etc). Additionally, the table should be replicated for each stage of the programme for clarity.
An explanation of this map: Teaching, learning and assessment are aligned to clearly embed the relevance and emphasis on WBL / WRL within this programme. Students are required to apply theory to practice in each assignment, emphasising the need to gain relevant industrial experience from Day 1.
Truro and Penwith College, BSc (Hons) Applied Computing Technologies, Programme Quality Handbook 2018-19 Page 22 of 40
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3. Definitive Module Records
MODULE
CODE: TRUR3044 MODULE TITLE: Computing Project
CREDITS: 40 FHEQ Level: 6 JACS CODE: I100
PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: No
SHORT MODULE DESCRIPTOR: (max 425 characters) The Computing Project gives an opportunity to tackle a major computing related problem in an approved topic area relevant to the programme of study. Students are expected to spend a minimum of 400 hours of time on the Computing Project.
ELEMENTS OF ASSESSMENT Use HESA KIS definitions]
WRITTEN EXAMINATION COURSEWORK PRACTICAL E1 (Examination) % C1
(Coursework) 80 % P1
(Practical) 20 %
E2 (Clinical Examination)
% A1 (Generic Assessment)
%
T1 (Test) %
SUBJECT ASSESSMENT PANEL Group to which module should be linked: BSc (Hons) Applied Computing Technologies
Professional body minimum pass mark requirement: N/A
MODULE AIMS: 1. To enable the student to undertake an individual project on an approved topic of interest, that
addresses a significant computing related problem relevant to the programme of study. 2. To provide an opportunity for the student to integrate many of the threads of their programme
of study.
ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Demonstrate an investigative component to the project showing consolidation and
development of knowledge and understanding relevant to their programme of study. 2. Identify a significant computing related problem that requires the application of methods and
techniques that demonstrates the application of knowledge and understanding. 3. Manage a complex project that demonstrates personal initiative and effective decision
making in an unpredictable context. 4. Communicate effectively and critically evaluate all aspects of the project deliverables
including the theoretical and methodological framework.
DATE OF APPROVAL: 02/2015 FACULTY/OFFICE: Academic Partnerships
DATE OF IMPLEMENTATION: 09/2015 SCHOOL/PARTNER: Truro and Penwith College
DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All year
SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must e considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2018 -19 NATIONAL COST CENTRE: 121
MODULE LEADER: Michael Smith OTHER MODULE STAFF: Academic Staff
SUMMARY of MODULE CONTENT Student-centred practical project incorporating the application of project management theory; including planning, time management, problem solving and management of learning.
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information
Individual supervision meetings 15 One-to-one meetings between supervisor and student to provide individual formative feedback
Classroom tuition 10 Series of lectures appropriate to the compilation of a computing project thesis (literature review, research methods, analysis and discussion)
Guided Independent Study 375 Independent research on project topic with ad-hoc guidance from academic team.
Total 400 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)
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Written exam
E_ %
Total = 100%
T_ %
Total = 100%
Coursework C1
Computing Project
100% Total = 100%
Submission of a thesis supported by the practical element undertaken. (LO1-4)
Practical P1 Viva voce 100%
Total = 100%
Demonstration and examination of the practical element undertaken. (LO4)
Kowalski, V., Schmidt, R., Smyth, M. (2008), Lessons for a Scientific Literature Review: Guiding the Inquiry, Libraries Unlimited Inc. Creswell, J., (2013), Research Design (International Student Edition): Qualitative, Quantitative, and Mixed Methods Approaches, SAGE Publications. Dawson, C., (2009) Projects in Computing and Information Systems: A Student’s Guide, 2nd Edition, Addison Wesley Oates, B., (2005), Researching Information Systems and Computing, SAGE Publications Previous Projects & LTA Handbook.
SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code. MODULE
SHORT MODULE DESCRIPTOR: (max 425 characters) This module covers issues relating to network monitoring and management together with simulation technologies and the fundamentals of simulation design. Common monitoring techniques and methods of network supervision are covered as well as advancing knowledge of networking principles and network design.
ELEMENTS OF ASSESSMENT Use HESA KIS definitions]
WRITTEN EXAMINATION COURSEWORK PRACTICAL E1 (Examination) % C1
(Coursework) 50% P1
(Practical) 50%
E2 (Clinical Examination)
% A1 (Generic Assessment)
%
T1 (Test) %
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Applied Computing Technologies
Professional body minimum pass mark requirement: N/A
MODULE AIMS:
1. To explain the techniques and methods available for monitoring and managing networks 2. To illustrate the different levels of monitoring and managing a computer network; ranging
from host and service availability to application and network performance. 3. To develop an understanding of the principles and concepts of network simulation and
modelling of computer networks.
ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Critically evaluate techniques available for monitoring techniques to solve computer network
problems 2. Apply network monitoring techniques to solve computer network problems 3. Critically evaluate networked systems through simulation 4. Creatively design and configure network design solutions based on simulated results
DATE OF APPROVAL: 02/2015 FACULTY/OFFICE: Academic Partnerships
DATE OF IMPLEMENTATION: 09/2015 SCHOOL/PARTNER: Truro and Penwith College
DATE(S) OF APPROVED CHANGE: 03/2016 TERM/SEMESTER: All Year
Additional notes (for office use only): For delivering institution’s HE Operations or Academic Partnerships use if required
SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
Items in this section must e considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2018 - 2019 NATIONAL COST CENTRE: 121
MODULE LEADER: Clint Washington OTHER MODULE STAFF:
SUMMARY of MODULE CONTENT Introduction to network monitoring and network simulation techniques; traffic monitoring methods, network/host monitoring methods; topology monitoring; application performance monitoring; simulation strategies; simulation experiment design; analysis of simulation results.
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information
Classroom tuition 90
Series of theory-based lectures, practical lab-based exercises and seminar sessions.
Guided individual learning 110
Independent guided study and research based on classroom tuition.
An individual report that critically analyses the techniques available for network monitoring (LO1). The report will discuss the practical activities undertaken in a lab environment, including intrusive and non-intrusive network monitoring (Wireshark, Netflow, Ping, Tracert, Windump/tcpdump, Omnipeek) and simulation (such as OPNET) (LO1). The body of work will discuss network performance issues identified in lab experiments (LO2, LO4) and outputs from implemented simulations through e.g. OPNET. A critical analysis of results will be included (LO3).
Practical P_ Individual practical 100% Install, configure and run monitoring software such as mrtg on a small physical or virtual network (LO2)
Updated by: C Washington
Date: 01/09/2018
Approved by: C Bacon
Date: 11/09/2018
Recommended Texts and Sources: Tanenbaum, A., and Wetherall D., (2013), Computer Networks, Pearson Corvella, M., et al, (2006) Internet Measurement: Infrastructure, Traffic and Applications. Willey Sethi, A., and Hnatyshin, V., 2012, The Practical OPNET User Guide for Computer Network Simulation. Chapman and Hall R. Buyya, et al., Cloud computing and emerging IT platforms: Vision, hype, and reality for delivering computing as the 5th utility, Future Generation Computer Systems (2009), doi:10.1016/j.future.2008.12.001
SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code. MODULE
SHORT MODULE DESCRIPTOR: (max 425 characters) This module covers issues surrounding the management of information security and the security of applications, media and information within an organisational context. Consideration is given to common threats facing IT systems and the practical measures that may be used to reduce such risks. Issues related to security policies, risk analysis and techniques for the investigation of cybercrime incidents are also explored.
ELEMENTS OF ASSESSMENT Use HESA KIS definitions]
WRITTEN EXAMINATION COURSEWORK PRACTICAL E1 (Examination) % C1
(Coursework) 100% P1
(Practical) %
E2 (Clinical Examination)
% A1 (Generic Assessment)
%
T1 (Test) %
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Applied Computing Technologies
Professional body minimum pass mark requirement: N/A
MODULE AIMS:
1. To explain and demonstrate the practical issues of securing IT applications together with appropriate use of security theories.
2. To develop an understanding of a range of methods that can be applied to protect common software applications and data repositories.
3. To explain the underlying principles of security management and develop an awareness of security threats and vulnerabilities within an organisational context.
4. To develop an understanding of the principles of risk analysis and security policies in an organisational context.
5. To provide an understanding of the range of problems relating to computer crime and abuse and the corresponding impact on organisations and individuals.
6. To explain and demonstrate various methods of investigating computer abuse incidents and impart an understanding of contingency planning and risk analysis.
ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to:
1. Systematically explain and reflect on the security needs of various applications and associated data.
2. Critically evaluate the requirements for security management in an organisational context.
3. Identify and solve application security issues using appropriate specific techniques and reflect critically on the method chosen.
4. Examine the types of risk that could threaten an organisational IT infrastructure using Risk Analysis techniques.
5. Systematically investigate and explain the different forms of computer crime and abuse. Recommend appropriate safeguards in line with the principles of cybercrime investigation.
DATE OF APPROVAL: 02/2015 FACULTY/OFFICE: Academic Partnerships
DATE OF IMPLEMENTATION: 09/2015 SCHOOL/PARTNER: Truro and Penwith College
DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year
Additional notes (for office use only): For delivering institution’s HE Operations or Academic Partnerships use if required
SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must e considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2018 - 2019 NATIONAL COST CENTRE: 121
MODULE LEADER: Clint Washington OTHER MODULE STAFF:
SUMMARY of MODULE CONTENT Principles of information system security; threats to information systems; security policies; baseline protection; risk analysis and business impact analysis; contingency planning; asset management; security culture and awareness; identification, classification and evaluation of security risks in applications (including email, web browsers, e-commerce, mobility and digital rights protection); users and Human Computer Interaction issues; ethical issues relating to privacy and corporate responsibility; categories of computer crime and abuse; attack motivations, methods and defences; malicious software; impacts of cybercrime; cybercrime investigation methods and techniques.
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information
Classroom tuition 90
Series of theory-based lectures, practical lab-based exercises and seminar sessions.
Guided individual learning 110
Independent guided study and research based on classroom tuition.
Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)
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Written exam
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Total = 100%
T_ %
Total = 100%
Coursework C1
Group based assignment Individual assignment
50% 50% Total = 100%
In groups of 3 or 4 students will deliver a group assignment that investigates and analyses the different forms of cybercrime together with appropriate safeguards (LO5, LO1). A systematic investigation and evaluation of the need for security management (LO2) and application security (LO3) will be examined together with a critical evaluation on risk analysis methods (LO4).
Recommended Texts and Sources: Alexander D., et al, (2013), Information Security Management Principles. British Computer Society. Moore, R. (2010), Cybercrime: Investigating High-Technology Computer Crime, Routledge. Hawkins, M., (2012), Managing Risk and Information Security: Protect to Enable, Apress. Budi Arief, Mohd Azeem Bin Adzmi, Thomas Gross, "Understanding Cybercrime from Its Stakeholders' Perspectives: Part 1--Attackers", IEEE Security & Privacy, vol.13, no. 1, pp. 71-76, Jan.-Feb. 2015, doi:10.1109/MSP.2015.19 CSCAN iTunes Podcasts: https://itunes.apple.com/us/itunes-u/networks-security/id402420124?mt=10
SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code. MODULE
SHORT MODULE DESCRIPTOR: (max 425 characters) This module considers both the wider issues facing IT professionals and prepares learners for the transition to the IT industry. The module develops an awareness of issues related to legislation, ethics, professionalism and social responsibility.
ELEMENTS OF ASSESSMENT Use HESA KIS definitions]
WRITTEN EXAMINATION COURSEWORK PRACTICAL E1 (Examination) % C1
(Coursework) 100% P1
(Practical) % or Pass/Fail (delete as appropriate)
E2 (Clinical Examination)
% A1 (Generic Assessment)
%
T1 (Test) %
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Applied Computing Technologies
Professional body minimum pass mark requirement: NA
MODULE AIMS: 1. To encourage learners to consider the wider aspects of the IT industry and the developing
‘professional’ status. 2. To consider the meaning of professionalism within the context of the IT industry drawing from
a range of different disciplines including professional bodies, standards, law, ethics and current legislation.
3. To provide the opportunity for learners to acquire, develop and reflect upon personal qualities and skills with the aim of enhancing both their personal and professional life.
ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Critically reflect on how legislation affects an IT professional in a variety of business
environments. 2. Demonstrate a deep understanding of ‘professionalism’ in the context of social and ethical
issues within the IT industry. 3. Demonstrate an awareness of relevant current research within the industry and its influence
on professional practice. 4. Critically evaluate the role and value of professional bodies within the IT industry, together
with the changing opportunities of employment in the IT market.
DATE OF APPROVAL: 02/2015 FACULTY/OFFICE: Academic Partnerships
SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must e considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2018 - 2019 NATIONAL COST CENTRE: 121
MODULE LEADER: Clint Washington OTHER MODULE STAFF: None
SUMMARY of MODULE CONTENT IT Legislation (e.g. DPA, SOX); impact of legislation on the IT professional and industry development process; patent laws and software; corporate and social responsibility in the context of the IT industry; research methods in IT and their impact on the IT profession; the role of professional bodies (e.g. BCS, IET) and skills frameworks (e.g. SFIA); personal development and career management; professional responsibility and chartered practice; employment concerns in the IT industry; critical analysis of skills and career progression frameworks; outsourcing and international markets; sustainability issues.
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information
Classroom tuition 90
Series of theory-based lectures, group activities, and seminar sessions.
Guided independent learning 110
Independent guided study and research based on classroom tuition.
Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)
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Written exam
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Coursework C1
Individual assignment Individual assignment
50% 50%
A written individual report in which students individually critically reflect upon career management incorporating a discussion on the impact of legislation and ethical, professional practices (LO1) in various business contexts (LO2). An individual assignment in which students are expected to analyse the impact of relevant current research (LO3) and evaluate the role of professional bodies in the IT industry
together with the current landscape of opportunities in the IT industry (LO4).
Practical P_ %
Total = 100%
Updated by: C Washington
Date: 06/09/2018
Approved by: C Bacon
Date: 11/09/2018
Recommended Texts and Sources: Murray, A., 2013, Information Technology Law: The Law and Society. Oxford University Press Rogers, K., 2011, The Internet and the Law. Palgrave Macmillan Hollywood, John S., et al. "High-Priority Information Technology Needs for Law Enforcement." (2015). BCS: www.bcs.org
SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code. MODULE
SHORT MODULE DESCRIPTOR: (max 425 characters) This module introduces and examines cloud computing, describing the software components from which cloud infrastructure and platforms are constructed. Methods for building scalable cloud applications are described and explained together with the concepts of virtualisation and the practical implementation of cloud computing infrastructures.
ELEMENTS OF ASSESSMENT Use HESA KIS definitions]
WRITTEN EXAMINATION COURSEWORK PRACTICAL E1 (Examination) % C1
(Coursework) 100 % P1
(Practical) % or Pass/Fail (delete as appropriate)
E2 (Clinical Examination)
% A1 (Generic Assessment)
%
T1 (Test) %
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Applied Computing Technologies
Professional body minimum pass mark requirement: N/A
MODULE AIMS: 1. To provide a broad and systematic overview of cloud computing architectures and develop
an understanding of the software components used to construct cloud infrastructures and platforms.
2. To evaluate the methods and techniques for building scalable systems on clouds and develop an awareness of industrial use of different cloud infrastructures.
3. To develop an appreciation of cloud security including policy and the protection of data and applications in cloud infrastructures.
4. To critically engage with cloud management strategies including performance monitoring, security and compliance auditing, disaster recovery and contingency planning..
ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Understand, explain and critically evaluate different cloud architectures and the design of
virtual environments and virtual machine management. 2. Demonstrate a deep and systematic understanding of the software components used to
construct cloud infrastructures and platforms. 3. Design, construct and critically evaluate cloud systems, including scalability, storage and
processing, drawing from appropriate theory to provide specific solutions for specific needs. 4. Use appropriate deployment and management techniques and tools to manage and
SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must e considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2018 - 2019 NATIONAL COST CENTRE: 121
MODULE LEADER: Michael Smith OTHER MODULE STAFF: None
SUMMARY of MODULE CONTENT Introduction to cloud computing and cloud infrastructures; software components; platforms and storage; cloud applications; cloud security; cloud deployment and management; virtualisation and virtual machines.
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information
Classroom tuition 90
Series of theory-based lectures, practical lab-based exercises and seminar sessions.
Guided individual learning 110
Independent guided study and research based on classroom tuition.
Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)
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Written exam
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Coursework C1
Individual assignment Individual assignment
50% 50% Total = 100%
An individual report that critically analyses and evaluates various cloud computing platforms explored within a lab environment including virtualisation, cloud computing delivery and software components (LO1, LO2). An individual report that critically evaluates the implementation of cloud systems in a variety of different scenarios covering issues of scalability, storage and processing capabilities (LO3, LO4).
Recommended Texts and Sources: Reese, G., 2009, Cloud Application Architectures: Building Applications and Infrastructure in the Cloud: Transactional Systems for EC2 and Beyond. O’Reilly Media. Kavis, M., 2014, Architecting the Cloud: Designing Decisions for Cloud Computing Service Models. Wiley CIO. Rhoton, J., 2010, Cloud Computing Explained: Implementation Handbook for Enterprises. Recursive Press. NIST Definition of Cloud Computing, 2011, http://pre-developer.att.com/home/learn/enablingtechnologies/The_NIST_Definition_of_Cloud_Computing.pdf EMC Academic Alliance: https://education.emc.com/academicalliance/default.aspx
- Additional Guidance for Learning Outcomes: To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards
Framework for Higher Education Qualifications http://www.qaa.ac.uk/en/Publications/Documents/Framework-Higher-Education-Qualifications-08.pdf
SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)
Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)