BSc (Hons) Computer Science and Information Technology

This module is designed to provide students with an introduction to problem solving and programming. It covers areas including fundamental programming concepts and syntax, algorithmic thinking, control structures, functions and modular programming. The module is aimed at equipping students with the knowledge and skills necessary for effective problem-solving, algorithmic thinking and software development.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Carry out tasks using basic principles of computer programming and software development.

b) Write, debug and test simple programmes using a common programming language.

c) Be responsible for analysing and solving simple computational problems using algorithmic thinking.

Knowledge

At the end of the module/unit the learner will have been exposed to the following:

a) The basic principles of computer programming and software development.

b) Identify and apply fundamental programming constructs such as variables, control structures, loops and arrays.

c) Identify and describe good progamming practices including code documentation, readability and modularity.

Skills

At the end of the module/unit the learner will have acquired the following skills:

a) The ability to write, debug and test simple programmes using a programming language.

b) Demonstrate an understanding of the basic principles of computer programming and software development.

c) A basic demonstration how to use programming languages such as Python or Java.

Module-Specific Learner Skills

At the end of the module/unit the learner will have acquired the following skills:

a) The ability to write, debug and test simple programmes using a programming language.

b) Demonstrate an understanding of the basic principles of computer programming and software development.

c) A basic demonstration how to use programming languages such as Python or Java.

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to:

a) Apply debugging and testing techniques in computer programming.

b) Communicate basic programming techniques, concepts and paradigms

c) Understand basic algorithmic design and problem-solving strategies.

Formative assessment

Formative assessment is a process used to support student learning through tutor feedback and feedforward. This type of assessment is not graded but will assist students to understand the requirements of the summative assessments associated with this module. This formative support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components. First, large programme (50%) and second, a series of small-scale programming assignments designed to test students’ understanding of programming concepts and their ability to write and debug code (50%).

This module aims to provide students with a comprehensive understanding of the fundamental components and operation of computer systems, including hardware, software, and their interaction. The Fundamentals of Computer Systems module provides students with an introductory understanding of the core components of computer systems. Over the course of this module, students will learn about CPU architecture, assembly language basics, input/output devices, peripheral components, memory and storage systems, operating systems, and device drivers. Real-world applications in computer science are emphasised throughout the course, by referring to and demonstrating resources such as Intel development boards, Nvidia boards, Raspberry Pi, Arduino and other single-board computers.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Analyse and evaluate various components of computer systems, including hardware, software and networks to solve problems and make informed decisions.

b) Be responsible for explaining the basic architecture of the operating system in managing computer resources and executing programmes.

c) Install, configure and test computer hardware and software system components.

Knowledge

At the end of the module/unit the learner will have been exposed to the following:

a) How to describe the basic architecture of computer systems, including the CPU memory, input/output devices and storage.

b) How to identify the principles of digital logic and binary representation used in computer systems.

c) How to analyse and evaluate the performance of computer systems using appropriate metrics and measeurement techniques.

Skills

At the end of the module/unit the learner will have acquired the following skills:

a) Hardware familiarity: ability to identify and describe the functions of various hardware components in a computer system, including processors, memory modules, storage devices, and input/output peripherals.

b) Operating system proficiency: skills in using and navigating operating systems, including performing basic tasks, managing files and directories, installing software, and configuring system settings.

c) Skills in configuring and troubleshooting network settings, addressing connectivity issues, and diagnosing network problems using appropriate tools and utilities.

Module-Specific Learner Skills

At the end of the module/unit the learner will be able to

a) Analyse system performance using monitoring tools, identify bottlenecks, and apply optimisation techniques to improve system efficiency and responsiveness.

b) Demonstrate an understanding of security principles and practices, including password management, data encryption, access control and malware detection/removal.

c) Demonstrate collaborative skills for effective working in teams and small groups

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to:

a) Analyse components of computer systems.

b) Communicate basic programming techniques, concepts and paradigms

c) Solve problems related to computer systems.

Formative assessment

Formative assessment is a process used to support student learning through tutor feedback and feedforward. This type of assessment is not graded but will assist students to understand the requirements of the summative assessments associated with this module. This formative support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components: first, a 1,000 word report describing how to build a proposed solution to a real-world software and hardware problem (50%). Second, a programming task to demonstrate practical skills in working with computer hardware, software and networks (50%).

The aim of this module is to introduce students to fundamental algorithms, data structures, and principles of software design. It provides a solid foundation for students to understand and analyse algorithms, develop efficient software solutions, and apply algorithmic thinking to solve computational problems. This module covers fundamental algorithm concepts, sorting and searching algorithms, simple data structures, algorithm design techniques.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Carry out tasks analysing the time and space complexity of algorithms using Big O notation.

b) Be responsible for designing and developing modular, well-stuctured software solutions that adhere to software engineering principles and best practice.

c) Understand fundamental algorithms and data structures.

Knowledge

At the end of the module/unit the learner will have been exposed to the following:

a) Critical appreciation of fundamental algorithms and data structures, including sorting, searching, lists, stacks, queues and trees.

b) How to describe time and space complexity of algorithms using Big O notation

c) Systematic understanding of proficiency in programming langauge to implement algorithms and data structures.

Skills

At the end of the module/unit the learner will have acquired the following skills:

a) Demonstration of skills in designing and developing algorithms to solve a variety of computational probelms, including sorting, searching, graph transversal and dynamic programming.

b) Use programming skills using languages such as Python, Java, C++, including familiarity with control stuctures, classes, and libraries/frameworks.

c) Demonstration of skills in documenting code effectively using comments, docstrings, etc.

Module-Specific Learner Skills

At the end of the module/unit the learner will be able to:

a) Demonstrate competence with implementing and working with fundamental data structures such as arrays, linked lists, stacks, queues, trees and graphs.

b) Demonstrate an ability to debug and optimise code to improve its performance, readability and maintainability and implementing optimising techniques.

c) Apply knowledge of basic concepts in computational complexity analysis and space-complexity analysis.

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to:

a) Design and develop algorithms to solve problems.

b) To debug and optimise code.

c) Communicate technical concepts and design decisions clearly and concisely.

Formative assessment

Formative assessment is a process used to support student learning through tutor feedback and feedforward. This type of assessment is not graded but will assist students to understand the requirements of the summative assessments associated with this module. This formative support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components: first, a 1,000 word report describing how to build a proposed solution to a real-world software and hardware problem (50%). Second, a programming task to demonstrate practical skills in working with computer hardware, software and networks (50%).

This module aims to provide students with the mathematical foundations necessary for understanding and analysing computational problems in computer science and related fields. This module covers discrete mathematics, graphs, set theory, logic, number control and linear algebra. This module also provides an introduction to mathematics for data collection, data science and data analysis including data cleansing, statistical analysis and probability, all in the context of computer science and information technology applications.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Analyse mathematical problems in computer science and information technology by breaking them down into smaller components and apply mathematical techniques to solve them effectively.

b) Show proficiency in applying mathematical concepts to solve computational problems, including algorithm analysis, data manipulation and optimisation tasks.

c) Be responsible for being able to show logical reasoning and its application to mathematical problem solving.

Knowledge

At the end of the module/unit the learner will have been exposed to the following:

a) How to describe and appreciate the fundamental concepts in discrete mathematics, including sets, relations, functions, graph theory and discrete probability.

b) Describe and aply propositional and predicate logic and logical reasoning techniques used in computing and mathematical proofs.

c) Understand and discuss algebraic concepts such as algebraic expressions, equations, inequalities, matrices, vectors, linear transformations and systems of linear equations.

Skills

At the end of the module/unit the learner will have acquired the following skills:

a) How to apply fundamental concepts of discrete mathematics, including sets, relations and functions.

b) Demonstrate how to solve problems involving prepositional and predicate logic and their applications in computer science.

c) How to apply algebraic techniques, including matrices, vectors and linear transformations to solve computational problems.

Module-Specific Learner Skills

At the end of the module/unit the learner will be able to

a) Model computational problems using mathematical concepts and techniques, including constructing mathematical representations of algorithms, data structures and systems.

b) Apply mathematical reasoning and algorithmic teachniques to solve a variety of computational problems, including sorting, searching and graph algorithms.

c) Show proficiency in performing operations with matrices and vectors, including addition, muliplication, inversion, solving linear equations and understaning their applications in computer science and information technology.

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to

a) Critically analyse algorithms using mathematical techniques.

b) Demonstrate effective communication skills for explaining mathematical concepts and their application to computer science.

c) Evaluate mathematical solutions and their relevance to computing contexts.

Formative assessment

Formative assessment is a process used to support student learning through tutor feedback and feedforward. This type of assessment is not graded but will assist students to understand the requirements of the summative assessments associated with this module. This formative support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment for this module will consist of a two-hour open book series of short questions related the application of mathematics to computer science and information technology practice.

The aim of this module is to introduce students to fundamental concepts, principles and technologies related to computer networking. The Networking Technologies module introduces students to core networking concepts, hardware devices, and software requirements in the context of computer science. This module covers networking fundamentals, network protocols and models (TCP/IP, OSI, etc.), IP addressing and subnetting (including IPv6), network hardware devices (routers, switches, wireless access points), routing and switching, network, configuring network devices, and an appreciation of cloud solutions in network management.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Explain the operation of various network protocols and technologies including TCP/IP, Ethernet, Wi-Fi and DNS.

b) Be responsible for analysing and troubleshooting common network issues using appropriate tools and techniques.

c) Be responsible for being able to show logical reasoning and its application to mathematical problem solving.

Knowledge

At the end of the module/unit the learner will have been exposed to the following:

a) Identify and describe the basic principles and concepts of computer networking, including network architecture, protocols and models.

b) How to describe the structure and functionality of the internet and its key components, including routers, switches and servers.

c) Describe and analyse how to design and configure simple computer networks including IP addressing, subnetting and network typologies.

Skills

At the end of the module/unit the learner will have acquired the following skills:

a) The ability to configure and troubleshoot network devices, including routers, switches, access points, and firewalls using command-line interfaces (CLI) and graphic user interfaces (GUI)

b) Show skills in designing and configuring IP addressing schemes, subnetting and supernetting to optimise network addressing and routing efficiency.

c) Demonstrate how to design and plan computer networks, including LANs, WANs and WLANs, considering reliability and security requirements.

Module-Specific Learner Skills

At the end of the module/unit the learner will be able to:

a) Show familiarity with network managment concepts and tools, including simple network management protocol (SNMP), network monitoring and troubleshooting techniques.

b) Show basic proficiency in packet analysis tools, such as Wireshark, to analyse network traffic for troubleshooting and security monitoring purposes.

c) Demonstrate a critical understanding of wireless networking technologies.

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to

a) Demonstrate an understanding of the importance of effective communication and collaboration for working in multi-disciplinary teams.

b) Document network designs and presenting solutions to network problems.

c) Appreciate the importance of effective communication with clients and stakeholders.

Formative assessment

Formative assessment is a process used to support student learning through tutor feedback and feedforward. This type of assessment is not graded but will assist students to understand the requirements of the summative assessments associated with this module. This formative support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment for this module will consist of a two-hour open book series of short questions related the application of mathematics to computer science and information technology practice.

The Group Project in Computer Science module is designed to provide students with hands-on experience in planning, collaborating, and executing a project working in small groups. This module covers project planning, team formation, idea generation, requirements analysis, design, implementation, testing, documentation, and concludes with a final project presentation and evaluation. Students may choose a project from one of the areas studied from the modules; an area selected may be from, for example, networking, programming, algorithms and software design.

Working in small groups students are expected to develop a range of competencies, skills, and knowledge that are essential for successful teamwork, project management, troubleshooting and outcome evaluation.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Collaborate effectively in a small group/team environment.

b) Carry out tasks involving planning, designing and implementing a small scale project in a chosen area of computer science.

c) Negotiate with group members with respect to implementing and managing a small scale project in computer science and information technology.

Knowledge

At the end of the module/unit the learner will have been exposed to the following:

a) How to develop a small scale project in a chosen area of computer science such as programming, network technology, algorithms and software development

b) Describe how to document various stages of a small scale project from project proposal, implementation, completion and outcome evaluation.

c) How to write a project proposal and project report in a chosen area of computer science and information technology.

Skills

At the end of the module/unit the learner will have acquired the following skills:

a) Demonstrate collaborative skills, communication and time managment.

b) How to plan a project and project implementation working in a small group setting.

c) Demonstrate skills required for effective team working and team building skills.

Module-Specific Learner Skills

At the end of the module/unit the learner will be able to

a) Prepare a project proposal, project report and project presentation working within a small group.

b) Identify an area of computer science already studied for developing and progressing a project in computer science.

c) Design a project in computer science suitable for small group working and appropriate scale within the constraints of time and practicalities.

d) Demonstrate effective presentation skills and respond appropriately to audience queries and questions.

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to

a) Conduct a small scale computer science project from an area previously studied such as programming/software development, networking technologies or algorithms.

b) Analyse and evaluate project outcomes and shortcomings.

Formative assessment

Formative assessment is a process used to support student learning through tutor feedback and feedforward. This type of assessment is not graded but will assist students to understand the requirements of the summative assessments associated with this module. This formative support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment for this module will consist of a two-hour open book series of short questions related the application of mathematics to computer science and information technology practice.

1. 500 word group project proposal (25%)

2. 1500 word or equivalent group project report (50%)

3. Group poster presentation (25%)

This module builds upon the foundation laid in the Programming 1: Basic Programming module and delves deeper into advanced programming concepts and languages. Students will explore topics such as: advanced object-oriented programming (OOP), inheritance, polymorphism, encapsulation, advanced data structures, memory management and advanced algorithms. The focus is on developing expertise on these concepts and their real-world applications in the field of computer science.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Carry out tasks using advanced data structures such as trees, graphs and hash tables.

b) Produce software design patterns including creational designs, and structural and behavioural patterns.

c) Carry out tasks using advanced object-oriented programming, including inheritance, polymorphism and abstract classes.

Knowledge

At the end of the module/unit the learner will have been exposed to the following:

a) How to describe and appreciate advanced programming and review of fundamental concepts.

b) Describe and discuss algorithm complexity and Big O notation.

c) How to identify the software development cycle and agile methodologies.

Skills

At the end of the module/unit the learner will have acquired the following skills:

a) Demonstrate proficiency in advanced programming techniques including the use of data structures, algorithms and design patterns to solve computational problems.

b) Apply principles of object-oriented design (OOD) and design patterns to design and implement robust, maintainable and reusable software components.

c) Apply software engineering principles and best practices to improve code quality, readability and maintainability.

Module-Specific Learner Skills

At the end of the module/unit the learner will be able to

a) Use version control and understand its importance

b) Practice unit testing, integration testing and test-driven development

c) Apply exception handling and debugging techniques to programming

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to

a) Demonstrate software engineering practices including software development methodologies, software testing techniques and code review practices.

b) Demonstrate hands-on experience with software development tools and technologies.

c) Analyse complex problems and decompose them into smaller tasks and develop algorithms and solutions to address them.

Formative assessment

Formative assessment is a process used to support student learning through tutor feedback and feedforward. This type of assessment is not graded but will assist students to understand the requirements of the summative assessments associated with this module. This formative support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Students’ ability to research, design and implement a solution to a real-world problem using standard software resources will be assessed through an individually written project summary of 2,000 word (75%), and a demonstration of the proposed solution through a presentation (25%). The summary should explain how advanced programming techniques including object-oriented programming, data structures, algorithms and software design patterns were used. The presentation should show how the software solution was created and show the application of software engineering principles in the development of the solution.

The Security Systems, Solutions and Practice module is designed to provide students with an understanding of cybersecurity principles, technologies, and best practices. It covers the fundamentals of network security, encryption, and methods of secure communication. The module covers various aspects of cybersecurity systems, solutions, and practices, enabling students to analyse cybersecurity threats, design secure systems, and implement effective cybersecurity measures.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Be responsible for analysing cybersecurity threats, vulnerabilities, and risks.

b) Prioritise mitigation based on cybersecurity risk assessment and threat intelligence.

c) Be capable of developing, implementing and enforcing cybersecurity policies, standards and procedures to ensure confidentiality,integrity, and availability of information.

Knowledge

At the end of the module/unit the learner will have been exposed to the following:

a) Describe and appreciate basic cybersecurity concepts, principles and terminology, including threat actors, attack vulnerabilities and defense mechanisms.

b) Be familiar with security technologies and tools used to protect, detect and respond to cyber threats.

c) How to apply and use network security principles, protocols and technologies, including secure communication protocols,such as SSL/TLS, and VPNs, firewall and network augmentation.

d) How to apply and use cryptographic principles, algorithms and protocols used to secure data transmission, storage and authentication processes.

Skills

At the end of the module/unit the learner will have acquired the following skills:

a) How to assess the security of systems, networks and applications through audits and vulnerability scans and recommend remediation actions to identified risks.

b) How to handle security incidents effectively including evidence collection, incident triage and incident reporting.

c) Demonstrate proficiency in configuring and managing security controls, access controls and security setting in operating systems and network devices.

Module-Specific Learner Skills

At the end of the module/unit the learner will be able to

a) Assess the security of systems, networks and applications.

b) Monitor and analyse security events and logs using security information and event management systems.

c) Respond to security incidents in real-time to mitigate potential threats.

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to:

a) Demonstrate effective communication skills to convey complex cybersecurity concepts, finding and recommendations to non-technical audiences.

b) Demonstrate skills in promoting cybersecurity awareness about best practices, policies and procedures related to cybersecurity.

c) Show a basic understanding of ethical hacking and penetration testing.

Formative assessment

Formative assessment is a process used to support student learning through tutor feedback and feedforward. This type of assessment is not graded but will assist students to understand the requirements of the summative assessments associated with this module. This formative support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment for this module will consist of a two-hour open book series of short questions related the application of mathematics to computer science and information technology practice.

The Cloud Technologies and Cloud Storage module provides students with an understanding of cloud computing concepts, models, and practical hands-on experience with a selected cloud platform. Students will learn about cloud architecture, service models (IaaS, PaaS, SaaS), deployment models (public, private, hybrid), various cloud providers, security and compliance considerations, and cost management in cloud environments. Students will also gain practical experience with cloud platforms, including setting up virtual machines and storage in both cloud and local environments, deploying cloud-based applications, implementing serverless computing, and managing cloud-based databases. This module equips students with the knowledge and skills needed to leverage cloud technologies and storage solutions in computer science applications using resources from vendors such as e.g., AWS, Azure, Google etc.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Be responsible for analysing requirements and design cloud-based solutions to address technical challenges or stated needs.

b) Think critically and evaluate different cloud technologies, services, architectures and determine their suitability for different uses.

c) Be able to adapt to changes in cloud technologies and best practices to solve new challenges.

Knowledge

At the end of the module/unit the learner will have been exposed to the following:

a) How to identify and use cloud computing fundamentals including service models, deployment models and essential characteristics.

b) Critcal appreciation of cloud storage technologies and cloud data managment.

c) How to identify and apply cloud security and best practices including identity and access management, encryption, network security and data protection requirements.

Skills

At the end of the module/unit the learner will have acquired the following skills:

a) How to deploy and configure cloud infrastructure components including virtual machines, storage, networks and security groups.

b) How to be proficient in cloud storage management including configuration, access controls and monitoring storage usage.

c) How to troubleshoot and debug in relation to cloud storage, network connectivity, access controls and security.

Module-Specific Learner Skills

At the end of the module/unit the learner will be able to

a) Make informed decisions regarding cloud architecture, resource provision, data management and security to achieve desired outcomes.

b) Demonstrate effective communication regarding cloud concepts, solutions and inform technical and non-technical audiences.

c) Demonstrate the ability to evaluate different cloud technologies to determine suitability for different uses.

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to

a) Deploy and configure cloud infrastructure components.

b) Migrate and transfer data between on-premises systems and cloud storage solutions.

c) Show a critical understanding of cloud security issues and best practices for cloud security.

Formative assessment

Formative assessment is a process used to support student learning through tutor feedback and feedforward. This type of assessment is not graded but will assist students to understand the requirements of the summative assessments associated with this module. This formative support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment for this module will consist of a two-hour open book series of short questions related the application of mathematics to computer science and information technology practice.

1. 500 word group project proposal (25%)

2. 1500 word or equivalent group project report (50%)

3. Group poster presentation (25%)

The Operating Systems: Principles and Practices module is designed to provide students with an understanding of operating system principles and their practical applications. Students will explore the core concepts of operating systems, including process management, memory management, and file systems, while also delving into advanced topics such as process scheduling algorithms, deadlock prevention, and file system security. Real-world examples and scenarios will be incorporated to reinforce theoretical knowledge of operating systems such as Android, Linux, Windows, etc. for real time systems, phones, PC and laptops.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Analyse and solve complex problems related to operating systems, identify root causes and identify solutions.

b) Understand an operating system and identify improvements and weaknesses.

c) Carrying out tasks to diagnose and trouble shoot operating system-related issues.

Knowledge

At the end of the module/unit the learner will have been exposed to the following:

a) How to identify and apply fundamental concepts and components of operating systems including process management, memory managment, file systems and I/O systems.

b) Describe different types of operating system architectures, their characeteristics, advantages and limitations.

c) Appreciate and evaluate principles and techniques used in operating systems, including modularity, abstraction and layering.

d) Identify security systems and techniques used in operating systems to protect against threats including access control, authentification, encryption and intrusion identification.

Skills

At the end of the module/unit the learner will have acquired the following skills:

a) Demonstrate how to install, configure and manage operating systems on different hardware platforms.

b) How to set up user accounts, network configurations and system services

c) How to practice management of memory resources in an operating environment.

d) Demonstrate how to manage file systems and file operations in an operating system environment

Module-Specific Learner Skills

At the end of the module/unit the learner will be able to

a) Adapt to different operating system environments, architectures and paradigms.

b) Demonstrate effective communication of operating system concepts, principles and solutions to technical and non-tecnical audiences.

c) Work with peers and as a team to solve operating system-related problems, share knowledge and achieve common goals.

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to

a) Understand and apply concepts and components of operating systems including process management, memory management, file systems and device management.

b) Analyse and evaluate process scheduling algorithms, memory allocation strategies and file system architectures used in modern operating systems.

c) Appreciate emerging trends and technologies in operating systems, for example, cloud-based operating systems and mobile operating systems.

Formative assessment

Formative assessment is a process used to support student learning through tutor feedback and feedforward. This type of assessment is not graded but will assist students to understand the requirements of the summative assessments associated with this module. This formative support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components: first, a 2,000 word report resulting from researching, designing, and implementing a standard OS-based system for a provided specification (75%). Second, a focussed evaluative essay (1000 words) on emerging challenges with operating systems (25%).

The Data Science and Introduction to Artificial Intelligence (AI) module provides students with essential knowledge and skills in data science techniques and principles of artificial intelligence. The module covers a range of topics including data collection, data manipulation, data analysis, data visualisation, basics of machine learning, and basic concepts in artificial intelligence. Through a combination of lectures, practical exercises, and assignments, students will gain hands-on experience in working with real-world datasets, applying data analysis techniques, and implementing basic AI algorithms.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Collect, clean, pre-process and manipulate data for analysis.

b) Carry out tasks in statistical analysis and modeling techniques for gaining insights from data.

c) Be responsible for undertsanding, implementing and evaluating machine learning algorithms.

d) Carry out tasks in visualising data to effectively communicate insights.

Knowledge

At the end of the module/unit the learner will have been exposed to the following:

a) How to identify and apply fundamental concepts and techniques in artificial intelligence.

b) How to use and apply programming concepts, algorithms and data structures.

c) Critical appreciation of current trends, emerging technologies and best practices in data science and AI.

Skills

At the end of the module/unit the learner will have acquired the following skills:

a) Be proficient in using software programming language such as Python for data manipulation.

b) Demonstrate how to apply statistical techniques to anaylse and interpret dtata paterns and relationships.

c) Use AI concepts to solve real-world probelms and make informed decisions.

Module-Specific Learner Skills

At the end of the module/unit the learner will be able to

a) Show how to create clear and informative data visualisations using tools such as Qlik, Tableau, Plotly, and Bokeh.

b) Be proficient in programming languages such as Python, Java, etc. To develop software solutions for data anlysis and AI applications.

c) Demonstrate how to evaluate and address ethical dilemmas and legal constraints in the design and implementation of data science and AI.

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to

a) Practice model evaluation, validation and optimisation, including hyperparameter tuning.

b) Understand the role of data science and AI in computer science innovation and problem soving.

c) Demonstrate a basic understanding of neural networks and deep learning.

Formative assessment

Formative assessment is a process used to support student learning through tutor feedback and feedforward. This type of assessment is not graded but will assist students to understand the requirements of the summative assessments associated with this module. This formative support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components: first, a 2,000 word report resulting from researching, designing, and implementing a standard OS-based system for a provided specification (75%). Second, a focussed evaluative essay (1000 words) on emerging challenges with operating systems (25%).

This module explores software development methodologies, design ideas, and best practices in the context of computer science. Students will gain knowledge of development methodologies such as Agile, Waterfall, etc. along with essential design principles and coding standards. Students will also learn how to apply these principles and methodologies to real-world projects, perform code reviews, and implement software testing strategies. Also, students will learn about the concepts of Continuous Integration and Continuous Delivery (CI/CD) pipelines and explore the application of these principles in the broader field of computer science.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Be responsible for the application of various software development methodologies and understanding how to elicit, analyse and manage software requirements.

b) Carry out tasks concerning with requirements gathering techniques, requirement specification languages and requirement validation methods.

c) Be proficient in programming languages and development tools relevant to software engineering.

d) Be responsible for designing and executing software testing strategies to ensure qulaity and reliability of software systems.

Knowledge

At the end of the module/unit the learner will have been exposed to the following:

a) Describe Agile, Waterfall, Iterative and other software development models.

b) Identify design principles such as SOLID, GRASP and design patterns such as Singleton, Factory and Observer.

c) How to describe and apply testing types, for example, unit testing, integration testing and system testing, testing techniques and test automation.

d) Describe documenation standards, version control systems, (for example, Git) and development practices.

Skills

At the end of the module/unit the learner will have acquired the following skills:

a) Be proficient in using software programming language such as Python for data manipulation.

b) Demonstrate how to apply statistical techniques to anaylse and interpret dtata paterns and relationships.

c) Use AI concepts to solve real-world probelms and make informed decisions.

Module-Specific Learner Skills

At the end of the module/unit the learner will be able to

a) Know how to write technical documents, using version control, systems effectively and working with others.

b) Demonstrate an ability to make ethical decisions, adhere to professional codes of conduct and promote responsible software practices.

c) Communicate technical concepts clearly to technical and non-technical audiences.

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to

a) Demonstrate proficiency in planning, monitoring and controlling software projects using project managment tools.

b) Analyse and enhancing existing software systems, address bugs and issues, implement changes according to requirements.

c) Implement software solutions using programming languages (for example, Java, Python, C++) and development tools (for example, IDEs, debuggers, build tools).

d) Know how to leverage software development tools, such as version control (Git) to track app development and share with stakeholders

Formative assessment

Formative assessment is a process used to support student learning through tutor feedback and feedforward. This type of assessment is not graded but will assist students to understand the requirements of the summative assessments associated with this module. This formative support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components: first, a 2,000 word report resulting from researching, designing, and implementing a standard OS-based system for a provided specification (75%). Second, a focussed evaluative essay (1000 words) on emerging challenges with operating systems (25%).

The User Experience Design Principles module provides students with a comprehensive understanding of user experience (UX) design principles and methodologies. Over the module, students will learn about the intricacies of the User-Centred Design (UCD) process, usability testing, and User Interface (UI) design, all within the context of computer science applications. Students will gain an understanding of how to create engaging and intuitive user experiences across digital products and services. The module covers topics such as usability principles, information architecture, interaction design, visual design, and user research methods, equipping students with the knowledge and skills necessary to design user-friendly interfaces that meet user needs and preferences.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Understand, apply and evaluate user-centred design principles throughout the design process.

b) Be able to assess and improve the usability of digital interfaces through evaluation and testing.

c) Be able to design interactive experiences that are intuitive, efficient and meet user requirements.

d) Show an understanding of visual design principles to create visually appealing and cohesive user interfaces.

e) Be able to apply established UI design patterns and adhere to industry best practices.

Knowledge

At the end of the module/unit the learner will have been exposed to the following:

a) How to identify and evaluate principles and theories of user-centred design and user experience design.

b) How to identify and evaluate the usability evaluation and testing.

c) How to critically appreciate information architecture (IA) and navigation design including IA principles, navigational design patterns and hierarchical structures.

Skills

At the end of the module/unit the learner will have acquired the following skills:

a) How to apply research methods to identify user needs, goals and behaviour.

b) How to apply visual design principles to create aesthetically pleasing and coherent user interfaces.

c) How to develop information architectures and wireframes for digital interfaces.

d) Demonstrate awareness of usability heuristics and guidelines.

Module-Specific Learner Skills

At the end of the module/unit the learner will be able to

a) Articulate design concepts, justify design decisions and know how to work with stakeholders, developers and clients.

b) Design consistent and intuitive user interfaces that meet usability and accessibility standards.

c) Show an ability to design inclusive and ethically responsible user experiences that respect privacy and diversity.

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to

a) Be proficient in creating interactive prototypes, designing interaction patterns and micro-interactions.

b) Apply UX design principles in computer science

c) Be proficient on using design tools (for example, Adobe XD, Sketch, Figma) to create mock-ups and prototypes.

d) Be proficient in creating sitemaps, user flows and navigation models to facilitate intuitive user interactions.

Formative assessment

Formative assessment is a process used to support student learning through tutor feedback and feedforward. This type of assessment is not graded but will assist students to understand the requirements of the summative assessments associated with this module. This formative support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

The summative assessment of this module will consist of two components: first, A 2000 word project proposal identifying specified user needs and goals for a user design (60%). Second, a poster showing with evaluation the key concepts and principles of UX Design (40%).

The Machine Learning and Artificial Intelligence module provides students with advanced knowledge and skills in machine learning algorithms and artificial intelligence techniques. Building upon foundational concepts introduced in earlier modules, this module explores a range of advanced machine learning models, deep learning architectures, and AI algorithms. The module progresses through foundational concepts, advanced algorithm implementation, deep learning and neural networks, recurrent neural networks, advanced deep learning architectures, and concludes with project work and application examples.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Ensure understanding and the application of fundamental concepts and techniques in machine learning.

b) Be able to explain and apply advanced machine learning algorithms.

c) Be repsonsible for the application of deep learning techniques for complex data analysis tasks.

d) Be responsible for optimising machine learning models resulting in improved performance.

Knowledge

At the end of the module/unit the learner will have been exposed to the following:

a) How to identify and evaluate supervised learning, unsupervised learning and reinforcement learning paradigms.

b) A critical understanding of deep neural network architectures, including CNNs, RNNS and GANs.

c) How to optimise algorithms such as gradient descent, stochastic gradient descent and Adam optimisation.

d) Crtical analysis of issues such as bias, fairness, transparency and privacy in AI systems.

e) How to use and apply problem-solving methodologies and analytical thinking in the conext of machine learning and AI.

Skills

At the end of the module/unit the learner will have acquired the following skills:

a) Show an ability to select and apply basic machine learning algorithms to solve real-world problems.

b) Show an ability to implement deep learning models using frameworks such as TensorFlow or PyTorch.

c) Demonstrate ability to assess model performance using appropriate validation techniques such as cross-validation and holdout validation.

d) Show an ability to identify suitable machine learning approaches, adapt algorithms to specific problem domains and interpret model outputs.

Module-Specific Learner Skills

At the end of the module/unit the learner will be able to

a) Demonstrate the ability to critically evaluate ethical considerations and make informed decisions when designing and delpoying AI solutions.

b) Communicate machine learning concepts and results clearly to diverse technical and non-technical audiences.

c) Demonstrate understanding of problem-solving methodologies and analytic thinking.

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to

a) Demonstrate proficiency in pre-processing data to improve model performance and interpretability.

b) Demonstrate use and application of programming languages such as Python and libraries such as scikit-learn, Tensor Flow and PyTorch.

c) Implement basic machine learning algorithms for classification, regression and clustering tasks.

Formative assessment

Formative assessment is a process used to support student learning through tutor feedback and feedforward. This type of assessment is not graded but will assist students to understand the requirements of the summative assessments associated with this module. This formative support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components. First, small-scale project on application of AI to natural language processing or computer vision (50%). Second, critical evaluation in 1500 words of the project identifying strenghts and areas to improve (50%)

The DevOps and Cloud Computing module provides students with advanced knowledge and skills in DevOps practices, cloud computing technologies, and cloud management. The module covers a range of topics including continuous integration and continuous deployment (CI/CD), infrastructure as code (IaC), containerisation, microservices architecture, and cloud infrastructure management. Through lectures, practicals and hands-on experiences students will gain practical insights in designing, implementing, and managing cloud-based systems using DevOps principles and practices.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Create a solution to a real-world problem using DevOps practices, for example, IaC automation, containerisation, orchestration.

b) Formulate and configure CI/CD pipelines, implementing delivery and deployment strategies.

c) Design and deploy microservices architecture on cloud platforms.

d) Configure and manage cloud services using infrastructure providers such as AWS, Azure or GoogleCloud Platform.

Knowledge

At the end of the module/unit the learner will have been exposed to the following:

a) principles and practices of DevOps and cloud computing.

b) How to utilise infrastructure as code (IaC) techniques to automate infrastructure provisioning and management.

c) How to implement continuous integration and continuous deployment pipelines.

d) How to analyse and optimise the performance, scalability and cost-effectiveness of cloud-based systems.

Skills

At the end of the module/unit the learner will have acquired the following skills:

a) Be proficient in the use of DevOps tools and cloud computing platforms.

b) Work with Docker containers and Kubernetes clusters.

c) Design and implement micoservices-based architectures.

d) Automate repetitive tasks using scripting languages.

Module-Specific Learner Skills

At the end of the module/unit the learner will be able to

a) Make informed decisions regarding cloud architecture, resource provision, data management and security to achieve desired outcomes.

b) Demonstrate effective communication regarding cloud concepts, solutions and inform technical and non-technical audiences.

c) Demonstrate the ability to evaluate different cloud technologies to determine suitability for different uses.

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to

a) Monitor and optimise the performance of cloud-based systems.

b) Use monitoring tools such as Prometheus or Grafana, performance metrics and optimisation techniques for ensuring reliability and scalability.

c) Write scripts for automating infrastructure provisioning, deployment, monitoring and maintenance tasks.

Formative assessment

Formative assessment is a process used to support student learning through tutor feedback and feedforward. This type of assessment is not graded but will assist students to understand the requirements of the summative assessments associated with this module. This formative support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment for this module will consist of a two-hour open book series of short questions related the application of mathematics to computer science and information technology practice.

1. 500 word group project proposal (25%)

2. 1500 word or equivalent group project report (50%)

3. Group poster presentation (25%)

The Emerging Technologies module explores cutting-edge advancements and trends in the field of computer science and information technology. The module covers a wide range of emerging technologies, including but not limited to artificial intelligence, blockchain, Internet of Things (IoT), quantum computing, augmented reality (AR), virtual reality (VR), and cybersecurity.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Identify and describe key features, applications and potential impact of emerging technologies.

b) Critically analyse the potential benefits, risks, limitations and ethical issues associated with the adoption and deployment of emerging technologies.

c) Adapt to rapidly changing technological landscapes and explore innovative solutions using emerging technologies.

d) Explore and evaluate emerging technologies through literature reviews, case studies and critical enquiry.

Knowledge

At the end of the module/unit the learner will have been exposed to the following:

a) How emerging technologies can be applied to solve real-world problems and address industry challenges.

b) How to critically appreciate key features, applications and potential impact of emerging technologies, such as artificial intelligence, blockchain and Internet of Things (IoT).

c) How to critically evaluate the growing importance of quantum computing and quantum algorithms.

d) How to critically appreciate the importance of cybersecurity and privacy in the digital age.

Skills

At the end of the module/unit the learner will have acquired the following skills:

a) Show and ability to identify, and solve problems related to the adoption, implementation and integration of emerging technologies.

b) Show proficiency in utilising tools, platforms and frameworks associated with emerging technologies.

c) Show an ability to work with relevant software tools, programming languages, development environments and hardware components required for experimenting with emerging technologies.

Module-Specific Learner Skills

At the end of the module/unit the learner will be able to

a) Critically assess and discuss ethical implications associated with the development, deployment and use of emerging technologies.

b) Propose novel ideas, solutions or case studies of emerging technologies to address current and future challenges.

c) Adapt to evolving technological trends, acquire new skills and embrace continuous change to be competetive in computer science and information technology.

d) Assess the ethical, legal and societal implications of adopting emerging technologies.

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to

a) Identify the importance and applications of emerging technologies such as AI, blockchain technology, internet of things and sensor networks, quantum computing and quantum algorithms.

b) Identify novel and embryonic emerging technologies.

Formative assessment

Formative assessment is a process used to support student learning through tutor feedback and feedforward. This type of assessment is not graded but will assist students to understand the requirements of the summative assessments associated with this module. This formative support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components: first, a 2,000 word report resulting from researching, designing, and implementing a standard OS-based system for a provided specification (75%). Second, a focussed evaluative essay (1000 words) on emerging challenges with operating systems (25%).

The Computer Science and Information Technology Final Year Project module provides students with the opportunity to undertake an independent project that demonstrates their ability to apply knowledge and skills acquired throughout their undergraduate studies on this programme. The module enables students to work on a substantial project related to computer science/information technology under the supervision of academic staff. Students will have the flexibility to choose a project topic of their interest, conduct research, design and implement solutions, and present their findings to a wider audience.

This module guides students through the practical realisation of their project proposal. It also prepares them for the final presentation and provides insights into potential professional and career development opportunities.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Effectively plan, organise and manage a computer science/information technology project.

b) Create and define a relevant project problem or issue and conduct research and a literature review.

c) Be responsible to design and architect a software solution to address identified requirements, where appropriate.

d) Be responsible for planning, implementing and developing solutions to a problem or issue in computer science/information technology

e) Produce clear and comprehensive documentation throughout the project lifecycle.

Knowledge

At the end of the module/unit the learner will have been exposed to the following:

a) How to evaluate project management methodologies, scheduling techniques and risk management.

b) How to describe and critically analyse academic databases, relevant published literature and research methodologies.

c) Identify and evaluate requirements of engineering techniques, stakeholder analysis and prioritisation.

d) Describe and critically analyse software design principles, architectural patterns and scalability considerations.

e) How to produce required documentation standards, technical writing and version control.

f) Appreciate the use and application of analytic thinking, troubleshooting methodologies and creative problem-solving techniques.

Skills

At the end of the module/unit the learner will have acquired the following skills:

a) Be able to identify and define a relevant problem or opportunity to base a project on.

b) Show proficiency in identifying user requirements, functionalities and documenting specifications.

c) Ability to write clean code, apply best practices, writing test cases, conducting tests, as appropriate to the chosen project.

d) Ability to write project report, user manuals (if part of the project), technical documentation and maintain project repositories.

Module-Specific Learner Skills

At the end of the module/unit the learner will be able to

a) Write a project proposal and undertake a literature review

b) Apply an appropriate methodology and undertake appropriate data collection.

c) Formulate testing and quality assurance plans

d) Write a project report and critically evaluate outcomes and findings.

e) Create and present a professional presentation.

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to

a) Write and document coding according to the project plan.

b) Design and execute comprehensive testing plans.

c) Create a detailed system design based on requirements.

d) Produce thorough and well-organised project documenation.

Formative assessment

Formative assessment is a process used to support student learning through tutor feedback and feedforward. This type of assessment is not graded but will assist students to understand the requirements of the summative assessments associated with this module. This formative support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

The summative assessment will consist of three components. First, 750 words project proposal (15%); second, 5,000 word project report (70%); and, third 15 minute presentation of the project to peers with time for queries/questions (15%). Each component must be attempted in order to pass the module.