CSC8434 : Server-side Development (Inactive)
- Inactive for Year: 2024/25
- Module Leader(s): Dr Umer Saleem
- Owning School: Computing
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 10 |
| ECTS Credits: | 5.0 |
| European Credit Transfer System | |
Aims
This module aims to equip apprentices with the technical and practical experience to function as successful software engineering practitioners. It will provide apprentices with a Project Based challenge* that requires them to learn and apply their skills to design, implement and run a three-tier business application end-to-end in Java (that is, from client to database), previously learned skills in Web-technologies, Human-Computer-Interaction, Project Management and Software Engineering processes.
In this module, the apprentices will design, develop, and manage a software engineering project and its timeline following agile, lean or other industry-recognized approaches. They will be able to transfer the understanding of three-tier socket-based applications to a web-based setting (based on HTTP). They will apply HCI methodologies to design a product driven by user experience that incorporates an extended knowledge of Java. Further, they will create a presentation based on their product for stakeholders.
Outline Of Syllabus
The module will cover:
• Advanced Programming:
o Server side programming
o Common data structures and manipulation of collections of objects.
o Concurrent programming
• Introduction to Database Systems
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 10:00 | 10:00 | Preparation for the EPA, apprentices to record learning reflections into APTEM |
| Structured Guided Learning | Lecture materials | 10 | 1:00 | 10:00 | Watch pre-recorded weekly lectures |
| Guided Independent Study | Assessment preparation and completion | 15 | 1:00 | 15:00 | Revision for assessments, including related readings |
| Structured Guided Learning | Academic skills activities | 10 | 1:00 | 10:00 | A combination of activity sheets materials and short recordings published on VLE each week |
| Guided Independent Study | Directed research and reading | 10 | 1:00 | 10:00 | Apprentices will undertake specific research or reading on their own as directed by academic staff. |
| Scheduled Learning And Teaching Activities | Practical | 10 | 1:00 | 10:00 | Work in a supervised environment to develop skills and professional practice |
| Guided Independent Study | Skills practice | 1 | 15:00 | 15:00 | Apprentices to apply skills and knowledge in the workplace to continue their learning. |
| Guided Independent Study | Student-led group activity | 1 | 10:00 | 10:00 | Directed group work by apprentices undertaken without staff being present. |
| Scheduled Learning And Teaching Activities | Scheduled on-line contact time | 10 | 1:00 | 10:00 | Opportunities for live discussions and Q & A about the topics covered during the week. |
| Total | 100:00 |
Teaching Rationale And Relationship
This module will apply the tenets of Project Based Learning (PBL) whereby apprentices are presented with a challenge that requires apprentices to produce a product in response to the challenge.
(For apprentices with less technical background more scaffolding will be available, but the integrity of the challenge will not be reduced. They will become confident in approaching and understanding how to solve the problem.)
Challenge and lecture materials are released at the start of the week, apprentices have a couple of days to try and solve the challenge with the tools at their disposal. They may use drop in sessions, and group discussion boards to collaboratively solve or discuss ideas. They submit their attempt(s) at the challenge in advance of the live seminar so that demonstrators and instructors can provide feedback. After the seminar there is another lab session to reinforce and walk through the steps again, should apprentices need additional practice and support.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Report | 1 | M | 100 | Report (1500 2000 words) on the group's process for addressing a given development |
Zero Weighted Pass/Fail Assessments
| Description | When Set | Comment |
|---|---|---|
| Reflective log | M | Apprentices to submit timely reflections into their APTEM. |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Prob solv exercises | 1 | M | Optional. Non-graded. Exercises designed to help apprentices master advanced Java programming, databases and web technologies |
Assessment Rationale And Relationship
There is one summative assessment in this module intended to assess the technical understanding of the content covered.
To support the summative assessments, there are non-assessed weekly labs. These provide apprentices the opportunity to learn and discuss technical skills, as well as receive step by step guidance from a demonstrator. Attending these sessions will help apprentices practice, master, and write their summative Lab Report.
Other activities that exist to support mastery of learning, but not formatively assessed, include weekly workshops, and skills practice in the workplace. Workshops allow the instructor to meet with groups regularly for a status update on their work towards their final project, help address any technical or group questions and issues, and provide groups feedback. Workshops are also an opportunity to learn from University researchers and practitioners in the workplace in the form of seminars and activities to help build apprentices interpersonal skills.
This apprenticeship recognizes that not all learning can be mastered in one day, therefore there is time allocated for practicing skills, meaning apprentices can transfer their knowledge and skill into the workplace. These opportunities need to be identified during tri monthly tripartite meetings with the apprentice, their manager and their teaching fellow. These events are then documented in another platform (APTEM) which members of the tripartite conversation can access.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- CSC8434's Timetable