| Effective Term: | 2024/05 |
| Institute / School : | Institute of Innovation, Science & Sustainability |
| Unit Title: | Software Engineering : Analysis and Design |
| Unit ID: | ITECH7201 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (ITECH7410) |
| Co-requisite(s): | Nil |
| Exclusion(s): | (ITECH3201) |
| ASCED: | 020103 |
| Other Change: | |
| Brief description of the Unit |
This advanced unit will enable you to design and develop a complex software system. We will cover the tools and techniques used in the analysis and design of complex computer systems with emphasis on outcome of the early stages of software development. These include : the software requirements and specifications documentation, and software design documents. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: No |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | | | |  | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Explain the significance of detailed project planning and control, good communication and documentation and the use of appropriate tools in order to provide a quality product. |
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| K2. | Differentiate between software engineering and programming, and determing the relevant software configurations. |
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| K3. | Use an object orientated approach to design, implement, and maintain an information system. |
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| K4. | Determine how unit tests are used during software development to assist agile programming techniques such as refactoring. |
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| Skills: |
| S1. | Collaborate as a team to develop a fully documented and small business information system. |
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| S2. | Design and implement an information system. |
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| Application of knowledge and skills: |
| A1. | Develop complex software systems in accordance with industry standard development methodologies and practice. |
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| Unit Content: |
Requirements Elicitation.
Modeling with UML.
Object-Oriented analysis.
Concepts and techniques of object-oriented design: logical to physical design, user interface, program design, design packaging.
Implementation of an object-oriented designed system, using an object-oriented programming language.
Software testing.
Project management: communication, planning, monitoring, quality assurance, change management.
Maintenance issues. |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students at this level will demonstrate an advanced ability in a range of contexts to effectively communicate, interact and work with others both individually and in groups. Students will be required to display high level skills in-person and/or online in: • Using and demonstrating a high level of verbal and non-verbal communication • Demonstrating a mastery of listening for meaning and influencing via active listening • Demonstrating and showing empathy for others • High order skills in negotiating and conflict resolution skills\\ • Demonstrating mastery of working respectfully in cross-cultural and diverse teams. | 1 - Yes | FEDTASK 2
Leadership | Students at this level will demonstrate a mastery in professional skills and behaviours in leading others. • Creating and sustaining a collegial environment • Demonstrating a high level of self -awareness and the ability to self-reflect and justify decisions • Inspiring and initiating opportunities to lead others • Making informed professional decisions • Demonstrating initiative in new professional situations. | 1 - Yes | FEDTASK 3
Critical Thinking and Creativity | Students at this level will demonstrate high level skills in working in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically to generate and consider complex ideas and concepts at an abstract level • Analysing complex and abstract ideas, concepts and information • Communicate alternative perspectives to justify complex ideas • Demonstrate a mastery of challenging conventional thinking to clarify complex concepts • Forming creative solutions in problem solving to new situations for further learning. | 1 - Yes | FEDTASK 4
Digital Literacy | Students at this level will demonstrate the ability to work competently across a wide range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Mastering, exploring, evaluating, managing, curating, organising and sharing digital information professionally • Collating, managing complex data, accessing and using digital data securely • Receiving and responding professionally to messages in a range of professional digital media • Contributing competently and professionally to digital teams and working groups • Participating at a high level in digital learning opportunities. | 1 - Yes | FEDTASK 5
sustainable and Ethical Mindset | Students at this level will demonstrate a mastery of considering and assessing the consequences and impact of ideas and actions in enacting professional ethical and sustainable decisions. Students will be required to display skills in: • Demonstrate informed judgment making that considers the impact of devising complex solutions in ambiguous global economic environmental and societal contexts • Professionally committing to the promulgation of social responsibility • Demonstrate the ability to evaluate ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Communicating lifelong, life-wide and life-deep learning to be open to the diverse professional others • Generating, leading and implementing required actions to foster sustainability in their professional and personal life | 2 - No |
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| Learning Task and Assessment: |
| Students should complete all tutorial and lab exercises for the semester. Students should participate in lectures, tutorials lab classes and maintain a notebook with notes and exercises. Notes should be enhanced by guided reading. Students should attend and contribute to team meetings. Assessable tasks: The assessment for the subject will include at least one team assignment requiring the design and implementation of a small business application. Other assignments or class exercises will enable students to show their mastery of specific concepts tested. Test(s) will assess the knowledge and understanding of the concepts of the whole unit. |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K4, S1, S2, A1 | Test the knowledge and skills in the analysis and practical application of the introduced content. Presentations and/or reports covering a range of taught topics. Self-reflection of the learning process. | Assignments | 60-80% | | 2. | K1, K2, K3, K4, S2 | Review and practice of skills and knowledge. | Examination | 20-40% |
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Professional Standards / Competencies: |
| | Standard / Competency | | 1. | Skills Framework for the Information Age (SFIA): Version 8 |
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| Attribute | Assessed | Level | | Strategy and architecture | | Strategy and planning | | | EMRG Emerging technology monitoring (Levels 4 - 6) Identifying and assessing new and emerging technologies, products, services, methods and techniques. | | Yes | 3 | | Change and transformation | | Change analysis | | | REQM Requirements definition and management (Levels 2 - 6) Managing requirements through the entire delivery and operational life cycle. | | Yes | 3 | | | BPTS Acceptance testing (Levels 2 - 6) Validating systems, products, business processes or services to determine whether the acceptance criteria have been satisfied. | | Yes | 3 | | Development and implementation | | Systems development | | | DESN Systems design (Levels 3 - 6) Designing systems to meet specified requirements and agreed systems architectures. | | Yes | 3 | | | SWDN Software design (Levels 2 - 6) Specifying and designing software to meet defined requirements by following agreed design standards and principles. | | Yes | 3 | | | PROG Programming/software development (Levels 2 - 6) Developing software components to deliver value to stakeholders. | | Yes | 3 | | | TEST Testing (Levels 1 - 6) Investigating products, systems and services to assess behaviour and whether this meets specified or unspecified requirements and characteristics. | | Yes | 3 | | | PORT Software configuration (Levels 3 - 6) Designing and deploying software product configurations into software environments or platforms. | | Yes | 3 | | Data and analytics | | | DTAN Data modelling and design (Levels 2 - 5) Developing models and diagrams to represent and communicate data requirements and data assets. | | Yes | 3 |
| | 2. | Australian Computer Society - Core Body of Knowledge: 2023 accreditation |
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| Attribute | Assessed | Level | | Core ICT Knowledge | |
ICT Fundamentals
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Design thinking: methods and tools that are used for handling abstraction could vary a great deal with the branch of ICT, from circuit diagrams to data modelling tools to business process modelling
| | Yes | Advanced | | |
Systems thinking: components and interactions between them, structure and function, emergent properties and functions, systems layers
| | Yes | Advanced | |
Information & Data Science and Engineering
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Nature of data, information and knowledge, meta-data, abstraction and representational quality
| | Yes | Advanced | | |
Data modelling and semantics, relational data engineering processes
| | Yes | Advanced | |
Computational Science and Engineering
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Process and algorithm modelling: methods of algorithm design, software quality
| | Yes | Advanced | | |
Programming: programming language constructs, coding methods, scripts and apps, interfaces
| | Yes | Advanced | | |
Software Engineering: systematic practices of specification, development and testing to produce reliable, safe, maintainable computing systems, integrated development and configuration management environments
| | Yes | Advanced | |
Application Systems
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User experience: interface design, physical and cognitive ergonomics
| | Yes | Advanced | |
ICT Projects
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Project management: team management, estimation techniques, project scheduling, quality assurance, configuration management, project management tools, progress analysis, reporting and presentation techniques
| | Yes | Advanced |
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