Study Guide

Learning outcomes

Student is able to
- collect and apply information to implement a software development project
- analyze client needs and write corresponding project requirements
- design and implement a software project that uses data storages
- apply agile methods on a practical project
- act alone and as a project group member to fulfill the project goals

Implementation and methods of teaching

Student project which applies the tools, skills and knowledge (Object oriented programming & databases) learned on the other courses of the module.
Project implementation with C#.

Timing and attendance

Week 6 - Week 18. Compulsory lectures at kick off, intermediate follow ups & final presentation, these informed in course Moodle at project start session

Learning material and recommended literature

Materials from the other courses in the module, teacher presentations during the course and various manuals.

Alternative completion methods

Negotiable with the teachers, but keeping in mind that this is not purely a programming course, but also includes project work as a team.

Learning environment

Group work in a project.

Student time use and work load

Need 8 - 12 hours per week, also outside lectures marked in schedule.

Contents

Project work where the students employ the skills learned in the other courses of the module (Object-oriented programming and Data storages).

Additional information for students: previous knowledge etc.

Simultaneous participation or previously passed the other courses of the module (object oriented programming & data storages), or corresponding skills gained previously with other methods required

Assessment criteria

Evaluation is based on the observations of the supervisors made during the project and on the quality of the produced artifact.
First the whole group work is assessed on scale 0 - 5. This assessment considers with equal weights the technical performance and the metaskills of the group. The metaskills include, for example, project coordination, project reporting, following the plan and the progress, group behaviour when problems occur, share of roles and work within the group, internal and external communication and ability to present group work and products. The technical part of the assessment looks at the ability to make decisions between different technologies, mastering design methods and tools, documentation of the design and the product, selecting and mastering the tools and methods, version control, structure and quality of the program code and usability and maintainability of the application. The group evaluation form the basis for the individual assessment.
The individual assessment takes the group assessent as the basis and the individual performance can upgrade or downgrade it. Assessement is based on the peer assessment done between the group members, the role picked up by the student and commitment to take care of the corresponding tasks, activity as a member of the group and personal performance in the group presentation. In individual assessment also all those group assessment criteria are considered where the student individual commitment can be separated and observed.

Assessment scale

1-5

Failed (0)

Student did not properly participate in group work or did not show skills and knowledge required to project work

Assessment criteria: level 1 (assessment scale 1–5)

Student has participated in group work only partially OR the project work did not meet the minimum requirements but the student has been active in trying to help the group meet the requirements on the whole

Assessment criteria: level 3 (assessment scale 1–5)

The group result exceeds the minimum technical requirements and the role of the student in project group work has been equal or greater than that of the other students

Assessment criteria: level 5 (assessment scale 1–5)

The group result exceeds the minimum technical requirements in large scale and the role of the student in project group work has been very significant for the project group work

Learning outcomes

The student is able to
- present www content dynamically with JavaScript and its extensions
- form a dynamic one page application using JavaScript frameworks and libraries
- install an application server and maintain it securely
- publish information and host applications on a server

Implementation and methods of teaching

Weekly lectures on campus during the autumn semester 2023.

Timing and attendance

Lectures during the autumn semester 2023 are mandatory.

Learning material and recommended literature

Learning materials and assignment via Moodle.

Alternative completion methods

If a student has already implemented production grade applications using React or Angular and REST-interfaces, contacting the lecturer in advance is recommended.

Learning environment

The student will need a computer in order to work on the assignments when not on campus. The minimum setup recommended for IT studies is sufficient in performance. The campus IT classrooms have desktop computers that are excellent for working on the assignments. Lecture times are not used on the assignments, most of the work is done outside the lecture times. There are no group works in this course.

Student time use and work load

There are multiple assignments in addition to the lectures. Depending on the student's skill level one must carefully allocate working time for this course. How much time the assignments require heavily depends on how much code the student has produced in earlier courses. All assignments given are programming assignments and therefore require a computer with which such assignments can be worked on.

Contents

Using JavaScript to build interactive and dynamic web pages. The course presents a workflow in which "how it looks like" is purely defined via JavaScript in the browser and the server side takes on only the information repository/business logic aspects. JavaScript is covered especially from the point of view of library usage. The first portion of the course concentrates on detailing differences between C# and JavaScript and what to take into account should you need to read library code produced with JavaScript in order to troubleshoot library usage. After the basics the course presents multiple web technologies and libraries which enable you to program fully animated and interactive web pages. In the last phase of the course some additional technologies like web embedded 3D- and 360-views and audio playback are given a quick overview.

Additional information for students: previous knowledge etc.

This course is a direct continuation to the courses Orientation To Programming and Object Oriented Programming. Fully understanding and utilizing the course content requires understanding of object oriented programming and practical programming skills (designing and implementing algorithms). Algorithms you design yourself and fit into existing code play a central role in many of the assignments. You must be capable of reading existing code and following it's operational flow. Having previous experience on an object oriented programming language is a prerequisite for learning the languages used in this course. The course assumes that the class-based objects paradigm presented in Object Oriented Programming is familiar and that actual implementations have been created with it during the earlier project courses. The course also requires some HTML and CSS reading skills. The languages used in this course are JavaScript, TypeScript and PHP. Before the course starts student groups will be sent preparatory material about JavaScript. It is recommended that the courses Three-tier Architecture Technologies and Dynamic Website Development Project are enrolled on simultaneously with this course.

Assessment criteria

Progress in the weekly programming assignments.

Assessment scale

1-5

Failed (0)

The student is not able to
- present www content dynamically with JavaScript and its extensions
- form a dynamic one page application using JavaScript frameworks and libraries
- install an application server and maintain it securely
- publish information and host applications on a server

Assessment criteria: level 1 (assessment scale 1–5)

The student is nearly able to
- present www content dynamically with JavaScript and its extensions
- form a dynamic one page application using JavaScript frameworks and libraries
- install an application server and maintain it securely
- publish information and host applications on a server

Assessment criteria: level 3 (assessment scale 1–5)

The student is partially able to
- present www content dynamically with JavaScript and its extensions
- form a dynamic one page application using JavaScript frameworks and libraries
- install an application server and maintain it securely
- publish information and host applications on a server

Assessment criteria: level 5 (assessment scale 1–5)

The student is able to
- present www content dynamically with JavaScript and its extensions
- form a dynamic one page application using JavaScript frameworks and libraries
- install an application server and maintain it securely
- publish information and host applications on a server

Learning outcomes

The student knows:
- How to model business processes, information flows and data warehouses using formal notations methods.
- The business process IT-systems: supply chain and network systems (SCM), enterprise resource planning (ERP) and customer relationship management (CRM) systems, as well as competence management (CM) and other management systems (DSS, MIS).
- The importance of quality control in business processes and information systems.

Implementation and methods of teaching

Contact lessons, excercises, individual work and project.

Timing and attendance

Independent working, participating to team work, active precense at contact sessions

Learning material and recommended literature

Material will be given at the beginning of the course

Learning environment

Material and activites will be in the moodle

Student time use and work load

5 * 27 = 135h

Contents

Modelling business processes, information flows and data storages in different levels in organization using some modelling framework like ie. BPMN

Practical information system assignment.

Assessment criteria

Assessment is based on self and peer evaluation (40%) and returned work (60%)

Assessment scale

Approved/Failed

Assessment criteria: assessment scale failed/approved

Fail:Student has not achieved the objectives of the course sufficiently

Approved:
Student has achieved the objectives of the course well. Student is able to model business processes and understands the meaning of modelling. Student is able to evaluate business information systems.

Learning outcomes

Student is able to
- form queries using SQL
- apply the basic principles of normalization
- maintain databases
- describe the principles of database transactions
- explain the importance of information security in data storage
- describe alternative data storage types

Implementation and methods of teaching

Lectures and excercises. The course is graded based on an assignment.

Timing and attendance

Weekly lectures, attendance recommended.

Learning material and recommended literature

The materials on Moodle and WWW, also any introductory book on SQL recommended. The Moodle page also includes optional exercises regarding SQL.

Alternative completion methods

Negotiable.

Exam retakes

Negotiable.

Learning environment

Moodle and group work. The assignment requires the use of XAMPP or similar environment.

Student time use and work load

5 credit course.

Contents

Learning outcomes of the course
Student is able to
- form queries using SQL
- apply the basic principles of normalization
- maintain databases
- describe the principles of database transactions
- explain the importance of information security in data storage
- describe alternative data storage types

Additional information for students: previous knowledge etc.

Basic understanding of programming

Assessment criteria

Based on course assignment

Assessment scale

1-5

Failed (0)

Unable to form basic queries or understand how queries are used in software

Assessment criteria: level 1 (assessment scale 1–5)

Has rudimentary understanding of queries.

Assessment criteria: level 3 (assessment scale 1–5)

Can design databases in a normalized manner

Assessment criteria: level 5 (assessment scale 1–5)

Can form complex queries.

Learning outcomes

Student is able to
- ideate and plan a digital service using user driven methods
- utilize co-creation methods
- visualize a digital service
- analyze a meaning of a digital service in business
- know the affecting regulation eg GDPR for a planning of a digital service

Implementation and methods of teaching

Designing digital service as a project work utilizing service design methods.

Info sessions/introduction lectures, team working, guidance & steering sessions in teams

Timing and attendance

Students should participate in info lectures and team sessions. Student teams organize their own ways of working

Learning material and recommended literature

Moodle material and internet sources

Learning environment

Moodle, MS teams, team working facilities

Student time use and work load

approximately 135h

Contents

Student is able to
- ideate and plan a digital service using user driven methods
- utilize co-creation methods
- visualize a digital service
- analyze a meaning of a digital service in business
- know the affecting regulation eg GDPR for a planning of a digital service

Assessment criteria

Self and peer evaluation. Assessment of team working and outcome of the project

Assessment scale

1-5

Failed (0)

Weak participation to team work or the outcome does not provide solution to the task given

Assessment criteria: level 1 (assessment scale 1–5)

C1 Act as a team member
B3 Describe needs, principles and things related to the task
B1 Use learnt methods and models

Assessment criteria: level 3 (assessment scale 1–5)

C1 Promote teams working
B1 Utilize learnt methods and models widely
B3 Find out needs, principles and things related to the task

Assessment criteria: level 5 (assessment scale 1–5)

C1 organize teams work
B1 Choose suitable methods and models and justify them
B3 Compare different solutions for the task

Learning outcomes

The student is able to
- plan and apply working methods to a team to ensure effectiveness
- divide a project into meaningful parts and estimate the time requirements
- implement their part of an application and documentation on the project
- choose a process model applicable to the project and apply it

Implementation and methods of teaching

Project work in groups, as well as short lectures on chosen topics.

The student can choose what they focus on during the project, but in some cases this might limit the maximum grade.

Timing and attendance

During the Fall of 2023. Mandatory participation in the project kick-off and project hand-off.

Learning material and recommended literature

Various WWW-based instructions, as well as the materials from the other courses in the module.

Alternative completion methods

Negotiable.

Working life cooperation

Project topics are real working life problems based on discussions with professionals from various areas. In some cases, depending on availability, these outside professionals can also participate as the client.

Learning environment

LAB Moodle, project teams, project hours at C246, other environments as chosen by the teams.

Student time use and work load

5 credit course.

Much of the work is group work, which is organized by the teams. Suggested number of hours a student should use for the course is 10-15 or one to two days per week.

Contents

The student is able to
- plan and apply working methods to a team to ensure effectiveness
- divide a project into meaningful parts and estimate the time requirements
- implement their part of an application and documentation on the project
- choose a process model applicable to the project and apply it

Additional information for students: previous knowledge etc.

Participation in the other two courses of the module or similar understanding of PHP, JavaScript, SQL, HTML and software architectures gained from other sources.

Assessment criteria

Based on the quality of the project as well as being able to work with the project team. Includes both self-assessment and assessment by the teachers.

Assessment scale

1-5

Failed (0)

The student does not participate in team activities actively, does not take responsibility for the team or does not indicate ability to work with the chosen technologies.

Assessment criteria: level 1 (assessment scale 1–5)

The student participates in group work, but only passively. The students exhibits only basic understanding of the technologies.

Assessment criteria: level 3 (assessment scale 1–5)

The student participates actively in the teamwork. The student exhibits an ability to work with the technologies involved.

Assessment criteria: level 5 (assessment scale 1–5)

The team has chosen harder of the two optional subjects. The student has actively participated in the teamwork and has been a part of advancing the team's methodology or processes. The student exhibits advanced ability to work with the technologies involved.

Learning outcomes

Student is able to
- design information systems to support business functions
- form a requirement specification for an information system
- model an information system with applicable methods
- utilise basic usability principles in design
- take legal concerns into account in their work regarding information systems

Implementation and methods of teaching

Students research and design an information system within given parameters in teams. Students work largely independently, but meet with the teacher at least twice during the course.

Timing and attendance

In the beginning of the course there is info lecture and at the end of the course there is seminar where all teams present their work.

In addition, each team will have two discussion sessions with the lecturer about the phase of their work

Learning material and recommended literature

All material will be available via moodle

Alternative completion methods

Negotiable

Working life cooperation

If the students have access to a company or organization they can work with, this is allowed.

Learning environment

Moodle, WWW, student teams and possibly a company.

Student time use and work load

The course is 135 hours, which largely consists of students working independently on their project. The course starts with an introductory lesson and ends with a seminar, where students present their work. In between there is at least two meeting with the teacher.

Contents

Student is able to
- design information systems to support business functions
- form a requirement specification for an information system
- model an information system with applicable methods
- utilise basic usability principles in design
- take legal concerns into account in their work regarding information systems

Additional information for students: previous knowledge etc.

No required preliminary knowledge, but the course does include portions, where understanding of concepts such as customer paths and process modelling can be useful. Also, participation in the two other courses within the same module are recommended.

Assessment criteria

Assessment is based on how well target group is analyzed and the quality of the information system design taking into account the context of the organization.

Assessment scale

1-5

Failed (0)

Student is unable to display understanding of organizational needs for digitalization.

Assessment criteria: assessment scale failed/approved

Student shows understanding for target organization and it's needs and is able to consider the effect of the target organizations processes to the design.

Student is able to create vision and strategy for organizations informationsystem.

Student is able to document design in such level that it helps members of the organization and software providers to understand the design in sufficient

Assessment criteria: level 1 (assessment scale 1–5)

The student takes part in team work.

The student is able to display basic understanding of information systems in a context of an organization.

Assessment criteria: level 3 (assessment scale 1–5)

The student takes part in team work.

The student is able to display understanding of information systems in a context of an organization.

The student is able to present actionable suggestions for developing the information system for a company.

Assessment criteria: level 5 (assessment scale 1–5)

The student takes part in team work actively.

The student displays deep understanding of information systems in the context of a small organization.

The student is able to present an actionable plan for developing the information system for a small organization.

Learning outcomes

Student is able to
- apply a modern software development environment (SDE)
- apply the basic structures of programming
- implement an interactive and modular application

Implementation and methods of teaching

Flipped classroom. Students get familiar with the course material i.e. videos and presentation material before the contact lessons. On contact lessons the students will concentrate on solving programming tasks with the help of teacher and other students. Student may proceed on the course after the teacher or the automatic test process has approved the solutions to given test problems.

Timing and attendance

Course kick off. Recommended that all students attend this kick off session. Also recommended that all students participate in supervised lessons throughout the course but, if student is able to solve the given programming problems without help and ahead of given schedule, the lessons are not compulsory. Student may enroll on the course exam when he/she thinks being ready for it and the teacher approves it.

Learning material and recommended literature

Material delivered in course Moodle pages

Alternative completion methods

Show the corresponding skills in general retake

Exam retakes

Course exam in the end of the semester.

Learning environment

Material (videos, presentations, exercises) distributed through Moodle environment.

Student time use and work load

About 8 - 10 hours weekly.

Contents

General software development tools and environments, basic structures of programming languages.

Additional information for students: previous knowledge etc.

No prerequisities. To study outside the class room, student needs a computer with Visual Studio (2015 or later) programming environment, Community version is ok. Computer should be powerful enough to run the development environment, the bigger the screen, the better. To submit solutions to exercises, a working web connection is required.

Assessment criteria

Final exam. If student is active with exercises she gets some bonus points to be added on top of the exam points.

Assessment scale

1-5

Failed (0)

Student is not able to solve simple programming problems.

Assessment criteria: level 1 (assessment scale 1–5)

Student is able to apply some basic programming structures to solve simple standard programming tasks.

Assessment criteria: level 3 (assessment scale 1–5)

Student is able to apply all basic programming structures to solve programming tasks.

Assessment criteria: level 5 (assessment scale 1–5)

Student is able to assess the suitability of different programming structures and by applying the best approach to solve advanced programming problems.

Learning outcomes

Student is able to
- convert numbers from one number system to another
- perform basic arithmetic operations with binary numbers
- construct and simplify compound propositions

Implementation and methods of teaching

Virtual course. Target is to understand the role of binary coding and propositional logic in computing. This is achieved by learning to perform manually similar operations as the computer or computer program would do. Learning happens by solving given problems with given methods.

To help the learning process the course provides videos and other material that demonstrates the use of methods to be learned.

Timing and attendance

February - May 2022. No compulsory participation except from the two course exams. All learning can be done fully virtually and online, including the exams.

Learning material and recommended literature

All material distributed in Moodle

Alternative completion methods

Showing skills and knowledge similar to the course contents in a verbal interview

Student time use and work load

4 - 8 hours weekly, during 5 - 6 weeks

Contents

Number systems, propositional logic

Additional information for students: previous knowledge etc.

No prerequisities

Assessment criteria

Exercises done in Moodle (50%) and two exams (50%)

Assessment scale

1-5

Assessment criteria: level 1 (assessment scale 1–5)

Student can convert numbers from one system to another
Student can generate a combined proposition

Assessment criteria: level 3 (assessment scale 1–5)

Student can
- convert numbers from one system to another
- calculate the sum and product of two binary numbers
- generate and simplify a combined proposition
- find the truth value of a proposition

Assessment criteria: level 5 (assessment scale 1–5)

Student can
- convert numbers from one system to another
- calculate the sum and product of two binary numbers
- code signed integers in binary system
- code floating point numbers in binary system
- generate and simplify a combined proposition
- find the truth value of a proposition

Learning outcomes

Student is able to
- define, implement and report an iterative project
- act in different roles of a software development project
- implement a HTML user interface following the design
- implement the business logic of a web application
- programmatically parse required data from a structured data set

Implementation and methods of teaching

Development project done in small groups to solve a given development task.

Timing and attendance

Most of the course work is done at times best suitable for the group members. Few compulsory sessions exist, the dates and times will be communicated in course Moodle page. Students are responsible in following these instructions.
Rough schedule/timing (subject to changes):
Week 37 Kick off, all students MUST participate. Check exact time from schedule!
Weeks 37 - 39: Project plan
Week 39: Project plan wrap up + kick off for the project work (compulsory for all students to participate)
Weeks 39 - 49 : Iterative project work in teams
Week 49: Final presentations to teacher, all group members MUST be present at session

Alternative completion methods

Similar project done and documented elsewhere.

Learning environment

Material & task with project timing delivered through Moodle.

Student time use and work load

135h

Contents

Practical project work that utilizes tools, skills and methods learned on the two other courses in the same module.

Additional information for students: previous knowledge etc.

Basic programming skills: Passed or simultaneously participating an introductory programming course
Basic web technologies: HTML, CSS.

Assessment criteria

Group and personal performance in the project work, peer assessment & teacher assessment.
Grade 0 - 5

Evaluation is based on the observations of the supervisors made during the project and on the quality of the produced artifact.
First the whole group work is assessed on scale 0 - 5. This assessment considers with equal weights the technical performance and the metaskills of the group. The metaskills include, for example, project coordination, project reporting, following the plan and the progress, group behaviour when problems occur, share of roles and work within the group, internal and external communication and ability to present group work and products. The technical part of the assessment looks at the ability to make decisions between different technologies, mastering design methods and tools, documentation of the design and the product, selecting and mastering the tools and methods, version control, structure and quality of the program code and usability and maintainability of the application. The group evaluation form the basis for the individual assessment.
The individual assessment takes the group assessent as the basis and the individual performance can upgrade or downgrade it. Assessement is based on the peer assessment done between the group members, the role picked up by the student and commitment to take care of the corresponding tasks, activity as a member of the group and personal performance in the group presentation. In individual assessment also all those group assessment criteria are considered where the student individual commitment can be separated and observed.

Assessment scale

1-5

Failed (0)

Student did not properly participate in group work or did not show skills and knowledge required to project work

Assessment criteria: level 1 (assessment scale 1–5)

Student has participated in group work only partially OR the project work did not meet the minimum requirements but the student has been active in trying to help the group meet the requirements on the whole

Assessment criteria: level 3 (assessment scale 1–5)

The group result exceeds the minimum technical requirements and the role of the student in project group work has been equal or greater than that of the other students

Assessment criteria: level 5 (assessment scale 1–5)

The group result exceeds the minimum technical requirements in large scale and the role of the student in project group work has been very significant for the project group work

Learning outcomes

Student is able to
- apply the basic concepts of the object-oriented paradigm and object-oriented programming
- create applications using object-oriented language
- design class structure of an object-oriented application
- design, implement, run and report unit tests

Implementation and methods of teaching

Weekly contact lessons, each week with new topic lectured and demonstrated. Weekly exercises set that student needs to solve before the following lesson. In the beginning of each lesson, model solutions of the previous week programming exercises are demonstrated and discussed. Approved solutions to home exercises collect bonus points that are added on top of the exam points in course evaluation. To collect the points, the solutions need to be submitted in course Moodle and the automated tests need to be passed before the model solutions review.

Timing and attendance

Course start week 2 (8.1.-12.1.2024). No compulsory lectures but to collect exercise points, student must have submitted the weekly exercise solutions to the VPL tool before the deadline (next lesson). The course exam in the end of the course (end of April) is done in class and requires student being present.

Learning material and recommended literature

Material distributed through Moodle or otherwise shown by teacher

Alternative completion methods

General exam with some programming language passed

Learning environment

Course has Moodle pages. All material can be found there.

Student time use and work load

Solving weekly exercises will require 5 -10 hours weekly so attending the lectures is not sufficient alone. Students should take this in account when making the schedule for the semester.

Contents

Programming language C#.
Topics covered:
classes and objects with C#
constructing objects
class attributes
class methods
object type attributes
static members
inheritance
enum type
struct type
property of .NET
interface
polymorphism
two directional object refrences
UML class diagrams

Additional information for students: previous knowledge etc.

Orientation to Programming passed (or corresponding skills), preferably C# but any other language will do as well. In case some other programming language it would probably be necessary to learn the basics of C# before the course starts.

Assessment criteria

Course exam. Home and lecture exercises can collect bonus points which are added on top of exam points. 50% of the maximum exam point sum required to pass.

Assessment scale

1-5

Assessment criteria: level 1 (assessment scale 1–5)

Student is able to construct classes with attributes and methods, instantiate objects and utilize them to implement simple object oriented design application.

Assessment criteria: level 3 (assessment scale 1–5)

Student is able to develop, following a given architecture, a modular application consisting of several classes. Student is able to design and implement simple Object Oriented classes and utilize them as objects in a computer program. Student is able to import and utilize external classes in her own program.

Assessment criteria: level 5 (assessment scale 1–5)

Student is able to design and implement object oriented application that solves a given business problem utilizing the key concepts and patterns of object oriented design.

Learning outcomes

The student is able to
- describe the work steps of software development processes
- describe the features of modern and commonly used software development processes
- use tools that support software development processes

Implementation and methods of teaching

Contact lectures and assignments

Timing and attendance

Partly independent studying based on the lectures.

Learning material and recommended literature

All material will be in the moodle

Learning environment

Contact lectures, moodle

Student time use and work load

about 100-120h

Contents

Comprehensive view on software development processes and their suitability to different needs. Different methods of software development processes

Assessment criteria

Returned assignments and self evaluation

Assessment scale

1-5

Failed (0)

Student did not meet the learning objectives of the course and was not able to show his/her knowledge in time

Assessment criteria: level 1 (assessment scale 1–5)

Learning objectives are met, student understands at least principles of software development process and knows common tools and methods

Assessment criteria: level 3 (assessment scale 1–5)

Student understands principles of software development process and is able to use common tools and methods

Assessment criteria: level 5 (assessment scale 1–5)

Student understands principles of software development process well and is able to compare and choose suitable tools and methods to be used in a software development process

Learning outcomes

The student is able to
- create an HTML site that uses CSS and effectively edit an existing site
- identify needs for static and dynamic content
- use the built-in tools of the web browser to study the structure of the dynamic content and the view of the browser
- describe the principle of server / client architecture

Implementation and methods of teaching

The course consists of lectures, practical assignments, tasks and a final test

Timing and attendance

Participating to the contact lessons is not mandatory if student is able to do independent work.

Learning material and recommended literature

Slide-sets and Internet resources. All material is available online and all assignments that need to be returned will be also available online.

Alternative completion methods

Course is possible to pass by showing skills learned earlier

Learning environment

Moodle

Student time use and work load

5*27h=135h

Contents

After the course the student is able to
- create an HTML site that uses CSS and effectively edit an existing site
- identify needs for static and dynamic content
- use the built-in tools of the web browser to study the structure of the dynamic content and the view of the browser
- describe the principle of server / client architecture

Additional information for students: previous knowledge etc.

No need for prior knowledge

Assessment scale

1-5

Failed (0)

A student did not meet the learning goals of the course.

Assessment criteria: level 1 (assessment scale 1–5)

Student is able to:
A1 Use simple professional terms and show some knowledge of theoretical framework
B1 Use learnt technologies / working models / frameworks
C3 Shows understanding of professional target groups

Assessment criteria: level 3 (assessment scale 1–5)

Student is able to:
A1 Use professional language in good working life level
B1 Utilize learnt technologies / working models / frameworks
C3 Act in a way that professional target groups demand

Assessment criteria: level 5 (assessment scale 1–5)

Student is able to
A1 Use professional language fluently
B1 Choose technologies / working models / frameworks to implement and justify it
C3 Act in a way that professional target group demands are fulfilled

Learning outcomes

The student is able to
- recognize the opportunities and limitations presented by application frameworks
- apply commonly used design patterns
- design and implement and application based on server-client principles
- install and maintain a three-tier architecture application

Implementation and methods of teaching

Lecture series of 10, starting with short introduction to PHP, continued with a three-tier architecture based framework Laravel mostly around CRUD (create, read, update, delete) and finally an introduction to software architectures in general and in comparison to three-tier architectures. Additionally, there is an example of programming with AI.

The grading is based on 5 assignments.

Learning material and recommended literature

EBook Laravel starter the definitive introduction to the Laravel PHP web development framework and materials provided by the teacher.

Alternative completion methods

Negotiable

Learning environment

Technical: LAB Moodle, XAMPP + Laravel, optionally ChatGPT

Otherwise: optional group work, lectures, Laravel manuals, search engines and their results

Student time use and work load

5 credit course.

The course includes five assignments with increasing complexity. These require research and implementing information learned during the research and lessons. The course assignments are partly structured around the idea of easing the student into thesis work.

Contents

The student is able to
- recognize the opportunities and limitations presented by application frameworks
- apply commonly used design patterns
- design and implement and application based on server-client principles
- install and maintain a three-tier architecture application

Additional information for students: previous knowledge etc.

General understanding of programming, HTML and relational databases. Two of the assignments require that the student has access to the code from a software project the student has previously participated in.

Assessment criteria

Several assignments.

Assessment scale

1-5

Failed (0)

The student is unable to show understanding of software architectures

Assessment criteria: level 1 (assessment scale 1–5)

The student is able to show basic level understanding of possible benefits of software architectures.

Assessment criteria: level 3 (assessment scale 1–5)

Student shows ability to utilize software development frameworks.

Assessment criteria: level 5 (assessment scale 1–5)

The student is able to show an ability to choose between software architectures

Learning outcomes

The student knows:
- How to define the organization's internal and external data flows and sources of information in business value creation.
- The life cycle of the data and the steps involved, production, transfer, utilization, reliability level, and validity period.
- Common methods and tools to collect and process the data.
- The appropriate visualization methods.

Implementation and methods of teaching

Lectures, assignments, and final assignment in teams.

Timing and attendance

Active presence is recommended. Teaching on Mukkula campus.

Learning material and recommended literature

Material announced by the lecturer

Alternative completion methods

-

Working life cooperation

Business cooperation in the final assignment.

Exam retakes

The renewal option is valid for one year after the end of the course.

Learning environment

Implementation on the Mukkula campus and seminar for final presentations online.

Student time use and work load

27 h of student work is equal to 1 cr.

Contents

The student learns to identify the internal and external data flows and data sources, as well as data formats in digital environments, the life cycle, and the importance of data in data management and factors related to data protection and usability. They learn to innovate new data usage models in businesses as well as to understand the data as a value factor in the business.

Additional information for students: previous knowledge etc.

Business Basics

Assessment criteria

Active participation in lectures and completion of class assignments. The final assignment is compulsory.

Assessment scale

1-5

Failed (0)

The student has not achieved the objectives of the course sufficiently.

Assessment criteria: level 1 (assessment scale 1–5)

The student has achieved the objectives of the course sufficiently. The student understands the meaning of data in business processes and understands data-related factors from a usability perspective.

Assessment criteria: level 3 (assessment scale 1–5)

The student has achieved the objectives of the course well. The student understands the importance of information in business processes and can draw up a plan for developing and utilising information for business development.

Assessment criteria: level 5 (assessment scale 1–5)

The student has achieved the objectives of the course excellently. The student understands the importance of information in business processes and can draw up a plan for developing and utilizing information for business development. The student can compare data sources and design an information management plan based on the organization's needs.

Learning outcomes

The student is able to
- install and maintain content management and publishing systems and their add-ons securely
- use publishing systems to publish content
- identify needs and make choices between different publishing systems
- take into account usability and accessibility when designing the website

Implementation and methods of teaching

Some lectures on campus. Some virtual lectures. Individual research.

Learning material and recommended literature

Materials on Moodle and on WWW.

Alternative completion methods

Negotiable, a student who has a very strong background on web publishing systems installation and maintenance at a operating systems level should contact the instructors in advance.

Learning environment

Moodle, a computer but exercises can be done in a LAB computer class, Internet.

Student time use and work load

The lectures are a very small portion of the overall work on this course, most of the time is spent on individually completed exercises.

Contents

Making a usable website with various tools.

Additional information for students: previous knowledge etc.

Use of a browser, understanding of the concepts of a file and folder. The course has an introductory section in Moodle: it is highly recommended to follow the advice in that section and get familiar with command line basics in advance before the course starts.

Assessment criteria

Self- and peer-evaluation, assessment of both reports and the websites by the lecturers.

Assessment scale

1-5

Failed (0)

The work doesn't meet the requirements of acceptance.

Assessment criteria: level 1 (assessment scale 1–5)

B3 describe the basics and needs regarding the subject
A2 find information from various sources
B1 use of learned methods and models

Assessment criteria: level 3 (assessment scale 1–5)

B3 critically examine the basics and needs regarding the subject
A2 delineate the differences between colloqual and researched information
B1 apply the learned methods and models in a variety of ways

Assessment criteria: level 5 (assessment scale 1–5)

B3 compare different solutions regarding the subject area
A2 explain the use and assess the value of a specific source
B1 choose between various methdos and models in a justified manner

Learning outcomes

The student is able to
- use teamwork software in a variety of ways
- implement the website together with the other members of the team
- prepare the requirements specification, project plan, implementation plan, test plan and maintenance documentation for the website
- carry out the agreed tasks in accordance with the project plan
- install a simple web server securely

Implementation and methods of teaching

A project executed with the waterfall model. The artefact produced during the project is a security guide for an organization.
Workshop sessions, including teamwork practice.
Lectures.

Timing and attendance

Attendance is mandatory for the lectures and workshop sessions. The team will organize their work when planning a project and producing the artefacts but it is highly recommended to reserve time also for team meetings. The course will run between 22.1.- 5.5.2024.

Learning material and recommended literature

Materials will be provided in Moodle.

Learning environment

Classrooms on the campus, Moodle, Zoom, MS Teams and Internet.

Student time use and work load

5*27h=135h

Contents

Project work basics: working as a productive team member in a project utilizing the waterfall methodology.
Tool skills: capability to utilize teamwork tools (both methodologies and technical tools) for communication and delivery.

Additional information for students: previous knowledge etc.

The course Static Websites should be studied simultaneously with this course.

Assessment criteria

Teachers evaluate the team's work and artifacts resulting from the project work (project documents and product). Peer evaluation. Self-evaluation.

Assessment scale

1-5

Failed (0)

The student is unable to perform as a member of a team. Artifacts produced by the team are not appropriate as solutions to the provided problem.

Assessment criteria: level 1 (assessment scale 1–5)

The student...
C1 ... is able to act as a member of the team.
B3 ... can describe the basis, needs, and justifications for their actions
C3 ... shows that he has researched and studied the problem provided to the team

Assessment criteria: level 3 (assessment scale 1–5)

The student...
C1 ... is able to act as a goal oriented member of the team.
B3 ... can research and define the basis, needs and justifications for their actions
C3 ... can suggest solutions to the problem provided to the team

Assessment criteria: level 5 (assessment scale 1–5)

The student...
C1 ... is able to act as an organizing member of the team.
B3 ... can compare multiple solutions to a problem and take a justified course of action accordingly
C3 ... can solve the problem provided to the team in a fitting manner

Learning outcomes

Student is able to
- collect and apply information to implement a software development project
- analyze client needs and write corresponding project requirements
- design and implement a software project that uses data storages
- apply agile methods on a practical project
- act alone and as a project group member to fulfill the project goals

Implementation and methods of teaching

Student project which applies the tools, skills and knowledge (Object oriented programming & databases) learned on the other courses of the module.
Project implementation with C#.

Timing and attendance

Week 6 - Week 18. Compulsory lectures at kick off, intermediate follow ups & final presentation, these informed in course Moodle at project start session

Learning material and recommended literature

Materials from the other courses in the module, teacher presentations during the course and various manuals.

Alternative completion methods

Negotiable with the teachers, but keeping in mind that this is not purely a programming course, but also includes project work as a team.

Learning environment

Group work in a project.

Student time use and work load

Need 8 - 12 hours per week, also outside lectures marked in schedule.

Contents

Project work where the students employ the skills learned in the other courses of the module (Object-oriented programming and Data storages).

Additional information for students: previous knowledge etc.

Simultaneous participation or previously passed the other courses of the module (object oriented programming & data storages), or corresponding skills gained previously with other methods required

Assessment criteria

Evaluation is based on the observations of the supervisors made during the project and on the quality of the produced artifact.
First the whole group work is assessed on scale 0 - 5. This assessment considers with equal weights the technical performance and the metaskills of the group. The metaskills include, for example, project coordination, project reporting, following the plan and the progress, group behaviour when problems occur, share of roles and work within the group, internal and external communication and ability to present group work and products. The technical part of the assessment looks at the ability to make decisions between different technologies, mastering design methods and tools, documentation of the design and the product, selecting and mastering the tools and methods, version control, structure and quality of the program code and usability and maintainability of the application. The group evaluation form the basis for the individual assessment.
The individual assessment takes the group assessent as the basis and the individual performance can upgrade or downgrade it. Assessement is based on the peer assessment done between the group members, the role picked up by the student and commitment to take care of the corresponding tasks, activity as a member of the group and personal performance in the group presentation. In individual assessment also all those group assessment criteria are considered where the student individual commitment can be separated and observed.

Assessment scale

1-5

Failed (0)

Student did not properly participate in group work or did not show skills and knowledge required to project work

Assessment criteria: level 1 (assessment scale 1–5)

Student has participated in group work only partially OR the project work did not meet the minimum requirements but the student has been active in trying to help the group meet the requirements on the whole

Assessment criteria: level 3 (assessment scale 1–5)

The group result exceeds the minimum technical requirements and the role of the student in project group work has been equal or greater than that of the other students

Assessment criteria: level 5 (assessment scale 1–5)

The group result exceeds the minimum technical requirements in large scale and the role of the student in project group work has been very significant for the project group work

Learning outcomes

Student is able to
- convert numbers from one number system to another
- perform basic arithmetic operations with binary numbers
- construct and simplify compound propositions

Implementation and methods of teaching

Virtual course. Target is to understand the role of binary coding and propositional logic in computing. This is achieved by learning to perform manually similar operations as the computer or computer program would do. Learning happens by solving given problems with given methods.

To help the learning process the course provides videos and other material that demonstrates the use of methods to be learned.

Timing and attendance

February - May 2022. No compulsory participation except from the two course exams. All learning can be done fully virtually and online, including the exams.

Learning material and recommended literature

All material distributed in Moodle

Alternative completion methods

Showing skills and knowledge similar to the course contents in a verbal interview

Student time use and work load

4 - 8 hours weekly, during 5 - 6 weeks

Contents

Number systems, propositional logic

Additional information for students: previous knowledge etc.

No prerequisities

Assessment criteria

Exercises done in Moodle (50%) and two exams (50%)

Assessment scale

1-5

Assessment criteria: level 1 (assessment scale 1–5)

Student can convert numbers from one system to another
Student can generate a combined proposition

Assessment criteria: level 3 (assessment scale 1–5)

Student can
- convert numbers from one system to another
- calculate the sum and product of two binary numbers
- generate and simplify a combined proposition
- find the truth value of a proposition

Assessment criteria: level 5 (assessment scale 1–5)

Student can
- convert numbers from one system to another
- calculate the sum and product of two binary numbers
- code signed integers in binary system
- code floating point numbers in binary system
- generate and simplify a combined proposition
- find the truth value of a proposition

Learning outcomes

The student is able to
- use teamwork software in a variety of ways
- implement the website together with the other members of the team
- prepare the requirements specification, project plan, implementation plan, test plan and maintenance documentation for the website
- carry out the agreed tasks in accordance with the project plan
- install a simple web server securely

Implementation and methods of teaching

A project executed with the waterfall model. The artefact produced during the project is a security guide for an organization.
Workshop sessions, including teamwork practice.
Lectures.

Timing and attendance

Attendance is mandatory for the lectures and workshop sessions. The team will organize their work when planning a project and producing the artefacts but it is highly recommended to reserve time also for team meetings. The course will run between 22.1.- 5.5.2024.

Learning material and recommended literature

Materials will be provided in Moodle.

Learning environment

Classrooms on the campus, Moodle, Zoom, MS Teams and Internet.

Student time use and work load

5*27h=135h

Contents

Project work basics: working as a productive team member in a project utilizing the waterfall methodology.
Tool skills: capability to utilize teamwork tools (both methodologies and technical tools) for communication and delivery.

Additional information for students: previous knowledge etc.

The course Static Websites should be studied simultaneously with this course.

Assessment criteria

Teachers evaluate the team's work and artifacts resulting from the project work (project documents and product). Peer evaluation. Self-evaluation.

Assessment scale

1-5

Failed (0)

The student is unable to perform as a member of a team. Artifacts produced by the team are not appropriate as solutions to the provided problem.

Assessment criteria: level 1 (assessment scale 1–5)

The student...
C1 ... is able to act as a member of the team.
B3 ... can describe the basis, needs, and justifications for their actions
C3 ... shows that he has researched and studied the problem provided to the team

Assessment criteria: level 3 (assessment scale 1–5)

The student...
C1 ... is able to act as a goal oriented member of the team.
B3 ... can research and define the basis, needs and justifications for their actions
C3 ... can suggest solutions to the problem provided to the team

Assessment criteria: level 5 (assessment scale 1–5)

The student...
C1 ... is able to act as an organizing member of the team.
B3 ... can compare multiple solutions to a problem and take a justified course of action accordingly
C3 ... can solve the problem provided to the team in a fitting manner

Learning outcomes

The student is able to
- create an HTML site that uses CSS and effectively edit an existing site
- identify needs for static and dynamic content
- use the built-in tools of the web browser to study the structure of the dynamic content and the view of the browser
- describe the principle of server / client architecture

Implementation and methods of teaching

The course consists of lectures, practical assignments, tasks and a final test

Timing and attendance

Participating to the contact lessons is not mandatory if student is able to do independent work.

Learning material and recommended literature

Slide-sets and Internet resources. All material is available online and all assignments that need to be returned will be also available online.

Alternative completion methods

Course is possible to pass by showing skills learned earlier

Learning environment

Moodle

Student time use and work load

5*27h=135h

Contents

After the course the student is able to
- create an HTML site that uses CSS and effectively edit an existing site
- identify needs for static and dynamic content
- use the built-in tools of the web browser to study the structure of the dynamic content and the view of the browser
- describe the principle of server / client architecture

Additional information for students: previous knowledge etc.

No need for prior knowledge

Assessment scale

1-5

Failed (0)

A student did not meet the learning goals of the course.

Assessment criteria: level 1 (assessment scale 1–5)

Student is able to:
A1 Use simple professional terms and show some knowledge of theoretical framework
B1 Use learnt technologies / working models / frameworks
C3 Shows understanding of professional target groups

Assessment criteria: level 3 (assessment scale 1–5)

Student is able to:
A1 Use professional language in good working life level
B1 Utilize learnt technologies / working models / frameworks
C3 Act in a way that professional target groups demand

Assessment criteria: level 5 (assessment scale 1–5)

Student is able to
A1 Use professional language fluently
B1 Choose technologies / working models / frameworks to implement and justify it
C3 Act in a way that professional target group demands are fulfilled

Learning outcomes

The student is able to
- install and maintain content management and publishing systems and their add-ons securely
- use publishing systems to publish content
- identify needs and make choices between different publishing systems
- take into account usability and accessibility when designing the website

Implementation and methods of teaching

Some lectures on campus. Some virtual lectures. Individual research.

Learning material and recommended literature

Materials on Moodle and on WWW.

Alternative completion methods

Negotiable, a student who has a very strong background on web publishing systems installation and maintenance at a operating systems level should contact the instructors in advance.

Learning environment

Moodle, a computer but exercises can be done in a LAB computer class, Internet.

Student time use and work load

The lectures are a very small portion of the overall work on this course, most of the time is spent on individually completed exercises.

Contents

Making a usable website with various tools.

Additional information for students: previous knowledge etc.

Use of a browser, understanding of the concepts of a file and folder. The course has an introductory section in Moodle: it is highly recommended to follow the advice in that section and get familiar with command line basics in advance before the course starts.

Assessment criteria

Self- and peer-evaluation, assessment of both reports and the websites by the lecturers.

Assessment scale

1-5

Failed (0)

The work doesn't meet the requirements of acceptance.

Assessment criteria: level 1 (assessment scale 1–5)

B3 describe the basics and needs regarding the subject
A2 find information from various sources
B1 use of learned methods and models

Assessment criteria: level 3 (assessment scale 1–5)

B3 critically examine the basics and needs regarding the subject
A2 delineate the differences between colloqual and researched information
B1 apply the learned methods and models in a variety of ways

Assessment criteria: level 5 (assessment scale 1–5)

B3 compare different solutions regarding the subject area
A2 explain the use and assess the value of a specific source
B1 choose between various methdos and models in a justified manner

Learning outcomes

Student is able to
- ideate and plan a digital service using user driven methods
- utilize co-creation methods
- visualize a digital service
- analyze a meaning of a digital service in business
- know the affecting regulation eg GDPR for a planning of a digital service

Implementation and methods of teaching

Designing digital service as a project work utilizing service design methods.

Info sessions/introduction lectures, team working, guidance & steering sessions in teams

Timing and attendance

Students should participate in info lectures and team sessions. Student teams organize their own ways of working

Learning material and recommended literature

Moodle material and internet sources

Learning environment

Moodle, MS teams, team working facilities

Student time use and work load

approximately 135h

Contents

Student is able to
- ideate and plan a digital service using user driven methods
- utilize co-creation methods
- visualize a digital service
- analyze a meaning of a digital service in business
- know the affecting regulation eg GDPR for a planning of a digital service

Assessment criteria

Self and peer evaluation. Assessment of team working and outcome of the project

Assessment scale

1-5

Failed (0)

Weak participation to team work or the outcome does not provide solution to the task given

Assessment criteria: level 1 (assessment scale 1–5)

C1 Act as a team member
B3 Describe needs, principles and things related to the task
B1 Use learnt methods and models

Assessment criteria: level 3 (assessment scale 1–5)

C1 Promote teams working
B1 Utilize learnt methods and models widely
B3 Find out needs, principles and things related to the task

Assessment criteria: level 5 (assessment scale 1–5)

C1 organize teams work
B1 Choose suitable methods and models and justify them
B3 Compare different solutions for the task

Learning outcomes

Student is able to
- apply the basic concepts of the object-oriented paradigm and object-oriented programming
- create applications using object-oriented language
- design class structure of an object-oriented application
- design, implement, run and report unit tests

Implementation and methods of teaching

Weekly contact lessons, each week with new topic lectured and demonstrated. Weekly exercises set that student needs to solve before the following lesson. In the beginning of each lesson, model solutions of the previous week programming exercises are demonstrated and discussed. Approved solutions to home exercises collect bonus points that are added on top of the exam points in course evaluation. To collect the points, the solutions need to be submitted in course Moodle and the automated tests need to be passed before the model solutions review.

Timing and attendance

Course start week 2 (8.1.-12.1.2024). No compulsory lectures but to collect exercise points, student must have submitted the weekly exercise solutions to the VPL tool before the deadline (next lesson). The course exam in the end of the course (end of April) is done in class and requires student being present.

Learning material and recommended literature

Material distributed through Moodle or otherwise shown by teacher

Alternative completion methods

General exam with some programming language passed

Learning environment

Course has Moodle pages. All material can be found there.

Student time use and work load

Solving weekly exercises will require 5 -10 hours weekly so attending the lectures is not sufficient alone. Students should take this in account when making the schedule for the semester.

Contents

Programming language C#.
Topics covered:
classes and objects with C#
constructing objects
class attributes
class methods
object type attributes
static members
inheritance
enum type
struct type
property of .NET
interface
polymorphism
two directional object refrences
UML class diagrams

Additional information for students: previous knowledge etc.

Orientation to Programming passed (or corresponding skills), preferably C# but any other language will do as well. In case some other programming language it would probably be necessary to learn the basics of C# before the course starts.

Assessment criteria

Course exam. Home and lecture exercises can collect bonus points which are added on top of exam points. 50% of the maximum exam point sum required to pass.

Assessment scale

1-5

Assessment criteria: level 1 (assessment scale 1–5)

Student is able to construct classes with attributes and methods, instantiate objects and utilize them to implement simple object oriented design application.

Assessment criteria: level 3 (assessment scale 1–5)

Student is able to develop, following a given architecture, a modular application consisting of several classes. Student is able to design and implement simple Object Oriented classes and utilize them as objects in a computer program. Student is able to import and utilize external classes in her own program.

Assessment criteria: level 5 (assessment scale 1–5)

Student is able to design and implement object oriented application that solves a given business problem utilizing the key concepts and patterns of object oriented design.

Learning outcomes

Student is able to
- design information systems to support business functions
- form a requirement specification for an information system
- model an information system with applicable methods
- utilise basic usability principles in design
- take legal concerns into account in their work regarding information systems

Implementation and methods of teaching

Students research and design an information system within given parameters in teams. Students work largely independently, but meet with the teacher at least twice during the course.

Timing and attendance

In the beginning of the course there is info lecture and at the end of the course there is seminar where all teams present their work.

In addition, each team will have two discussion sessions with the lecturer about the phase of their work

Learning material and recommended literature

All material will be available via moodle

Alternative completion methods

Negotiable

Working life cooperation

If the students have access to a company or organization they can work with, this is allowed.

Learning environment

Moodle, WWW, student teams and possibly a company.

Student time use and work load

The course is 135 hours, which largely consists of students working independently on their project. The course starts with an introductory lesson and ends with a seminar, where students present their work. In between there is at least two meeting with the teacher.

Contents

Student is able to
- design information systems to support business functions
- form a requirement specification for an information system
- model an information system with applicable methods
- utilise basic usability principles in design
- take legal concerns into account in their work regarding information systems

Additional information for students: previous knowledge etc.

No required preliminary knowledge, but the course does include portions, where understanding of concepts such as customer paths and process modelling can be useful. Also, participation in the two other courses within the same module are recommended.

Assessment criteria

Assessment is based on how well target group is analyzed and the quality of the information system design taking into account the context of the organization.

Assessment scale

1-5

Failed (0)

Student is unable to display understanding of organizational needs for digitalization.

Assessment criteria: assessment scale failed/approved

Student shows understanding for target organization and it's needs and is able to consider the effect of the target organizations processes to the design.

Student is able to create vision and strategy for organizations informationsystem.

Student is able to document design in such level that it helps members of the organization and software providers to understand the design in sufficient

Assessment criteria: level 1 (assessment scale 1–5)

The student takes part in team work.

The student is able to display basic understanding of information systems in a context of an organization.

Assessment criteria: level 3 (assessment scale 1–5)

The student takes part in team work.

The student is able to display understanding of information systems in a context of an organization.

The student is able to present actionable suggestions for developing the information system for a company.

Assessment criteria: level 5 (assessment scale 1–5)

The student takes part in team work actively.

The student displays deep understanding of information systems in the context of a small organization.

The student is able to present an actionable plan for developing the information system for a small organization.

Learning outcomes

Student is able to
- form queries using SQL
- apply the basic principles of normalization
- maintain databases
- describe the principles of database transactions
- explain the importance of information security in data storage
- describe alternative data storage types

Implementation and methods of teaching

Lectures and excercises. The course is graded based on an assignment.

Timing and attendance

Weekly lectures, attendance recommended.

Learning material and recommended literature

The materials on Moodle and WWW, also any introductory book on SQL recommended. The Moodle page also includes optional exercises regarding SQL.

Alternative completion methods

Negotiable.

Exam retakes

Negotiable.

Learning environment

Moodle and group work. The assignment requires the use of XAMPP or similar environment.

Student time use and work load

5 credit course.

Contents

Learning outcomes of the course
Student is able to
- form queries using SQL
- apply the basic principles of normalization
- maintain databases
- describe the principles of database transactions
- explain the importance of information security in data storage
- describe alternative data storage types

Additional information for students: previous knowledge etc.

Basic understanding of programming

Assessment criteria

Based on course assignment

Assessment scale

1-5

Failed (0)

Unable to form basic queries or understand how queries are used in software

Assessment criteria: level 1 (assessment scale 1–5)

Has rudimentary understanding of queries.

Assessment criteria: level 3 (assessment scale 1–5)

Can design databases in a normalized manner

Assessment criteria: level 5 (assessment scale 1–5)

Can form complex queries.

Learning outcomes

The student knows:
- How to model business processes, information flows and data warehouses using formal notations methods.
- The business process IT-systems: supply chain and network systems (SCM), enterprise resource planning (ERP) and customer relationship management (CRM) systems, as well as competence management (CM) and other management systems (DSS, MIS).
- The importance of quality control in business processes and information systems.

Implementation and methods of teaching

Contact lessons, excercises, individual work and project.

Timing and attendance

Independent working, participating to team work, active precense at contact sessions

Learning material and recommended literature

Material will be given at the beginning of the course

Learning environment

Material and activites will be in the moodle

Student time use and work load

5 * 27 = 135h

Contents

Modelling business processes, information flows and data storages in different levels in organization using some modelling framework like ie. BPMN

Practical information system assignment.

Assessment criteria

Assessment is based on self and peer evaluation (40%) and returned work (60%)

Assessment scale

Approved/Failed

Assessment criteria: assessment scale failed/approved

Fail:Student has not achieved the objectives of the course sufficiently

Approved:
Student has achieved the objectives of the course well. Student is able to model business processes and understands the meaning of modelling. Student is able to evaluate business information systems.

Learning outcomes

Student is able to
- define, implement and report an iterative project
- act in different roles of a software development project
- implement a HTML user interface following the design
- implement the business logic of a web application
- programmatically parse required data from a structured data set

Implementation and methods of teaching

Development project done in small groups to solve a given development task.

Timing and attendance

Most of the course work is done at times best suitable for the group members. Few compulsory sessions exist, the dates and times will be communicated in course Moodle page. Students are responsible in following these instructions.
Rough schedule/timing (subject to changes):
Week 37 Kick off, all students MUST participate. Check exact time from schedule!
Weeks 37 - 39: Project plan
Week 39: Project plan wrap up + kick off for the project work (compulsory for all students to participate)
Weeks 39 - 49 : Iterative project work in teams
Week 49: Final presentations to teacher, all group members MUST be present at session

Alternative completion methods

Similar project done and documented elsewhere.

Learning environment

Material & task with project timing delivered through Moodle.

Student time use and work load

135h

Contents

Practical project work that utilizes tools, skills and methods learned on the two other courses in the same module.

Additional information for students: previous knowledge etc.

Basic programming skills: Passed or simultaneously participating an introductory programming course
Basic web technologies: HTML, CSS.

Assessment criteria

Group and personal performance in the project work, peer assessment & teacher assessment.
Grade 0 - 5

Evaluation is based on the observations of the supervisors made during the project and on the quality of the produced artifact.
First the whole group work is assessed on scale 0 - 5. This assessment considers with equal weights the technical performance and the metaskills of the group. The metaskills include, for example, project coordination, project reporting, following the plan and the progress, group behaviour when problems occur, share of roles and work within the group, internal and external communication and ability to present group work and products. The technical part of the assessment looks at the ability to make decisions between different technologies, mastering design methods and tools, documentation of the design and the product, selecting and mastering the tools and methods, version control, structure and quality of the program code and usability and maintainability of the application. The group evaluation form the basis for the individual assessment.
The individual assessment takes the group assessent as the basis and the individual performance can upgrade or downgrade it. Assessement is based on the peer assessment done between the group members, the role picked up by the student and commitment to take care of the corresponding tasks, activity as a member of the group and personal performance in the group presentation. In individual assessment also all those group assessment criteria are considered where the student individual commitment can be separated and observed.

Assessment scale

1-5

Failed (0)

Student did not properly participate in group work or did not show skills and knowledge required to project work

Assessment criteria: level 1 (assessment scale 1–5)

Student has participated in group work only partially OR the project work did not meet the minimum requirements but the student has been active in trying to help the group meet the requirements on the whole

Assessment criteria: level 3 (assessment scale 1–5)

The group result exceeds the minimum technical requirements and the role of the student in project group work has been equal or greater than that of the other students

Assessment criteria: level 5 (assessment scale 1–5)

The group result exceeds the minimum technical requirements in large scale and the role of the student in project group work has been very significant for the project group work

Learning outcomes

The student knows:
- How to define the organization's internal and external data flows and sources of information in business value creation.
- The life cycle of the data and the steps involved, production, transfer, utilization, reliability level, and validity period.
- Common methods and tools to collect and process the data.
- The appropriate visualization methods.

Implementation and methods of teaching

Lectures, assignments, and final assignment in teams.

Timing and attendance

Active presence is recommended. Teaching on Mukkula campus.

Learning material and recommended literature

Material announced by the lecturer

Alternative completion methods

-

Working life cooperation

Business cooperation in the final assignment.

Exam retakes

The renewal option is valid for one year after the end of the course.

Learning environment

Implementation on the Mukkula campus and seminar for final presentations online.

Student time use and work load

27 h of student work is equal to 1 cr.

Contents

The student learns to identify the internal and external data flows and data sources, as well as data formats in digital environments, the life cycle, and the importance of data in data management and factors related to data protection and usability. They learn to innovate new data usage models in businesses as well as to understand the data as a value factor in the business.

Additional information for students: previous knowledge etc.

Business Basics

Assessment criteria

Active participation in lectures and completion of class assignments. The final assignment is compulsory.

Assessment scale

1-5

Failed (0)

The student has not achieved the objectives of the course sufficiently.

Assessment criteria: level 1 (assessment scale 1–5)

The student has achieved the objectives of the course sufficiently. The student understands the meaning of data in business processes and understands data-related factors from a usability perspective.

Assessment criteria: level 3 (assessment scale 1–5)

The student has achieved the objectives of the course well. The student understands the importance of information in business processes and can draw up a plan for developing and utilising information for business development.

Assessment criteria: level 5 (assessment scale 1–5)

The student has achieved the objectives of the course excellently. The student understands the importance of information in business processes and can draw up a plan for developing and utilizing information for business development. The student can compare data sources and design an information management plan based on the organization's needs.

Learning outcomes

The student is able to
- present www content dynamically with JavaScript and its extensions
- form a dynamic one page application using JavaScript frameworks and libraries
- install an application server and maintain it securely
- publish information and host applications on a server

Implementation and methods of teaching

Weekly lectures on campus during the autumn semester 2023.

Timing and attendance

Lectures during the autumn semester 2023 are mandatory.

Learning material and recommended literature

Learning materials and assignment via Moodle.

Alternative completion methods

If a student has already implemented production grade applications using React or Angular and REST-interfaces, contacting the lecturer in advance is recommended.

Learning environment

The student will need a computer in order to work on the assignments when not on campus. The minimum setup recommended for IT studies is sufficient in performance. The campus IT classrooms have desktop computers that are excellent for working on the assignments. Lecture times are not used on the assignments, most of the work is done outside the lecture times. There are no group works in this course.

Student time use and work load

There are multiple assignments in addition to the lectures. Depending on the student's skill level one must carefully allocate working time for this course. How much time the assignments require heavily depends on how much code the student has produced in earlier courses. All assignments given are programming assignments and therefore require a computer with which such assignments can be worked on.

Contents

Using JavaScript to build interactive and dynamic web pages. The course presents a workflow in which "how it looks like" is purely defined via JavaScript in the browser and the server side takes on only the information repository/business logic aspects. JavaScript is covered especially from the point of view of library usage. The first portion of the course concentrates on detailing differences between C# and JavaScript and what to take into account should you need to read library code produced with JavaScript in order to troubleshoot library usage. After the basics the course presents multiple web technologies and libraries which enable you to program fully animated and interactive web pages. In the last phase of the course some additional technologies like web embedded 3D- and 360-views and audio playback are given a quick overview.

Additional information for students: previous knowledge etc.

This course is a direct continuation to the courses Orientation To Programming and Object Oriented Programming. Fully understanding and utilizing the course content requires understanding of object oriented programming and practical programming skills (designing and implementing algorithms). Algorithms you design yourself and fit into existing code play a central role in many of the assignments. You must be capable of reading existing code and following it's operational flow. Having previous experience on an object oriented programming language is a prerequisite for learning the languages used in this course. The course assumes that the class-based objects paradigm presented in Object Oriented Programming is familiar and that actual implementations have been created with it during the earlier project courses. The course also requires some HTML and CSS reading skills. The languages used in this course are JavaScript, TypeScript and PHP. Before the course starts student groups will be sent preparatory material about JavaScript. It is recommended that the courses Three-tier Architecture Technologies and Dynamic Website Development Project are enrolled on simultaneously with this course.

Assessment criteria

Progress in the weekly programming assignments.

Assessment scale

1-5

Failed (0)

The student is not able to
- present www content dynamically with JavaScript and its extensions
- form a dynamic one page application using JavaScript frameworks and libraries
- install an application server and maintain it securely
- publish information and host applications on a server

Assessment criteria: level 1 (assessment scale 1–5)

The student is nearly able to
- present www content dynamically with JavaScript and its extensions
- form a dynamic one page application using JavaScript frameworks and libraries
- install an application server and maintain it securely
- publish information and host applications on a server

Assessment criteria: level 3 (assessment scale 1–5)

The student is partially able to
- present www content dynamically with JavaScript and its extensions
- form a dynamic one page application using JavaScript frameworks and libraries
- install an application server and maintain it securely
- publish information and host applications on a server

Assessment criteria: level 5 (assessment scale 1–5)

The student is able to
- present www content dynamically with JavaScript and its extensions
- form a dynamic one page application using JavaScript frameworks and libraries
- install an application server and maintain it securely
- publish information and host applications on a server

Learning outcomes

The student is able to
- describe the work steps of software development processes
- describe the features of modern and commonly used software development processes
- use tools that support software development processes

Implementation and methods of teaching

Contact lectures and assignments

Timing and attendance

Partly independent studying based on the lectures.

Learning material and recommended literature

All material will be in the moodle

Learning environment

Contact lectures, moodle

Student time use and work load

about 100-120h

Contents

Comprehensive view on software development processes and their suitability to different needs. Different methods of software development processes

Assessment criteria

Returned assignments and self evaluation

Assessment scale

1-5

Failed (0)

Student did not meet the learning objectives of the course and was not able to show his/her knowledge in time

Assessment criteria: level 1 (assessment scale 1–5)

Learning objectives are met, student understands at least principles of software development process and knows common tools and methods

Assessment criteria: level 3 (assessment scale 1–5)

Student understands principles of software development process and is able to use common tools and methods

Assessment criteria: level 5 (assessment scale 1–5)

Student understands principles of software development process well and is able to compare and choose suitable tools and methods to be used in a software development process

Learning outcomes

The student is able to
- recognize the opportunities and limitations presented by application frameworks
- apply commonly used design patterns
- design and implement and application based on server-client principles
- install and maintain a three-tier architecture application

Implementation and methods of teaching

Lecture series of 10, starting with short introduction to PHP, continued with a three-tier architecture based framework Laravel mostly around CRUD (create, read, update, delete) and finally an introduction to software architectures in general and in comparison to three-tier architectures. Additionally, there is an example of programming with AI.

The grading is based on 5 assignments.

Learning material and recommended literature

EBook Laravel starter the definitive introduction to the Laravel PHP web development framework and materials provided by the teacher.

Alternative completion methods

Negotiable

Learning environment

Technical: LAB Moodle, XAMPP + Laravel, optionally ChatGPT

Otherwise: optional group work, lectures, Laravel manuals, search engines and their results

Student time use and work load

5 credit course.

The course includes five assignments with increasing complexity. These require research and implementing information learned during the research and lessons. The course assignments are partly structured around the idea of easing the student into thesis work.

Contents

The student is able to
- recognize the opportunities and limitations presented by application frameworks
- apply commonly used design patterns
- design and implement and application based on server-client principles
- install and maintain a three-tier architecture application

Additional information for students: previous knowledge etc.

General understanding of programming, HTML and relational databases. Two of the assignments require that the student has access to the code from a software project the student has previously participated in.

Assessment criteria

Several assignments.

Assessment scale

1-5

Failed (0)

The student is unable to show understanding of software architectures

Assessment criteria: level 1 (assessment scale 1–5)

The student is able to show basic level understanding of possible benefits of software architectures.

Assessment criteria: level 3 (assessment scale 1–5)

Student shows ability to utilize software development frameworks.

Assessment criteria: level 5 (assessment scale 1–5)

The student is able to show an ability to choose between software architectures

Learning outcomes

The student is able to
- plan and apply working methods to a team to ensure effectiveness
- divide a project into meaningful parts and estimate the time requirements
- implement their part of an application and documentation on the project
- choose a process model applicable to the project and apply it

Implementation and methods of teaching

Project work in groups, as well as short lectures on chosen topics.

The student can choose what they focus on during the project, but in some cases this might limit the maximum grade.

Timing and attendance

During the Fall of 2023. Mandatory participation in the project kick-off and project hand-off.

Learning material and recommended literature

Various WWW-based instructions, as well as the materials from the other courses in the module.

Alternative completion methods

Negotiable.

Working life cooperation

Project topics are real working life problems based on discussions with professionals from various areas. In some cases, depending on availability, these outside professionals can also participate as the client.

Learning environment

LAB Moodle, project teams, project hours at C246, other environments as chosen by the teams.

Student time use and work load

5 credit course.

Much of the work is group work, which is organized by the teams. Suggested number of hours a student should use for the course is 10-15 or one to two days per week.

Contents

The student is able to
- plan and apply working methods to a team to ensure effectiveness
- divide a project into meaningful parts and estimate the time requirements
- implement their part of an application and documentation on the project
- choose a process model applicable to the project and apply it

Additional information for students: previous knowledge etc.

Participation in the other two courses of the module or similar understanding of PHP, JavaScript, SQL, HTML and software architectures gained from other sources.

Assessment criteria

Based on the quality of the project as well as being able to work with the project team. Includes both self-assessment and assessment by the teachers.

Assessment scale

1-5

Failed (0)

The student does not participate in team activities actively, does not take responsibility for the team or does not indicate ability to work with the chosen technologies.

Assessment criteria: level 1 (assessment scale 1–5)

The student participates in group work, but only passively. The students exhibits only basic understanding of the technologies.

Assessment criteria: level 3 (assessment scale 1–5)

The student participates actively in the teamwork. The student exhibits an ability to work with the technologies involved.

Assessment criteria: level 5 (assessment scale 1–5)

The team has chosen harder of the two optional subjects. The student has actively participated in the teamwork and has been a part of advancing the team's methodology or processes. The student exhibits advanced ability to work with the technologies involved.

Learning outcomes

Student is able to
- apply a modern software development environment (SDE)
- apply the basic structures of programming
- implement an interactive and modular application

Implementation and methods of teaching

Flipped classroom. Students get familiar with the course material i.e. videos and presentation material before the contact lessons. On contact lessons the students will concentrate on solving programming tasks with the help of teacher and other students. Student may proceed on the course after the teacher or the automatic test process has approved the solutions to given test problems.

Timing and attendance

Course kick off. Recommended that all students attend this kick off session. Also recommended that all students participate in supervised lessons throughout the course but, if student is able to solve the given programming problems without help and ahead of given schedule, the lessons are not compulsory. Student may enroll on the course exam when he/she thinks being ready for it and the teacher approves it.

Learning material and recommended literature

Material delivered in course Moodle pages

Alternative completion methods

Show the corresponding skills in general retake

Exam retakes

Course exam in the end of the semester.

Learning environment

Material (videos, presentations, exercises) distributed through Moodle environment.

Student time use and work load

About 8 - 10 hours weekly.

Contents

General software development tools and environments, basic structures of programming languages.

Additional information for students: previous knowledge etc.

No prerequisities. To study outside the class room, student needs a computer with Visual Studio (2015 or later) programming environment, Community version is ok. Computer should be powerful enough to run the development environment, the bigger the screen, the better. To submit solutions to exercises, a working web connection is required.

Assessment criteria

Final exam. If student is active with exercises she gets some bonus points to be added on top of the exam points.

Assessment scale

1-5

Failed (0)

Student is not able to solve simple programming problems.

Assessment criteria: level 1 (assessment scale 1–5)

Student is able to apply some basic programming structures to solve simple standard programming tasks.

Assessment criteria: level 3 (assessment scale 1–5)

Student is able to apply all basic programming structures to solve programming tasks.

Assessment criteria: level 5 (assessment scale 1–5)

Student is able to assess the suitability of different programming structures and by applying the best approach to solve advanced programming problems.