Unit rationale, description and aim
This is the first of two units (Parts A and B) extending across two semesters. Both units provide practical experience in designing, developing and evaluating a particular information technology project or in thoroughly investigating a particular area of information technology. The project is generally software-based, although sometimes it may involve investigation of an information system for a particular industry. It covers the whole system development lifecycle from requirements analysis through design to implementation and testing. The two units provide project management, communication and technical skills to prepare students for transition from study to professional practice in industry. Both units require students to integrate and consolidate knowledge, attitudes and capabilities acquired in other units of study. The project work will involve project management, documentation, presentation, and possibly coding.
The focus of Part A is to provide students with fundamental project management, communication and technical skills in the context of a particular information technology project. It specifically covers the catholic social thought of subsidiarity in managing a team-based project. The project has both team and individual work elements. A team of students will work together on the project, while each team member, while also involved in overall team-oriented responsibilities, will contribute to their team by employing the specialist capabilities of their professional pathway
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Describe the nature and purpose of information tec...
Learning Outcome 01
Design a project management plan for a real-life p...
Learning Outcome 02
Collaborate effectively within a team to produce a...
Learning Outcome 03
Apply the knowledge and skills learned so far to a...
Learning Outcome 04
Content
Topics will include:
- Essentials of IT project management
- Project planning
- Project scope management
- Project schedule management
- Project risk management
- Project quality management
- Project communication management
- Project people management
- Project stakeholder management
- Software lifecycle models
- Ethical issues in project management
Assessment strategy and rationale
A range of assessment procedures will be used to meet the unit learning outcomes and develop graduate attributes consistent with University assessment requirements. The first assessment is a quality project management plan. The aim of this assessment item is to test students’ critical ability to apply and synthesise their project management knowledge and skills in deeper levels. The second assessment is a project lifecycle plan covering the system development phases of requirements analysis and system design, system implementation, and system testing with an emphasis on requirements analysis and system design. The aim of this assessment item is to test students’ problem solving and technical skills. Both the assessment items require group work as collaborative work is common in the information technology industry and the capstone project aims to provide authentic learning experience so that students are prepared to transit into professional workplace. Peer assessment of group work will be adopted so that students will be marked based on the contributions to the group project. The last assessment is a project reflection report that provides an opportunity for students to review and reflect on their achievements through Part A of the project using the SFIA framework.
Overview of assessments
Assessment Task 1: Project management plan This a...
Assessment Task 1: Project management plan
This assessment consists of a project management plan. This task requires students to critically synthesise their project management knowledge and skills in deeper levels, taking into account ethical perspectives. This assessment task requires each team to keep updating a project management plan while the project is progressing. The plan should be approximately 3000 words and cover all the elements that are relevant to this project such as project management approach (plan-based vs. agile), project planning, scope, schedule, quality, communications, staffing and so on. It is also important to include peer evaluations of team members with evidence in the report so that each other's efforts and contributions can be marked accordingly.
Submission Type: Group
Assessment Method: Project Management Plan
Artefact: Written project management plan
40%
Assessment Task 2: Software lifecycle plan This a...
Assessment Task 2: Software lifecycle plan
This assessment task consists of a software lifecycle plan covering the system development phases of requirements analysis and system design, system implementation, and system testing with an emphasis on requirements analysis and system design. This task requires students to apply their problem solving and technical skills. This assessment task requires each team to keep updating software lifecycle management plan while the project is progressing. The plan should be approximately 2000 words and cover all the phases that are relevant to this project such as initiation, planning, analysis, design, construction, testing, and deployment. Students need to clearly articulate what software lifecycle management model they have adopted with justifications. Students also need to include peer evaluations of team members with evidence in the report so that each other's efforts and contributions can be marked accordingly.
Submission Type: Group
Assessment Method: Software lifecycle plan
Artefact: Written project lifecycle plan
30%
Assessment Task 3: Project Proposal Presentation ...
Assessment Task 3: Project Proposal Presentation
This assessment task consists of a project proposal presentation. This task requires students to present their project design and demonstrate what has been achieved in Part A of the project.
Submission Type: Group
Assessment Method: Presentation
Artefact: Presentation notes
30%
Learning and teaching strategy and rationale
This unit is offered in different modes. These are: “Attendance” mode, “Blended” mode and “Online” mode. This unit is offered in three modes to cater for the learning needs and preferences of a range of participants and maximise effective participation for isolated and/or marginalised groups.
Attendance Mode
In a weekly attendance mode, students will require face-to-face attendance in specific physical location/s. Students will have face-to-face interactions with lecturer(s) to further their achievement of the learning outcomes. This unit is structured with required upfront preparation before workshops, most students report that they spend an average of one hour preparing before the workshop and one or more hours after the workshop practicing and revising what was covered. The online learning platforms used in this unit provide multiple forms of preparatory and practice opportunities for you to prepare and revise.
Blended Mode
In a blended mode, students will require face-to-face attendance in blocks of time determined by the School. Students will have face-to-face interactions with lecturer(s) to further their achievement of the learning outcomes. This unit is structured with required upfront preparation before workshops. The online learning platforms used in this unit provide multiple forms of preparatory and practice opportunities for you to prepare and revise.
Online Mode
This unit uses an active learning approach to support students in the exploration of the essential knowledge associated with working with technology. Students can explore the essential knowledge underpinning technological advances and develop knowledge in a series of online interactive lessons and modules. Students are given the opportunity to attend facilitated synchronous online seminar classes with other students and participate in the construction and synthesis of knowledge, while developing their knowledge of working with technology. Students are required to participate in a series of online interactive workshops which include activities, knowledge checks, discussion and interactive sessions. This approach allows flexibility for students and facilitates learning and participation for students with a preference for virtual learning.
Students should anticipate undertaking 150 hours of study for this unit, including class attendance, readings, online forum participation and assessment preparation.