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PROGAMME HANDBOOK

BTEC Edexcel Level 5

HND in Computing and Systems Development

Term 1

Cohort: January 2013

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Table of Contents

Number Description Page

1 Introduction 03

2 Course Structure 06

3 Assessment Schedule 09

4 Business Skills for e-Commerce 10

5 Computer Systems 16

6 Study Skills 24

7 Malpractice Policy 28

8 Health and Safety Policy 30

9 Appeals Policy 32

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Course Introduction The Qualifications and Credit Framework (QCF) has been introduced to replace the National Qualifications Framework (NQF). The qualifications remain as Intermediate level qualifications on the Framework for Higher Education Qualifications (FHEQ). Progression to Edexcel BTEC Higher Nationals continues to be from level 3 qualifications and progression from Edexcel BTEC Higher Nationals will normally be to qualifications at level 6. Learners progression routes do not necessarily involve qualifications at every level. As a nested qualification the HNC is an embedded component of the HND. However, it can be taken as a stand-alone qualification. If a learner enrols for an HNC they would be eligible to gain a grade for the HNC. If they then move onto an HND, the learner is graded on their HND performance. The grade for the HND will include units from the previously achieved HNC.

BTEC HND in Computing and Systems Development The qualifications remain as Intermediate level qualifications on the Framework for Higher Education Qualifications (FHEQ). Progression to Edexcel BTEC Higher Nationals continues to be from level 3 qualifications and progression from Edexcel BTEC Higher Nationals will normally be to qualifications at level 6. Learners progression routes do not necessarily involve qualifications at every level. Edexcel BTEC Higher Nationals are designed to provide a specialist vocational programme, linked to professional body requirements and National Occupational Standards where appropriate. They offer a strong, sector-related emphasis on practical skills development alongside the development of requisite knowledge and understanding. The qualifications provide a thorough grounding in the key concepts and practical skills required in their sector and their national recognition by employers allows direct progression to employment. A key progression path for Edexcel BTEC HNC and HND learners is to the second or third year of a degree or honours degree programme, depending on the match of the Edexcel BTEC Higher National units to the degree programme in question. The Edexcel BTEC HNC Diploma and HND Diploma in Computing and Systems Development offer a progression route to the professional qualifications offered by the British Computer Society (BCS).

Programme Aims

Equipping individuals with knowledge, understanding and skills for success in employment in the computing industry.

Enabling progression to further professional qualification in computing or a

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related area.

Providing opportunities for specialist study relevant to individual vocations and contexts.

Supporting individuals employed or entering employment in the computing industry.

Developing the individuals ability in the computing industry through effective use and combination of the knowledge and skills gained in different parts of the programme.

Developing a range of skills and techniques, personal qualities and attributes essential for successful performance in working life and thereby enabling learners to make an immediate contribution to employment.

Providing flexibility, knowledge, skills and motivation as a basis for future studies and career development in computing.

Programme Objectives Edexcel BTEC Higher Nationals in Computing and Systems Development have been developed to focus on:

providing education and training for a range of careers in computing and systems development providing opportunities for facilities managers to achieve a nationally recognised Level 4/5 vocationally specific qualification providing opportunities for full-time and part-time learners to gain a

nationally recognised, vocationally specific qualification to enter employment in computing and systems development or to progress to higher education vocational qualifications such as a full or part time degree in computing or a related area

developing the knowledge, understanding and skills of learners in the field of computing and systems development providing opportunities for learners to focus on the development of higher-level skills in a computing and systems development context providing opportunities for learners to develop a range of skills and techniques and attributes essential for successful performance in working life.

The qualification meets the needs of the above by:

equipping learners with knowledge, understanding and skills for success in employment in the computing industry enabling progression to an undergraduate degree or further professional qualification in computing or a related area providing opportunities for specialist study relevant to individual vocations and contexts supporting individuals employed or entering employment in the computing industry developing the learners ability in the computing industry through effective use and combination of the knowledge and skills gained in different parts of

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the programme developing a range of skills and techniques, personal qualities and attributes essential for successful performance in working life and thereby enabling earners to make an immediate contribution to employment providing flexibility, knowledge, skills and motivation as a basis for future studies and career development in computing and systems development.

Entry Requirements Candidates must have one of the following A BTEC Level 3 qualification in IT

A GCE Advanced level profile which demonstrates strong performance in a

relevant subject or an adequate performance in more than one GCE subject. This profile is likely to be supported by GCSE grades at A* to C

Other related Level 3 qualifications

An Access to Higher Education Certificate awarded by an approved further education institution

Programme Structure The Edexcel BTEC Level 5 HND Diploma in Computing and Systems Development (QCF) is a qualification with a minimum of 240 credits of which 65 credits are mandatory core. The Edexcel BTEC Level 5 HND Diploma programme must contain a minimum of 125 credits at level 5. The structure detail is as follows 1 Qualification credit value: a minimum of 240 credits. A minimum of 65 credits must be at level 4; and a maximum of 30 credits may be at level 6. 2 Minimum credit to be achieved at the level of the qualification (level 5): 125 credits. 3 Mandatory core unit credit: 65 credits. 4 Specialist unit credit: (240-65) = 175 credits. 5 The requirements of the HNC have to be met. 6 A maximum of 60 credits can be centre devised or imported from other QCF Edexcel BTEC Higher National qualifications to meet local needs. Level rules and mandatory core units must not be changed.

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Course Structure

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1

Semester 1

Unit 1: Business Skills for e-Commerce Unit 2: Computer Systems Unit A: Study Skills

Semester 2

Unit 3: Employability & Professional Development Unit 9: System Analysis and Design Unit 14:Website Design

Semester 3

Unit 17: Database Design Concepts Unit 18: Procedural Programming Unit 24: Network Technologies

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2

Semester 1

Unit 4: Project Design, Implementation & Evaluation Unit 33: Data Analysis & Design Unit 35:Web Applications Development

Semester 2

Unit 37: Digital Image Creation & Development Unit 41: Programming in Java Unit 36: Internet Server Management

Semester 3

Unit 45:Wide Area Networking Technologies Unit 39: Computer Games Design and Development Unit 41: Programming in Java

Qualification Number 500/8253/X

Cohorts Jan / May / September

Mode of Study Full Time (FT)

Duration: 24 Months (FT)

QCF Level 5

Credits 240

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Career Path & Progression After successfully completing their Higher National Diploma students could naturally progress into any of the following fields:

Software Engineering & Development Web Engineering Distributed Systems Network Management

Additionally, student could continue academically at any British University for one year to complete:

BSc (Hons) in Computing & Systems Development BSc (Hons) in Computing BSc (Hons) in Software Engineering BSc (Hons) in Information Technology BSc (Hons) in Information Systems

Results

Throughout each term you will have assessments, feedback for which you will get at the beginning of following term. At the end of every level Colleges Assessment Board meets to finalise the Assessment outcome of that level. You will receive a transcript of these marks at the beginning of next term.

Failure

No Criteria elements of the units for the first semester should be completed by re

appearing that element before finishing whole level of their intended programme.

Academic Office will notify student about exam dates and deadlines for failed

modules

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Plagiarism

Plagiarism encompasses, but is not limited to

Collaborating with any other person when the work is supposed to be individual, Taking another person's computer file/program/designs/drawings, Submitting another persons work as ones own, The use of unacknowledged material published on the web, Using published work without referencing (the most common), Copying published work but with minor paraphrasing, Copying coursework essays or allowing one's work to be copied, Using work previously submitted for another award, Purchase of model assignments from whatever source and Copying another students results. Coursework, dissertations, or creative work are meant to be your own original work. Obviously you will use the work of others. Not only is this inevitable, it is expected. All scholarship builds on the work of others. The important thing to remember is always to acknowledge your sources. Consult your tutors if you have any problems, in particular with the method of citing books and articles, which may differ from subject to subject. There are no penalties for asking for advice and guidance; there are severe penalties for plagiarism!

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Assessment Schedule

No. Module Code Module Name

Case Study Presentation Assignment 2

Weight Due Submission Type Weight Due

Submission Type Weight Due

Submission Type

1 BSE /01 Business Skills For e-Commerce

40% 15/02/13 ICS 60% 04th Apr 2013

OTS

2 CSYS /02 Computer Systems

30 % 21 st Mar 2013

EMS 70 % 18th Apr 2013

OTS

3 SSK Study Skills 100 % 25th Apr 2013

OTS

*OTS Online Turn it in submission

*EMS -. Please email the assignment soft copy to examinations@mordencollege.co.uk by 4:00pm of submission deadline *HSS - Hard & Soft Copy submission. Drop the hard copy with attached filled-in submission form to the assigned programme submission box and email the soft copy to assignments@mordencollege.co.uk *ICS- In Class Submission

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Unit 1: Business Skills for e-Commerce Unit code: Y/601/1244

QCF Level 4: BTEC Higher National

Credit value: 15

Aim

To enable learners to apply the business skills needed to design an e-Commerce solution for an organisation.

Unit abstract Organisations of all sizes, structures and aims can benefit from the opportunities made available by the intelligent application of communication based technologies and there will always be a need for practitioners who have a good understanding of those technologies. E-Commerce has become a vital part of an organisations ability to reach out to the marketplace and position itself to maximise commercial returns on investment. Poor choices of technology and processes will result in poorly managed opportunities which could lose business, market position and profitability. Learners will investigate the values of business skills by exploring current, topical examples of e-Commerce practices. Learners will consider how to design an e-Commerce solution to the best advantage of the organisation and its stakeholders (for example employees, suppliers and customers). Learners will explore current legislation concerning e-Commerce based trading, organisational responsibilities and finance/payment systems. The first part of the unit considers the structure and aims of organisations to better understand how they could benefit from an e-Commerce structure. Then follows an opportunity to investigate and evaluate the impact of e-Commerce systems on organisations and their stakeholders. Once these areas have been studied the learner will be in a position to examine the process of the development of an e-Commerce presence followed by the opportunity to design an e-Commerce system.

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Learning outcomes and assessment criteria Learning Outcomes On successful completion of this unit a learner will be:

Assessment Criteria for pass The Learner can:

LO1 Understand the sturucture and aims of business organisations

1.1 assess an organisations core business

fucntions

1.2 evaluate an organisations business aims and show how they relate to stakeholders

LO2 Understand the impact of e-Commerce

2.1 analyse the impact, includinh the risks, of introducing and e-Commerce system to an organisation 2.2 discuss the global impact on e-Commerce on society

LO3 Be able to design e-Commerce solutions

3.1 Investigate market potention for an e-Commerce opportunity 3.2 evaluate current e-Commerce systems in use by organisations 3.3 discuss the financial implications of an e-Commerce solution 3.4 design an e-Commerce solution 3.5 evaluate the suitability of an e-Commerce solution.

Assessments Case Study: (40%) Assignment: Written Report of 2000 words (60%)

Teaching Method Lectures, Seminars, Presentations, Pair work, Group work, Workshops, Case Studies, Scenarios

Pre-requisite None

Co-requisite None

Number of Lectures 10

Duration of Lectures 3 hours per week

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Unit contents

1 Understand the structure and aims of business organisations Organisations: type eg private, public, voluntary, charitable business organisations; aims eg profit, market share, Return on Capital Employed (ROCE), sales; growth, customer service; Political, Economic, Social and Technological (PEST) analysis Stakeholders: identification of stakeholders; satisfying stakeholder objectives; pluralist perspectives; the concept of corporate mission objectives and policies Business functions: key internal business functions eg marketing, sales, accounting, administration; Management Information Systems (MIS), operations 2 Understand the impact of e-Commerce Consumer impact: empowered customers eg online sales, direct communication with customers, greater choice, lower prices, availability of new products; global markets; new marketing models; on-line advertising Business impact: global business and consumer markets; issues eg challenge of new technology, security issues, impact and implications of dealing with customers on-line, creating new distribution channels, greater competition, challenge to monopoly power, retraining of staff, lower overheads, new selling chains; legislation 3 Be able to design e-Commerce solutions Objectives: business idea eg unique selling proposition, business-to-business opportunities, business to consumer markets; domain name Market research: purpose of research eg identifying information sources, online and offline competition; types of research eg primary, secondary Target markets: market analysis eg size, characteristics, dynamics, competitors, historical background, emerging trends, market share, market segmentation Key processes: technology requirements eg hardware, software, security, maintenance, back end systems; supply sources; distribution channels e-Commerce: payment systems eg electronic cheque, PayPal, NoChex, credit or debit cards; start-up capital; working capital; funding sources Security: key areas eg prevention of hacking, viruses, identity theft, firewall, impact on site performance, Secure Sockets Layer (SSL), Secure HTTP (HTTPS), digital certificates, strong passwords, alternative authentication methods Legislation: relevant legislation eg Data Protection Act 1998, Computer Misuse Act 1990, Consumer Credit Act 1974, Trading Standards, Freedom of Information Act 2000, copyright legislation.

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Links to National Occupational Standards, other BTEC units, other BTEC qualifications and other relevant units and qualifications.

This unit has links to the Level 4 and Level 5 National Occupational Standards for IT and Telecoms, Professionals, particularly the areas of competence of: Systems Analysis Systems Design Systems Development Change and Release Management Supplier Management.

Essential requirements

Learners must have access to a wide range of material covering current and proposed e-Commerce implementations encompassing a number of organisations from small start-ups to large multi-nationals. The material can be sourced online, for example organisation websites, journals, newspapers, broadcast material and visiting speakers who are experts in their subject area.

Lectures Schedule

LECTURE # LECTURE TOPICS

Lecture 1

Introductory class

Lecture 2

Organisations: type eg private, public, voluntary, charitable business organisations; aims eg profit, market share, Return on Capital Employed (ROCE), sales; growth, customer service; Political, Economic, Social and Technological (PEST) analysis

Lecture 3

Stakeholders: identification of stakeholders; satisfying stakeholder objectives; pluralist perspectives; the concept of corporate mission objectives and policies, Business functions: key internal business functions eg marketing, sales, accounting, administration; Management Information Systems (MIS), operations

Lecture 4

Consumer impact: empowered customers eg online sales, direct communication with customers, greater choice, lower prices, availability of new products; global markets; new marketing models; on-line advertising

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Lecture 5

Business impact: global business and consumer markets; issues eg challenge of new technology, security issues, impact and implications of dealing with customers on-line, creating new distribution channels, greater competition, challenge to monopoly power, retraining of staff, lower overheads, new selling chains; legislation

Reading Week

Exam Week

Lecture 6

Objectives: business idea eg unique selling proposition, business-to-business opportunities, business to consumer markets; domain name

Lecture 7 Target markets: market analysis eg size, characteristics, dynamics, competitors, historical background, emerging trends, market share, market segmentation

Lecture 8 Key processes: technology requirements eg hardware, software, security, maintenance, back end systems; supply sources; distribution channels

Lecture 9 e-Commerce: payment systems eg electronic cheque, PayPal, NoChex, credit or debit cards; start-up capital; working capital; funding sources Security: key areas eg prevention of hacking, viruses, identity theft, firewall, impact on site performance, Secure Sockets Layer (SSL), Secure HTTP (HTTPS), digital certificates, strong passwords, alternative authentication methods.

Lecture 10 Legislation: relevant legislation eg Data Protection Act 1998, Computer Misuse Act 1990, Consumer Credit Act 1974, Trading Standards, Freedom of Information Act 2000, copyright legislation.

Assignment Brief Session

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Resources

Books Chaffey D E-business and E-Commerce Management, Fourth Edition (FT

Prentice Hall, 2009) ISBN 0273719602

Courtland B, Thill J Business in Action (Pearson, 2010) ISBN 0132546884

Hall D, Jones R, Raffo C, Anderton A, Chambers I and Gray D Business Studies (Causeway Press, 2008) ISBN 1405892315

Laudon K, Guercio Traver C E-Commerce 2010: International Version: Business, Technology, Society (Pearson, 2009) ISBN 0135090784

Malmsten E, Leander K, Portanger E and Drazin C Boo Hoo: A Dot.com Story from Concept to Catastrophe (Arrow Books Ltd, 2002) ISBN 0099418371

Rich J Design and Launch an eCommerce Business in a Week (Entrepreneur

Magazine's Click Starts) (Entrepreneur Press, 2008) ISBN 1599181835

Ridderstrale J and Nordstrom K Funky Business Forever (Prentice Hall, 2007) ISBN 0273714139

Stanwick P, Stanwick S Understanding Business Ethics (Prentice Hall, 2008) ISBN 013173542X

Vise D The Google Story (Pan, 2008) ISBN 0330508121

Wood G and Mellahi K The Ethical Business: Possibilities, Challenges and Controversies (Palgrave Macmillan, 2002) ISBN 0333949935

Journals

Business Review Magazine (Phillip Allan Publishers see www.phillipallan.co.uk)

The Economist (The Economist Newspaper Group, Inc)

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Computer Systems Unit code: L/601/0446

QCF Level 4: BTEC Higher National

Credit value: 15 Aim To enable learners to understand computer systems and apply theoretical knowledge to practical application when building, configuring and maintaining computer systems.

Unit abstract Most IT professionals will at some stage have to set up, use, customise and maintain computer systems. In order to do so effectively they will need to understand how computer systems work. Learners will understand the theoretical aspects of computer systems, and how information is processed. This unit explores the hardware, software and peripheral components that make up a computer system. There are many different manufacturers of computer systems and each manufacturer will produce a wide range of models with different specifications. Deciding which particular model is appropriate for a given situation depends on a variety of factors. Custom-built computer systems are also an advantage when meeting specialised requirements, whilst maintaining performance and keeping costs low. These aspects are explored in this unit so that learners can make informed choices when designing a computer system for a given purpose. Learners will be able to apply their theoretical knowledge to practical application by building, configuring and testing a functional computer system which will meet a given specification. Computer users also need the skills required to set up and carry out routine maintenance of computer systems. Although this unit does not extensively cover fault finding and repair, it includes the basic maintenance skills that would normally be expected of most computer users.

Learning outcomes On successful completion of this unit a learner will:

Assessment criteria for pass The learner can:

LO1 1 Understand the function of computer systems

1.1 explain the role of computer systems in different environments 1.2 explain the hardware, software and peripheral components of a computer system 1.3 compare different types of computer systems

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LO2 2 Be able to design computer systems

2.1 produce a system design specification to meet a clients needs 2.2 evaluate the suitability of a system design specification

3 Be able to build and configure computer systems

3.1 build and configure a computer system to meet a design specification 3.2 test and document a computer system

LO4 Be able to undertake routine maintenance on computer systems

4.1 perform routine maintenance tasks on a computer system 4.2 upgrade the hardware and software on a computer system

Unit content 1 Understand the function of computer systems Computer systems: microcomputers eg personal computers; mobile computers; minicomputers eg mid-range servers, workstations; mainframes eg large scale network systems; supercomputers eg high performance systems; models; multiprocessing Environments: home, business, computer gaming, networking, real-time, communication Function: main components (Arithmetic Logic Unit (ALU), control unit, memory and input/output devices), connection eg busses; Central Processing Unit (CPU) (control unit, arithmetic logic unit, registers, input/output); memory (Random Access Memory (RAM), Read Only Memory (ROM), registers, programmable, cache), auxiliary storage; computer architecture Hardware: central processing unit; motherboard, power supply unit, cooling units, backing storage eg hard disc drive; controllers, ports, main memory, memory types, battery, specialised cards eg Peripheral Component Interconnect (PCI), Accelerated Graphics Port (AGP), network, graphics, modem, sound, optical drives; performance factors Software: systems software eg operating systems, utility programs, library programs, translator programs; applications software eg special purpose software, be-spoke software; performance factors Peripherals: printers, plotters, cameras, scanners; keyboard and mouse; monitors, display adapters; multimedia devices; storage media; networking; portable drives; plug and play components; performance factors

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2 Be able to design computer systems Needs analysis: client and system requirements, problems/limitations with current/new system, functionality, costs, timescales, resources, Investigation/analytical techniques eg interviews, questionnaires Selection: costs, client requirements, maintenance contracts, outputs required, compatibility; system integration eg home entertainment; storage capacity; accessibility; performance eg speed, time, power, efficiency, effectiveness, usability, alternative solutions System specification: client requirements, system requirements, system components, configuration, time, tools and resources, alternatives eg processor types, backup options; security measures; documentation Be able to build and configure computer systems Health and safety: health and safety practices; electrostatic precautions eg antistatic mats, antistatic wrist straps System installation: hardware: assemble and disassemble a computer system; install motherboard, processor, heat-sink and fan, memory, power supply unit and connect to internal components; install hard disc drive, optical drive; install specialised cards eg graphics, network, modem, audio; install and configure software eg operating system, application software, utility software; install peripheral devices eg printer, scanner, camera; install communication devices eg modem, router System configuration: configure Basic Input Output System (BIOS) eg date/time, power management, security; install latest antivirus/security updates; update user profiles; configure desktop, icon size, font size, colour, background, customise menu; file management, files and folders, setting file/folder sharing permissions; peripheral devices, printer, scanner, camera; communication devices System testing: fault detection, Power On Self Test (POST), diagnostic faults, troubleshoot devices; technical support documentation eg reference manuals, online manufacturer support; test hardware eg input/output devices, peripheral devices; test software; documentation eg test plan Software maintenance: upgrade software eg virus definition files; patches/updates; scheduling maintenance tasks; utility software eg defragmentation, clean-up, back-up, system profilers; other third party utility software eg compression utilities, spyware/malware removal Hardware maintenance: upgrade hardware; install and configure new peripherals eg printers, scanners; install and configure additional or replacement devices eg hard drive, memory, graphics, sound, optical media, network; cleaning equipment File management: manage files/folders; back-up procedures

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Links to National Occupational Standards, other BTEC units, other BTEC qualifications and other relevant units and qualifications

This unit has links to the Level 4 and Level 5 National Occupational Standards for IT and Telecoms Professionals, particularly the areas of competence of:

Systems Architecture Systems Design IT/Technology Infrastructure Design and Planning Systems Development IT/Technology Solution Testing

IT/Technology Service Operations and Event Management IT Application Management/Support IT/Technology Management and Support Technical Evaluation

Essential requirements

Learners must have access to computer systems that they can disassemble, assemble and configure. They will also need a range of components and peripherals that they can install and configure. Learners must understand the functions of computer systems before they can begin the practical aspects of this unit. It is important that the underpinning knowledge of computer systems supports the practical approach to building and configuring computer systems. Centres must begin this unit by giving an overview of the topics that will be covered, and what benefits the unit will bring to those who aspire to get involved with IT support and networking. Centres must give a brief history of computer systems, and how they have evolved. The different generations of computer systems will be useful at this point. There are different types of computer systems, and this must be covered in detail in terms of their functionality, performance and where they are typically used (environments). The benefits and drawbacks of computer systems must also be discussed, particularly IT security. Centres must keep abreast of modern developments in computer systems, and must also present mobile computing technologies as well. The future of computer systems must also be covered in respect of emerging

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technologies. Learners must explore the full range of hardware, software and peripheral components. Centres must demonstrate and explain the role of common components, including the central processing unit, memory, motherboard, power supply unit, optical drives, storage devices and specialised cards. Centres must present a range of typical client and system requirements, and discuss the range of components needed to fulfil those requirements. The range of hardware, software and peripheral components covered in this unit is at the centres discretion. However, these components must be available for practical activities to ensure that fully functional computer systems can be built. Centres must cover health and safety guidelines before commencing any practical work, and ensure that the working environment is safe and hazard free. Learners must also practice using electrostatic equipment to prevent any damage to components. Centres must demonstrate (in stages) the processes involved with building, configuring and testing a functional computer system. Computer systems at some stage will need to be monitored and maintained to ensure consistency, reliability and performance. Learners must be equipped with the skills to maintain computer systems and follow a recommended schedule of activities. Learners must also be able upgrade a computer system.

Teaching Methods You will be expected to read the relevant chapter of the textbook and to compile your own notes from it. Ideally, you should do this before you attend each class to derive the maximum benefit from it. Short lectures during class sessions will be used to emphasise key issues, to introduce additional material or to introduce alternative perspectives. In this module, formal lecture input will be kept to a minimum. For each topic in the course reading references will be provided, mainly from the set text. Additional reading from other sources is given in the reading list below.

Pre-requisite None

Co-requisite None

Number of Lectures 10

Duration of Lectures 3 Hours Per week

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Lectures Schedule

LECTURE # LECTURE TOPICS

Lecture 1

Computer systems: microcomputers eg personal computers; mobile computers; minicomputers eg mid-range servers, workstations; mainframes eg large scale network systems; supercomputers eg high performance systems; models; multiprocessing Environments: home, business, computer gaming, networking, real-time, communication

Lecture 2

Function: main components (Arithmetic Logic Unit (ALU), control unit, memory and input/output devices), connection eg busses; Central Processing Unit (CPU) (control unit, arithmetic logic unit, registers, input/output); memory (Random Access Memory (RAM), Read Only Memory (ROM), registers, programmable, cache), auxiliary storage; computer architecture Hardware: central processing unit; motherboard, power supply unit, cooling units, backing storage eg hard disc drive; controllers, ports, main memory, memory types, battery, specialised cards eg Peripheral Component Interconnect (PCI), Accelerated Graphics Port (AGP), network, graphics, modem, sound, optical drives; performance factors

Lecture 3

Software: systems software eg operating systems, utility programs, library programs, translator programs; applications software eg special purpose software, be-spoke software; performance factors Peripherals: printers, plotters, cameras, scanners; keyboard and mouse; monitors, display adapters; multimedia devices; storage media; networking; portable drives; plug and play components; performance factors

Lecture 4

Needs analysis: client and system requirements, problems/limitations with current/new system, functionality, costs, timescales, resources, Investigation/analytical techniques eg interviews, questionnaires Selection: costs, client requirements, maintenance contracts, outputs required, compatibility; system integration eg home entertainment; storage capacity; accessibility; performance eg speed, time, power, efficiency, effectiveness, usability, alternative solutions

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Lecture 5

System specification: client requirements, system requirements, system components, configuration, time, tools and resources, alternatives eg processor types, backup options; security measures; documentation Be able to build and configure computer systems Health and safety: health and safety practices; electrostatic precautions eg antistatic mats, antistatic wrist straps

Reading Week

Exam Week

Lecture 6

System installation: hardware: assemble and disassemble a computer system; install motherboard, processor, heat-sink and fan, memory, power supply unit and connect to internal components; install hard disc drive, optical drive; install specialised cards eg graphics, network, modem, audio; install and configure software eg operating system, application software, utility software; install peripheral devices eg printer, scanner, camera; install communication devices eg modem, router

Lecture 7

System configuration: configure Basic Input Output System (BIOS) eg date/time, power management, security; install latest antivirus/security updates; update user profiles; configure desktop, icon size, font size, colour, background, customise menu; file management, files and folders, setting file/folder sharing permissions; peripheral devices, printer, scanner, camera; communication devices

Lecture 8

System testing: fault detection, Power On Self Test (POST), diagnostic faults, troubleshoot devices; technical support documentation eg reference manuals, online manufacturer support; test hardware eg input/output devices, peripheral devices; test software; documentation eg test plan

Lecture 9

Software maintenance: upgrade software eg virus definition files; patches/updates; scheduling maintenance tasks; utility software eg defragmentation, clean-up, back-up, system profilers; other third party utility software eg compression utilities, spyware/malware removal Lecture 10 Hardware maintenance: upgrade hardware; install and configure new peripherals eg printers, scanners; install and configure additional or replacement devices eg hard drive, memory, graphics, sound, optical media, network; cleaning equipment File management: manage files/folders; back-up procedures

Assignment Brief Session

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Resources

Books Anfinsin, D IT Essentials: PC Hardware and Software Companion Guide (Cisco Press, 2010) ISBN 158713263X Dick, D The PC Support Handbook: The Configuration and Systems Guide (Dumbreck Publishing, 2009) ISBN 9780954171131 MacRae K The Computer Manual: The Step-by-step Guide to Upgrading and Repairing a PC (Haynes Group, 2002) ISBN 1859608884 MacRae K and Marshall G Computer Troubleshooting: The Complete Step-by-step Guide to Diagnosing and Fixing Common PC Problems, Second Edition (Haynes Group, 2008) ISBN 1844255174 White R and Downs T How Computers Work (Que, 2003) ISBN 0789730332 Journals Computer Weekly Which? Computer Websites www.bized.co.uk www.computerweekly.com

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Study Skills Study Skills is widely used in all educational establishments to help to increase the students performance and objectives. It is also the key that allows the students to refocus their skills, talent and experience, to develop the most appropriate practice for their academic success. Study Skills teaching is a powerful tool that can enable students to study confidently. This can lead to good communication with lecturing staffs and will help young people to achieve their individual aspirations and potentials. Aim of the Module: The overall aim of this module is to develop study and communication skills before taking a subject -based module. Students will try out fresh approaches to learning, and debate new ideas and concepts relevant to the study. To ensure students adjust to the future demands of employment by raising awareness of the skills necessary for successful study and subsequent successful employment. To promote an active approach towards managing learning, and to aid the development of a clear idea of what is important to learn beyond the academic content of the course.

Teaching Objectives: On completion of the is of module student will able to

Demonstrate entry levels of ability and understanding and enforce own improvement of levels of key skills, through the maintenance and regular review of a personal development portfolio

Conduct regular reviews of developing competencies, Prepare and produce a range of materials (including ass ignments ) and presentations, reflect appropriate ly upon experience at work or in University

Provide evidence of career planning strategy post-qualification Review employers needs linked to award Diagnose own strengths and weaknesses in personal development

and learning, and understand the need to maintain and develop a range of personal key skills

Demonstrate developing key skill competence and approaches to career planning and realizing targets

Teaching Methods: In this module, formal lecture input will be kept to a minimum. For each topic in the course reading references will be provided, mainly from the set text. Additional reading from other sources is given in the reading list below. You will be expected to read the relevant chapter of the textbook and to compile your own notes from it. Ideally, you should do this before you attend each class to derive the maximum benefit from it. Short lectures during class sessions will be used to emphasise key issues, to introduce additional material or to introduce alternative perspectives.

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Module Name Study Skills

Code SSK Level N/A Credit 00 Assessments Assignment: Written Report of 1500 words (100%) Teaching Method Lectures, Seminars, Presentations, Pair work, Group

work, Workshops, Case Studies, Scenarios

Pre-requisite None Co-requisite None Number of Lectures 10

Duration of Lectures

3 Hours Per week

6. LECTURE SCHEDULE NUMBER LECTURE TOPICS

Lecture 1 Introduction to course. This session will be intended to explain fully the aims of the module, the approach to teaching and learning and the assessment strategy. Review of skills needed for effective study at university level. Self-evaluation.

Lecture 2 Introduction to Unfair Practice

Lecture 3 Avoiding Unfair Practice and paraphrasing, in-text referencing and full referencing

Lecture 4 Interpretation of data Qualitative - Quantitative research briefing

Lecture 5 Forms of academic writing: Essay vs. report structure, the stages of academic writing, effective writing and paragraphs

Exam Week Lecture 6 Case Study Analysis

Lecture 7 Assignment writing, Effective writing, meeting the assessment criteria: question analysis & planning your assignment

Lecture 8 Develop the logical analytical and critical analysis skills

Lecture 9 Report writing skills

Lecture 10 Module Revision

Assignment Brief session

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References

Text Books Hoinville G and Jowell R Survey Research Practice (Avebury, 1985) ISBN 0566051567 Kane E Doing Your Own Research, 2nd Edition (Marion Boyars, 2001) ISBN 0714530433 Lock D Project Management, 9th Edition (Gower Publications, 2007) ISBN 0566087723 Marshall L A Guide to Learning Independently, 3rd Edition (Longman, 1998) ISBN 0582811708 McNiff J and Whitehead J Doing and Writing Action Research (Sage Publications, 2009) ISBN 1847871755 Murray R How to Write a Thesis, 2nd Edition (Open University Press, 2006) ISBN 0335219683 Robson C Real World Research, 2nd Edition (John Wiley and Sons, 2002)ISBN 0631213058 Saunders M, Lewis P and Thornhill A Research Methods for Business Students, 5th Edition (Financial Times/Prentice Hall, 2009) ISBN 0273716867 Bell J Doing your Research Project, 5th Edition (Open University Press, 2010) ISBN 0335235824 Best J W and Kahn J V Research in Education, 10th Edition (Allyn and Bacon, 2005) ISBN 0205458408 Coghlan, D and Brannick T Doing Action Research in Your Own Organization, 3rd Edition (Sage Publications, 2009) ISBN 1848602162 Cohen L, Manion L and Morrison K Research Methods in Education, 6th Edition (Routledge, 2007) ISBN 0415368782 Elliott J Action Research for Educational Change (Open University Press, 1991) ISBN 0335096891 Gill J and Johnson P Research Methods for Managers, 4th Edition (Sage Publications, 2010) ISBN 1847870945 Journals/magazines Information Technology and People (Emerald, Bradford) International Journal of Information Management (Pergamon Press) Journal of Management Studies (Blackwell) Knowledge Management (Arkgroup) Management Today (Chartered Institute of Management) MIT Sloan Management Review (MIT Sloan School of Management) Organisation Studies (Sage Publications) Organisations (Sage Publications) Academy of Management Journal (Academy of Management) British Journal of Management (Blackwell) California Management Review (University of California, Berkeley) Harvard Business Review (Harvard Business School) Information Management (Elsevier)

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Videos BBC and The Centre for Tomorrows Company Communications from the Building Tomorrows Company series (1999), available from: 235 Blackfriars Road London SE1 8NW Telephone: 020 7021 0550 Fax: 020 7021 0549 Email: info@tomorowscompany.com Website: www.tomorrowscompany.com Websites www.gov.uk/www.direct.gov.uk UK Online, Office of the e-Envoy www.i-l-m.com Institute of Leadership and Management www.kmmagazine.com Knowledge Management magazine www.managers.org.uk Chartered Institute of Management www.mintel.co.uk Mintel International on consumer markets www.statistics.gov.uk UK National Government Statistics www.niesr.ac.uk National Institute of Economic and Social research www.bbc.co.uk British Broadcasting Corporation www.bized.co.uk business case studies for educational purposes www.business.com business search engine on business background www.cipd.uk Chartered Institute of Personnel and Development www.enterprisenetworks.co.uk Sunday Times Archive www.findarticles.com Looksmart search for articles from more than 500 publications www.ft.com Financial Times Archive

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Academic Misconduct Policy Section 1 : Outline of the Policy

Academic misconduct is subject to disciplinary measures. It has three taxonomies in terms of our Academic Policy.

1. Plagiarism Utilizing unacknowledged quotations from, or direct copying of another persons work and presenting it for assessment as if student own work

2. Collusion Copying from other students work without his / her permission and working with other students (without tutors permission) and presenting as if students own work

3. Infringement of Examination Room Rules communicate with other candidates, passing notes to another candidate, taking notes to your table in the examination room or referring to notes during the examination.

Personnel involved in the academic management, assessment and quality assurance of the programmes and candidates studying the programmes are fully aware of the contents of the policy. Any allegations will be notified to the Head of the Department of the particular discipline by the Exam invigilator or the Assessor (I st Marker of the Assignment) prior to the Assessment Board meeting. The Assessment Committee will formulate the final decision and then will be notified to the candidate in a letter with copy to the Head of the Academic Committee. Follow up Measures after Allegation It does not need to prove that the student deliberately planned to academically dishonest nor that student would have acquired unfair advantage over other students. The 3DMC will consider that to be student responsibility to guarantee the quality of the work submitted for assessment and to make sure that students are not involved, through negligence or foolishness, in any behaviour which can be interpreted to be an infringement of the Assessment. However, the 3DMC is that students are given the opportunity to answer the allegation. In this context,

1. Students may wish to Accept the Allegation 2. Students Amy wish to Deny the Allegations

Section 2: Student Response for Malpractice

1. Accept the Allegation

A. If the student is accepting the allegation, but want to mitigating circumstances which influenced students action into account when a penalty is being devised.

Mitigating Circumstances could be

a. Illness b. Family problem c. Financial difficulties

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In this case the student should furnish documentary piece of evidence with the reply to the allegation in writing to the Head of Academic Board within 10 working days of the date of the letter of allegation. In this case students should also give as much detail as possible about the allegations For Plagiarism / Collusions: How the student prepared the work / worked together with others /copied of others/ why didnt acknowledged the sources

B. If the student is accepting the allegation, but doesnt consider mitigating circumstances influenced students actions

In this circumstances student should wait for the decision of the assessment board with regard to their penalty. Deny the Allegations: If student is disputing the allegations that student was academically dishonest in the assessment. The student should reply to the Head of Academic Board, within 10 working days of the date of the letter of allegation. The student should state that s/he deny the allegations by providing as much as possible as to the reasons about the disputing of allegations. If student deny the allegations, this will be forwarded to the assessment board. If the student explanation of allegations is refused by the assessment board it will be given to the Academic Board with the proof.

Section 3: Penalties for Malpractices

A. Allegation in only one Module/Unit. Minor Breach: Module results will be Fail and Marks will be given as MB. In this case student has to resubmit the work with the given deadline. A written warning will be given for any further offences will have serious consequences for that particular semester. B. Allegations in more than one module / Unit Major Breach: Module results will be Fail ad Marks will be given as F. In this case the student has to retake the full modules with all elements with the given deadlines. Grave Breach

Student has to re do the whole course with attendance and this will be notified to the awarding body / University.

Expulsion from the College, incorporating failure of last academic year

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Health and Safety Policy Statement 3D Morden College is committed to putting in best efforts in everything it does and this includes the management of health and safety as follows: 1. At the College we are committed to giving health and safety the highest priority in all of our activities. 2. We expect staff, students, visitors, contractors and other employers who work at 3D Morden College to share this commitment by complying with our policies and, where appropriate, our procedures and to understand that they too have legal and moral obligations to themselves and to one another. 3. We are dedicated to ensuring the health and safety of all persons who may be affected by our activities by:

a. Providing, managing and maintaining a work environment, so far as reasonably practicable, safe and in which risks to psychological and physical health are controlled. b. Providing adequate and appropriate facilities and arrangements for welfare at work. c. Providing, managing and maintaining our workplaces, grounds and properties so that they are, so far as reasonably practicable, safe and that risks to health are controlled. d. Providing, managing and maintaining plant and equipment so that it is, so far as reasonably practicable, safe and that risks to health are controlled. e. Consulting with our staff and students in matters relating to their own health and safety. f. Identifying hazards and conducting formal risk assessments when appropriate in order to minimise the risk for all activities undertaken by the College. g. Ensuring that control measures and emergency procedures are: in place; effective; properly used; monitored and maintained. h. Implementing systems of work that are safe and where risks to health are controlled. i. Providing the information, instruction, training and supervision at all levels necessary to ensure that staff and students are competent to supervise or undertake their work activities and are aware of any related hazards and the measures to be taken to protect against them.

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j. Providing the necessary organisation, expertise and resource, including communication and consultation, planning, monitoring, inspection and auditing procedures to ensure that there is effective management of health and safety throughout the College. k. Giving adequate information on relevant hazards to any person whose health and safety might be affected by them. l. Keeping up to date with best practice in relation to health and safety and complying with all relevant legislation and authoritative guidance. m. Monitoring the safety performance of contractors who work for us.

4. It is our stated intention to promote a positive health and safety culture in the College and educate our staff and students in health and safety. Wherever possible, information on health and safety legislation and standards applicable to a particular course are included. In areas of work or research which are highly regulated, staff and students will be expected to attend certain courses as a mandatory requirement. 5. We undertake to continually review and develop our safety management systems, with the overarching aim of conducting our activities in a manner which does not affect the health and safety of any staff, students, contractors, visitors or

members of the public, or adversely affect the environment.

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Appeals Policy

Formulating an Appeal against the final decision of the Assessment Board

Student may appeal against the decision of the assessment board decisions. This appeal should be formulated via established appeal procedures. The Academic Board will convene a meeting with the panel consisting of two senior staff involved in the college assessment, member of student union, the student concerned, one member from the awarding body /university (if possible) and the Head of Academic board. Students could bring witness to the meeting or provide written statements. At that meeting students have the opportunity to explain how they prepared their work. After the evidence has been heard, the panel will consider its decision in private. That decision will be recommended to the assessment board. The students will be notified about the decision in seven working days from the date of the Academic Board meeting. This could be done on the following grounds

There is a new relevant evidence which you demonstrably and for the most exceptional reasons were unable to furnish during the investigation (Also include evidence in mitigation)

The procedures were not complied with, in such a way that it might cause reasonable doubt as to whether the result would have been different.

There is documented evidence of prejudice or bias on the part of one or more members of staff.

In this case the grade U (Under Investigation) will be given temporarily for the first attempt an assessment, and while the investigation still take place. You are entitled to and advised to re-sit the assessment at the first available opportunity. However this is up to the students decision. In this case the student should consider the following.

A grade will not have been given to the student work, and so it is unknown whether you would have passed or failed.

For examinations: if student decide to wait until the investigation is complete, then find you have failed, student will have to wait until the normal schedule examination period re-sit and this may delay your progression and extension of students stay.

Appeals on Assessment Decisions

Students could able to appeal against their assessment decisions to the assessment boards. Normally the students assignments will be assessed by the Assessors and the internal verifiers and therefore students are advised to appeal with concrete grounds with good piece of evidence of their work. Students will be given full assessment criteria and the descriptors for Merit and

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Distinction with their assignment. Students should provide full evidence why did they not satisfy with the decisions. They should appeal against the Assessment board decision within 07 working days from the date of Results with the proper explanation along with their evidence. Assessment board will go through the students appeal with the panel of senior academic staff and give the outcome of the appeal within 10 working days from the date of appeal received.

Access to Fair Assessment

The college has a fair assessment policy for the students to access in their examinations and Assignments. The assessment schedule sheet will distinctly mention the date of assessments and the method of assessment. The College has three different types of submission types for assignments and case studies.

1. SHS- Soft and Hard Copy Submission- 2. EMS- E- Mail Submission 3. TOS Turn it in Online submission ( will be in place in due course)

The college has a dedicated e mail id for submission of assignments and reports which is assignments@mordencollege.co.uk Presentation Slides and reports will be submitted via EMS.

1. The college does possess a separate Department of Examinations which is the whole responsible for exams in 3DMC. It will conduct the exams except the awarding body / University Exam. Mid Term Exam This will be held in mid of the each semester to evaluate the students standards in the half way of the studies.

2. Mock Exam End of each Semester exam prior to the final Exam by the awarding body.

Students will be given an exam permit by the department of examinations and they could contact the exam office via a dedicated e mail of examinations@mordencollege.co.uk to fulfil their requests about the exams. Students have a free and fair atmosphere during their examinations and will have spacious exam halls with more than one invigilator per exam hall to attend their exams. Assessment will be initially marked by the module lecturer (first marker / assessors) and then the second marker (internal verifier) will do the second marking before moderation. Marking schemes will be provided by the academic department of the college to the first markers with the consultation of assessment board meeting. The assessment board will go through the assessment feedback of students and then will give the approval to release the results. The assessment board will convene every three months in an academic year.

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