Entry requirements

7.5 credits in information systems or the equivalent

Learning outcomes

Regarding knowledge and understanding the student is expected to be able to on completion of the course:

• account for different principles, methods, models, and technologies for the development of information systems and its included parts.

Regarding competence and skills the student is expected to be able to on completion of the course:

• use a modelling language in the development process,
• together with other apply an iterative development model from specification to test,
• use tools for modelling, revision control and test in the development process,
• produce projects artefacts that show the development of information systems.

Regarding judgement and approach the student is expected to be able to on completion of the course:

• critically discuss the development process and its components to evaluate the results.

Content

The course covers the importance of developing information systems in an iterative process using established methods. The software life cycle and different process models that can be used when developing information systems are highlighted. The advantages and disadvantages of the different process models are discussed. In the course, the students work practically with the basic activities to develop central project artefacts during the development of information systems. The most focused activities are analysis and design and how the requirements for an information system are modeled. The modelling language UML (Unified Modelling Language) is used in the course. The development process includes using tools as a support for the production and handling of project artefacts as well as quality evaluations where the project group presents their work.

Instruction

Teaching is given as lectures, exercises and project work in groups.

Assessment

The course is examined through seminars, laboratory and project work.

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University's disability coordinator or a decision by the department's working group for study matters.