Learning outcomes

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

• account for and motivate the development process in software projects based on a real situation,
• account for the relationship between the requirements and characteristics of the product.

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

• search, gather and evaluate information relevant to software projects,
• document the process and product of a software project,
• work as an active participant in projects and describe the different roles and responsibilities of project participants,
• together with others apply an iterative and incremental development model in a software project.

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

• based on current research, evaluate one's own work and the advantages and the application of the chosen development model,
• critically reflect on their own project work based on their own and others' reviews.

Content

In the course, students carry out a software project together with others towards an external customer. The course provides practical training in working iteratively and incrementally and gives students the opportunity to both apply previous knowledge and to immerse themselves in new areas. The course emphasizes the importance of working systematically with all parts of the project in order to, for example, provide traceability between the customer's requirements and properties of the finished product. Decisions during the project need to be motivated based on previous research and proven experience and the students need to show that they can critically reflect on these decisions.

Instruction

The course is conducted as project work with supervision.

Assessment

The course is examined through participation in the project and written and oral presentation of the 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.