Computing And Information Systems - Level 4 Diploma (2) t731r

To all our Recognised Centres, The success of an ABMA learner is dependent on a number of factors. The dedication of the learner to their studies, the devotion of the teaching staff to deliver the knowledge and skills effectively and the commitment of the Awarding Organisation to continually ensure that the skills obtained by the learner throughout their studies are relevant, in demand and extremely valuable. This syllabus has been created with the of industry and education experts and, coupled with the teaching expertise of your staff, will ensure that ABMA learners continue to demonstrate talent, capability and experience in their chosen industry. The structure of this syllabus has been created specifically to ensure ease of delivery for lecturers, helping learners progress their knowledge at each level while at the same time gaining exciting skills that far sur not only the competition but also the expectations of well established industry employers. I wish your learners good luck in their studies and look forward to hearing about the achievements of ABMA learners in the near future. Kind regards,

Alan Hodson ABMA Education Senior Executive

Vocational Qualifications, our Strength, your Future

Computing and Information Systems - Level 4 Diploma Assessment and Grading Criteria The units for this qualification are assessed via examination. In order to each of the units, learners are required to demonstrate that they can meet the stated learning outcomes outlined in the syllabus. Learners must study and understand the full unit content as any part of this could be tested during the examination. Each question in an examination is weighted at 20% of the total marks. It is the accumulated total of marks for each question which will determine if a learner has achieved a , Merit or Distinction for the unit. Marks of 39% or less will be graded as a Fail. A learner must achieve a minimum mark of:   

40% to achieve a 60% to achieve a Merit 75% to achieve a Distinction

The following grading criteria indicate the general expectations placed on a learner at each of the grading bands of this Level:

Level 4

Category

Relation to the Question

Ideas

Fail 39% or less

40% - 59%

Merit 60% - 74%

Distinction 75%+

The learner will have...

The learner will have...

The learner will have...

The learner will have...

Provided an answer Provided an answer Provided an answer that is clearly related that is clearly related that is clearly related Provided an answer to, and/or has directly to, and/or has directly to, and/or has directly that is related to the answered the answered the answered the question problem posed by problem posed by problem posed by the question the question the question A few ideas without Relevant, though necessarily going into sometimes sporadic, depth ideas

Relevant ideas

Demonstrated that Demonstrated that Demonstrated that they have an they have a basic but they have a good Knowledge and underlying evident knowledge knowledge and Understanding knowledge and and understanding of understanding of the understanding of the the subject subject subject Made or cited some Made or cited Factors, Points Made or cited a few factors/points/charac relevant and/or factors/points/charac teristics not factors/points/charac Characteristics teristics necessarily all teristics relevant Provided a basic Provided a basic but Provided and and/or Argument slightly developed developed a basic underdeveloped argument argument argument Conclusion

Clear ideas Demonstrated that they have a very good knowledge and understanding of the subject Made or cited relevant factors/points/charac teristics going into depth Provided a good argument throughout

Attempted to make a Made and reached a Made a reasonable Made and reached a reasonable convincing conclusion conclusion conclusion conclusion 3

Structure

Provided an answer that will not necessarily be well structured

Provided an answer that is structured

Provided a logically structured answer

Provided a well structured answer

Please note that the table above provides a general overview of the grading criteria for each level. Each of the different command verbs that are used in examinations will have a different set of criteria expectations ascribed to them, for example, if a learner were asked to ‘illustrate’, they would be expected to their illustrations with examples or diagrams. All of our learning outcomes are set at the highest skill level and have been developed using Bloom’s Taxonomy. Learners are required to either:   

‘Analyse’, ‘Apply’, or ‘Evaluate’.

The command verbs that will be used in examinations are grouped under these : Analyse Compare Compare and Contrast Describe* Differentiate Discuss* Distinguish Explain* Identify* State*

Apply Illustrate Calculate Write

Evaluate Assess Describe* Discuss* Explain* Identify* Recommend State* Suggest

*The command verbs that have an asterix (*) appear in both the Analytical and Evaluative columns. These verbs can be used to test both ‘Analyse’ and ‘Evaluate’ learning outcomes. The questions posed using the asterixed command verbs will be written to elicit an answer that would satisfy the learning outcome. Therefore, it is important to note that when an examination question asks the learner to ‘explain’ something, a brief explanation will likely not suffice; the learner will be expected to provide a detailed explanation in order to satisfy the learning outcome with which that question is associated. When preparing for examinations, it is essential that learners refer to the ABMA ‘Never have to take a re-sit again: A guide to examination success’ as this document provides relevant guidance in of how learners should approach and answer examination questions.

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Unit 1: Information Systems

Unit Aim This unit aims to help learners understand the capabilities of different types of information systems and the role of information systems within organisations. The unit also helps learners to understand professional issues associated with information systems.

Unit Overview This unit is designed for those seeking to develop a career in computer and information systems. It equips learners with the knowledge and skills relevant to the deployment of information systems (IS) in organisations, as well as the appropriate management practices associated with their use. They will explore the different areas of work in which information systems professionals operate and become aware of their responsibility and ability. Learning Outcomes After successfully completing this unit, the learner will: 1. 2. 3. 4. 5.

Evaluate the characteristics of different types of information system Analyse how common office applications integrate with information systems Analyse how information systems organisations Analyse the roles people have in information systems Evaluate the professional issues associated with information systems

Unit Content In order for the learner to meet each learning outcome, they need to be taught the following: Learning Outcome 1: Evaluate the characteristics of different types of information system a. b. c. d.

Organisational needs for information systems Features and capabilities of different types of information systems Abstract characteristics of information systems Common examples of information systems used to : schools; hospitals; airport checkins; marketing; order management e. Technology used in different information systems (e.g. desktop and mobile computers) Learning Outcome 2: Analyse how common office applications integrate with information systems

a. Common office applications (e.g. word processors, spreadsheets, database management systems, presentation slideshow systems, optical character recognition, etc.) b. Examples of how common office applications are used by organisations (e.g. communication, collaboration, image processing, office management, etc.) c. Integration between common office applications and business processes

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d. Combining available tools to create, store, manipulate and relay business-critical data across networks e. Office Automation Systems (OAS) Learning Outcome 3: Analyse how information systems organisations a. Functions within an organisation b. Range of functions within an organisation that information systems (e.g. order management, communications, logistics, procurement, asset management, etc.) c. Functionality of common information systems d. Benefits that computerised information systems have over non-computerised systems e. Roles previously managed through people and/or physical systems Learning Outcome 4: Analyse the roles people have in information systems a. Identifying people within an organisation with key stakes in and/or management responsibility for an information system b. Management roles with responsibilities for data and data protection c. Recognising the importance of avoiding a fragmented approach to information management and the issues associated with the duplication of information across an organisation d. Responsibility of individuals and groups for security (e.g. behaviour, culture, strategy, practice, etc.) and who is responsible (e.g. security managers, technical architects, systems managers, system s, etc.) e. Key points of interaction between information systems and people Learning Outcome 5: Evaluate professional issues associated with information systems a. Physical and electronic security concerns associated with information systems b. Analysis of key issues of data security and ability particular to information systems professionals c. Risk management strategies d. Key aspects of security policies (e.g. confidentiality and privacy, access, ability, authentication, authorisation, availability and IT systems, network maintenance, etc.) e. Legal obligations of information systems professionals

Teaching Guidance Delivery Guidance It is recommended that the teaching/learning approach for this unit is participative and interactive. While the teacher should provide an overview of the key elements of each part of the unit, the emphasis should be on encouraging learners to investigate and apply the principles and processes for themselves. Hands-on practical activities and practice are essential for mastering Information Systems and Computing. Facilitation should prompt learners to engage in and reflect upon such activities, sharing ideas in order to discuss and analyse the key points before drawing their own conclusions. The activities recommended may include:

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 Initially presenting foundational material to learners  Guiding learners in of how and where to find suitable examples and learning resources  Empowering learners to engage in research, present their ideas, participate in group discussion, and demonstrate their practical work  Acting as a sounding board at different stages in the learning process  Facilitating deliberative practice and continuing personal development For best results it is recommended that the teaching and learning activities are informed by the following:  Independent research using a variety of sources to enhance learning opportunities and keep learning relevant in this fast moving field  Where possible, visits to different types and sizes of organisations that managing projects  Where possible, visits from guest speakers, professionals or those with relevant expertise Practice Examinations This unit is assessed by a 3 hour examination in controlled conditions. This is often a daunting experience for learners. To learners in their appreciation and understanding of examination conditions and to enable them, and a teacher, to measure where a learner’s strengths and weaknesses are with regard to depth and breadth of knowledge, centres are strongly advised to incorporate a mock examination during the teaching of this unit. Past examination papers and their corresponding mark schemes which could be used by a centre are available through the ABMA website. A further measure of which centres should use is the ‘Never have to take a re-sit again: A guide to examination success’ guide which has been issued to all centres by ABMA. This guide will facilitate a learners understanding of how to respond to the types of questions which will be presented to them in an examination. One further way in which this type of formative assessment could be used is through the setting of questions either within a taught session or as directed study. Resources Textbooks on the ABMA Education eLibrary The Editors of Salem Press (2014) Information Systems and Technology. Ipswich Massachusetts. Plotkin, R. (2012) Computers in the workplace. United States: Checkmark Books. Krogstie, J. (ed.) (2013) Frameworks for developing efficient information systems: Models, theory, and practice. United States: Idea Group,U.S. Norfolk, D. (2011) IT Governance. By David Norfolk. United Kingdom: Thorogood. Lott, S. (2015) Functional python programming. United Kingdom: Packt Publishing Fu, K.S. and Kunii, T.L. (2015) Data structures, computer graphics, and pattern recognition. Edited by A. Klinger. New York: Saunders College Publishing/Harcourt Brace. Morin, P. (2013) Open data structures: An introduction. Canada: AU Press. Business Reference Guide (2014) Information Systems & Technology (2014).

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Journals Information Systems Research (ISR) Journal of Management Information Systems MIS Quarterly (MISQ) Websites BookRags, n.d. Office Automation Systems. BookRags. [online] Available at: <www.bookrags.com/research/office-automation-systems-csci-01/> [Accessed 2 November 2016] Laudon, K. C. and Laudon, J. P., 2014. Management Information Systems: Managing the Digital Firm. 13th ed. Prentice Hall. [online] Available at: [Accessed 2 November 2016] Riley, J., updated 2012. ICT – Types of Information System. Tutor2U. [online] Available at: <www.tutor2u.net/business/ict/intro_information_system_types.htm> [Accessed 20 January 2016] Other Association for Information Systems. [online] Available at: [Accessed 2 November 2016]

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Unit 2: Computer Programming

Unit Aim The unit aims to help learners to understand the differences and similarities between different programming languages, the advantages conferred by object-orientated programming, and how to leverage programs to solve problems.

Unit Overview This unit is designed for those seeking to develop a career in computing and information systems. It equips learners with the knowledge and skills required to understand the fundamentals of data structures and algorithms, giving a thorough introduction into different programming languages, their suitability for different tasks, and the reasons why one language might be chosen over another. This unit will also help learners to understand object-oriented programming (OOP) concepts. Learning Outcomes After successfully completing this unit, the learner will: 1. 2. 3. 4. 5.

Evaluate common programming languages Apply common data types, data structures, and algorithms to problem solving Analyse the process of source code compilation and machine code execution Apply code tracing methods to determine the output of a function for a given input Analyse the advantages of object-orientated programming

Unit Content In order for the learner to meet each learning outcome, they need to be taught the following: Learning Outcome 1: Evaluate common programming languages a. Common programming languages (Java, C#, Python, Lua, C, Ruby, PHP, ObjectiveC, C++, Assembly, Swift, etc.) b. Historic development and updating of the common programming languages c. Key strengths and weaknesses of interpreted and compiled languages d. Key strengths and weaknesses of imperative, object-orientated, and functional languages e. Factors affecting the suitability of a language for particular tasks (e.g. client-side web scripting, server-side web scripting, mobile apps, scientific data processing, office applications, games, etc.) Learning Outcome 2: Apply common data types, data structures, and algorithms to problem solving a. Common primitive data types (e.g. boolean, float, double, integer, long, character, string, etc.) b. Difference between composite and primitive data types c. Common data structures (arrays, linked lists, dictionaries, maps, trees, etc.) 9

d. The advantages and disadvantages of different data structures (e.g. retrieval, updating, insertion, etc.) e. Common programming constructs (e.g. selection, iteration, recursion, function call, etc.) Learning Outcome 3: Analyse the process of source code compilation and machine code execution a. b. c. d. e.

Difference between source code and machine code Difference between compiled program execution and interpreted program execution Process of source code compilation Principles of U architecture The fetch-execute cycle

Learning Outcome 4: Apply code tracing methods to determine the output of a function for a given input a. b. c. d. e.

Functions, arguments, and return values Using flow charts and pseudo-code to describe algorithms Practical code tracing methods The use of trace tables to code tracing Difference between a pointer and a value

Learning Outcome 5: Analyse the advantages of object-orientated programming constructs a. Principles and history of object-oriented programming b. Advantages and disadvantages of object-orientated paradigm versus imperative and functional c. Key object-orientated concepts and constructs (e.g. inheritance, encapsulation, polymorphism, dynamic dispatch, open recursion, code reuse, etc.) d. Difference between a class, an object and an instance e. Object-orientated design considerations (e.g. visibility modifiers, coupling versus cohesion, etc.)

Teaching Guidance Delivery Guidance It is recommended that the teaching/learning approach for this unit is participative and interactive. While the teacher should provide an overview of the key elements of each part of the unit, the emphasis should be on encouraging learners to investigate and apply the principles and processes for themselves. Hands-on practical activities and practice are essential for mastering Information Systems and Computing. Facilitation should prompt learners to engage in and reflect upon such activities, sharing ideas in order to discuss and analyse the key points before drawing their own conclusions. The activities recommended may include:  Initially presenting foundational material to learners  Guiding learners in of how and where to find suitable examples and learning resources  Empowering learners to engage in research, present their ideas, participate in group discussion, and demonstrate their practical work 10

 Acting as a sounding board at different stages in the learning process  Facilitating deliberative practice and continuing personal development For best results it is recommended that the teaching and learning activities are informed by the following:  Independent research using a variety of sources to enhance learning opportunities and keep learning relevant in this fast moving field  Where possible, visits to different types and sizes of organisations that managing projects  Where possible, visits from guest speakers, professionals or those with relevant expertise Practice Examinations This unit is assessed by a 3 hour examination in controlled conditions. This is often a daunting experience for learners. To learners in their appreciation and understanding of examination conditions and to enable them, and a teacher, to measure where a learner’s strengths and weaknesses are with regard to depth and breadth of knowledge, centres are strongly advised to incorporate a mock examination during the teaching of this unit. Past examination papers and their corresponding mark schemes which could be used by a centre are available through the ABMA website. A further measure of which centres should use is the ‘Never have to take a re-sit again: A guide to examination success’ guide which has been issued to all centres by ABMA. This guide will facilitate a learner’s understanding of how to respond to the types of questions which will be presented to them in an examination. One further way in which this type of formative assessment could be used is through the setting of questions either within a taught session or as directed study. Resources Textbooks on the ABMA Education eLibrary Lambert, K., 2014. Fundamentals of Python: Data Structures. Course Technology PTR The Editors of Salem Press. (2014) Information Systems & Technology. Ipswich, Massachusetts. Salem Press. The Open University. (2006) Software Development in Java. Milton Keynes: Open University Course Team. Lott, S. (2015) Functional python programming. United Kingdom: Packt Publishing. Morin, P. (2013) Open data structures: An introduction. Canada: AU Press. Fu, K.S. and Kunii, T.L. (2014) Data structures, computer graphics, and pattern recognition. Edited by A. Klinger. Burlington: Academic Press. Journals ACM Transactions on Programming Languages and Systems Programming and Computer Software Science of Computer Programming

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Websites 101Computing, 2015. Dry Run Testing and Trace Tables. [online] Available at: <www.101computing.net/trace-table/> [Accessed 2 November 2016] Codecademy, 2012. Learn to Code at Codecademy [WWW Document]. Codecademy. [online] Available at: <www.codecademy.com/#!/exercises/0> [Accessed 2 November 2016] Shaw, Z. A., 2014. Learn Python The Hard Way: A Very Simple Introduction to the Terrifyingly Beautiful World of Computers and Code. Upper Saddle River: Addison-Wesley. [online] Available at: <www.souravsengupta.com/int2pro2014/python/LPTHW.pdf> [Accessed 2 November 2016] Downey, A.B., 2012. Think Python. [online] Available at: <www.greenteapress.com/thinkpython/thinkpython.html> [Accessed 2 November 2016] Guzdial, M., 2002. Introduction to Media Computation: A Multimedia Cookbook in Python. [online] Available at: [Accessed 2 November 2016] Other Association for Computing Machinery (ACM) [online] Available at: <www.acm.org> [Accessed 2 November 2016]

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Unit 3: Information Systems Analysis and Design

Unit Aim The unit aims to help learners to understand the processes of systems analysis, information system modelling, and information systems project co-ordination.

Unit Overview This unit is designed for those seeking to develop a career in computing and information systems. It equips learners with the knowledge and skills relevant to understanding information system development projects in of common development life cycles and the role of the system analyst within the analysis and design stages of these cycles. It also helps them to explore the contribution of ‘use cases’ and data flow diagrams as well as learn about what is involved in planning and managing an information systems (IS) development project. Learning Outcomes After successfully completing this unit, the learner will: 1. 2. 3. 4.

Analyse how common life cycles are used to manage information system projects Evaluate the skills needed by a systems analyst Apply modelling techniques to communicate the requirements for an information system Apply modelling techniques to communicate the flow of information around an information system 5. Evaluate planning and management tools for information system projects

Unit Content In order for the learner to meet each learning outcome, they need to be taught the following: Learning Outcome 1: Analyse how common life cycles are used to manage information system projects a. Common life cycle models for systems development (e.g. Waterfall, Rapid Application Development (RAD), t Application Development (JAD), Prototyping Model, Agile Methodologies (such as SCRUM and Kanban), Synchronize-and-Stabilize, Spiral Model, etc.) b. Advantages and disadvantages of different systems development models c. Advantages of iterative over non-iterative approaches for change management d. Systems development life cycle model as a structured approach to information system development that guides all the processes from initial feasibility through to maintenance of finished application e. Advantages of using phased-life cycle approach in realising the deliverables at each stage Learning Outcome 2: Evaluate the skills needed by a systems analyst a. Role of the systems analyst in an information systems project

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b. Requirements gathering techniques (e.g. interviews, group interviews, observation, facilitated session, t-development, questionnaires, rapid prototype demos, use-cases, requests for proposals, etc.) c. Differences with different areas of work in which other information systems professionals may operate (e.g. programmers, business s, etc.) d. Different skills to undertake key roles (e.g. feasibility study, requirements gathering and analysis, design, and evaluation of information systems, etc.) e. Importance of key employability skills (e.g. teamwork, communication, problem solving, etc.) and continuing professional development required to develop them Learning Outcome 3: Apply modelling techniques to communicate the requirements for an information system a. Different categories of requirement that projects may have (e.g. functional, non-functional, performance, states, environmental, interface, physical, design, etc.) b. Comparing different categories of requirements in information systems (e.g. data, data conversion, data quality objectives, business intelligence reporting requirements, functional requirements and system performance requirements) c. Drawing UML use-case diagrams d. Analysing and illustrating the requirements of common information systems e. Approach to use cases in object-oriented methods of information systems analysis and design for organisations with data-processing resources Learning Outcome 4: Apply modelling techniques to communicate the flow of information around an information system a. Key differences between diagrams used to illustrate data flow in an information system b. Drawing context diagrams c. Drawing systems data flow diagrams to illustrate the flow of information between two or more agents d. Drawing UML sequence diagram e. Analysing and illustrating the data flow in common information systems Learning Outcome 5: Evaluate planning and management tools for information system projects a. The importance of specifying clear goals for a project b. The value of having SMART (specific, measurable, achievable, realistic and time-bound) objectives c. Selecting an appropriate methodology for a project for the given circumstances (e.g. rapidly changing requirements, safety-critical objectives, etc.) d. The strengths and weaknesses of project management methodologies (e.g. Prince2, SCRUM, etc.) e. Project management tools (e.g. work breakdown structure, gantt charts, schedule, RAID log, etc.) Teaching Guidance Delivery Guidance It is recommended that the teaching/learning approach for this unit is participative and interactive. While the teacher should provide an overview of the key elements of each part of the unit, the emphasis should be on encouraging learners to investigate and apply the 14

principles and processes for themselves. Hands-on practical activities and practice are essential for mastering Information Systems and Computing. Facilitation should prompt learners to engage in and reflect upon such activities, sharing ideas in order to discuss and analyse the key points before drawing their own conclusions. The activities recommended may include:  Initially presenting foundational material to learners  Guiding learners in of how and where to find suitable examples and learning resources  Empowering learners to engage in research, present their ideas, participate in group discussion, and demonstrate their practical work  Acting as a sounding board at different stages in the learning process  Facilitating deliberative practice and continuing personal development For best results it is recommended that the teaching and learning activities are informed by the following:  Independent research using a variety of sources to enhance learning opportunities and keep learning relevant in this fast moving field  Where possible, visits to different types and sizes of organisations that managing projects  Where possible, visits from guest speakers, professionals or those with relevant expertise Practice Examinations This unit is assessed by a 3 hour examination in controlled conditions. This is often a daunting experience for learners. To learners in their appreciation and understanding of examination conditions and to enable them, and a teacher, to measure where a learner’s strengths and weaknesses are with regard to depth and breadth of knowledge, centres are strongly advised to incorporate a mock examination during the teaching of this unit. Past examination papers and their corresponding mark schemes which could be used by a centre are available through the ABMA website. A further measure of which centres should use is the ‘Never have to take a re-sit again: A guide to examination success’ guide which has been issued to all centres by ABMA. This guide will facilitate a learner’s understanding of how to respond to the types of questions which will be presented to them in an examination. One further way in which this type of formative assessment could be used is through the setting of questions either within a taught session or as directed study. Resources Textbooks on the ABMA Education eLibrary Avison, D.E., Torkzadeh, R. and Torkzadeh, G. (2008) Information systems project management. Thousand Oaks: SAGE Publications. Baumann, H., Baumann, P. and Grassle, P. (2005) UML 2.0 in action: A project-based Tutorial. United Kingdom: Packt Publishing. Additional Reading Satzinger, J. W., Jackson, R. B. and Burd, S. D., 2012. Systems Analysis and Design in a Changing World. 6th ed. Boston: Cengage Learning

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Valacich, J.S., 2012. Essentials of Systems Analysis and Design. 5th Ed. Prentice Hall Wazlawick, R.S., 2014. Object-orientated Analysis and Design for Information Systems. Morgan Kaufmann (Elsevier)

Journals Information Systems Research (ISR) Journal of Management Information Systems MIS Quarterly (MISQ) Websites Bowman, D., 2009. Information Systems Analysis. Information Management Architect. [online] Available at: <www.information-management-architect.com/information-systems-analysis.html> [Accessed 3 November 2016] Carnegie Mellon University, n.d. UML Use Case Diagrams: Tips and FAQ. Carnegie Mellon University. [online] Available at: <www.andrew.cmu.edu/course/90-754/umlucdfaq.html> [Accessed 3 November 2016] Japenga, R., n.d. What Makes a Great Software Requirements Specification? [online] Available at: <www.microtoolsinc.com/Howsrs.php> [Accessed 3 November 2016] ProjectsSmart, 2013. A Collection of Twenty Essential Project Management Skills, Methods, Tools, and Compentencies Needed For Success. [online] Available at: <www.projectsmart.co.uk/tools.php> [Accessed 3 November 2016] Riley, J., updated 2012. ICT – Types of Information System. Tutor2U. [online] Available at: <www.tutor2u.net/business/ict/intro_information_system_types.htm> [Accessed 3 November 2016] TutorialsPoint, n.d. Learn the Software Development Life Cycle [online] Available at: <www.tutorialspoint.com/sdlc/index.htm> [Accessed 3 November 2016]

Other PMI Information Systems Community of Practice. [online] Available at: [Accessed 3 November 2016]

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Unit 4: Information Presentation and Analysis Unit Aim The unit aims to help learners become familiar with presenting information alongside the fundamental empirical research methods and statistical analyses underpinning the creation of such information.

Unit Overview This unit is designed for those seeking to develop a career in computing and information systems. It equips learners with knowledge and skills required to present and analyse information. Specifically, they learn methods of calculating descriptive statistics, methods of illustrating data, as well as how to assess the quality of information based on the research methods and statistical analyses used to derive it. Learning Outcomes After successfully completing this unit, the learner will: 1. 2. 3. 4. 5.

Apply formulae to calculate descriptive statistics using standard notation Analyse the principles of probability and statistical analysis Evaluate appropriate methods for illustrating data Apply statistical principles to the interpretation of the results of statistical calculations Evaluate empirical research methods

Unit Content In order for the learner to meet each learning outcome, they need to be taught the following: Learning Outcome 1: Apply formulae to calculate descriptive statistics using standard notation a. Standard statistical notation (e.g. for probability p, degrees of freedom d.f., the population mean μ, the population variance σ2, the population correlation ρ, the sample mean x̅, the sample variance s2, the sample correlation coefficient r, expected value of X E[X], variance of X var[X], covariance of X and Y cov[X, Y], standard Normal distribution z α or z(α), tdistribution with v degrees of freedom tα,ν or t(α,ν), chi-squared distribution with v degrees of freedom or , F-distribution with v1 and v2 degrees of freedom or F(α,ν1,ν2), etc.) b. Standard mathematical expressions and operators (e.g. sum ∑, square root √, less than <, more than >, is approximately equal to ≈, is not equal to ≠, etc.) c. Formulae for calculating variance, standard deviations, and confidence intervals d. Formulae for calculating mean, median and mode averages e. Formulae for calculating the range, inter-quartile range, ratios, and percentages Learning Outcome 2: Analyse the principles of probability and statistical analysis a. The purpose and application of statistical methods b. Probability theory 17

c. Discrete and continuous probability distributions (including the normal distribution) d. Data models, inference, and prediction e. Types of data (e.g. dichotomous, nominal, ordinal, interval, ratio, etc.) Learning Outcome 3: Evaluate appropriate methods for illustrating data a. The relative merits of different formats of presenting data (e.g. text, tables, figures, pictographs, etc.) b. The quality of descriptions of statistics and their interpretations, with respect to APA conventions c. The conventions associated with the tabular presentations of data d. Graphical methods of presenting data (including pie chart, bar chart, histogram, line graph, box plot and scattergram) e. The relative merits of different graphical methods of presenting data and how to use them to determine the best method to use Learning Outcome 4: Apply statistical principles to the interpretation of the results of statistical calculations a. Differences in interpretation between mean, median and mode averages b. Differences in the interpretation of the mean under different distributions with varying skew, varying kurtosis, and the presence of outliers c. The validity, reliability, accuracy, and precision of research instruments and their implications for statistical analysis d. The relevance of statistical analyses subject to different types of data (e.g. dichotomous, nominal, ordinal, interval, ratio, etc.) and sampling methods (e.g. non-probability and probability) e. Common assumptions associated with parametric and non-parametric statistics Learning Outcome 5: Evaluate empirical research methods a. Key research philosophies underpinning empirical research (e.g. positivism, interpretivism, critical realism, pragmatism, etc.) b. Key differences between qualitative and quantitative measurement and their implications c. Advantages and disadvantages of different methods of research (including experiments, surveys, interviews, tests, lab observation, general observation, ethnography, etc.) d. Design considerations for implementing different research practices (e.g. experiment design, data collection technique, sampling method, etc.), and the creation of data collection instruments (e.g. questionnaire items, interview questions, criteria for content analysis, etc.) e. Approaches to determining the most appropriate research method for a given research question

Teaching Guidance Delivery Guidance It is recommended that the teaching/learning approach for this unit is participative and interactive. While the teacher should provide an overview of the key elements of each part of the unit, the emphasis should be on encouraging learners to investigate and apply the principles and processes for themselves. Hands-on practical activities and practice are essential for mastering Information Systems and Computing. Facilitation should prompt learners to 18

engage in and reflect upon such activities, sharing ideas in order to discuss and analyse the key points before drawing their own conclusions. The activities recommended may include:  Initially presenting foundational material to learners  Guiding learners in of how and where to find suitable examples and learning resources  Empowering learners to engage in research, present their ideas, participate in group discussion, and demonstrate their practical work  Acting as a sounding board at different stages in the learning process  Facilitating deliberative practice and continuing personal development For best results it is recommended that the teaching and learning activities are informed by the following:  Independent research using a variety of sources to enhance learning opportunities and keep learning relevant in this fast moving field  Where possible, visits to different types and sizes of organisations that managing projects  Where possible, visits from guest speakers, professionals or those with relevant expertise Practice Examinations This unit is assessed by a 3 hour examination in controlled conditions. This is often a daunting experience for learners. To learners in their appreciation and understanding of examination conditions and to enable them, and a teacher, to measure where a learner’s strengths and weaknesses are with regard to depth and breadth of knowledge, centres are strongly advised to incorporate a mock examination during the teaching of this unit. Past examination papers and their corresponding mark schemes which could be used by a centre are available through the ABMA website. A further measure of which centres should use is the ‘Never have to take a re-sit again: A guide to examination success’ guide which has been issued to all centres by ABMA. This guide will facilitate a learner’s understanding of how to respond to the types of questions which will be presented to them in an examination. One further way in which this type of formative assessment could be used is through the setting of questions either within a taught session or as directed study. Resources Textbooks on the ABMA Education eLibrary Willemse, I. and Nyelisani, P. (2015) Statistical methods and calculation skills. South Africa: Juta Legal and Academic Publishers. The Editors of Salem Press (2014) Information Systems and Technology. Ipswich Massachusetts. Fu, K.S. and Kunii, T.L. (2014) Data structures, computer graphics, and pattern recognition. Edited by A. Klinger. Burlington: Academic Press. McCrudden, M., Schraw, G. and Buckendahl, C. (eds.) (2015) Use of visual displays in research and testing: Coding, interpreting, and reporting data. United States: Information Age Publishing. Adams, J., Khan, H.T.A., Raeside, R. and Adams, C.J. (2014) Research methods for business and social science students. 2nd edn. Los Angeles, CA: SAGE Publications India Pvt.

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Additional Reading Olofsson, P.-A.M., 2012. Probability, Statistics, and Stochastic Processes. John Wiley & Sons Snee, H., Hine, C., Morey, Y., Roberts, S., and Watson, H., 2016. Digital Methods for Social Science: An Interdisciplinary Guide to Research Innovation. Palgrave Macmillan Journals Computational Statistics & Data Analysis Journal of Computational and Graphical Statistics

Websites LabSpace, n.d. Market Research Methods. LabSpace. [online] Available at: [Accessed 3 November 2016]. University of Surrey, 2015. Numeracy Skills. [online] Available at: [Accessed 3 November 2016]

Other Data Science Association. [online] Available at: <www.datascienceassn.org> [Accessed 3 November 2016] The R Project for Statistical Computing. [online] Available at: <www.r-project.org> [Accessed 3 November 2016]

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Unit 5: Web Technologies

Unit Aim This unit aims to help the learner understand how to construct static and dynamic websites and how to create usable web pages.

Unit Overview This unit is designed for those seeking to develop a career in computing and information systems. It equips learners with the knowledge and skills required for web development, focussing on the use of HTML and CSS to define usable web pages. Learners will also study how dynamic websites operate as well as the practical steps of deployment required to setup and configure a web server. Learning Outcomes After successfully completing this unit, the learner will: 1. 2. 3. 4. 5.

Analyse the structure of URLs and their role in HTTP and the DNS Apply HTML and CSS to the definition of static web pages Analyse how web servers and web browsers construct dynamic websites Evaluate how usability inspection methods are used to design usable websites Analyse the process of setting up and configuring a web server

Unit Content In order for the learner to meet each learning outcome, they need to be taught the following: Learning Outcome 1: Analyse the structure of URLs and their role in HTTP and the DNS a. Decomposing a URL down into components, including the difference between a URL and URN b. The difference between the WWW and the Internet c. The function of each URL component d. The purpose and uses of common HTTP verbs (e.g. GET, POST, PUT, DELETE, etc.) e. Role of URLs in DNS and the Internet more broadly Learning Outcome 2: Apply HTML and CSS to the definition of static web pages a. b. c. d. e.

Basic structure of an HTML document Key components within HTML documents (e.g. divisions, forms, multimedia, etc.) Marking up content using HTML for display in web browsers Using CSS rules to style specific parts of an HTML document The ability of CSS to override previous rules in specific instances and how to define such ‘cascading’ rules

Learning Outcome 3: Analyse how web servers and web browsers construct dynamic websites a. Producing HTML output using server-side scripting languages (e.g. PHP, Python, Ruby, etc.) 21

b. Manipulating HTML output using client-side scripting languages (e.g. Java script) c. Models of interaction between browsers, servers, and databases d. Basic methods of interaction between a server-side script and a database content (e.g. SQL queries) e. Difference between websites and web services Learning Outcome 4: Evaluate how usability inspection methods are used to design usable websites a. Separating content and layout using Model-View-Controller and associated concepts, alongside the effective such as the use of class attributes to create presentation semantics b. The importance of creating usable and accessible web pages across agents and devices for a diverse range of s through following usability/accessibility guidelines and using heuristic analysis c. Different usability and accessibility inspection methods to assure appropriate levels of usability/accessibility (e.g. heuristic analysis, usability testing, guideline/ standards checking, etc.) d. The advantages and disadvantages of usability and accessibility inspection methods e. The concepts of progressive enhancement, graceful degradation, and responsive design Learning Outcome 5: Analyse the process of setting up and configuring a web server a. Cloud hosting platforms (e.g. Heroku, Joyent Cloud, Amazon Web Services, etc.) and noncloud platforms (e.g. home web server, data centre, etc.) b. Basic UNIX commands (e.g., sudo, apt-get, ls, cd, rm, mv, , rm, wd, chmod, mkdir, etc.) c. Setting up and configuring a LAMP server using Ubuntu, Python, PIP, mySQL, Apache, and CGI d. Using a third-party service to set up a web server using tools such as anel and phpMy e. files into a web hosting using appropriate tools (including FTP, SFTP (over SSH), WebDav and rsync, etc.)

Teaching Guidance Delivery Guidance It is recommended that the teaching/learning approach for this unit is participative and interactive. While the teacher should provide an overview of the key elements of each part of the unit, the emphasis should be on encouraging learners to investigate and apply the principles and processes for themselves. Hands-on practical activities and practice are essential for mastering Information Systems and Computing. Facilitation should prompt learners to engage in and reflect upon such activities, sharing ideas in order to discuss and analyse the key points before drawing their own conclusions. The activities recommended may include:  Initially presenting foundational material to learners  Guiding learners in of how and where to find suitable examples and learning resources  Empowering learners to engage in research, present their ideas, participate in group discussion, and demonstrate their practical work 22

 Acting as a sounding board at different stages in the learning process  Facilitating deliberative practice and continuing personal development For best results it is recommended that the teaching and learning activities are informed by the following:  Independent research using a variety of sources to enhance learning opportunities and keep learning relevant in this fast moving field  Where possible, visits to different types and sizes of organisations that managing projects  Where possible, visits from guest speakers, professionals or those with relevant expertise Practice Examinations This unit is assessed by a 3 hour examination in controlled conditions. This is often a daunting experience for learners. To learners in their appreciation and understanding of examination conditions and to enable them, and a teacher, to measure where a learner’s strengths and weaknesses are with regard to depth and breadth of knowledge, centres are strongly advised to incorporate a mock examination during the teaching of this unit. Past examination papers and their corresponding mark schemes which could be used by a centre are available through the ABMA website. A further measure of which centres should use is the ‘Never have to take a re-sit again: A guide to examination success’ guide which has been issued to all centres by ABMA. This guide will facilitate a learner’s understanding of how to respond to the types of questions which will be presented to them in an examination. One further way in which this type of formative assessment could be used is through the setting of questions either within a taught session or as directed study. Resources Textbooks on the ABMA Education eLibrary Brinck, T., Gergle, D. and Wood, S. D., 2002. Usability for the Web: Deg Web Sites that Work. San Francisco: Morgan Kaufmann. Farrel, A., 2004. The Internet and Its Protocols: A Comparative Approach. Morgan Kaufmann. Gasston, P., 2013. The Modern Web: Multi-Device Web Development with HTML5, CSS3, and JavaScript.

Journals ACM Transactions on the Web (TWEB), ACM. Websites Alvit, n.d. The Web-Developer’s Handbook: Developing Web-sites, Exploring Imagination. [online] Available from: <www.alvit.de/handbook/> [Accessed 21 January 2016] Erack Network, 2008. Web Host Guide. [online] Available from: <www.tizag.com/webhost/> [Accessed 21 January 2016]

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Wan, A., 2015. How To Setup an Apache, mySQL, and Python (LAMP) Server Without Frameworks on Ubuntu 14.04. [online] Available at: <www.digitalocean.com/community/tutorials/how-toset-up-an-apache-mysql-and-python-lamp-server-without-frameworks-on-ubuntu-14-04> [Accessed 21 January 2016]

Other W3C. [online] Available at: <www.w3.org> [Accessed 21 January 2016] w3schools.com. [online] Available at: < www.w3schools.com > [Accessed 21 January 2016]

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