Programme Specification
This Programme Specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.Sources of information on the programme can be found in Section 17
- Awarding Institution / Body
- Teaching Institution and Location of Delivery
Preston
- School
- External Accreditation
- Title of Final Award
- Modes of Attendance offered
Full-time
Part-time
- UCAS Code
- Relevant Subject Benchmarking Group(s)
- Other external influences
- Date of production/revision of this form
- Aims of the Programme
The BSc Multimedia and Mobile development degree gives the students the necessary skills and insights to enable them to develop interactive applications for a range of devices and contexts. The course will develop their skills in a range of areas pertaining to application development. The students will learn how the industry has developed and built on knowledge and underpinning theories from a range of subject areas. They will learn how to develop and evaluate applications for a variety of audiences using relevant evaluation techniques and metrics.
Although this course develops specialist skills and knowledge appropriate to the needs of a developer, it also develops general computing skills pertinent to other careers in computing and hones the students’ professional skills.
Common Computing Aims
- To develop the skills and understanding of theory necessary for the graduates to be employed in a Computing environment
- To encourage and enable students to become independent learners.
- To develop critical evaluation, communication, enterprise and self-management skills.
- To produce graduates with the skills and confidence to solve problems independently and as part of a team
- To provide an opportunity for students to develop transferable skills and enhance subject-specific expertise by undertaking a work placement
Specific Aims
- To develop professional skills and promote legal and ethical awareness relating to web and mobile development
- To develop the skills required to design and implement web and mobile applicationsusing appropriate methodologies
- To enable students to evaluate interactive applications
- Learning Outcomes, Teaching, Learning and Assessment Methods
A.Knowledge and Understanding
The successful student will be able to
A1. Explain, evaluate and apply techniques and methods to solve a range of computing problems
A2. Evaluate and apply project management tools and techniques
A3. Make informed decisions in the specification of an interactive application based on an understanding of the theoretical and technical operation of those systems together with the skills needed to develop a product.
A4. Specify the component parts of aninteractive application required to fulfil a media technology application such as an internet game.
Teaching and Learning Methods
Acquisition of knowledge is mainly supported through lectures and directed learning. The role of directed learning increases as the course progresses. Understanding is reinforced through practical, tutorial and seminar work. This may involve a series of small exercises, extended case studies or discussions. Drop-in help sessions are provided to support particular areas.
Assessment methods
Informal and formative feedback is provided in tutorial, seminar and practical classes through class discussion and individual advice. Formal assessment is through practical and written coursework, and time-constrained examinations, which may include on-line multiple-choice exams, traditional examinations, open-book examinations and partially-seen questions.
B.Subject-specific skills
The successful student will be able to
B1. Solve technical and human problems relating to the development and use of IT-based systems
B2. Design and develop applications using tools and techniques appropriate to the stakeholder needs and resources available.
B3. Justify the design and development of a application using appropriate forms of communication (e.g. written, verbal, interactive presentations)
B4. Critically evaluate interactive applications with respect to a range of appropriate criteria
B5. Design and prepareapplications in a legal, ethical and professional manner using relevant tools,standards and guidelines
Teaching and Learning Methods
Computing is a highly practical subject. Skills are developed in a co-ordinated and progressive manner during the three years of the programme. At level 4, the focus is on the acquisition of basic skills through laboratory exercises. At higher levels, more specialist equipment is used. Some practical work demonstrates advanced techniques, while extended practical work enables students to exercise creativity and develop their own solutions. Lectures, sometimes involving on-line demonstration, are supported by tutorials, seminars, practical exercises and directed work.
Assessment methods
A variety of methods are used to assess technical and personal practical skills. These include laboratory exercises, oral presentations, formal reports, and implementation exercises with supporting documentation demonstrating a professional approach and evaluating methods and products. Informal, formative feedback is provided throughout.
C.Thinking Skills
The successful student will be able to
C1. Investigate complex situations thoroughly and impartially
C2. Locate, evaluate and integrate information from multiple sources
C3. Evaluate ideas, methods and systems
C4. Analyse and solve problems
Teaching and Learning Methods
Intellectual skills are developed through practical work, tutorial and seminar work and coursework assignments. Discussion among students and with staff during tutorials and supervisory meetings are key methods for the development of thinking skills. Many modules make use of VLE discussion boards to allow discussion among staff and students. Problem-solving is developed in practical classes, seminars and tutorials. Throughout the course, students practise problem-solving individually and in groups. Issues around the location, evaluation and application of information are explicitly considered during the practitioner skills module, the professional skills module and the problem-solving project, but are also an integral part of other modules.
Assessment methods
Staff provide informal formative feedback in class and in supervisory meetings. Intellectual skills are partly assessed through formal examinations but assessment of coursework and practical and theoretical project work is the main vehicle for assessment of the higher order skills. A variety of assessment methods are used, including formal reports, essays, evaluation of products and processes, and oral poster presentations.
D.Other skills relevant to employability and personal development
The successful student will be able to
D1. Communicate effectively with clients, users and developers
D2. Learn and work independently and as part of a team
D3. Operate within an ethical and legal framework appropriate to computing professionals.
D4. Plan, perform, manage and report on a relevant project
D5. Identify and set personal goals relevant to long-term educational and career planning
Teaching and Learning Methods
The development of essential communication and transferable skills begins in the Computing Skills module at the start of the first year. It is continued in the Practitioner Skills module at level 4, alongside the introduction and discussion of relevant legal and ethical topics. Communication skills and legal and ethical understanding are further developed in the Professional Skills module at level 5 and in context in other modules through tutorial/seminar work and coursework assignments.
Relevant notations to support technical communication are introduced through tutorial and practical work using appropriate tools.
Teamwork skills are developed through practical experience during induction exercises and in the Computing Skills module. It is reinforced in the Practitioner Skills module in year 1, in a technical team exercise during induction at the start of year 2. It culminates in the course-specific team project in semester 2 of the Professional Skills module, which requires the students to work in a team to solve a technical problem.
Whilst professional and ethical issues are addressed as appropriate in all modules, at each level there is a module designed to tackle professional and ethical issues. Concepts introduced in year 1 Practitioner Skills are developed in year 2 Professional Skills and applied in the final year Project. These modules offer students a framework to use with issues they will meet in computer-related situations. Such issues are referenced by staff (when appropriate) within all aspects of the teaching. One of the main advantages to having specific modules to focus on these topics is that students begin to become mindful about matters in computing that they have not formerly contemplated, and are then able to apply the newly found professional approach in the other modules on the course.
A major individual project, supported by supervisory meetings, reinforces and extends the student’s abilities: they research topics relevant to their project, summarise and evaluate their findings in a literature review, plan and monitor their progress, solve problems and write an extended report.
Formative assessment during induction week starts the development of the student’s ability to identify strengths and weaknesses and to set and work toward personal goals. This is continued during the Computing Skills and Practitioner Skills modules, where students are encouraged to evaluate themselves and to consider career options. The year 2 Professional Skills module has talks by past placement students and companies to help students assess the benefit of undertaking an industrial placement. In both year 1 and year 2, feedback on assignments is discussed holistically by year tutors to help the students interpret the guidance and translate it into personal action.
Assessment methods
These skills are assessed through written coursework and presentations in many modules, but particularly Computing Skills at the start of the first year, the Professional Skills team project and the final year individual project, where students write an academic article and a project report, are interviewed, and give a poster presentation. In Computing Skills, the students participate in a stand-up meetings mid-week to report on the team operation and progress and make a presentation of their achievements at the end of the week to demonstrate their products. They discuss individual contributions and appropriate actions.
13.Programme Structures* / 14.Awards and Credits*
Level / Module Code / Module Title / Credit rating
Level 6 / CO3808
CO3809
CO3720
CO3719
CO3717
CO2402
CO3701
CO3603
CO3708
CO2802 / Honours Degree Project#
Single Project#
Social Interaction Design
Application Development for Mobile Devices
Internet Games
Plus ONEfrom:
Advanced Programming
Advanced Database Systems
Computer Society and Law
Database Driven Websites
Industrial Placement Year / 40
20
20
20
20
20
20
20
20
120 / BSc (Hons) Multimedia and Mobile Development
Requires 360 credits including a minimum of 240 at Level 5 or above and 100 at Level 6
BSc Multimedia and Mobile Development
Requires 320 credits including a minimum of 200 at Level 5 or above and 60 at Level 6
Students who successfully complete CO2802, Industrial Placement Year, will have the award “in sandwich mode”
Level 5 / CO2602
CO2702
CO2701
CO2713
CO2509
CO2403 / Agile Systems Design
HCI
Database Systems
Advanced Interactive Applications
Mobile Computing
Professional Skills / 20
20
20
20
20
20 / Diploma of Higher Education in Multimedia and Mobile Development
Requires 240 credits including a minimum of 100 at Level 5 or above
Level 4 / CO1404
CO1401
CO1111
CO1507
CO1605
CO1706
CO1801 / Introduction to Programming
Programming
Computing Skills
Introduction to Networking
Systems Analysis & Database Design
Interactive Applications
Practitioner Skills / 10
10
20
20
20
20
20 / Certificate of Higher Education in Computing
Requires 120 credits at Level 4 or above
# Honours students must take CO3808, Degree students may take CO3809
15.Personal Development Planning
Students are introduced to Personal Development Planning (PDP) during induction at the start of the first year. Following an introductory lecture, students conduct PDP activities with their personal tutors. Students’ assessments of their own skills are used to guide team selection for the team challenge provided by the Computing Skills module. Further work is done in during the following 4 weeks of this module through meetings with the first year tutorial team and continued in the Practitioner Skills module. Students are encouraged to audit their skills; set goals and produce a Progress Plan. In a progression meeting students consider matching their skills to their target Degree course. Students also develop a CV. At the start of the second year, students are re-introduced to PDP through induction. PDP activities are conducted through meetings with the second year tutorial team. These sessions are integrated into the Professional Skills module to ensure the students perceive their importance. They help students to identify their skills; evaluate the requirements for personal development, which will include discussion of the feedback they have received on assessment performance; consider long-term goal setting; prepare a progress plan looking to the future; and link PDP with employability and their third year.
Personal Advisers are a key point of contact for students and ensure they take advantage of the available opportunities. They help students compile an e-portfolio to record the experiences and skills they gain while at university. They guide students to sources of help and advice where required.They work closely with Personal Tutors to provide support and advice to students. Problems identified by academic staff are followed up very quickly by personal advisers, who can help the students to identify problems and decide appropriate actions.
In conjunction with the Professional Skills module, students undertake a semester-based University Employability Certificate. This enhances the students’ self-awareness and ability to seek employment particularly within computing. Students can take additional assessment to gain a separate University Certificate in addition to their Degree.
16.Admissions criteria
Programme Specifications include minimum entry requirements, including academic qualifications, together with appropriate experience and skills required for entry to study. These criteria may be expressed as a range rather than a specific grade. Amendments to entry requirements may have been made after these documents were published and you should consult the University’s website for the most up to date information.
Students will be informed of their personal minimum entry criteria in their offer letter.
280 UCAS tariff points at A2 or BTEC National Diploma Merit, Merit Pass
AND
5 GCSEs at grade C or above including Maths and English
Qualifications equivalent to the above. Key skills in Mathematics level 2 will be accepted as an alternative for GCSE Mathematics
17.Key sources of information about the programme
- School Web Site (
- Course Fact Sheets
- Computing DVD
18.Curriculum Skills Map – BSc (Hons) Multimedia and Mobile Development
Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed
Level / Module Code / Module Title / Core (C), Compulsory (COMP) or Option (O) / Programme Learning Outcomes
Knowledge and understanding / Subject-specific Skills / Thinking Skills / Other skills relevant to employability and personal development
A1 / A2 / A3 / A4 / B1 / B2 / B3 / B4 / B5 / C1 / C2 / C3 / C4 / D1 / D2 / D3 / D4 / D5
LEVEL 6 / CO2402 / Advanced Programming / O / / / / / / / / / / / / /
CO3603 / Computing Society and Law / O / / / / / /
CO3701 / Advanced Database Systems / O / / / / / / /
CO3708 / Database Driven Websites / O / / / / / / / /
CO3719 / Application Development for Mobile Devices / COMP / / / / / / / / /
CO3717 / Internet Games / COMP / / / / / / / / /
CO3720 / Social Interaction Design / COMP / / / / / / / / / / /
CO3808 / Double Project / C (for Hons) / / / / / / / / / / / / / / / / /
CO3809 / Single Project / C (if taken) / / / / / / / / / / / / / / / / /
CO2403 / Professional Skills / COMP / / / / / / / / / / / / /
LEVEL 5 / CO2602 / Agile Systems Design / COMP / / / / / / /
CO2701 / Database Systems / COMP / / /
CO2702 / HCI / COMP / / / / / /
CO2713 / Advanced Interactive Applications / COMP / / / / / /
CO2509 / Mobile Computing / COMP / / / / / / / / /
CO2802 / Industrial Placement Year / O / / / / / / / /
CO1404 / Introduction to Programming / COMP / / /
LEVEL 4 / CO1401 / Programming / COMP / / / / / / /
CO1507 / Introduction to Networking / COMP / / / / / /
CO1111 / Computing Skills / COMP / / / / / / /
CO1605 / Systems Analysis & Database Design / COMP / / / / / / /
CO1706 / Interactive Applications / COMP / / / / /
CO1801 / Practitioner Skills / COMP / / / / / / / / / / / /
Note:Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks