| Study programme competencies |
| Code | Study programme competences |
| A1 | Aprender de maneira autónoma novos coñecementos e técnicas avanzadas axeitadas para a investigación, o deseño e o desenvolvemento de sistemas e servizos informáticos. |
| A3 | Concibir e planificar o desenvolvemento de aplicacións informáticas complexas ou con requisitos especiais. |
| A6 | Avaliar, definir, seleccionar e auditar plataformas hardware e software para a execución e desenvolvemento de aplicacións e servizos informáticos. |
| A7 | Saber especificar, deseñar e implementar un sistema de información, empregando bases de datos. |
| A9 | Dirixir equipos de traballo ligados ao deseño de produtos, procesos, servizos informáticos e outras actividades profesionais. |
| A10 | Saber especificar, deseñar e implementar unha política de seguridade no sistema. |
| B1 | Aprender a aprender. |
| B2 | Resolver problemas de forma efectiva. |
| B3 | Aplicar un pensamento crítico, lóxico e creativo. |
| B4 | Aprendizaxe autónoma. |
| B5 | Traballar de forma colaborativa. |
| B7 | Comunicarse de maneira efectiva en calquera contorno de traballo. |
| B8 | Traballar en equipos de carácter interdisciplinar. |
| B9 | Capacidade para tomar decisións. |
| B10 | Capacidade de xestión da informática (captación e análises da información). |
| B11 | Razoamento crítico. |
| B12 | Capacidade para a análise e a síntese. |
| B13 | Capacidade de comunicación. |
| B14 | Coñecemento de idiomas. |
| B15 | Motivación pola calidade. |
| C3 | Utilizar as ferramentas básicas das tecnoloxías da información e as comunicacións (TIC) necesarias para o exercicio da súa profesión e para a aprendizaxe ao longo da súa vida. |
| C6 | Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse. |
| C7 | Asumir como profesional e cidadán a importancia da aprendizaxe ao longo da vida. |
| C8 | Valorar a importancia que ten a investigación, a innovación e o desenvolvemento tecnolóxico no avance socioeconómico e cultural da sociedade. |
| Learning aims | |||
| Subject competencies (Learning outcomes) | Study programme competences | ||
| Knowledge about concepts and techniques of Software Engineering. | A3 A7 A9 |
B2 B9 B12 B15 |
C3 C6 C7 C8 |
| Use of design and implementation tools. | A1 A3 A6 A7 A10 |
B1 B2 B3 B4 B5 B7 B8 B9 B10 B11 B14 B15 |
C3 C6 C7 C8 |
| Expert use of modeling languages and design patterns. | A3 A7 |
B2 B3 B7 B9 B10 B11 B12 B15 |
C3 C6 C7 C8 |
| Knowledge, identification and understanding of the typical situations where design problems arise. | A1 A3 A6 A7 |
B1 B2 B3 B4 B5 B7 B8 B9 B10 B11 B12 B13 |
C3 C6 C7 C8 |
| Identification of success experiences. | A1 A3 A6 A7 A9 |
B1 B3 B4 B7 B9 B10 B11 B12 B13 B15 |
C3 C6 C7 C8 |
| Contents |
| Topic | Sub-topic |
| Introduction to ISD | a) Definition and objectives b) Design as a phase in the development process c) Basic principles of design d) Introduction to software architectures d) The UML unified modeling language f) The 4+1 model of architecture view |
| Design strategies | a) Basic concepts b) Structured design c) Object-oriented design |
| Software architectures | a) Basic concepts b) The Model-View-Controller pattern c) Layered design |
| Introduction to design patterns | a) Concept of design pattern b) Compositionality (Composite) |
| Responsibility assignment and delegation | a) Responsibility assignment (Proxy, Decorator) b) Delegation (Decorator, Chain of Responsibility) |
| Low coupling, instantiation, high cohesion, and subsystem division | a) Low coupling and instantiation (Prototype, Trader, Singleton) b) High cohesion and subsystem division (Facade) |
| Modeling dynamic behaviour | a) Modeling dynamic behaviour (State) |
| Reuse | a) Reuse (Strategy, Iterator) |
| Dependencies among objects | a) Dependencies among objects (Observer) |
| Design refactoring and preparation for change | a) Design refactoring (Factory Method, Template Method) b) Preparation for change (Visitor) |
| Encapsulation and abstraction | a) Encapsulation and abstraction (Comand, Memento) |
| Interface adaptation and complexity handling | a) Interface adaptation (Adapter, Bridge, Abstract Factory) b) Complexity handling (Mediator) |
| User interfaces | a) Basic concepts b) User interfaces on the web c) Dependencies among objects, encapsulation, abstraction, delegation, and subsystem division |
| Persistence and concurrency patterns | a) Introduction |
| Planning | |||
| Methodologies / tests | Ordinary class hours | Student’s personal work hours | Total hours |
| Guest lecture / keynote speech | 21 | 21 | 42 |
| Seminar | 10 | 15 | 25 |
| Laboratory practice | 15 | 15 | 30 |
| Objective test | 5 | 0 | 5 |
| Supervised projects | 0 | 24 | 24 |
| Personalized attention | 24 | 0 | 24 |
| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | |||
| Methodologies |
| Methodologies | Description |
| Guest lecture / keynote speech | Expositive sessions to present theoretical aspects using different materials: board, slides, electronic notes and resources provided by the teacher using the virtual campus. |
| Seminar | Practical seminars in which acquired concepts are developed further, with a practical example as baseline. The teacher conducts the session, involving the students actively. |
| Laboratory practice | Practical sessions designed by the teacher on the grounds of the concepts that the students are presented with. Students develop practical exercises in small groups, preferably in pairs. |
| Objective test | Written test to assess student's knowledge acquisition. Students must develop both their knowledge of theoretical aspects, to be demonstrated by answering questions, and their knowledge of practical aspects, to be demonstrated by solving practical exercises, similar to those they have been previously addressing during practical sessions, seminars, and personal tasks. |
| Supervised projects | Personal tasks proposed by the teacher and developed by the students in an individual fashion, or in group. This tasks can be evaluated via test exams or individually during tutoring hours. |
| Personalized attention |
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| Assessment | ||
| Methodologies | Description | Qualification |
| Laboratory practice | Evaluation of the practical exercises in a continuous manner thorough the course in a final defence. Despite these exercises being solved in groups, there are two components in this evaluation: - Evaluation of the group work, in which coordination and collaboration is evaluated. - Personal evaluation, where contribution of each individual is evaluated. Among the aspects to be evaluated, we find: - Rigorousness in achieving the objectives of each exercise, applying the techniques proposed in the subject. - Comprehension of the concepts involved in the exercise. - Originality in the solutions. - Responsibility in finishing the exercises in due time and according to the given instructions, as well as use of given material. |
30 |
| Objective test | Written test with three different parts: short questions, short design-and-implement exercises, and design problem with special interest in motivation of design decisions. |
60 |
| Supervised projects | The following aspects will be taken into account: - Knowledge of the contents of the proposed tasks. - Knowledge of the theoretical and practical aspects of the subject. - Participation and/or suitable tracking in the development of the subject. |
10 |
| Assessment comments | ||
| Sources of information |
| Basic |
Gamma, E.; Helm, R.; Johnson, R. y Vlissides J. (1996). Design Patterns: Elements of Reusable Object-oriented Software. Addison Wesley
Arnold K., Gosling J. y Holmes D. (2005). The Java Programming Language. Prentice Hall
Rumbaugh, J.; Jacobson, I. y Booch, J. (2004). The Unified Modeling Language Reference Manual. Addison Wesley
Booch J.; Rumbaugh J. y Jacobson I. (2005). The Unified Modeling Language User Guide. Addison Wesley |
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| Complementary |
Grand M. (2002). Patterns in Java. Volumen 1. John Wiley & Sons
Page-Jones, M. (2004). Applying UML and Patterns: An Introduction to Object-Oriented Analysis and Design and Iterative Development. Prentice Hall PTR
Cooper J. (2000). Java Design Patterns: A Tutorial. Addison Wesley
Stevens, P. y Pooley, R. (1999). Using UML. Software Engineering with Objects and Components. Addison Wesley |
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| Recommendations | |||
| Subjects that it is recommended to have taken before | |
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| Subjects that are recommended to be taken simultaneously | |||
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| Subjects that continue the syllabus | |
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| Other comments | |