| Study programme competencies |
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Code
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Study programme competences
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| A4 |
Capacidade para modelar, deseñar, definir a arquitectura, implantar, xestionar, operar, administrar e manter aplicacións, redes, sistemas, servizos e contidos informáticos. |
| A14 |
Capacidade para conceptualizar, deseñar, desenvolver e avaliar a interacción persoa–ordenador de produtos, sistemas, aplicacións e servizos informáticos. |
| B1 |
Capacidade de resolución de problemas. |
| B2 |
Traballo en equipo. |
| B3 |
Capacidade de análise e síntese. |
| B4 |
Capacidade para organizar e planificar. |
| B5 |
Habilidades de xestión da información. |
| B6 |
Toma de decisións. |
| B7 |
Preocupación pola calidade. |
| B8 |
Capacidade de traballar nun equipo interdisciplinar. |
| B9 |
Capacidade para xerar novas ideas (creatividade). |
| B10 |
Capacidade para proxectar, calcular e deseñar produtos, procesos e instalacións en todos os ámbitos da enxeñaría informática |
| B13 |
Capacidade para o modelado matemático, cálculo e simulación en centros tecnolóxicos e de enxeñaría de empresa, particularmente en tarefas de investigación, desenvolvemento e innovación en todos os ámbitos relacionados coa Enxeñaría en Informática |
| B14 |
Capacidade para a elaboración, planificación estratéxica, dirección, coordinación e xestión técnica e económica de proxectos en todos os ámbitos da Enxeñaría en Informática seguindo criterios de calidade e ambientais |
| B17 |
Capacidade para a aplicación dos coñecementos adquiridos e de resolver problemas en contornas novas ou pouco coñecidos dentro de contextos máis amplos e multidisciplinares, sendo capaces de integrar estes coñecementos |
| B21 |
Posuír e comprender coñecementos que acheguen unha base ou oportunidade de ser orixinais no desenvolvemento e/ou aplicación de ideas, a miúdo nun contexto de investigación |
| B22 |
Que os estudantes saiban aplicar os coñecementos adquiridos e a súa capacidade de resolución de problemas en contornas novas ou pouco coñecidos dentro de contextos máis amplos (ou multidisciplinares) relacionados coa súa área de estudo |
| B23 |
Que os estudantes sexan capaces de integrar coñecementos e enfrontarse á complexidade de formular xuízos a partir dunha información que, sendo incompleta ou limitada, inclúa reflexións sobre as responsabilidades sociais e éticas vinculadas á aplicación dos seus coñecementos e xuízos |
| B24 |
Que os estudantes saiban comunicar as súas conclusións, e os coñecementos e razóns últimas que as sustentan, a públicos especializados e non especializados dun modo claro e sen ambigüidades |
| B25 |
Que os estudantes posúan as habilidades de aprendizaxe que lles permitan continuar estudando dun modo que haberá de ser en gran medida autodirixido ou autónomo |
| C1 |
Expresarse correctamente, tanto de forma oral coma escrita, nas linguas oficiais da comunidade autónoma. |
| C6 |
Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse. |
| Learning aims |
| Learning outcomes |
Study programme competences |
| Understand and know how to design information systems using patterns and following quality principles |
AJ4
AJ14
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BJ1
BJ2
BJ3
BJ4
BJ5
BJ6
BJ7
BJ8
BJ9
BJ10
BJ13
BJ14
BJ17
BC1
BC2
BC3
BC4
BC5
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CJ1
CJ6
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| Contents |
| Topic |
Sub-topic |
| Introduction to advanced software design |
Importance of software design
Software design and software development processes and methodologies
Design and architectural patterns, component-based design
Software evolution, design quality, metrics and software complexity
Software accessibility
Real world examples of complex software design |
| Advanced concepts of software design |
Languages and tools used for software design
Design patterns
Architectural patterns
User interface and User experience patterns
Introduction to software refactoring and evolution |
| Advanced concepts of quality in software design |
Software and design quality
Metrics and software complexity
Evaluation and verification of software systems |
| Advanced concepts of software accessibility |
Importance of software accessibility
Software accessibility and software design
Software accessibility standards
Tools and technologies for software accessibility
Case studies of software accessibility |
| Real world case studies |
Overview of some well known, complex software systems
Software design in industry-used open source projects
In depth analysis of the design, tools, quality and accessibility in several open source projects (e.g. WebKit, GNOME&KDE, Linux, MeeGo/Tizen, etc.) |
| Planning |
| Methodologies / tests |
Competencies |
Ordinary class hours |
Student’s personal work hours |
Total hours |
| Guest lecture / keynote speech |
A4 B7 B10 B14 B17 |
10 |
15 |
25 |
| Case study |
A14 B2 B5 B6 B13 |
10 |
20 |
30 |
| Objective test |
B1 B3 |
5 |
0 |
5 |
| Workshop |
B21 C6 |
10 |
20 |
30 |
| Workbook |
B24 B25 |
0 |
10 |
10 |
| Laboratory practice |
B4 B8 B9 |
10 |
20 |
30 |
| Events academic / information |
B23 |
0 |
8 |
8 |
| Online forum |
B22 C1 |
0 |
10 |
10 |
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| Personalized attention |
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2 |
0 |
2 |
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| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
| Methodologies |
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Methodologies |
Description |
| Guest lecture / keynote speech |
We will invite relevant engineers and managers from the IT industry, in order to give the students guest lectures aligned with the contents of the course. |
| Case study |
We will review real world projects and discuss how the theoretical content that we have studied in the lectures is applied there. We plan to focus mostly on open source projects, as we have full access to the design material and source code. |
| Objective test |
Written exam, where the student will need to show both the theoretical knowledge acquired, and the capacity to resolve practical problems. |
| Workshop |
Practical discussion, analysis and design sessions, with the students organized in groups, supervised by the teacher. |
| Workbook |
The teacher will provide the student with relevant book chapters and articles, related to the theoretical content of the lectures, and the student will need to do a critical read of them, and prepare an executive summary that will be either reviewed by the teacher or by the whole classroom, depending on the case. |
| Laboratory practice |
Practical design and coding exercises, with the students organized in groups, supervised by the teacher. |
| Events academic / information |
We will complement the theoretical and practical lectures with attendance (either onsite or virtually) to conferences related to software design and development. |
| Online forum |
All the topics discussed in lectures, workshops and practical lab time will have a follow up in the virtual forums. We will try to stimulate the discussion there and open new topics proposing links to extra content so that the students can complement their knowledge in the topics they have personal interest in. |
| Personalized attention |
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Methodologies
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| Online forum |
| Workbook |
| Laboratory practice |
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| Description |
The personal attention to the students includes, in this case, not only the classical supervision time (tutorship), or the virtual help using the online resources, but also the following actions:
- We will follow constantly the work of the student in all the supervised tasks that will be proposed along the duration of the subject.
- Assessment of the results obtained in the practical assignments developed by the student.
- Constant communication with the goal of solving the problems found by the student to understand the contents discussed in the lectures or the difficulties of the tasks proposed by the teacher.
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| Assessment |
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Methodologies
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Competencies |
Description
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Qualification
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| Objective test |
B1 B3 |
Written exam with 3 parts: short theoretical questions, more practical questions where the students can elaborate a bit more the answers to the problems explained, and a specific complete design challenge. |
50 |
| Workshop |
B21 C6 |
The assesment of practical tasks in workshops will be continuous along the course, and will be based on a final presentation to the teacher. We will consider as part of the assesment the following aspects:
- Capacity to work as part of a group.
- Personal capacity to carry out work and explain it.
- Capacity to cover all the goals of the task.
- Capacity to apply the knowledge acquired during the theoretical lessons.
- Critical thinking and capacity to innovate and find solutions to problems.
- Capacity to deliver the tasks on time. |
50 |
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Assessment comments |
The summary of the qualification distribution is that we will obtain 50% of the marks from the written exam and 50% from a collection of workshops and practical activities that will be carried out during the course. The student is required to pass both the written exam and the workshops and practical activities in order to pass the subject. Those students who are attending the course part time, or those who have any circumstance that prevents them from attending all the lectures, should contact the teacher to discuss alternatives for the assessment. |
| Sources of information |
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Basic
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Gamma, E.; Helm, R.; Johnson, R. y Vlissides J. (1996). Design Patterns: Elements of Reusable Object-oriented Software. Addison Wesley Martin Fowler with contributions by Kent Beck, John Brant, William Opdyke and Don Roberts. Refactoring: Improving the Design of Existing Code. Addison-Wesley, 1999. Michael Jackson. Problem Analysis and Structure. In Proceedings of NATO Summer School, Marktoberdorf, August 2000 (in publication). Available here. Michael Jackson. Problem Frames: Analyzing and Structuring Software Development Problems. Addison Wesley, 2001. G. Polya. How to Solve It. 2nd ed., Princeton University Press, 1957. Diomidis Spinellis. Code Quality: The Open Source Perspective. Addison Wesley, Boston, MA, 2006. Stephen H. Kan. Metrics and Models in Software Quality Engineering. Addison-Wesley, Boston, MA, second edition, 2002. Henry, Shawn Lawton. Integrating Accessibility Throughout Design. Lulu.com. February 2007 |
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Complementary
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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
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
Ho-Won Jung, Seung-Gweon Kim, and Chang-Sin Chung. Measuring software product quality: A survey of ISO/IEC 9126. IEEE Software, 21(5):10–13, September/October 2004.
Omar Alshathry, Helge Janicke, "Optimizing Software Quality Assurance," compsacw, pp. 87–92, 2010 IEEE 34th Annual Computer Software and Applications Conference Workshops, 2010.
Robert L. Glass. Building Quality Software. Prentice Hall, Upper Saddle River, NJ, 1992.
Roland Petrasch, "The Definition of‚ Software Quality’: A Practical Approach", ISSRE, 1999 |
| Recommendations |
| Subjects that it is recommended to have taken before |
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| Subjects that are recommended to be taken simultaneously |
| Information Systems Analysis/614502006 |
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| Subjects that continue the syllabus |
| Project Management/614502002 | | Quality, Information Security and Computing Audit/614502003 | | Architectures and Mobile Platforms/614502005 | | Business Practice/614502011 | | Final Project/614502012 |
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