| Study programme competencies |
| Code | Study programme competences |
| A25 | Capacidade para desenvolver, manter e avaliar servizos e sistemas sóftware que satisfagan todos os requisitos do usuario e se comporten de forma fiable e eficiente, sexan accesibles de desenvolver e manter, e cumpran normas de calidade, aplicando as teorías, principios, métodos e prácticas da enxeñaría do sóftware. |
| A27 | Capacidade de dar solución a problemas de integración en función das estratexias, estándares e tecnoloxías dispoñibles. |
| A28 | Capacidade de identificar e analizar problemas, e deseñar, desenvolver, implementar, verificar e documentar solucións sóftware sobre a base dun coñecemento adecuado das teorías, modelos e técnicas actuais. |
| B1 | Capacidade de resolución de problemas |
| B2 | Traballo en equipo |
| B3 | Capacidade de análise e síntese |
| B4 | Capacidade para organizar e planificar |
| 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. |
| C4 | Desenvolverse para o exercicio dunha cidadanía aberta, culta, crítica, comprometida, democrática e solidaria, capaz de analizar a realidade, diagnosticar problemas, formular e implantar solucións baseadas no coñecemento e orientadas ao ben común. |
| 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 | ||
| Learn Software Engineering concepts and techniques. | A25 A28 |
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| Understand and identify the typical problems of software architectures and their contexts. | A25 A27 A28 |
B2 B3 |
C4 C6 |
| Define and document specifications, models, and architectural components of an application, according to their requirements, so as to favour their maintenance and extensibility. | A27 |
B1 B2 B3 B4 |
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| Proficient use of modeling languages. | A28 |
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| Use specific tools for defining and building applications. | C3 |
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| Validate the architecture of a system against its requirements. | A25 |
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| Synthesize success stories. | A25 |
B3 |
C4 C6 |
| Contents |
| Topic | Sub-topic |
| Concept of software architecture | Definition of software architecture Structures and views - Notation -- C4 -- IEEE Standard 1471 Life and business cycle of software architecture |
| Reference models and architectures | Quality indicators in software architecture Types of architectures - Layered architecture - Repository architecture - Client/server architecture (service-oriented) - 'Pipe and filter' architecture (component-based) - Distributed architectures -- Master/slave architectures -- Multilayered client/server architectures -- P2P architectures - Other architectures -- Embedded systems -- Aspect-oriented systems |
| Component design and integration. Architectural patterns | Design strategies Architectural Patterns Reuse - Legacy and COTS systems - Integration styles -- File transfer -- Data sources sharing -- Remote procedure invocation -- Message passing System reconstruction / re-engineering |
| Traceability and integration testing | Integration process Verification and integration testing - Functional tests - Non-functional tests Validation and Usability |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Guest lecture / keynote speech | B3 | 21 | 21 | 42 |
| Document analysis | B3 B4 C3 | 0 | 7 | 7 |
| Directed discussion | A28 B1 B3 C6 | 7.5 | 15 | 22.5 |
| Laboratory practice | A25 A27 A28 B1 B2 B4 C4 C6 | 15 | 30 | 45 |
| Supervised projects | A27 A28 B1 B3 B4 C3 C6 | 1.5 | 15 | 16.5 |
| Objective test | A27 A28 B1 B3 C6 | 3 | 9 | 12 |
| Personalized attention | 5 | 0 | 5 | |
| (*)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 | Lectures in which the notions and concepts of the field are presented, using different kinds of resources such as board, slides, or material provided beforehand by the teacher by means of a virtual platform (Moodle). |
| Document analysis | Reading and understanding task for the student, in which they will manage different resources provided or pointed to. Materials will be selected to promote a better understanding of lectures, to generate debate during discussion sessions, or to assist in carrying out practical (un)supervised work. |
| Directed discussion | Constructive debate, led by the teacher but participated by the whole class group, on different issues presented in lectures. The aim of these debates is to deepen the understanding and acquisition of theoretical concepts, and the development of critical and analytical skills. |
| Laboratory practice | Small projects designed so that the students can put in practice the theoretical knowledge as they acquire it. These projects wil be dimensioned to be undertaken by groups of students. The size of these gropus will be determined depending on the number of students enrolled in the course. |
| Supervised projects | Specific report or essays to be developed by students, either in groups or individually. These reports will be presented either at small group sessions or during personalized tutoring sessions. |
| Objective test | Final examination in which students must prove the knowledge they have acquired. Students are expected to show their skills both on a theoretical level (by answering questions similar to those posed during lectures and discussion sessions), and a practical level (by solving problems and exercises similar to those proposed during lab sessions and small projects). |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Laboratory practice | A25 A27 A28 B1 B2 B4 C4 C6 | Evaluation of the practices (small projects). Even though these practices are conducted in groups, two components are considered in the assessment of a student's work: - Assessment of group work, which takes into account the degree of coordination and collaboration among its members. - Personal assessment, which evaluates the specific contribution of one student to the group. The aspects that will be considered to evaluate these projects are: - Accuracy in achieving the objectives using the proposed techniques. - Understanding of the concepts involved. - Originality of the proposals. - Responsibility in delivering the project results in due time, as well as proper use of the established delivery means. |
40 |
| Objective test | A27 A28 B1 B3 C6 | Written test divided into two parts: theoretical questions, and modeling of a problem. | 40 |
| Supervised projects | A27 A28 B1 B3 B4 C3 C6 | The following aspects will be evaluated: - Knowledge and understanding of presented contents. - Knowledge and understanding of the theoretical and practical concepts of the subject involved. |
20 |
| Assessment comments | |||
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Students will need to show balance in their performance on the final examination and the lab practices (group projects). A balance of at least 50% of the corresponding qualification weight will be required on both aspects. Whenever the minimum is not reached in the objective test, the final mark would be that of the final test; whenever the minimum is not reached in the laboratory practice, the final mark would be 4. In the second chance evaluation, the objective test can include a laboratory evaluation for those people which do not reach 50% of the laboratory practice grade during the semester. In compliance with the academic rules at UDC that apply to part-time students, physical presence in the classroom/laboratory will not be regarded as qualification element. That is to say, students may officially apply to be dismissed from attending lectures and laboratory practices. All in all, part-time students will still need to comply with deadlines established for supervised projects and laboratory projects, since these will be announced in the subject Moodle website. |
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| Sources of information |
| Basic |
Hébert, Fred (2013). Learn you some Erlang for great good : a beginner's guide. No Starch Press
Bruce A. Tate [et al.] (2014). Seven more languages in seven weeks : languages that are shaping the future. The Pragmatic Boolshelf
Clements, Paul [et al.] (2003). Documenting software architectures : views and beyond. Addison-Wesley
Hohpe, Gregor (2004). Enterprise integration patterns designing, building and deploying messaging solutions. Addison-Wesley
Sommerville, Ian (2011). Ingeniería de software. Addison Wesley
Schmidt, Douglas [et al.] (2000). Pattern-oriented software architecture. John Wiley & Sons
Fowler, Martin (2003). Patterns of enterprise application architecture. Addison-Wesley
Bass, Len [et al.] (2003). Software architecture in practice. Addison-Wesley
Braude, Eric J. (2001). Software engineering an object-oriented perspective. John Wiley & Sons |
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