Advanced Diploma in Information and Communication Technology in Applications Development

Purpose

The purpose of the qualification is to provide students with an understanding of application development and to apply the critical competences and skills in application development as a specialised field. The qualification is designed to produce graduates with the requisite specialist theoretical and practical skills in the latest technologies and tools employed in the field. This qualification will strengthen and deepen the student's knowledge and develop applied competence in analysis, interpretation, understanding and application of applications development and tools. It further develops the student's intellectual independence, research and professional skills.

Rationale

The Advanced Diploma in Information and Communication Technology in Applications Development will replace the Bachelor of Technology in Information Technology.

The purpose of the qualification is to provide entry-level vocational or professional preparation or specialisation. This qualification is a more intensive, focused and applied specialisation, which will meet niche requirements in the Information and Communication Technology (ICT) industry.

A rapidly changing technological and digital landscape demands practitioners and experts that understand, respond to, drive and further the aims of the industries they serve. It further requires graduates that can research, reflect, innovate, problem solve and integrate knowledge in a discipline specific way while serving societal needs.

The qualification has been developed in response to a need as identified in consultation with key stakeholders: staff, industry, curriculum advisors and students. The proposed new curriculum was raised at an industry advisory meeting with stakeholders from industry. The need for, description and planned implementation of the new curriculum was discussed and debated and this informed curriculum design.

The framework for this qualification was developed within the Higher Education Information and Communication Technology Association (HEICTA) consortium of mainly universities of technology resulting in this qualification being strongly focused toward vocational and professional knowledge, practice and attitudinal skills development.

The Association for Computing Machinery (ACM) curriculum was referenced in the HEICTA curriculum development process in establishing the new Diploma and Advanced Diploma qualifications.

The qualification is built on the foundations laid by the Diploma in ICT and aims to develop the learners' applied and general skills and offer a degree of specialisation in the application development field. Application development is the discipline concerned with the application of theory, knowledge, and practice to effectively and efficiently build reliable software systems that satisfy the requirements of customers and users. This discipline is applicable to small, medium, and large-scale systems.

The qualification is structured in such a way that it prepares students for an academic career path should they wish to continue with a Postgraduate Diploma.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL) is a process of identifying the knowledge and skills of an applicant against the admission requirements of a qualification and/or for credits against a part thereof. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal and/or formal learning.

The RPL process is multi-dimensional and multi-contextual in nature, aimed at the individual needs of applicants and is handled in accordance with an institutional RPL policy by a unit dedicated to this activity. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL candidate to meet institutional requirements. An appeal procedure is also in place to accommodate queries.

RPL will relate to gaining access to the qualification and/or credits/advanced standing as described in institutional guidelines. The qualification will be awarded to a student who has provided evidence that the stated competence of the qualification has been achieved through experience that complies with the stated specified outcomes.

Entry Requirements

The minimum admission requirements for this qualification are

• A 360-Credit Diploma in Information and Communication Technology (ICT) or comparable qualification at Level 6 in the field of study.

Or

• A 240-Credit Diploma in communication technology with a 120-Credit Work-Integrated Learning (WIL) component.

Additional requirements

• An appropriate level of achievement in the exit level subjects of the 360-Credit Diploma in Information and Communication Technology (ICT).

Or

• An appropriate level of achievement for the second year of the 240-Credit Diploma together with 60% for the 120 Work-Integrated Learning (WIL) credits.

This qualification comprises compulsory modules at Level 7 totalling 120 Credits.

Compulsory Modules

• Application Development Theory 4, 20 Credits.
• Application Development Practice 4, 20 Credits.
• Projects 4, 40 Credits.
• Research Methodology, 20 Credits.
• Professional Development, 20 Credits.

1. Demonstrate competency in application development theory.
2. Demonstrate competencies in application development practice.
3. Demonstrate competencies creating an integrated project accommodating best practices across the qualification.
4. Demonstrate competency in research using a practical approach with appropriate research methodologies to integrate and consider knowledge gained across the qualification.
5. Demonstrate competency in professional development.

Associated Assessment Criteria for Exit Level Outcome 1

• Investigate how application development as an information technology specialisation is justified by the differentiated design and implementation approaches required to support the wide range of specialised software systems, such as real-time systems, client-server systems, distributed systems, parallel systems, web-based systems, high integrity systems, games, mobile computing, scientific computing and business applications.
• Research the differences between general software engineering techniques and principles required for development of these specialised systems.
• Understand the different process models, approaches to modelling systems, or choices of techniques for carrying out any of the key activities that have to be explored in application development, such as producing Unified Modelling Language (UML) presentations in Object Oriented Software Design; software design methodologies, such as Rational Unified Process (RUP); and Agile Open Source technologies.

Associated Assessment Criteria for Exit Level Outcome 2

• Investigate how application development theory connects with practice.
• Understand best practices in theory and apply to the construction of software using detailed design methods, notations, implementation tools, coding standards, peer review techniques and maintenance issues.
• Implement testing techniques and quality assurance through review/inspection techniques, such as black box and white box testing techniques, through executable software and test analysis.
• Introduce and implement specific test case development techniques, such as boundary value, equivalence class, control paths, and dataflow paths tests.
• Investigate and implement different levels of testing, such as functional, component, and system/regression tests together with the concept of configuration management.

Associated Assessment Criteria for Exit Level Outcome 3

• Demonstrate research skills that are needed to conceptualise, execute and manage projects in industry.
• Select, create, apply, integrate and administer relevant approaches and technologies to meet the needs of users in a societal and organisational context.
• Consider the needs of industry and the stakeholders in the planning, development and rollout phases of the project.

Associated Assessment Criteria for Exit Level Outcome 4

• Formulate a researchable problem from knowledge gained across subjects in application practice or theory.
• Create a research proposal that demonstrates competencies in conducting academic research.
• Research and apply data collection techniques needed for data analysis.
• Analyse the concept of research methodology to properly conduct research.
• Produce a dissertation based on research methods, analysis and conclusions.

Associated Assessment Criteria for Exit Level Outcome 5

• Enhance the knowledge and skills acquired in the professional practice subjects contained in the Diploma.
• Focus on professional development aspects which relate to project management, industry-related case studies, legal, ethical and policy issues studied across the qualification.

Integrated Assessment

Formative and Summative Assessment

Integrated assessment cuts across a number of subjects/modules and is aimed at the holistic development of students and contributes to students' personal and professional development in the field of study in terms of foundational, practical and reflexive competence.

Integrated assessment forms part of continuous assessment at the institution and takes the form of an appropriate mix of both formative and summative assessment methods. Assessment policy and practices at the institution promote constructive alignment of the curriculum, student-centred learning and assessment, and the importance of feedback to enhance student engagement. Assessment practices should be fair, reliable and valid. It should be in keeping with academic disciplinary and professional field norms and standards.

Formative Assessment

Formative Assessment is aimed at enhancing student learning. It provides students with an opportunity to reflect critically on their own learning and improve their levels of personal accountability and time management. Formative assessment usually consists of a variety of assessment tasks relevant to the field of study.

Summative Assessment

Summative assessment will take place at the end of a section of work or quarter/semester and is aimed at assessing students' attainment against the learning outcomes. Summative assessments are internally and externally moderated based on institutional policy and requirements.

Summative assessments usually consist of a variety of formal assessment tasks relevant to the field of study, including written tests, reports and examination.