CET333 Product Development

Module Guide

CET333 Product Development

Module Guide
[Ver 3.0 January 2017]

Dr Susan J Jones
[email protected]
Module Leader CET333

Faculty of Computer Science

University of Sunderland

 
 
 
 

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Table of Contents

Overview 3.

Reading List 6.

Module Resources 6.

Regulations 7.

Module Descriptor 8.

Appendix 1: Client Contact Record Sheet 9.

Appendix 2: Requirements Specification Template 11.

Appendix 3: Client Evaluation Template 13.

Appendix 4: Learning Log Template 19.

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Overview: Working with Clients
This module sets out to provide students with an authentic experience of
working with a client to provide a solution or 'product'.

In order to join the workforce as a computer professional students need to be

able to harness a wide range of systems technologies and approaches - this
is what much of your programme has been preparing you for. Fundamental to
your role in industry however, is your ability to work with people - whether this
be with co-workers, team-leaders or managers and more critically 'clients'.
Clients are the people who own, or represent organisations, who need YOUR
expertise in order to build the systems that will drive their business, whatever
context they may be in, and more critically are prepared to pay for it.

Managing a client relationship in the context of developing systems is a

complex and demanding activity that not only needs your technical knowledge
and ability, but demands good interpersonal skills, the ability to communicate
complex information and ideas in an understandable way and more
importantly a recognition that systems are built for users, a fact that clients
often don't understand or fully appreciate.

During this module you will take on the role of a computing professional
developing a solution for a client. Your tutor will be your client in a scenario
driven context and it will be up to you to determine requirements, plan the
project, identify the methods you will use to develop the proposed system and
design, develop, test and evaluate the product with the client.
This experience, while not quite as pressured as a client relationship in the
real world, should help you to develop some of the the skills you will need in
the future as a graduate computing professional and as such is a key part of
your programme of studies.

The module as a whole runs to a pre-determined scheduled which you will be

required to comply with, but working individually you will specify, plan and
manage your project to a successful conclusion. The module is supported by
lectures and tutorials, but a significant amount of time is spent in self-directed
study with time allotted for meeting with your client and tutors.

Focus on Practice

The entire focus in this module is on ‘pratice’. Students are not required to
undertake any academic research or writing, repeating the knowledge and
skills covered in the module CSE306. In contrast all documentation, including
any written specifications, or narrative about the work undertaken must be
written entirely from a practitioner perspective, in the students’ own words.
This does not mean that students are not required to undertake any
‘research’, rather that this is practitioner research, and any writing must be

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directed at the client, explaining the methods, tools and approaches that will
be used and why.

The Requirement Specification Process

At the outset, students are given a brief introductory enquiry from a potential
client and are required to prepare to meet and interview the client to find out in
detail the client requirements. Note one scenario will be used for all three
computing top-up programmes, but the solution for students on each
programme will be tailored to suit their programme learning outcomes.

Students initially meet their respective clients in groups for a 30min

discussion, but after the preliminary meeting, students work individually to
produce a requirements specification which forms the input and control
document for the duration of solution development. This is based upon the
document template provided as Appendix 1. Requirements Specification.

Development Process

From an understanding of the requirements and the hardware/software

resources, it is the student’s decision as to the choice of design methodology,
technology to be used, the testing methodology to be employed and the
subsequent evaluation.

Evaluation Process

Upon completion of your final product, your client is required to evaluate your
product using the form in Appendix 2 and this form is then used as part of the
assessment process by tutors.

Assessment & Tracking

The assessment comprises one online portfolio submission worth 100% of the
marks which tracks the project in full. Towards the end of the project students
must demonstrate their solution to the client. The portfolio must include the
‘Requirements Specification’ agreed and signed off by the client and ‘Client
Evaluation’ form duly completed and signed off. Please ensure to carefully
read and follow the instructions provided in the assignment and note that you
MUST include the signed ‘Requirements Specification’ and completed and
signed ‘Client Evaluation’ in your portfolio. During the module students will be
invited to meetings with the client and tutors. These review meetings are
logged with attendance contributing to marks for the overall mangement of the

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project; so in effect, non-attendance at scheduled meetings will result in loss
of marks.

Module Staffing

The module is supported by a small team of academic staff who function as

both tutors and clients and throughout the student operates in a developer
role.

Your Tutor:

• Administers the module

• Organises the timetabled sessions
• Provides advice and feedback on student progress on a one-to-one
basis against each student’s schedule of planned activities during the
module

Your Client:

• Fulfills the role of key stakeholder for product development

• Is available for interview to discuss requirements at the outset
• Provides feedback mid-way on product development
• Conducts a final evaluation of the product during a demonstration

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Reading List

Many books have been published on the management of IT and computing projects and new
publications are being released all the time in both print and electronic format. The following
books are a small selection, including a book recommended by the BCS (British Computer
Society).

Arthur M. Langer (2012). Guide to Software Development: Designing and Managing

the Life Cycle. Springer, London.

Alexander Osterwalder and Yves Pigneur (2010). Business Model Generation: A

Handbook for Visionaries, Game Changers and Challengers. John Wiley & Sons
Inc. New Jersey, USA.

Bob Hughes (2012). Project Management for IT-Related Projects: Second Edition.
BCS Learning and Development Ltd.

Coleen Garon and Erika McCulloch (2012). Fundamentals of Technology Project

Management. MC Press Online.

Dr. Christian Dawson (2009). Projects in Computing and Information Systems: A

Student’s Guide. Addison Wesley, Pearson Publishing.

Elisabeth Scanlon Thomas (2011). Breaking the Addiction to Process: An

Introduction to Agile Project Management. IT Governance Publishing.

Module Resources

Lecture slides, tutorial information and any additional materials used on this
module will be made available through CANVAS. The module leader for
CET333 is Dr Susan J. Jones. In case of queries for on-campus students,
these should be directed to the module leader or supporting tutors via email
as appropriate.

For off campus students, the module will be taught by local tutors and
students are referred to their local tutor for all advice and support needed.
Where any off-campus queries arise that cannot be dealt with locally, tutors
will contact the module leader directly for any guidance or clarification.

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Regulations

The module is assessed 100% through the portfolio and each student is
required to submit a portfolio document tracking the project in full, plus a
separate file of code – if this is available.

Students will receive detailed instructions at the appropriate time as to what

needs to be produce and submitted. Portfolios are to be submitted online to
CANVAS or in some cases off-campus students submit in paper form with a
cover page to their respective centre. Deadlines have to be strictly adhered
to and mitigation needs to be submitted for late submissions or non-
submissions.

Attention is drawn to the policy of the university on plagiarism and strict

adherence in this module to students’ writing in their own words.

Coverage of the learning outcomes by the assignments is indicated below.

The portfolio is in four parts and will require students to:

• Produce a portfolio containing the ‘Requirement Specification’ signed
off by the client and detailing the development of the product in full
• Supply the Client Evaluation Form
• Supply the product code (where possible)

Exact details of marking criteria will be supplied with the assignment

instructions. Students should take great care with reading and following
these instructions to ensure that they gain full credit for their work and
achieve the best mark possible. Strict adherence to instructions with the
content and structure of your portfolio will help maximise your mark for this
module.

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Module Descriptor

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Appendix 1 Client Contact Record Sheet

Please use this template to record ‘Client Contact’ at the set points indicated. Where
students meet the client individually, clients will use this form to provide feedback on
progress. This document must be included in the Portfolio submission where
indicated.

Business Pitch – Participation

Comments:

Client Signature: Date:

Student Signature: Date:

Scheduled Client Meeting 1: Meeting Record

Progress & Feedback

Actions:

Client Signature: Date:

Student Signature: Date:

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Scheduled Client Meeting 2: Meeting Record

Progress & Feedback

Actions:

Client Signature: Date:

Student Signature: Date:

Scheduled Client Meeting 3: Meeting Record

Progress & Feedback

Actions:

Client Signature: Date:

Student Signature: Date:

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Appendix 2 Requirements Specification Document
Product Title
Student Name (Student Id)
BSc Title
Requirements Specification Document

Overview
Guidance: provide background to the company and a brief overview of the work.

Product to be delivered to client

Guidance: this should specify the final deliverable which is to be produced for the client. This SINGLE
statement should encompass all requirements for the system.

Client requirements
Guidance: this outlines the list of the clients requirements in terms of product features required, and
delivery mechanisms if appropriate. Future requirements to be implement in future phases should be
listed (the “wish list”). Each requirement should be presented in chronological order. The phase to
which each requirement belongs should be shown in some way.

Constraints
Guidance These define the boundaries of the work for this specific project and typically include: Any
limitations should be described. Any limitations on access to specific resources, budget, the research
topic and standards should be included.

Resources
Guidance: These define the access and assets that will provided by the client, or available via the
university, for use during the project and typically include: the number of people who will be involved
in the project, their skills, possibly naming individual, Specific equipment, services.

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Evaluation
Guidance: In this section the proposed evaluation of the artefact is outlined including the aim of the
evaluation and how the evaluation will be carried out

Sponsor Sign-off

Signature (this indicates acceptance of the scope of the Date

practical component of the project)

Guidance: The sponsor is asked to sign and date the first part of the ToR. This confirms acceptance of
its content as a contract to be worked to by the student. The sponsor should not sign-off on this until
they are satisfied with the content. The sponsor is asked to focus on the practical aspects of the project
and the deliverable that is to be produced for them.

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Module  Handbook  Ver  3.0  2017     13  
Appendix 3a Client Evaluation Form – ABC/CSE Students
This two page form is developed from a core evaluation template plus
students own evaluation protocol development and will be distributed mid way
during the module.

The following two page Client Evaluation Form must be:

• Completed by the client in full at the end of the module

• Subsequently scanned and incorporated by the student into the
Portfolio where indicated

Note: Tutors at the University of Sunderland use the Client Evaluation Form
during marking. The artefact product is worth 35% of the total mark for the
Portfolio. Failure to include this two page Client Evaluation Form will lead to
loss of marks.

Instructions for Students

Part 1: Functional and Non-functional Requirements

Students are required to transfer the requirements agreed with the client at
the start of the project and documented in the Terms of Reference document
into the grid on Page 1. Where the number of requirements exceeds the grid
size, students should include only the key functionality of the product. Note
this should be word-processed for clarity, NOT hand written.

Part 2: Generic Design Heuristics

This part of the document is identical for all students.

At the end of your project produce and print your own 2 page Client
Evaluation Form and make this available to the Client at the date and time
agreed for the evaluation.

At the end of the evaluation, the Client and Student must sign and date both
pages of the Client Evaluation Form before it is scanned in and incorporated
into the Portfolio.

Note the scanned Client Evaluation Form must be readable online.

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CET333 Product Development: Client Evaluation Form – Parts 1 & 2

Student Name
[CAPITALS]

Client Name
[CAPITALS]

Clients are required to evaluate the student’s artefact using the two page Client
Evaluation Form.

Part 1. Functional and Non-Functional Requirements

Evaluation of functional and non-functional requirements agreed with the client,

specified and signed off in the Terms of Reference document.

Please enter an “X” in the box as appropriate.

Achievement of Functional Requirements In full In part Absent

Achievement of Non Functional Requirements In full In part Absent

Client Signature Date:

Student Signature Date:

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Part 2. User Experience

Clients are required to evaluate the student product against the following generic
design heuristics. Please enter an “X” in the box as appropriate.

Feature Excellent Good Satisfactory Poor

Overall assessment of the level of functionality
of the completed system
Good match between system and the real world
– with structure that matches the task and
language familiar to the user
Consistency of presentation and interaction
across the application/web site
Visibility of system status – keeping the user
informed, through appropriate feedback within
reasonable time
Text content well written and presented
Aesthetic and minimalist design with simple and
clear interaction dialogue
Contemporary interface design appropriate to
business context
Appropriate use of visual content including any
logos, photographs, diagrams, pictures
Instructions for the use of the system should be
visible or easily retrievable
Help to allow users to recognise, diagnose and
recover from errors

Client Comments & Feedback

How has the student met the Client brief? Has the student used their systems design expertise and technical
knowledge/skills to help the client realise a robust and imaginative solution to the ‘problem’? Has the student done
what was required, or have they gone further and consulted with the client to suggest/implement additional
enhancements. Please write clearly so that this can be read online during the marking process.

Client Signature Date:

Student Signature Date:

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Appendix 3b: Client Evaluation Form [Network
Systems]

The following two page Client Evaluation Form must be:

• Completed by the client in full at the end of the module

• Subsequently scanned and incorporated by the student into the
Portfolio where indicated

Note: Tutors at the University of Sunderland use the Client Evaluation Form
during marking. The artefact product is worth 35% of the total mark for the
Portfolio. Failure to include this two page Client Evaluation Form will lead to
loss of marks.

Instructions for Students

Part 1: Consultancy Requirements

Students are required to transfer the requirements agreed with the client at
the start of the project and documented in the Terms of Reference document
into the grid on Page 1. Where the number of requirements exceeds the grid
size, students should include only the key tasks agreed. Note this should be
word-processed for clarity, NOT hand written.

Part 2: Consultancy Outcomes

This part of the document is identical for all students.

At the end of your project produce and print your own 2 page Client
Evaluation Form and make this available to the Client at the date and time
agreed for the evaluation.

At the end of the evaluation, the Client and Student must sign and date both
pages of the Client Evaluation Form before it is scanned in and incorporated
into the Portfolio.

Note the scanned Client Evaluation Form must be legible online.

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CET333 Product Development: Client Evaluation Form – Parts 1 & 2

Student Name
[CAPITALS]

Client Name
[CAPITALS]

Clients are required to evaluate the student’s artefact using the two page Client
Evaluation Form.

Part 1. Consultancy Requirements

Evaluation of consultancy requirements agreed with the client, specified and signed
off in the Terms of Reference document.

Please enter an “X” in the box as appropriate.

Achievement of Consultancy Requirements In full In part Absent

Client Signature Date:

Student Signature Date:

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Part 2. Consultancy Outcomes [Network Systems]

Clients are required to evaluate the student technical report against the following
generic consultancy outcomes. Please enter an “X” in the box as appropriate.

Feature Excellent Good Satisfactory Poor

Overall assessment of the quality of the
consultancy appraisal
Good match between the recommended solution
and the real world requirements
Consistent application of evaluation criteria
across the solution
Clarity of client report
Text content well written and presented
Clear and appropriate design documentation
demonstrating the efficacy of the chosen
solution
Robust solution, consistent with industry
standards and policies
Robust test strategy in keeping with the success
criteria of the project
Clearly communicated justification to enable
client to understand proposed solution and the
means by which it was derived
Glossary to enable client to understand technical
specifications

Client Comments & Feedback

How has the student met the Client brief? Has the student used their network systems expertise and technical
knowledge/skills to help the client realise a robust and imaginative solution to the ‘problem’? Has the student done
what was required, or have they gone further and consulted with the client to suggest/implement additional
enhancements. Please write clearly so that this can be read online during the marking process.

Client Signature Date:

Student Signature Date:

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Appendix 3 Learning Log (Template)

Name:     Programme  &  Level:   Date:    

Description  
1.  This  week  I  worked  on:    
 
 
 
 
 
2.  Time  Spent  on  above  work:  
 
 

Reflection  
3.  Explain  how  you  did  the  work  listed  in  section  1:  
 
 
 
 
 
4.  Explain  why  you  worked  in  the  manner  described  above:  
 
 
 
 
 
5.  Think  about  and  write  down  what  you  have  found  out/learned  from  your  actions  this  
week:  
 
 
 
 
 

Carry  Forward  
6.  Highlight  any  questions,  problems,  tentative  conclusions  to  follow  up  on  next  week  or  
later.  
 
 
 
 
 

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Appendix 1 - Learning Logs & Reflective Reviews

What  is  a  learning  log?  

A  learning  log  is  a  written  commentary  on  your  course  of  study.  By  writing  things  down  you  
make   clear   –   and   so   understand   better   -­‐   the   learning   processes   you   go   through   and   develop  
during  your  time  as  a  student.  Normally  you  would  write  things  down  frequently  –  perhaps  
every  day  –  noting  the  date  each  time.  Importantly,  the  learning  log  is  not  just  a  record  of  
what   you   do.   It   also   contains   discoveries   you   make   –   about   your   work   or   about   yourself   and  
your  own  practices  –  and  so  is  also  a  reflection  on  the  week's  activity.    
 

How  does  a  learning  log  help  with  learning?  

Keeping  a  learning  log  and  re-­‐reading  it,  comparing  your  performance  over  time,  helps  you  
to   self-­‐reflect   and   understand   the   things   you   do   well   and   thereby   make   changes   to   how   you  
operate  when  you  come  up  against  problems.  Sometimes  just  writing  down  your  thoughts  
helps   you   to   make   more   sense   of   them.   Learning   logs   can   help   you   to   ‘integrate’   your  
learning,   for   example   you   may   suddenly   realise   that   understanding   in   one   module   leads   you  
to  understanding  in  another,  or  that  one  way  of  learning  in  one  topic  is  useful  to  adopt  in  
another.   In   the   workplace,   many   employers   encourage   the   use   of     ‘quality   management  
techniques’   to   continually   improve   the   quality   of   their   work.   In   exactly   the   same   way   as  
learning   logs,   these   methods   require   that   records   are   kept,   and   that   employees   use   these  
records  (logs)  to  reflect  on  what  went  right  or  wrong,  in  order  to  work  out  how  to  improve  
quality  in  the  future.    
 

What  does  a  learning  log  look  like?  

A  learning  log  may  be  a  notebook,  folder  of  collected  pages,  or  electronic  
document/portfolio.  In  the  log  you:    

• List  
o what  work  you  have  done,  and    
o how  long  you  spent  on  it.    
• Explain    
o how  you  did  it    
o why  you  did  it,    
o what  you  think  about  what  you’ve  done  or  found  out/learned,    
• Highlight  
o any  questions,  difficulties,  initial  conclusions  you  might  have  at  that  point  
to  follow  up  later.  

Write  in  whatever  style  suits  you,  as  these  notes  are  for  your  own  use  when  you  reflect  on  
them   later   on.   So,   you   may   say   “I   did   this   because…”   and   “I   think   that   this   means…”   –  
although   when   you   write   assignments   for   tutors   at   university   they   will   usually   ask   you   to  
write  more  formally:  “It  was  decided  that….”.    
 
You  may  even  choose  to  write  in  a  language  other  than  English  if  the  log  is  not  going  to  be  
assessed  by  your  tutor.  This  may  help  you  if  you  find  it  easier  to  write  down  your  thoughts  in  
your  native  language.  Anything  that  you  must  show  your  tutor  should  however  be  in  English.  

Module  Handbook  Ver  3.0  2017     21  

  
An  example  learning  log  template  is  given  at  the  end  of  this  document.  
 

How  can  you  use  a  learning  log  to  help  group  work?  
Learning  logs  are  kept  by  individuals  –  but  you  can  make  use  of  them  even  in  group  work.  By  
keeping  a  log  the  team  can  keep  track  of  what  the  different  team  members  are  doing  and  
how  their  work  is  progressing.  You  should  be  passing  on  summaries  to  other  team  members  
every  week  of:  
• what  you  have  been  doing    
• how  much  time  it  took  you    
• what  you  have  found  out    
• the  routine  -­‐  what  you  expected  to  discover    
• the  unexpected  -­‐  so  that  the  team  can  follow  up  the  new  findings    
• what  difficulties  you  have  encountered  and  how  you  overcame  them.  
 
You   could   e-­‐mail   this   to   other   members   of   the   team   (or   to   the   team   leader)   or   bring   it   to  
each  group  meeting  so  that  the  group  can  review  these  summaries.  This  helps  the  group  to  
check  on:  
• progress:  what  is  late,  what  is  going  well.    
• quality:  how  good  is  the  evidence  you  are  finding,  the  writing  you  are  doing?    
• distribution   of   work:   do   some   people   have   too   much   to   do?   Are   some   people   being  
lazy?Does   this   mean   a   change   in   task   assignments,   and/or   the   recommended  
distribution  of  marks  among  the  team  members?    
 

How  to  use  your  learning  log  

Write  in  your  log  regularly:  every  day  that  you  do  some  coursework,  if  possible.  Then,  at  the  
end  of  each  week  –  or  every  2-­‐3  weeks  at  most  -­‐  look  over  your  notes  on  your  own,  and  
think  about  the  learning  processes  you  have  gone  through.  Be  critical  of  yourself  (and  your  
peers  if  you  did  group  work).  Consider:  
 
Did  something  go  well?  If  so  
• What  did  you  learn  from  it?  
• How  can  you  build  upon  it?    
Did  something  go  badly?  If  so    
• What  went  wrong?    
• How  can  you  fix  it,  overcome  difficulties,  and  improve  upon  it?    
Have  you  discovered/understood  something  new/important  to  your  subject?  If  so    
• What  is  it?    
• What  implications  does  it  have  on  the  rest  of  the  subject  -­‐  what  new  questions  does  it  raise?    
Have  your  ideas  changed?  If  so  
• Why?    
• Can  you  now  synthesise  different  ideas  and  topics?    
• What  might  this  mean?    
 
Learning   logs   in   the   final   year   or   Masters   individual   project,   for   example,   will   help   in   the  
supervision  process  because  you  can  demonstrate  quickly  and  clearly  to  the  supervisor  what  
you   have   done   in   between   supervisions   (which   might   be   weekly   or   fortnightly).   The  
individual  project  makes  use  of  review  points  during  the  year  –  if  you  have  kept  a  weekly  log  
it  is  very  easy  for  you  to  demonstrate  control  over  the  work  and  to  get  good  marks  for  this  

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component.   At   the   end   of   the   project   you   will   also   write   an   honest,   reflective   account   of  
your   performance   during   the   year:   final   reports   that   read   as   if   everything   went   to   plan   from  
start  to  finish  are  not  generally  true  to  life.  You  will  encounter  problems,  struggle  with  them,  
and  finally  overcome  them.  Learning  logs  should  reveal  this  process.  They  will  also  help  you  
write   up   the   dissertation   as   you   go   along,   and   stop   you   from   having   to   try   to   remember  
everything  right  at  the  end.  
 

Are  Learning  Logs  Assessed?  

Learning  logs  may  or  may  not  form  part  of  an  assessment.  Really,  they  are  there  to  help  you  
understand   yourself   and   improve   your   own   learning,   or   to   help   your   subject   tutor   to   give  
you  some  informal  feedback,  or  for  your  personal  tutor  to  help  you  with  PDP.  Some  course  
tutors  may  choose  to  make  the  learning  log  –  or  the  reflective  part  of  it  –  a  small  assessed  
part  of  a  course.  
 
References  
• Jenny  Moon  (Multiple  sources)  
• http://itsoc.mgt.qub.ac.uk/notes/proj/learnlog.html  

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