GUJARAT TECHNOLOGICAL UNIVERSITY (GTU)

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Competency-focused Outcome-based Green Curriculum-2021 (COGC-2021) Semester - III

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Course Title: Fundamentals of Software Development

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(Course Code: 4331604)

1. RATIONALE

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One of the important product in the field of Information Technology is a Software. The software has changed every aspect of our life and made available everything of our finger tips. It has revolutionize every area of human life like education, health, defense and security, finance and business, travel, social life, politics, entertainment and so on. Thus, a software increases the responsibilities for the developer. The software development process in the industry is also changing rapidly. This course guides the students to analyze, design, implement and test the software product with proper documentation during the courses in higher semesters of diploma programme.

2. COMPETENCY

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The purpose of this course is to help the student to attain the following industry identified competency through various teaching learning experiences:

• Analyze problems and prepare the software solutionwith documentation.

3. COURSE OUTCOMES (COs)

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The practical exercises, the underpinning knowledge and the relevant soft skills associated with this competency are to be developed in the student to display the following COs:

At the end of the course, the student will develop adequate skills ofdocumentation and will understand the application of concepts in software development.

• a) Explain software development activities.
• b) Select appropriate software process model for software project development.
• c) Prepare software requirement specification(SRS) document for a software project.
• d) Organize software project development schedule.
• e) Prepare a design of the software with user interface.
• f) Apply testing on software product with proper test cases.

4. TEACHING AND EXAMINATION SCHEME

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• (*): Out of 30 marks under the theory CA, 10 marks are for assessment of the micro-project to facilitate integration of COs and the remaining 20 marks is the average of 2 tests to be taken during the semester for the assessing the attainment of the cognitive domain UOs required for the attainment of the COs .

Legends: L -Lecture; T - Tutorial/Teacher Guided Theory Practice; P -Practical; C - Credit, CA -Continuous Assessment; ESE -End Semester Examination.

5. SUGGESTED PRACTICAL EXERCISES

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The following practical outcomes (PrOs) are the sub-components of the COs. These PrOs need to be attained to achieve the COs.

To perform all the practicals more effectively, the faculty membersare advised to prepare the group of 3-4 students and assign one software project with 3 to 4 modules/major functionalities. Based on that project, the group will perform all the practicals. The example of software projects for practicals: student information system, attendance management, result management, online exam, inventory control, payroll system, sales management, library management, leave management(employee), medical store-shop-any store management, hotel management, patient management, Medical Laboratory Management etc. The project can be any known online or offline information management system.

Note

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• i. More Practical Exercises can be designed and offered by the respective course teacher to develop the industry relevant skills/outcomes to match the COs. The above table is only a suggestive list .

• ii. The following are some sample ‘Process’ and ‘Product’ related skills (more may be added/deleted depending on the course) that occur in the above listed Practical Exercises of this course required which are embedded in the COs and ultimately the competency.

6. MAJOR EQUIPMENT/ INSTRUMENTS REQUIRED

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These major equipment with broad specifications for the PrOs is a guide to procure them by the administrators to usher-in uniformity of practicals in all institutions across the state.

7. AFFECTIVE DOMAIN OUTCOMES

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The following sample Affective Domain Outcomes (ADOs) are embedded in many of the above mentioned COs and PrOs. More could be added to fulfil the development of this competency.

• a) Work as a leader/a team member.
• b) Follow ethical practices.

The ADOs are best developed through the laboratory/field based exercises. Moreover, the level of achievement of the ADOs according to Krathwohl’s ‘Affective Domain Taxonomy’ should gradually increase as planned below:

• i. ‘Valuing Level’ in 1 st year
• ii. ‘Organization Level’ in 2 nd year.
• iii. ‘Characterization Level’ in 3 rd year.

8. UNDERPINNING THEORY

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Only the major Underpinning Theory is formulated as higher level UOs of Revised Bloom’s taxonomy in order development of the COs and competency is not missed out by the studentsand teachers. If required, more such higher level UOs could be included by the course teacher to focus on attainment of COs and competency.

Note : The UOs need to be formulated at the ‘Application Level’ and above of Revised Bloom’s Taxonomy’ to accelerate the attainment of the COs and the competency.

9. SUGGESTED SPECIFICATION TABLE FOR QUESTION PAPER DESIGN

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Legends: R=Remember, U=Understand, A=Apply and above (Revised Bloom’s taxonomy)

Note : This specification table provides general guidelines to assist students for their learning and to teachers to teach and question paper designers/setters to formulate test items/questions assess the attainment of the UOs. The actual distribution of marks at different taxonomy levels (of R, U and A) in the question paper may vary slightly from the above table.

10. SUGGESTED STUDENT ACTIVITIES

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Other than the classroom and laboratory learning, following are the suggested studentrelated co-curricular activities which can be undertaken to accelerate the attainment of the various outcomes in this course: Students should conduct following activities in group and prepare reports of about 5 pages for each activity, also collect/record physical evidences for their (student’s) portfolio which will be useful for their placement interviews:

• a) Give a seminar on any relevant topics.
• b) Suggest a small existing software/website to students and discuss on betterment of its user-interface design.
• c) Visit a software company and observe their documents and discuss their practices adopted for software development.

11. SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any)

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These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in this course:

• a) Massive open online courses ( MOOCs ) may be used to teach various topics/subtopics.
• b) Guide student(s) in undertaking micro-projects.
• c) ‘L’ in section No. 4 means different types of teaching methods that are to be employed by teachers to develop the outcomes.
• d) About 20% of the topics/sub-topics which are relatively simpler or descriptive in nature is to be given to the students for self-learning , but to be assessed using different assessment methods.
• e) With respect to section No.11 , teachers need to ensure to create opportunities and provisions for co-curricular activities .

12. SUGGESTED MICRO-PROJECTS

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Only one micro-project is planned to be undertaken by a student that needs to be assigned to him/her in the beginning of the semester. In the first four semesters, the micro-project are group-based. However, in the fifth and sixth semesters, it should be preferably be individually undertaken to build up the skill and confidence in every student to become problem solver so that s/he contributes to the projects of the industry. In special situations where groups have to be formed for micro-projects, the number of students in the group should not exceed three.

The micro-project could be industry application based, internet-based, workshopbased, laboratory-based or field-based. Each micro-project should encompass two or more COs which are in fact, an integration of PrOs, UOs and ADOs. Each student will have to maintain a dated work diary consisting of individual contributions in the project work and give a seminar presentation of it before submission. The total duration of the micro-project should not be less than 16 (sixteen) student engagement hours during the course. The

student ought to submit a micro-project by the end of the semester to develop the industry oriented COs.

A suggestive list of micro-projects is given here. This has to match the competency and the COs. Similar micro-projects could be added by the concerned course teacher:

• 1: Study the SRS document of project from any software company and enlist functional as well as non-functional requirements.
• 2: Prepare classand other UML diagrams of any known system.
• 3: Prepare the user interface using online tools of the known system.
• 4: Search any automated test case generator and prepare test suits for the system.

13. SUGGESTED LEARNING RESOURCES

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14. SOFTWARE/LEARNING WEBSITES

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• a) https://nptel.ac.in/courses/106101061/
• b) https://www.mhhe.com/engcs/compsci/pressman/student/olc/cases.mhtml
• c) http://www.foreui.com/ (for User interface)
• d) https://www.smartdraw.com/ (for all types of diagrams)
• e) https://online.visual-paradigm.com/diagrams/features/uml-tool/

15. PO-COMPETENCY-CO MAPPING

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Legend: ’ 3’ for high, ’ 2 ’ for medium, ‘1’ for low or ‘-’ for the relevant correlation of each competency, CO, with PO/ PSO

16. COURSE CURRICULUM DEVELOPMENT COMMITTEE

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GTU Resource Persons

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