Systems Design Course Research Articles

A Preliminary Study on Gender Differences in Studying Systems Analysis and Design

Systems analysis and design is a crucial task in system development and is included in a typical information systems programme as a core course. This paper presented a preliminary study on gender differences in studying a systems analysis and design course of an undergraduate programme. Results indicated that male students outperformed female students in general in this course. However, regarding the different study focuses of the course, female students performed better in information systems development methodologies and systems analysis, whereas male students worked better in systems design. Discussions have been raised to explain the findings and it was suggested longitudinal studies could be conducted for a more generalized conclusion.

Incorporating Sustainability/Sustainable Development Concepts in Teaching Industrial Systems Design Courses

Sustainability/sustainable development (S/SD) is considered as one of the major drivers of next industrial revolution as so called “Industry 4.0”. Incorporating the concepts of S/SD in teaching Engineering courses especially Industrial Systems Design courses is very highly appreciated through discussing, analyzing requirements and assessing the S/SD index for the manufacturing/productive plants. This incorporation was followed by designing process starting from analyzing the product design and architecture among designing the manufacturing system (either processing and/or assembly) and reconfiguration; economic justification and how to make the industrial systems more sustainable through S/SD assessment. The results show that incorporating S/SD concepts in teaching Industrial systems design courses is not difficult and the students are more willing to understanding the new concepts regarding S/SD although the course was offered in the last year (senior students).

OBE based Industry Academy Approach for Embedded System Design Course

Outcome-Based Education (OBE) is a powerful framework which emphasizes on the outcomes of the course. OBE is the student-centred learning method that focuses on measuring the student performance. At the end of each course, student should fulfill the course outcomes.The purpose of this paper is to investigate and present an analysis report that gives the methodology to enhance the capabilities of a student from the existing courses by OBE based industry academy approach for embedded system design course. The objective for the Embedded Systems(ES) course enables the students to understand basics and program of an embedded system. It helps to learn and understand the method of designing, operating systems concepts, types and choosing an RTOS for an embedded system for any type of applications. It lets students design, implement and test an embedded system.The interaction between the Industry and Academia creates a path for the exchange of knowledge which is very crucial. Academia is the major source of knowledge for industry which provides required infrastructure and support to the Academia. This interaction provides a platform for the students to foster research interests. Through this paper, we have implemented Industry-Academia Approach (IAA) to meet the outcomes of industry oriented course and also discuss the outcomes of the projects that we have undertaken during and after the training program through the collaboration with the industry.

Restructuring of System Analysis and Design Course with Agile Approach for Computer Engineering/Programming Departments

Today software plays an increasingly important and central role in every aspect of everyday life. The number, size, complexity and application areas of the programs developed continue to grow. Many software products have serious problems in cost, timing and quality. It has become almost normal for software projects to exceed their planned cost and schedule. A significant number of development projects have never been completed and many of them have not met user requirements. Employers are not satisfied with new graduates for a variety of reasons (They do not know how to communicate. They do not have enough experience and preparation to work as a team member. They do not have the ability to manage their individual works efficiently and productively. This work was reconfigured and conducted with Scrum from the Agile methodologies of the System Analysis and Design course, which is especially taught in Vocational Schools and Engineering faculties. The recommended approach is available for software development departments. The suggested approach is applied in System Analysis and Design course.

2-213 工学院大学システムデザイン専攻で実施しているPBL授業の成果分析とその改善策(オーガナイズドセッション:プロジェクトマネジメントとPBL-I)

2-213 工学院大学システムデザイン専攻で実施しているPBL授業の成果分析とその改善策(オーガナイズドセッション:プロジェクトマネジメントとPBL-I)

Using Gamification and Mixed Reality Visualization to Improve Conceptual Understanding in ICT System Analysis and Design

This paper presents a research design and intervention that investigates how the use of mixed reality visualization and gamification can be applied to an ICT systems analysis and design course. The research focuses on a learning approach of an ICT modelling and design framework based on visual augmentation of traditional course content and class delivery. Assessment of the learning impact in regards to learners, system components and their interaction in system scenarios will be performed. Allowing learners to explore and discover information in the form of a gamified scavenger hunt that supports scaffolding learning chunks, aims to assist them towards a conceptual understanding of the solution. Educators can incorporate selected representations of key learning artefacts and resources in an augmented capacity using a variety of media such as 2d images, videos, graphics, simulations, and 3d models applied into the design process and promote active learning in the classroom.

The impact of usable system for regression analysis in higher education

In Mexico, both universities and professors are changing the teaching-learning process in order to improve the conditions that prevail in the classroom. These modifications are making instructors include the usage, planning, organization, and construction of various technological applications in their activities. This research proposes the design and implementation of System Usable for Regression Analysis (SUAR), the purpose of which is to customize the audiovisual content taking into account the characteristics and abilities of the students. In particular, this system adjusts the information considering the level of knowledge of the estimation of prediction and visual or auditory learning styles by the adaptation, content, and evaluation modules. This study is based on the quantitative approach to analyze the academic performance of 14 students taking the System Design course during the school year 2015-I. The ANOVA method with the significance level of 0.05 and 0.025 assess the impact of SUAR during this course accomplished at a university in the south of Mexico City. Finally, this investigation proposes to build web systems that consider SUAR architecture and usability to enhance the educational context.

Using a Cloud Based Collaboration Technology in a Systems Analysis and Design Course

In order to effectively prepare the next generation of IT professionals and systems analysts, it is important to incorporate cloud based online collaboration tools into the coursework for developing the students' cooperative skills as well as for storing and sharing content. For these pedagogical and practical reasons, Google Drive has been used at a medium-sized institution of higher education in New Zealand during the Systems Analysis and Design course. Ongoing and successful use of any learning technology requires gathering meaningful feedback from students, and acting as a mentor during their learning journey. This study has been developed and implemented to help students enjoy the collaborative technology and to help increase their satisfaction and commitment. In order to overcome the obstacles that may prevent students from using Google Drive optimally, an initial survey has been conducted to better understand the influential factors and issues. Furthermore, this study aims at promoting various types of collaboration and sharing: seeing and learning from other students' work, receiving direct suggestions from others, and allowing others to edit documents that belong to them. Following the results of the first quantitative survey, numerous teaching strategies were formulated and implemented. A final qualitative survey was done at the end of the course for students to evaluate their project work. The results of this study also provide original practical and theoretical implications that may be of interest to other researchers, course designers, and teachers.

Teaching and Practice Innovation of Embedded System Design Course Based on Proteus and Keil-electronic Stopwatch as an Example

Teaching and Practice Innovation of Embedded System Design Course Based on Proteus and Keil-electronic Stopwatch as an Example

Embedded Systems Pedagogical Issue: Teaching Approaches, Students Readiness, and Design Challenges

This paper discusses the challenges of teaching and design of embedded system course. A survey on different approaches of teaching embedded systems design course was presented. The embedded system design class/course is often the course in which students are exposed to fairly complex design problems. In this study, the authors explained the importance of teaching embedded systems courses in a way that can shrink the gap between academically taught skills and the skills sought after by the industry. The literature on embedded systems design was found to be diverse, including relatively small amounts of research data and much larger amounts of evaluation literature. Methodological rating schemes were used to compare for confounding influences in the research studies. Many studies were found but only few of them were included because of lack of methodological rigour in the research and poorly developed outcome measures. This paper suggested that by understanding the cognitive mindset of different discipline, suitable methods can be advised. These can be implemented not only in higher education institutions but also in industrial training. Comments and future work for further research are also listed.

Simulating apprenticeship using multimedia in higher education

Purpose – This paper aims to report on a project aimed at using simulation for improving the quality of teaching and learning modeling skills. More specifically, the project goal was to facilitate the students to acquire skills of building models of organizational structure and behavior through analysis of internal and external documents, and interviews with employees and management. An important skill that practitioners in the information systems field need to possess is the skill of modeling information systems. The main problem with acquiring modeling skills is to learn how to extract knowledge from the unstructured reality of business life. Design/methodology/approach – To achieve the goal, a solution was introduced in the form of a computerized environment utilizing multimedia to simulate a case of an apprenticeship situation. The paper gives an overview of the problem that the solution addresses, presents the solution and reports on the trial completed in a first-year undergraduate course at Stockholm University. Findings – The results of the trial indicate that using rich multimedia along with a case-based learning approach did improve the overall performance of the students. It was also shown that both students’ and the teachers’ attitudes toward the solution were positive. Originality/value – The solution presented in this paper, using computer simulation in teaching/learning by focusing on an apprenticeship situation, can be reused by other university teachers, especially in the Information Systems discipline. This solution can thus be used in teaching, system design, requirements engineering, business analysis and other courses typical for information systems.

Using learning analytics to enhance UML use case diagrams assimilation in a distance education course

The unified modelling language UML is currently included in a large number of Information Systems tertiary curricula as part of systems analysis and design courses. However, existing literature suggests that learning UML poses significant challenges particularly for distance education learners. The aim of this paper is to investigate the use of learning analytics in learning UML. For this purpose, a learning intervention has been implemented and deployed in the Hellenic Open University. The results enable us to relate performance with students' participation, attendance and engagement, to identify common UML misconceptions and to evaluate the effectiveness of different learning objects for the task at hand.

Issues and Opinions: Assessing the Emphasis on Information Security in the Systems Analysis and Design Course

Issues and Opinions: Assessing the Emphasis on Information Security in the Systems Analysis and Design Course

Addressing Low-Power Electronics in a Digital System and FPGA Design Course

Low power dissipation is a current topic in digital design, and therefore, it should be covered in a state-of-the-art electrical engineering curriculum. This paper describes how low-power design can be addressed within a digital design course. Doing so would be beneficial for both topics because low-power design is not detached from the systems perspective, and the digital design course would be enriched by references to current challenges and applications. Thus, the presented course should serve as an example of how a course can be developed to also teach students about sustainable engineering.

Redesigning the Information Systems Analysis and Design Course: Curriculum Renewal

To meet the challenge of stable low enrollments in the Management Information System (MIS) programs, the renewal of the MIS curriculum and the pedagogies is imperative. While he MIS renewal strategies vary depending upon the university programs, the redesign MIS major courses for all business majors can be a feasible approach to increasing the enrollment of MIS courses in the business programs where many business majors demand advanced information technology courses. This paper presents a case of redesign of the information systems analysis and design course for all business majors. It explains the motivation of redesign, the major consideration of redesign, and the implementation of redesign of this course. Our preliminary study for the assessment of the redesigned course has indicated that the information systems analysis and design course can be a valuable MIS elective course for all non-MIS majors.

Comparing Perceptions of the Systems Analysis and Design Course

Information Systems (IS) practitioners and educators have equal interest in the content of the Systems Analysis and Design Course (“SAD”). Previous research has examined instructors' perceptions regarding the skills and topics that are most important in the teaching of the SAD course and the class time devoted to each. A similar assessment evaluated SAD course content from a practitioner perspective. Both studies used entropy calculations. A comparison of these studies is presented in this paper. For traditional topics, the group (either faculty or practitioner) with greater agreement believes the topic to be deserving of less class time. For structured and object-oriented topics, the group with the greater agreement also believes the topic to be of greater importance. This analysis demonstrates that practitioners and academics agree on approximately 40% of the SAD skills and knowledge areas.

Teaching Design in Computer Engineering

This paper reports on a project based learning approach taken to teach the ECE 3740 Systems Engineering Principles and ECE 3730 Principles ofEmbedded Systems Design courses at the University of Manitoba. These courses were 100% hands-on, and each student was given development hardware and software in a lunch box to take home and work on projects throughout the course. Industry representative projects were chosen based on the author’s 5 years of experience working in the embedded systems industry. The courses were given in a company-like setting, where the lectures and laboratories were organized as product requirements gathering and analysis, design modeling and review, test plan and procedures, engineering change request and management, documentation, and product deployment meetings and events. The test and final exam were performed by students in the laboratory; they brought their embedded systems hardware in the lunch box,solved the given hands-on problems of the test/exam, and demonstrated their solutions, in real-time. This novel methodology allowed the examiner to directly assess student performance in the CEAB attributes of Design, Analysis, Investigation, and Tools, because their designsand solutions were actually demonstrated in actual hardware and software, not just on paper, like the conventional assessment approach for tests and exams.

An interactive tool to improve learning of data modeling

Relational and entity-relationship data models are important concepts covered in database and systems analysis and design courses. Entity-relationship model is widely used in conceptual database de...

MIS students and the systems analysis and design course project: a proposed experiential approach

A challenge faced by many instructors of systems analysis and design courses is the selection or development of projects that provide challenging, yet suitable, learning experiences for students. Employing a use-cases approach in undergraduate management information systems (MIS) courses offers students a host of opportunities to experientially examine real-world problems that require real-world solutions. The purpose of this paper is to provide a systems analysis and design example case, show the progression of case development, and offer a generalised grading rubric that may be used when assessing the achievement of student learning outcomes and determining overall project success. Additionally, theoretical support for employing such a project, as well as benefits to students, is discussed.

The systems analysis and design course: a practitioners' assessment of the importance and coverage of topics

This study builds on research indicating significant variability among topics covered in the teaching of systems analysis and design, and identifies topics that practitioners consider important. Shannon’s entropy is used to analyse the opinions and measure the agreement or disagreement among survey respondents. The findings indicate agreement regarding which traditional topics are not important and agreement among which object-oriented and structured analysis subtopics are important. The results indicate enough variance to cause concern that IS graduates may not have the knowledge, skills, and abilities desired by their potential employers. This analysis provides a basis for future comparisons.