Module Details

Module Code: COMP9091
Title: Computing Research Study
Long Title: Computing Research Study
NFQ Level: Expert
Valid From: Semester 1 - 2021/22 ( September 2021 )
Duration: 1 Semester
Credits: 5
Field of Study: 4811 - Computer Science
Module Delivered in: 1 programme(s)
Module Description: The learner will undertake a retrospective contemplation of learning and practice to uncover the knowledge used in different situations in their academic and experiential learning. Research informed reflective learning will aid the learner to develop a deep understanding of concepts and emerging practices applied to current work environments. This research informed reflective learning journal will both develop the capacity in the learner to develop the ability to recognise “critical incidents” in one's learning experience and develop an understanding of how this may affect their future practice as they apply new and emerging techniques and technologies.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Understand the benefits of reflection and its place in academic study and industrial practice in order to improve insight into one’s learning process as a means to boost deep learning.
LO2 Evaluate research methods and techniques in conjunction with reflective writing appropriate to the technical domain of experiential learning previously undertaken to support the development of the research question.
LO3 Apply appropriate written and oral communication skills and synthesise the reflective research work in the form of presentation, abstracts, executive summaries, technical papers and a dissertation.
LO4 Prepare a thesis that reflects upon and evaluates the theoretical and experiential learning undertaken and critiques decisions reached in light of both current best practise and emerging techniques.
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
No incompatible modules listed
Co-requisite Modules
No Co-requisite modules listed
Requirements

This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
No requirements listed
 
Indicative Content
General
Supervised self directed learning informed by reflection on experiential learning undertaken that addresses the learning outcomes, draws on the overall curriculum content and critically evaluates a specific research problem.
Research and Practice Informed through Reflection
Written reflection as an active learning strategy to boost deep learning. Using "critical incidents" as the basis for reflection. Using written reflection to develop structured evidence of one's learning journey. Using reflection on individual and group-work experiences to self discover how information and knowledge put into action could have contributed to an outcome or a potential alternative outcome. Using reflective writing as a metacognitive task that allows the learner to contemplate and synthesise their personal professional development across the different modules and professional experience. Using reflective questions to prompt reflective writing. Examples of prompts include: How did I go about researching the resources needed for the solution to the problem? What was the moment that I felt most engaged with my learning? What was something I observed or did myself that took me by surprise? What was the moment that I discovered I learn best when ...? What would I do differently if doing this project /course work again?
Oral presentation
Disseminate the work and outcomes and communicate effectively, through oral presentations. This will include an in-depth question and answer session that will cover both reflective evaluation and the chosen research question.
Experientially Informed Dissertation
Present a dissertation which communicates and disseminates the work undertaken during the programme and the subsequent research questions resulting from insights obtained during this learning. The learner must demonstrate a deep and fundamental understanding of the specific research problem evaluated.
Module Content & Assessment
Assessment Breakdown%
Coursework100.00%

Assessments

Coursework
Assessment Type Written Report % of Total Mark 40
Timing Week 6 Learning Outcomes 1,2,3
Assessment Description
Submit a mid semester report and present their work reflecting on "critical events" during the learners academic and experiential education and how this has supported the formation of an research question in Software Architecture. This report would include an evaluation of both industry and research current best practice in Software Architecture.
Assessment Type Project % of Total Mark 60
Timing Sem End Learning Outcomes 2,3,4
Assessment Description
Dissertation submission in which the learner expands upon the mid-semester written report and synthesises the theoretical framework necessary to solve the earlier identified research question in Software Architecture. The learner evaluates the appropriate tools outlining the topic, research question and methodology, project and findings. The student will also be expected to demonstrate their approach and findings through a presentation and/or demonstration.
No End of Module Formal Examination
Reassessment Requirement
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.

The University reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Independent & Directed Learning (Non-contact) Non Contact Independent work Every Week 6.75 6.75
Lecturer-Supervised Learning (Contact) Contact Meeting with Academic supervisor. Every Week 0.25 0.25
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 0.25
Workload: Part Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Independent & Directed Learning (Non-contact) Non Contact Independent work Every Week 6.75 6.75
Lecturer-Supervised Learning (Contact) Contact Meeting with Academic supervisor. Every Week 0.25 0.25
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 0.25
 
Module Resources
Recommended Book Resources
  • Kate L. Turabian. (2018), A Manual for Writers of Research Papers, Theses, and Dissertations, Ninth Edition : Chicago Style for Students and Researchers, 9th. The University of Chicago Press, [ISBN: 9780226430577].
  • Gillie Bolton and Russell Delderfield. (2018), Reflective Practice: Writing and Professional Development, 5th. SAGE Publications Ltd, [ISBN: 9781526411709].
Supplementary Book Resources
  • Timothy S. O'Connell, Janet E. Dyment. (2013), Theory Into Practice: Unlocking the Power and the Potential of Reflective Journals, Information Age Publishing, USA, [ISBN: 9781623961503].
  • Martyn Denscombe. (2014), The Good Research Guide, Open University Press, McGraw-Hill Education, [ISBN: 9780335264704].
Recommended Article/Paper Resources
  • Fergusson, Lee, Luke van der Laan, and Shayne Baker. (2019), Reflective practice and work-based research: a description of micro-and macro-reflective cycles, Reflective Practice, Vol 20 Issue 2, p.289.
Supplementary Article/Paper Resources
  • Glanz, Jeffrey, and Revital Heimann. (2019), Encouraging reflective practice in educational supervision through action research and appreciative inquiry., he Wiley handbook of educational supervision, p.353.
  • Salmon, Gilly. (2002), Mirror, mirror, on my screen ? Exploring online reflections, British Journal of Educational Technology, 33(4).
  • Boyd, Evelyn M., and Ann W. Fales. (1983), Reflective learning: Key to learning from experience, Journal of humanistic psychology, 23(2).
  • Morrison, Keith. (1996), Developing reflective practice in higher degree students through a learning journal, Studies in higher education, 21(3).
This module does not have any other resources
 
Module Delivered in
Programme Code Programme Semester Delivery
CR_KSADE_9 Master of Science in Software Architecture & Design 2 Group Elective 2