National College of Ireland Higher Diploma in Science in Computing

Table of Contents 1 Panel Report.............................................................................................................2 2 Declaration of Completeness of Response by Panel Chair........................................9 3 Programme Team Response...................................................................................10 4 Programme Schedule: Higher Diploma in Science in Computing............................16 5 NCI Memo on Context of Validation........................................................................19

1

1 Panel Report PANEL OF EXPERTS’ REPORT

1.1 PART I: PREAMBLE

1.1.1 Details of Validation Event

PROVIDER National College of Ireland DATE OF VISIT 1st April 2014 PROGRAMME(S) EVALUATED

Higher Diploma in Science in Mobile Technologies Higher Diploma in Science in Cloud Computing Higher Diploma in Science in Computing Infrastructure

PROGRAMME (S) RECOMMENDED FOR APPROVAL

Higher Diploma in Science in Computing

PANEL OF EXPERTS

Dr Dermot Douglas, Higher Education Consultant, Chair Dr Mark Dunlop, School of Computing, University of Strathclyde Mr John Dempsey, Faculty of Creative Technologies, Dun LaoghairInstitute of Art, Design & Technology Mr Mark Deegan, School of Computing, Dublin Institute of Techno Mr Neil O’Keefe, Eircom In attendance: Sinéad O’Sullivan, Director of Quality Assurance &Statistical Services, NCI (Rapporteur)

1.1.2 Summary The Expert Panel, having reviewed the documentation presented by NCI and considered the responses of the programme team during the course of the site visit; recommend approval of the following programme

2

Higher Diploma in Science in Computing with six (6) conditions and three (3) recommendations

1.1.3 Context This validation process was undertaken with the agreement of QQI under its policy for the devolution of responsibility for validation sub processes which is outlined in Core Validation Policy & Criteria 2010, revised 2013 (p15). The devolution of responsibility for validation sub processes (DRSVP) at National College of Ireland applies to taught programmes up to level 9 of the National Framework of Qualifications that are developed and delivered solely by NCI within the jurisdiction of the Republic of Ireland. Programme disciplines are restricted to Business and Computing and programmes validated using this process are currently agreed with QQI on a case by case basis. The validation event proceeded without receipt of a desk review report from QQI. The panel members were nominated by NCI using criteria agreed with QQI. A representative of the Quality Assurance & Statistical Services (QASS) Office co-ordinated provision of submission documentation and the validation event. It provided administrative support to the panel during the event as rapporteur. This representative was not a member of the panel nor did she take part in the deliberations of the panel. The QASS office acted as liaison between the panel and the programme team members in relation to the issuing of the panel’s report and the programme team’s response to that report. This report is the agreed report of the panel members.

1.2 PART II: REPORT OF PANEL OF EXPERTS

1.2.1 Introduction The National College of Ireland (NCI) has two schools – Business and Computing. Both schools provide a range of education programmes which are validated by QQI from level 5 to level 10 on the National Framework of Qualifications. The College has a diverse learner profile of approximately 3,500 learners. Of these, approximately 50% are part-time.

3

The programme submission documents and the programme teams’ self-evaluation of the programmes were made available to the panel. A desk review report had not been received from QQI and was therefore not considered by the panel in its deliberations.

1.2.2 Examination of Programmes The panel met with staff of NCI involved in the design of the programme, to examine the programme submission against the criteria for the validation of programmes as stipulated by the QQI board. In this regard, the QQI’s Core Validation Policy and Criteria, 2010, revised 2013 was used by the Panel. The panel was presented with extensive and comprehensive documentation. There were some technical errors in the documentation which require correction. The programme team presented 3 Higher Diploma programmes for approval. Each of these programmes had a common 1st semester and also shared a project module. The programme team explained to the panel that this model was already in use with an existing Higher Diploma in Software Development which was validated in 2012 and designed using a structure proposed by the HEA for a labour activation call. The panel had significant concerns as the distinctness of each of the programmes and that there may not be sufficient demand from learners for the sustainability in particular of the proposed Higher Diploma in Computing Infrastructure, notwithstanding that there was significant demand from employers for these skills. The panel had a strongly held view that given that the target market was for non-cognate learners, these learners would have insufficient knowledge to make an informed decision at the outset which area of specialisation they would be most suited for so learners may be at a disadvantage from the outset. Through the course of the panel discussion, it was proposed that a more appropriate and coherent approach would be to have a single programme which would allow learners to take an elective stream – both allowing the learner greater time to decide which area would be more suited to them and the College to maximise resources and flexibility around programme design in the future. This approach was accepted by the panel as a basis for further examination of the programme content.

1.2.3 Development and publication of explicit intended learning outcomes The programme submission documents, together with the outcome of discussions with NCI staff articulated the target learners’ prerequisite learning and any other relevant assumptions about programme participants. The programme learning outcomes are appropriate to the

4

level and were designed using QQI’s award standards for Computing at level 8 of the National Framework of Qualifications.

1.2.4 Programme content, design and learning environment The programme content and learning environment are appropriate to the programmes intended learning outcomes and that the module learning outcomes are aligned to the programme learning outcomes. Due to the restructuring of the programme around electives, the overall programme learning outcomes and link to module learning outcomes will be required to be reviewed. The programme team that the panel met is competent to enable learners to achieve the intended programme learning outcomes and to assess their achievements, in accordance with QQI’s Assessment and Standards 2009. The panel is satisfied that the School of Computing has sufficient resources within its current full-time and associate faculty to appropriately resource the programme. Members of the panel visited the College library which also houses Assistive Technology resources for learners, teaching spaces, hardware lab and the Cloud Competency Centre and is satisfied that these resources are appropriate to these programme and learner population. Comment on Programme Modules Mandatory Object Oriented Software Engineering The panel is satisfied that the learning outcomes, content and assessment strategy is appropriate. In addition and as a general comment, the panel proposes that learners have a methodology to demonstrate that code developed is theirs e.g github Software Development The panel is satisfied that the content and assessment strategy is appropriate. In addition, the panel requires that testing and debugging is included as a learning outcome in this module Web Design The panel is satisfied that the learning outcomes, content and assessment strategy is appropriate. No further comment was made. Computing Architecture and Operating Systems The panel is satisfied that the learning outcomes, content and assessment strategy is appropriate. In addition the panel recommends that the basics are explicitly covered e.g. CPU, microprocessors etc. The programme team

5

may look at this module and the Practical Operating Systems module together in the context of the newly proposed programme structure. Introduction to Databases The panel is satisfied that the learning outcomes, content and assessment strategy is appropriate. No further comment was made. Project The panel is satisfied that the learning outcomes, content and assessment strategy is appropriate. No further comment was made. Group Elective Stream 1 – Mobile Technologies Cloud Gaming The panel is satisfied that the learning outcomes, content and assessment strategy are appropriate and that it should be used as a basis of teaching Cloud Computing using games. Graphics & Animation for Devices The panel is satisfied that the learning outcomes, content and assessment strategy are appropriate. No further comment was made. Mobile Games Development The panel is satisfied that the learning outcomes, content and assessment strategy are appropriate. No further comment was made. Fundamentals of Mobile Communications The panel is satisfied that the learning outcomes, content and assessment strategy are appropriate. In addition, the approach to the coverage of networking throughout the programme should be consistent. Multimedia & Mobile Applications The panel is satisfied that the learning outcomes, content and assessment strategy are appropriate. No further comment was made.. Advanced Mobile Application Development The panel is satisfied that the learning outcomes, content and assessment strategy are appropriate. No further comment was made Server Side Development The panel is satisfied that the learning outcomes, content and assessment strategy are appropriate. In addition, security should be added to the programme content.

6

Group Elective 2– Cloud Computing Cloud Application Development The panel is satisfied that the content and assessment strategy are appropriate. In addition, the panel requires that testing and debugging is included as a learning outcome in this module Cloud Computing for Business The panel is satisfied that the learning outcomes, content and assessment strategy are appropriate. No further comment was made Web Services & API Development The panel is satisfied that the learning outcomes, content and assessment strategy are appropriate. No further comment was made. Practical Operating Systems The panel is satisfied that the learning outcomes, content and assessment strategy is appropriate. The content of this module should be reviewed in the context of the revised programme structure and potential for synergies with Computer Architecture and Operating Systems. Group Elective 3– Computing Infrastructure Data Storage and Management The panel is satisfied that the learning outcomes, content and assessment strategy are appropriate. No further comment was made. Virtualisation The panel requires that the content proposed for this module is expanded and made more explicit. The panel is satisfied that the learning outcomes and assessment strategy are appropriate

1.2.5 Enabling the achievement of the intended programme learning outcomes The panel is satisfied that learners will be able to meet the programme learning outcomes using the delivery mechanisms and patterns as described by the programme team. .

1.2.6 Actions and procedures for access, transfer and progression for learners The Panel was satisfied that the procedures for access, transfer and progression are consistent with national policy. However, the panel also felt that the documentation would benefit from a better articulation of its rationale, particularly in relation to the career trajectory of learners coming on the the programme from other disciplines. During the course of discussions, the programme team demonstrated evidence that learners on similar programmes can achieve positions similar to graduates from

7

traditional four year programmes and that learners on programmes such as these bring with them a wealth of experience from other areas which can combine with the learning outcomes of these programmes to make them very employable within a new sector. The programme’s use of ECTS (credit) and provisions for Recognition of Prior Learning (RPL) is consistent with QQI’s Assessment and Standards 2009 and with relevant national policy including:

i. NQAI’s Principles and Operational Guidelines for the Implementation of a National Approach to

Credit in Irish Higher Education and Training 2006 ii. NQAI’s Principles and Operational Guidelines for the Recognition of Prior Learning in Further and Higher Education and Training 2005

.

1.2.7 Education and training needs The panel is satisfied that these programmes satisfy a current need in the Irish education market.. The programme documentation included a comprehensive analysis of the benchmarking exercise undertaken. 1.2.8 Programme viability The Panel was satisfied that the programme is consistent with the provider’s mission and strategy. The panel heard the projections for student intake over a 5 year period. The panel were also presented with the information on the potential market for the programmes. Furthermore, it noted that the provider had presented a viable delivery/business-plan for the programme.

1.2.9 Learner Protection NCI’s policy is that once a programme has commenced, the programme will be completed for all learners enrolled. NCI is currently in the process of arranging learner protection to allow learners to transfer to other institutions for all of its programmes as it was not previously subject to this legislation as a not-for-profit organisation. Until these arrangements are in place, NCI will place sufficient funds in a blocked account to allow refund of all fees as required as required by the Qualifications & Quality Assurance Act 2012, 65(4b), for each cohort of this programme submitted for validation until the cohort has completed its study programme and assessment or until such time as an agreement is made with two alternative providers to allow learners to transfer to a similar programme.

1.2.10 Assessment of learners

8

The panel is satisfied that the learners will be appropriately assessed and underpins the achievement of the relevant standard of knowledge, skill and competence.

1.2.11 Quality Assurance Arrangements The panel is satisfied that NCI has appropriate quality assurance arrangements in place and that no new quality assurance arrangements are required for these programmes. The documentation submitted demonstrated that the programme development followed rigorous institutional quality assurance to ensure that it conforms with strategy, stakeholders had been consulted with, had clearly identified resource requirements, and had undergone internal review prior to submission.

1.2.12 Ethics It is expected that providers will have procedures in place to ensure that any teaching and learning or research activity at any level shall be conducted in a manner that is morally and professionally ethical. The panel was satisfied that this requirement has been met in respect of the proposed programmes.

1.2.13 Programme Titles and Award Titles The Panel heard the rationale for the original 3 proposed programme titles and did not accept that there was sufficient differentiation of content in the presented programme schedules. After significant discussion, the Dean of School proposed that the title Higher Diploma in Science in Computing would appropriately represent the coverage of the proposed content. This title is already in use and shares a number of the modules proposed. The panel has accepted the revised programme title and award as proposed as being appropriate and consistent with QQI policy for the naming of awards and recommends that the existing programme (Higher Diploma in Science in Computing) is extended to introduce additional elective streams of

• Mobile Technologies • Cloud Computing • Computing

Infrastructure

9

2 Declaration of Completeness of Response by Panel Chair

3 Programme Team Response Validation of Higher Diploma in Science in Mobile Technologies /Higher Diploma in Science in Cloud Computing /Higher Diploma in Science in Computing Infrastructure

Programme Team Response

The programme teams for the proposed three Level 8 Higher Diploma in Science programmes, would like to express their appreciation of the Expert’s Panel deliberations and feedback. The three Level 8 programmes presented to the External Panel have undergone a set of considered amendments based on the panel’s feedback and the conditions and recommendations relating to the proposed programmes. As result, Higher Diploma in Science in Computing has been extended in accordance with those conditions . The Higher Diploma in Science in Computing programme will now offer 5 elective streams namely Mobile Application Development, Mobile Cloud Gaming, Software Development, Computing Infrastructure and Cloud Computing. The modules proposed for the software development stream are the original core modules from the Higher Diploma in Science in Computing. The new document incorporates the programme structure and the modules proposed in Higher Diploma in Science in Mobile Technologies, Higher Diploma in Science in Cloud Computing and Higher Diploma in Science in Computing Infrastructure programmes. Responses to each of the conditions and recommendations made by the panel follow: 3.1 Conditions

10

C1: That the three major awards presented are conflated into elective streams which should be added to the College’s existing programme Higher Diploma in Science in Computing (8M15462). This will require a review of the integration of the programme and module learning outcomes.

Response: The College’s existing programme, Higher Diploma in Science in Computing , was enhanced by providing extra elective streams in the areas of mobile technologies ( e.g. mobile application development and mobile and cloud gaming) , cloud computing and computing infrastructure. As result the Higher Diploma in Science in Computing programme incorporates the existing stream in software development plus four new streams: Mobile Application Development, Mobile Cloud Gaming, Software Development, Computing Infrastructure and Cloud Computing The merging of the Higher Diploma in Science in Mobile Technologies, Higher Diploma in Science in Cloud Computing and Higher Diploma in Science in Computing Infrastructure documents into the existing Higher Diploma in Science in Computing programme brought the following major changes:

1. Higher Diploma in Science in Computing programme schedule was updated to include new modules in the second semester that correspond to the new four streams that were added

2. Career Bridge module (semester2) part of the existing Higher Diploma in Science in Computing programme was replaced with Server Side Development module in semester 2. The reason for this change is due to the internal panel recommendation to remove Career Bridge module as credit bearing module.

3. The following sections were extended in order to include information regarding the new 4 streams added to the programme: Section 2 Introduction, Section 6.1.Educational Objectives and their Assessment, Section 6.2 Rational for the Programme, Section 6.4.3 Assessment Matrix, Section 6.4.4 Learner Effort, and Section 6.5.2 Internal Validation Event.

4. Section 7 Module Descriptors was extended with new subsections corresponding to the new modules part of the new added streams.

C2: The rationale for the programme is rewritten to highlight the different career trajectories that learners on this programme may expect due to their different experiences, which are different to those of graduates from 4 year degree

Response: The following paragraph was added to the programme introduction (section 2). „This programme was designed to target the following categories of people:

11

• Graduates of non-cognate disciplines that would like to change their non-IT qualification into Computer Science field though a Level 8 award in Computing.

• Government funded and self-funded unemployed people that would like to upgrade their skills and knowledge in order to increase their employment potential being eligible for jobs in the IT sector

non-technical professionals who would like to upgrade their skills in one of the specialisations provided by this programme ( e.g. developing mobile applications or cloud based games, or cloud computing, or computing infrastructure or software development) helping them to progress faster in their employment or to apply the gain knowledge in their current role‟ The following paragraph was added to section 6.2.2. ‘As graduates from other disciplines and with work experience, learners will have life skills and experiences that that they will bring with them on the programme and into a new subject domain. Therefore they are eligible for a number of roles. They could work in positions that are in line with their skills but in the ICT sector. For example a sales person completing this course may expect to take up a position as a sales person in the ICT sector. They can also work in their primary experience/ qualification domain related job by applying Information Technology knowledge gain though this programme.

The ICT related roles will vary depending on the specialisation that the graduate takes.

It is expected that a graduate of this programme should be able to work in areas that builds on their life experience in technical areas such as Cloud Application Development, Computing Infrastructure, Mobile Application/Game Solutions’.

C3: Virtualisation module content should be expanded

The Virtualisation module content (7.18.3) has been expanded and updated. The following identifes the new updates:

Hypervisors (20%)

• Taxonomy and basic principles

• Hardware-assisted virtualisation techniques

• x86 support for virtualisation Virtualisation of Infrastructure (40%)

• Application virtualisation Storage and Network Virtualisation (25%)

• File system level and Block level virtualisation

12

• Distributed computing and Grid computing

Security (15%) • Security Best practices for managing virtualised infrastructure

C4: Security is added to the module Server Side Development

The Server Side Development module curriculum (7.6.3) was updated as following:

- Web Services section was reduced to 10% from 20% - A new topic named Security was added

Web Services and REST (10%) • Introduction to REST and Web Services • SOAP and WSDL • Rest Web Services • Using HTTP Methods • Case Studies Security (10%) • Framework Security • Cross Site Scripting (XSS) • Cross Site Request Forgery (CSRF) • HTML Encoding • Server Side Validation

C5: Testing & Debugging is added to the learning outcomes for Software Development (7.1.3)

The following Learning Outcome was added to the Software Development Module.

LO7. Apply effective debugging and testing strategies as appropriate, throughout the development process

C6. That the College develop a policy for the use of software collaborative tools such as github, to cover submission and assessment of code based electronic materials. The programme team has discussed this condition and has decided that the GitHub collaborative tool will be used across all modules (that involve a project in the assessment) to enable students to work on projects development. It will also improve the transparency of projects for markers as it will enable them to clearly identify the work carried out by individuals as part of the project and to ensure that all team

13

members are pulling their own weight in the team project. The foloing changes were done in the document-

- Section 6.4.1 Teaching and Learning Strategies was extened (at the end) to provide details regarding the usage of colaborative tools: “A number of Modules involve the development of an individual or group based project as part of the assessment. The programme team has decided the GitHub collaborative tool will be used across all modules to enable students to work on projects development. It will also improve the transparency of projects for markers as it will enable them to clearly identified the work carried out by individuals as part of the project and to ensure that all team members are pulling their own weight in the team project.” - Module Teaching and Learning Strategy section, part of a module descriptor was updated for each module ( that has a project based assessment element), clearly indicating the usage of the GitHub collaborative tool.

C7. References to work-placement in the documentation should be removed. The document has been checked and any text reference to work placement was removed.

3.2 Recommendations

R1: That the College investigates the implementation of facilities to assist in the development of Apple OSX and IOS software. Response: The programme team has investigated implementation of facilities to assist in the development of Apple OSX and IOS software that covers native apps to hybrid apps for iPhone, iPads, and iMac including iOS development on Windows. The environment will consist of native apps for iOS, Xcode, iOS Developer University Program, OS X Mavericks, mobile web apps, hybrid apps and programming on windows for iOS apps. Native apps are installed through an application store (such as Google Play or Apple’s App Store). They are developed specifically for one platform, and can take full advantage of all the device features — they can use the camera, the GPS, the accelerometer, the compass, the list of contacts, and so on. They can also incorporate gestures, sensors, finger print recognition (either standard operating-system gestures or new, app-defined gestures). Xcode will be provided to students so that they have a complete developer toolset for building Mac, iPhone, and iPad apps. The students will have the Xcode IDE, performance analysis tools, iOS Simulator, and the latest OS X and iOS SDKs that will help them build and test apps easily.

14

The Apple University Program allows access to the iOS SDK and testing apps on iOS devices. This University Program introduces iOS development into the curriculum. Mobile Web apps are run by a browser and typically written in HTML5. The curriculum will cover how to build mobile web apps that use swipe to move on to new sections of the app, access some features offline, use GPS, and the tap-to-call feature. Camera API may also be included. The lab already have systems in place to support mobile apps development for iPhone and iPads. Hybrid apps are part native apps, part web apps.They allow cross-platform development. Tools such as PhoneGap and Sencha Touch will be available to students who want to build hybrid apps for iPhone and iPads which will allow them to design and code across platforms, using the power of HTML. A framework will be provided to students who are windows based developers and want to program in JavaScript, C++, or C# to develop iOS apps. A sample of the more popular frameworks are Appcelerator; Xamarin; Adobe Air; Marmalade; and Unity. R2: The required reading lists should be curtailed to 2 required texts. All module owners have revised the Reading List section ( in particular the Required Reading) part of the module descriptor. Only two books are now listed for each module. An exemption case is Computer Architetcure Operating Systems and Networks module. The module owner belies that three books should be listes since this module cover 3 different major topics.

R3. A review of the possible linkages between Computing Architecture, Operating Systems and Practical Operating systems is undertaken in the context of the revised programme structure. Module owners for Computing Architecture, Operating Systems Networks and Practical Operating Systems have revised the topics covered through these two modules. The following changes were implemented in the Computing Architecture, Operating Systems and Networks (CAOSN) module:

- the main overlap between Practical OS and CAOSN was in the section on OS Techniques. Therefore, reference to IPC, scheduling etc. were removed so they are completely contained in Practical OS.

- OS techniques section was changes into "Administering and Interfacing with Operating Systems" and the following topics were added.

• Interfacing with System Services • Customising, Dimensioning and Maintaining OS environment • Performance management and troubleshooting • OS support for multiprocessing incl. forks, pipes, sockets • Process management incl. Interactive and detached

processes

15

4 Programme Schedule: Higher Diploma in Science in Computing

Name of Provider National College of Ireland Programme Title (i.e. named award) Higher Diploma in Science in Computing (8M15462) Award Title (HETAC named award) Higher Diploma in Science in Computing Stage Exit Award Title Modes of Delivery (FT/PT/ACCS/BLENDED/OC etc)

FT, PT, OC, Blended, ACCS

Award Class Award NQF Level

Award EQF Level

Stage Stage NQF Level

Stage EQF Level

Stage Credit (ECTS)

Date Effective ISCED Subject Code

Major 8 6 Award 8 6 60 September 2014 R ef

Module Title Semester

Module ECTS Credit Number

Total Student Effort Allocation of Marks Status (M/E)

NQF Level

Total Hours

Contac t Hours

Independent Learning

CA % Project %

Final %

Total %

Object Oriented Software Engineering

1 M 8 5 125 39 86 0% 60% 40% 100%

Software Development 1 M 8 10 250 65 185 30% 20% 50% 100% Web Design 1 M 8 5 125 39 86 40% 60% 100% Computer Architecture

Operating Systems and Networks

1 M 8 5 125 39 86 50% 0% 50% 100%

Introduction to Databases 1 M 8 5 125 39 86 50% 0% 50% 100% Server Side Development 2 GE1 8 5 125 39 85 0% 60% 40% 100%

Cloud Gaming 2 GE1 8 5 125 39 86 40% 60% 100%

Graphics and Animation for Devices

2 GE1 8 5 125 39 86 60% 40% 0% 100%

Mobile Game Development 2 GE1 8 5 125 39 86 40% 60% 0% 100%

Fundamentals of Mobile Communications

2 GE2 8 5 125 39 86 40% 0% 60% 100%

Multimedia and Mobile Application Development

2 GE2 8 5 125 39 86 25% 15% 60% 100%

16

Server Side Development 2 GE2 8 5 125 39 85 0% 60% 40% 100% Advanced Mobile Application

Development 2 GE2 8 5 125 39 86 60% 40% 0% 100%

Advanced Programming 2 GE3 8 5 125 52 73 50% 0% 50% 100%

Data Structures and Algorithms 2 GE3 8 5 125 52 73 50% 0% 50% 100%

Name of Provider National College of Ireland Programme Title (i.e. named award) Higher Diploma in Science in Computing (8M15462) Award Title (HETAC named award) Higher Diploma in Science in Computing Stage Exit Award Title Modes of Delivery (FT/PT/ACCS/BLENDED/OC etc)

FT, PT, OC, Blended, ACCS

Award Class Award NQF Level

Award EQF Level

Stage Stage NQF Level

Stage EQF Level

Stage Credit (ECTS)

Date Effective ISCED Subject Code

Major 8 6 Award 8 6 60 September 2014 R ef

Module Title Semester

Module ECTS Credit Number

Total Student Effort Allocation of Marks Status (M/E)

NQF Level

Total Hours

Contac t Hours

Independent Learning

CA % Project %

Final %

Total %

Web Services and API Development

2 GE3 8 5 125 39 86 75% 0% 25% 100%

Server Side Development 2 GE3 8 5 125 39 85 0% 60% 40% 100%

Data Storage and Management 2 GE4 8 5 125 39 86 50% 50% 0% 100% Infrastructure Management 2 GE4 8 5 125 39 86 35% 35% 30% 100% Virtualisation 2 GE4 8 5 125 39 86 35% 35% 30% 100% Practical Operating Systems 2 GE4 8 5 125 39 86 50% 0% 50% 100% Cloud Application Development 2 GE5 8 5 125 39 86 0% 100% 100%

Practical Operating Systems 2 GE5 8 5 125 39 86 50% 0% 50% 100%

Web Services and API Development

2 GE5 8 5 125 39 86 75% 0% 25% 100%

Cloud Computing in Business 2 GE5 8 5 125 39 86 0% 40% 60% 100%

Project 2 M 8 10 250 39 211 0% 100% 0% 100%

17

Special Regulations: Students must choose a Group Elective Group Elective 1 - Mobile Cloud Gaming (Modules: Cloud Gaming, Graphics and Animation for Devices, Mobile Game Development, Server Side Development) OR Group Elective 2 - Mobile Application Development (Modules: Fundamentals of Mobile Communications, Advanced Mobile Application Development, Server Side Development, Multimedia and Mobile Application Development) OR Group Elective 3 – Software Development (Modules: Advanced Programming, Data Structures and Algorithms and Web Services and API Development, Server Side Development) OR Group Elective 4 - Computing Infrastructure (Modules: Data Storage and Management, Infrastructure Management, Virtualisation, Practical Operating Systems) OR Group Elective 5 – Cloud Computing (Modules: Cloud Application Development, Cloud Computing in Business, Web Services and API Development, Practical Operating Systems).

Name of Provider National College of Ireland Programme Title (i.e. named award) Higher Diploma in Science in Computing (8M15462) Award Title (HETAC named award) Higher Diploma in Science in Computing Stage Exit Award Title Modes of Delivery (FT/PT/ACCS/BLENDED/OC etc)

FT, PT, OC, Blended, ACCS

Award Class Award NQF Level

Award EQF Level

Stage Stage NQF Level

Stage EQF Level

Stage Credit (ECTS)

Date Effective ISCED Subject Code

Major 8 6 Award 8 6 60 September 2014 R ef

Module Title Semester

Module ECTS Credit Number

Total Student Effort Allocation of Marks Status (M/E)

NQF Level

Total Hours

Contac t Hours

Independent Learning

CA % Project %

Final %

Total %

The project must be passed

18

5 NCI Memo on Context of Validation

National College of Ireland Higher Diploma in Science in Computing

This programme was evaluated using QQI’s policy for devolution of validation subprocesses. 3 programmes were submitted to QQI in March 2014 as Higher Diploma in Science in Cloud Computing, Higher Diploma in Science in Computing Infrastructure and Higher Diploma in Science in Mobile Technologies. A desk review had not been received from QQI, however permission to proceed with the panel was given. Membership of the Expert Panel was agreed with QQI’s Programme Accreditation Unit. No member of the panel has indicated a conflict of interest and has signed a declaration to that effect. The panel considered the programme’s submission documents, self-evaluation report. In doing so, the panel was of the opinion that the programmes submitted did not meet the criteria for being awards in their own right and should be incorporated into the College’s existing Higher Diploma in Science in Computing as electives. The final report was agreed by the panel. The programme team’s response to the Expert Panel’s agreed report has been considered by the panel and the Chair has indicated in the final report that the panel is happy that the conditions of the report have been fulfilled and that the programmes should be recommended to QQI for approval.

___________________________ John McGarrigle Registrar & Company Secretary 12th May 2014

19

20