LEARNER GUIDE
Course -Module Code ACSD-FED
Course Name NA (Modular Non SCTP Course)
Product Name (Marketing & Sales) Advanced Certificate in Software Development
Module Name WSQ Front-end Development (SF)
CONTENTS
1. Module Brief
2. Learners’ Profile
3. Learning Outcomes & Targeted Job Roles
4. Technical Skills and Competencies
5. Learning Design
6. Assessments
7. Grade Sets
8. Learning Resources
9. Recommended Readings
10. Class Size
11. Faculty Background
12. Session Plan
1. Module Brief
In the Front-End Development module, learners will acquire a deep understanding of web design principles, HTML, CSS, and a responsive design using Bootstrap, JavaScript, jQuery, and single-page application development and testing. The instructional units equip them with the knowledge necessary to create captivating user interfaces and deliver seamless experiences. By engaging in practical exercises and hands-on activities, learners develop a high level of proficiency in creating visually appealing websites that adhere to the best UI design principles, leveraging front-end tools, techniques, frameworks, and libraries.
Through the module project, learners demonstrate their ability to apply acquired knowledge and skills in building websites with exceptional user experiences. It allows them to showcase their ability to analyse user requirements and translate them into visually captivating website designs. Proficiency in front-end development tools and techniques, and responsive design enables learners to implement the best UI design principles and create responsive websites with interactive features and enhancing user engagement. Furthermore, graduates exhibit their ability to optimize website performance, ensuring swift loading times and smooth navigation. In summary, learners gain the ability to create responsive websites with optimal performance and enhanced user experience to stay competitive in the field of front-end development.
Instructional Units:
1. Web Design Concepts
2. HTML & CSS
3. Responsive Design (Bootstrap)
4. JavaScript. & JQuery
5. Single Page Application, Testing & Documentation
Module Project:
Project Objective: Create visually appealing, responsive, and interactive websites by using HTML, CSS, JavaScript, and responsive design frameworks & libraries with optimal performance and enhanced user experience.
Project Tasks
Task 1 : Formulate requirements specification with function, non-functional requirements
Task 2 : Develop Information Architecture, Wireframe, and Storyboard
Task 3 : Develop Website to fulfil the requirements
Task 4 : Plan UI effectiveness metrics and testing methods with test cases
Task 5 : Enhance the website based on UI effectiveness metrics measured and test results
2. Learners’ Profile
Prospective Learners should meet any of the following educational qualifications and work experience requirements to attend this course:
Entrants, Early and Mid-Career PME s should meet the following criteria:
• Minimum Age: 21 Years
• Minimum one credit in Nitec in STEM or its equivalent
• Language Proficiency: IELTS 5.5 or its equivalent
• Work experience - Not Mandatory
3. Learning Outcomes & Targeted Job Roles:
Learning Outcomes
By the end of this module, Learners should be able to gain the following knowledge & skills
By the end of this module Learners should be able to apply the following abilities:
• Formulate requirements specification with function, non-functional requirements
• Develop Information Architecture, Wireframe, and Storyboard
• Develop Website to fulfil the requirements
• Plan UI effectiveness metrics and testing methods with test cases
• Enhance the website based on UI effectiveness metrics measured and test results
Targeted Job Roles
This module does not lead to any job role, on its own. However, a Learner can target the following job roles:
• Front-end web developer
4. Technical Skills and Competencies
This course comprises the following Technical Skills and Competency:
ICT-DES-3008-1.1 User interface design - Identify functionalities and information flows to develop components of user interface prototypes, making tweaks to graphical user interfaces
Knowledge:
Learners are expected to acquire the following knowledge to deliver an appropriate level of job performance:
• Information flows in user interface design
• Key technical components in and supporting a user interface
• Basic methodologies in graphical user interface development
Abilities:
Learners are expected to acquire the following abilities to deliver an appropriate level of job performance:
• Assemble a list of functionalities and needs required
• Identify information flows
• Develop components of user interface prototypes
• Design graphic user interfaces (GUIs), according to clear guidelines and specifications
• Evaluate the effectiveness of user interface design according to the metrics set
• Document changes or updates to software and/or applications' user interface design
• Craft information content and materials for the product user guide
5. Learning Design
This module is delivered using the LA Learning Delivery model – Blended Learning with EASE, which usually comprises of 4 components: e-content, activities, support, and evaluation. The main elements of the Blended Learning with EASE for this module are listed below:
# Learning Activities # Sessions Duration/session (hours) Learner Duration (hours)
Synchronous Asynchronous
1 E-learning 3 2 NA 6
2 Flipped Class 3 3 9 NA
3 Assignments 3 3 9 NA
4 Project Planning 2 3 6 NA
5 Project Implementation 4 2 NA 8
6 Summative Assessment 1 0.5 0.5 NA
(Duration is for each learner)
Learner Duration (60.5 hours) 24.5 14
Definitions of how the sessions are conducted.
5.1 E-learning (Asynchronous E-Learning) EL
Learners are required to participate in e-learning through Lithan LMS, utilizing the e-content provided, for each Instructional Unit according to the Session Plan.
E-learning can be accessed securely from any location, allowing Learners to engage from anywhere. Should Learners have any questions or concerns, they can post them on Lithan LMS forums, where Learning Associates and Learning Facilitators will address them.
Prior to engaging in any other activities related to the Instructional Units, Learners must complete the e-learning materials and multiple-choice questions. It is mandatory for Learners to achieve a minimum score of 70% in each of the MCQs to be eligible for the summative assessments. Furthermore, completion of the e-learning contents is required before attending the flipped class.
5.2 Flipped Class (Synchronous E-Learning) FC
Learners are required to participate in the Flipped Class Synchronous E-Learning Sessions according to the Session Plan. It is mandatory for each learner to complete the e-learning prior to attending the flipped class.
Before the flipped class session, the instructor or Learning Facilitator will access the LMS to verify that each learner has gone through the e-learning contents and completed the MCQ. Learners must achieve a minimum score of 70% in each of the MCQs.
The synchronous flipped class session will take place using the MS Teams webinar tool. In this session, the instructor will guide students through the assignment that corresponds to the instructional unit assigned for the flipped class session. The instructor will provide a demonstration of the assignment to enhance students' comprehension and proficiency in completing it.
Throughout the explanation of the assignment, the instructor will highlight and reinforce important concepts. Additionally, the instructor will monitor the progress of students who may require additional support to ensure they are progressing adequately. They will also address any questions or concerns raised by the students and offer clarifications. The main objective of this session is to ensure the achievement of the learning outcomes.
5.3 Assignments (Synchronous E-Learning) AS
Industry professionals and subject matter experts provide valuable support for the completion of assignments. The synchronous mentoring support session is conducted using the MS Teams webinar tool. This session is scheduled after the flipped class and is designed to assist learners in completing the assignments related to the instructional units outlined in the Session Plan.
During these sessions, learners have access to guidance and assistance from industry experts and subject matter experts in the relevant field. It is crucial for learners to actively seek help from their mentors during these sessions to ensure the successful completion of assignments and to submit them on time via the Learning Management System (LMS).
To be eligible for the summative assessment, learners must obtain a minimum score of 70% in each assignment and submit it in accordance with the given guidelines.
5.4 Project Planning (Synchronous E-Learning) PP
Industry professionals and subject matter experts offer valuable assistance in project completion. The synchronous mentoring support session takes place using the MS Teams webinar tool. This session is scheduled once learners have acquired the necessary knowledge and skills through flipped classes and assignments. The following activities will be conducted during this session.
• The mentor will explain the project and its tasks using the project /assignment brief document.
• The mentor will provide guidance and support for implementing the project.
• The mentor will offer necessary feedback and comments upon the completion of each task of the project.
• The mentor will arrange a peer review and feedback session following the completion of each task of the project.
It is crucial for learners to actively seek help from their mentors during these sessions to ensure the successful completion of projects. This successful completion serves as evidence of their ability to meet the defined objectives of this module and requires timely submission of the project /assignment report through the Learning Management System (LMS). The project/assignment report is one of the summative assessments for this module.
5.5 Project Implementation (Asynchronous E-Learning) PI
Upon completion of the synchronous project planning session, learners are expected to implement their projects during the subsequent asynchronous session. They are granted the flexibility to work on their projects from any location that provides access to the project environment. Should learners encounter any questions or concerns during the project implementation, they can post them on the Lithan LMS, where Learning Associates, Learning Facilitators and/or mentors will address them.
It is mandatory for learners to finish their projects prior to the summative assessment and submit the Project Report along with other relevant evidence by the specified submission date outlined in the Session Plan. The Mentor will review the project report and provide feedback to the Learning Facilitator or Learning Associate to determine the learner's eligibility for the summative assessment. Based on this feedback, the Learning Associates will schedule the summative assessment.
During the review and feedback session of the summative assessment, the assessor will thoroughly examine the project report and evaluate the learner's performance. Subsequently, the assessor will determine whether the learner has demonstrated competence or is still not yet competent in the Project /assignment Report portion of the summative assessment.
5.6 Summative Assessment (Synchronous E-Learning) SA
During the Summative Assessment (30 minutes duration), the assessor will assess the learner’s knowledge, skills, and abilities related to the module as stated in the technical skills & competencies. This is a Synchronous E-learning session conducted through the Teams webinar tool. Details of the assessment are given below in section 6.