GUJARAT TECHNOLOGICAL UNIVERSITY (GTU)

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

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Course Title: Software Engineering

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(Course Code:4353202)

1. RATIONALE

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Software engineering offers a structured framework for creating applications and software. Through this study, students gain the ability to develop and design software to specific needs. It encompasses analyzing and designing systems through various steps and teaches systematic project preparation. This course teaches you how to break down and plan out systems step by step. You learn how to organize projects in a smart way. By studying different parts of software engineering, you understand what it takes to design and make projects work smoothly.

2. COMPETENCY

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The course content should be taught and implemented with the aim to develop various types of related skills leading to the achievement of the following competency

•  Identify and analyze problems in the field of Software development.

3. COURSE OUTCOMES (COs)

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The practical experiences and relevant soft skills associated with this course are to be taught and implemented, so that the student demonstrates the following industry-oriented COs associated with the above-mentioned competency:

• a) Describe Generic framework activity and Umbrella activity.
• b) Differentiate various software development process models.
• c) Prepare SRS as well as draw DFD and object-oriented UML diagrams.
• d) Create software development plan using project scheduling.
• e) Prepare test-cases to test software functionalities.

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 CO`s 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: CI-Classroom Instructions; 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) that are the sub-components of the COs. Some of the PrOs marked ‘*’ are compulsory, as they are crucial for that particular CO. These PrOs need to be attained at least at the ‘Precision Level’ of Dave’s Taxonomy related to ‘Psychomotor Domain’ .

Note

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• i. Faculty should ensure that students select different problem statement in a group for practical 2 to 14. Size of group should not be more than 3 students.
• ii. 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 .
• iii. 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 AND SOFTWARE REQUIRED

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These major equipment/instruments and Software required to develop PrOs are given below with broad specifications to facilitate procurement of them by the administrators/management of the institutes. This will ensure conduction of practical in all institutions across the state in proper way so that the desired skills are developed in students.

7. AFFECTIVE DOMAIN OUTCOMES

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

8. UNDERPINNING THEORY

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The major Underpinning Theory is formulated as given below and only higher level UOs of Revised Bloom’s taxonomy are mentioned for development of the COs and competency in the students by the teachers. (Higher level UOs automatically includes lower level UOs in them). 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 student 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 from above table.

10. SUGGESTED STUDENT ACTIVITIES

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Other than the classroom and laboratory learning, following are the suggested student-related 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 small reports (of 1 to 5 pages for each activity). For micro project report should be as per suggested format, for other activities students and teachers together can decide the format of the report. Students should also collect/record physical evidences such as photographs/videos of the activities for their (student’s) portfolio which will be useful for their placement interviews:

• a) Undertake micro-projects in teams.

• b) Prepare charts for various models, SDLC life cycles, UML notations etc.

• c) Prepare SRS documents based on case study.

• d) Discuss various case studies available on internet.

• e) An hour of problem solving for various case study topics may be organized and students are encouraged to participate

• f) Students are encouraged to register themselves in various MOOCs such as: Swayam, edx, Coursera, Udemy etc to further enhance their learning.

• g) Encourage students to interact with the industry person to discuss and gather information of current trends, models, documentation, testing methods and different tools used in industry.

11. SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES

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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/sub topics.
• b) Guide student(s) in undertaking micro-projects.
• c) Managing Learning Environment
• d) Diagnosing Essential Missed Learning concepts that will help for students.
• e) Guide Students to do Personalized learning so that students can understand the course material at his or her pace.
• f) Encourage students to do Group learning by sharing so that teaching can easily be enhanced.
• g) ‘CI’ in section No. 4 means different types of teaching methods that are to be employed by teachers to develop the outcomes.
• h) 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.
• i) With respect to section No.10 , teachers need to ensure to create opportunities and provisions for co-curricular activities .
• j) Guide students on how to address issues on environment and sustainability using the knowledge of this course

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 (group of 3 to 5). However, in the fifth and sixth semesters , the number of students in the group should not exceed three.

The micro-project could be industry application based, internet-based, workshop-based, 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 dated work diary consisting of individual contribution in the project work and give a seminar presentation of it before submission. The total work load on each student due to the microproject should be about 16 (sixteen) student engagement hours (i.e., about one hour per week) during the course. The students ought to submit micro-project by the end of the semester (so that they develop the industry-oriented COs).

A suggestive list of micro-projects is given here. This should relate highly with competency of the course and the COs. Similar micro-projects could be added by the concerned course teacher:

• a) Case study on attendance management system

• b) Case study on vehicle rental system

• c) Case study on hospital appointment booking

• d) Case study on gym management system

• e) Case study on Tours and Travel Management

• f) Case study on hostel management system

• g) Case study on student management system

• h) Case study on library management system

• i) Case study on hospital management system

• j) Case study on banking system

• k) Case study on collage management system

• l) Case study on movie ticket booking system

• m) Case study on online food ordering application

• n) Case study on online shopping

• o) Case study on hotel management system

• p) Case study on bus ticket reservation system

• q) Case study on railway ticket reservation system

• r) Case study on flight ticket reservation system

13. SUGGESTED LEARNING RESOURCES

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14. SUGGESTED LEARNING WEBSITES

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• a) https://www.javatpoint.com/
• b) https://www.geeksforgeeks.org/
• c) https://www.tutorialspoint.com/
• d) www.w3schools.com
• e) https://www.techtarget.com/searchsoftwarequality/definition/agile-softwaredevelopment

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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