Modiwl ICC-1855:
Team Task 1
Team Task 1 2024-25
ICC-1855
2024-25
School of Computer Science & Engineering
Module - Semester 2
20 credits
Module Organiser:
Peredur Williams
Overview
This module consists of a 4 weeklong team task (random mix of First, Second and Third year students) to engage and respond to an industrial live brief set by one of our partner companies. This aspect of the module is assessed before a panel of judges. This task and its assessment replicate the process by which designers working in a team would present their delivered outcome to a client.
Over the four weeks, student receive a weekly three-hour combination of lectures and seminars given by clients, teaching staff and guest speakers. These focus on project management, leadership, teambuilding, effective communication, conflict resolution, innovation as well as key issues relating to design, prototyping and manufacturing considerations.
Assessment Strategy
-excellent -A- to A+ (70%+): Outstanding Performance. The relevant information accurately deployed. Excellent grasp of theoretical/conceptual/practice elements. Good integration of theory/practice/information in pursuit of the assessed work's objectives. Strong evidence of the use of creative and reflective skills.
-good -B- to B+ (60-69%): Very good performance Most of the relevant information accurately deployed. Good grasp of theoretical/conceptual/practical elements. Good integration of theory/practice/information in pursuit of the assessed work's objectives. Evidence of the use of creative and reflective skills.
-another level-C- to C+ (50-59%): Much of the relevant information and skills mostly accurately deployed. Adequate grasp of theoretical/conceptual/practical elements. Fair integration of theory/practice/information in the pursuit of the assessed work's objectives. Some evidence of the use of creative and reflective skills.
-threshold -D- to D+ (40-49%): No major omissions or inaccuracies in the deployment of information/skills. Some grasp of theoretical/conceptual/practical elements. Integration of theory/practice/information present intermittently in pursuit of the assessed work's objectives.
Learning Outcomes
- Construct a log of daily activities to convey effective project management.
- Create suitable visuals to engage with an audience.
- Demonstrate the ability to lead and productively participate in group situations.
- Generate reasons to identify design decisions based on end user needs, and identify the technology, engineering and manufacturing decisions specified within the product or system.
Assessment method
Blog/Journal/Review
Assessment type
Summative
Description
Blog The handin consists of a blog of daily activity showing the prototypes, the final artefact, along with proof of its feasibility and viability, and project management via an engaging set of visual digital creations. Every student within the team will be assessed individually. Marking rubric topics: BLOG: VISUALS BLOG: PROGRESS This work is assessed at Level 4 FHEQ. Expectations at L4 include: - Understanding of basic principles and concepts. - Ability to apply foundational knowledge to solve simple problems. - Developing academic skills such as research, writing, and critical thinking. - Limited independence in learning. At Level 4 students are expected to demonstrate their understanding of the subject area and fundamental concepts, along with evidence of building a solid foundation of knowledge and skills with a focus on foundational concepts.
Weighting
25%
Due date
16/05/2025
Assessment method
Other
Assessment type
Summative
Description
Team task - Artefact The handin consists of the submission of the final artefact including evidence of final prototyping, manufacturing , real world validation, proof of its feasibility and viability. Marking rubric topics: DEPTH AND REASONING OF DESIGN DECISIONS TECHNOLOGY – ENGINEERING OR SYSTEMS OVERVIEW This work is assessed at Level 4 FHEQ. Expectations at L4 include: - Understanding of basic principles and concepts. - Ability to apply foundational knowledge to solve simple problems. - Developing academic skills such as research, writing, and critical thinking. - Limited independence in learning. At Level 4 students are expected to demonstrate their understanding of the subject area and fundamental concepts, along with evidence of building a solid foundation of knowledge and skills with a focus on foundational concepts.
Weighting
45%
Due date
30/05/2025
Assessment method
Other
Assessment type
Summative
Description
Peer review This component is assessed via peer review. BuddyCheck, within Blackboard, allows every student to self-review their performance and have their performance over the project reviewed by their team mates. A weighted composite mark is achieved via this method, but is subject to moderation by tutors. BuddyCheck criteria: Q1 Keeping the team on track Q2 Interacting with teammates Q3 Having related knowledge, skills and abilities Q4 Expected quality Q5 Contributing to the team's work This work is assessed at Level4 FHEQ. Expectations at L4 include: - Understanding of basic principles and concepts. - Ability to apply foundational knowledge to solve simple problems. - Developing academic skills such as research, writing, and critical thinking. - Limited independence in learning.
Weighting
30%