By Shahabuddin Amerudin
Introduction
In today’s ever-evolving technological landscape, the ability to craft advanced information systems is a skill in high demand. The System Analysis and Design course offered as part of the Bachelor of Science in Geoinformatics with Honours programme at the Geoinformation Programme, Faculty of Built Environment and Surveying, Universiti Teknologi Malaysia, for Session 2023/2024 Semester 1, is a comprehensive journey that equips undergraduate students with the knowledge and skills needed to excel in this field. This article will explore the course in detail, focusing on its course synopsis, Course Learning Outcomes (CLOs) aligned with Bloom’s Taxonomy levels, generic skills, teaching and learning methods, and assessment methods. Additionally, we will discuss how these designed CLOs contribute to achieving the Programme Learning Outcomes (PLOs).
Course Synopsis
The course synopsis sets the stage for understanding the importance and relevance of System Analysis and Design in contemporary organizations. It emphasizes the fundamental role of information systems, highlighting their harmonious blend of technology, human input, and data management. Moreover, it underscores the pivotal role of systems analysts in guiding students to meticulously plan, construct, and maintain information systems while enhancing their communication skills. The course curriculum covers both system analysis and design, providing a comprehensive understanding of the Systems Development Life Cycle and various development approaches. Upon completion, students are positioned for dynamic roles in information system development and adaptability to industry shifts.
Alignment with Programme Learning Outcomes (PLOs)
The designed Course Learning Outcomes (CLOs) align closely with the Programme Learning Outcomes (PLOs), ensuring that students not only gain technical knowledge but also develop crucial cognitive, practical, communication, and digital skills required in the geospatial field.
- CLO1 – Understanding Principles and Methodologies (C3):
- This outcome aligns with PLO1, focusing on the demonstration of knowledge and understanding in the geospatial field (KW).
- It corresponds to Bloom’s Taxonomy level C3 (Apply), where students apply their knowledge to real-world scenarios.
- CLO2 – Applying Theories and Analytical Skills (C5):
- This outcome aligns with PLO2, emphasizing the application of knowledge in the form of theory and skill in the geospatial field (CG).
- It correlates with Bloom’s Taxonomy level C5 (Synthesize), requiring students to integrate technology and human input effectively.
- CLO3 – Acquiring Practical Skills (C3D):
- This outcome aligns with PLO3, which revolves around practical skill development in managing and analyzing data and information for specific purposes in the geospatial field (PS).
- It corresponds to Bloom’s Taxonomy level C3 (Apply), as students apply practical skills within information system development.
- CLO4 – Developing Communication Skills (C3C):
- This outcome aligns with PLO5, emphasizing the ability to communicate effectively and deliver geospatial technical information (CS).
- It involves Bloom’s Taxonomy level A3 (Value), as students understand the value of effective communication.
- CLO5 – Competent in Using Technology and Software (C3D):
- This outcome aligns with PLO6, focusing on the ability to use technology and software for geospatial information and application in a competent manner (TH).
- It correlates with Bloom’s Taxonomy level C4 (Analyze) and C5 (Synthesize), as students analyze and synthesize technical proficiency.
Generic Skills
In addition to academic and technical skills, this course also emphasizes generic skills such as critical thinking, adaptability, data analysis, technical proficiency, communication, and problem-solving. These skills are vital for students’ holistic development and future success in the geospatial field.
Teaching and Learning Methods
The course employs a diverse range of teaching and learning methods, including lectures, case studies, group discussions, practical labs, simulation exercises, hands-on workshops, software training, real-world projects, communication workshops, and presentation practice. This approach ensures that students receive a well-rounded education that combines theoretical knowledge with practical skills and real-world applications.
Assessment Methods
To evaluate students’ learning comprehensively, the course uses various assessment methods, including tests, final exams, assignments, group projects, and group presentations. These assessments are designed to measure different aspects of students’ knowledge and skills, ensuring that they are well-prepared for the challenges they may encounter in their future careers.
The Importance of System Analysis and Design in Geoinformatics
In the evolving landscape of geospatial technology and data management, the role of information systems cannot be overstated. Geoinformatics, a field that bridges GIS and information technology, relies heavily on the effective design and analysis of systems. The System Analysis and Design course at the Geoinformation Programme, Universiti Teknologi Malaysia, plays a pivotal role in equipping students with the essential knowledge and skills to thrive in this field.
In this section, we’ll delve into why understanding system analysis and design is paramount in geoinformatics and how this course empowers students to navigate this intricate terrain effectively.
Harnessing the Power of Information Systems in Geoinformatics
Geoinformatics professionals operate at the intersection of geography, data, and technology. They leverage geographical data to solve complex real-world problems, from urban planning and environmental monitoring to disaster management and location-based services. In this context, information systems serve as the backbone that allows geospatial data to be collected, processed, analyzed, and communicated effectively.
The System Analysis and Design course provides students with a solid foundation in the principles and methodologies of crafting information systems. By understanding the intricacies of system analysis, students can identify the specific needs and objectives of geospatial projects. This skill is essential, as it enables professionals to design systems tailored to the unique requirements of each project, whether it’s mapping land use patterns or tracking wildlife migration.
Furthermore, the ability to apply theories and analytical skills acquired during the course is vital in geoinformatics. In this field, students often encounter complex problems that require not only technological expertise but also critical thinking and adaptability. The course’s emphasis on practical labs, simulation exercises, and group projects equips students with the skills to tackle real-world geospatial challenges effectively.
Beyond the technical aspects, geoinformatics professionals must communicate their findings clearly and persuasively. This is where the development of effective communication skills becomes crucial. The System Analysis and Design course, with its focus on communication workshops and presentation practice, ensures that students can convey technical information to diverse audiences, including policymakers, scientists, and the public.
Conclusion
The System Analysis and Design course for the Bachelor of Science in Geoinformatics with Honours programme at the Geoinformation Programme, Universiti Teknologi Malaysia, is a well-structured and comprehensive course that effectively aligns CLOs with PLOs, integrates Bloom’s Taxonomy levels, emphasizes generic skills, employs diverse teaching and learning methods, and utilizes varied assessment methods. This holistic approach ensures that students not only acquire technical knowledge but also develop the cognitive, practical, communication, and digital skills needed to excel in the geospatial field. Ultimately, this course prepares students to become adaptable professionals capable of meeting industry demands and contributing significantly to the field of information system development.