Faculty: Applied and Computer Sciences Department:Information and Communication Technology (ICT) Course: Advanced Diploma in Information Technology(AD0600) Title: Emerging Technologies (AIETX4A) Learner Guide
The Department of Information and Communication Technology (ICT) welcomes you as a learner to the Faculty of Applied and Computer Sciences (FACS) and the Vaal University of Technology (VUT). We hope that the time spent together during the completion of this module will be both fruitful and enjoyable
The aim of this learner guide is to direct your studies for this module in such a way that you always will know what is expected of you, when it is expected, as well as where the subject fits into our general program of study. General class conduct is also discussed. We hope that this will help you to feel more in control of your studies, as the aim of the learner guide is to clarify both your expectations and those of the lecturer.
The department strives towards integration of existing knowledge with new knowledge and to afford the learner the following graduate attributes:
The aim of the module is to allow students to identify, critically examine and debate a range of current and social issues in information technology, and in so doing develop a critical awareness of the impact of current and emerging technology. It will enable students to gain a broad general knowledge of some current research areas in computing and their application in industry and commerce.
The Higher Education Qualification and Sub-Framework (HEQSF) is framework that governs qualifications and how you can move from one to another (this is called articulation – a big word for a simple concept) in South Africa. This framework applies even if you decide to move from one institution to another. For the diploma in Information Technology, your academic journey from one level to another would look as follows:
What are National Qualification Framework (NQF) levels you may be asking? We won’t get very technical here, but it is simply the level where a qualification (and modules within a qualification) sits on when progressing through your academic journey to the highest qualification, and these levels help your lecturers design their curricula to help you to reach outcomes, earn your qualifications and hopefully learn something along the way.
For this module, the very technical information of the module looks as follows:
Table 1: Course Technical Details
Course |
Advanced Diploma in Information Technology |
Course Code |
AD0600 |
Module Code |
AIETX4A |
Module Name |
Emerging Technologies |
Year Level |
Year 4 |
Semester Level |
Semester 1 |
Credit Value |
15 credits |
Notional Hours |
150 hours |
NQF Level |
7 |
Prerequisites |
None |
The intended learning outcomes (ILOs) of a module tell you, as a student at VUT and this course and module, what YOU will have achieved once you have successfully completed this module. For Emerging Technologies, you should have achieved the following outcomes:
Critical Cross-Field Outcomes (CCFOs) are the qualities that we would like to develop within our students, REGARDLESS of the discipline, i.e., all students developed in these areas, regardless of whether you are doing your diploma in IT, or whether you are doing your diploma in fine arts. As an IT student, we aim to help you develop your capacity as a lifelong learner in the following areas:
You can select from this list of critical cross-field outcomes those outcomes to which you think the course can contribute. It is unlikely that any single course could meet all twelve, as these are expected to be met on completion of a degree/programme. These can either be written as separate outcomes related to your course or can be integrated in the specific intended outcomes (see above).
Students will be able to:
Below you will find the structure for the Advanced Diploma in Information Technology. Remember, when there is a prerequisite subject, then you will need to pass all the prerequisites to able to register that module. For the elective modules you will choose one to do each semester. Focus and time management is key to having a fulfilling and successful experience during your time at VUT!
Table 2: AD0600 Course Structure
Semester 1 |
|||
Semester |
Subject code |
Module |
Core/Elective |
1 |
AIETX1A |
Emerging Technologies |
Core |
AITMX4A |
IT Management |
Core |
|
BAITX4A |
Statistics for IT |
Core |
|
ASSDX4A |
Advanced Software Design |
Elective |
|
AICSX4A |
Computer Security |
Elective |
|
EINWZ4A |
Networks* |
Elective |
Semester 2 |
|||
Semester |
Subject code |
Module |
Core/Elective |
2 |
AIRMY4A |
Research Methodology for IS |
Core |
AIADY4A |
Advanced Databases |
Core |
|
AIUEY4A |
User Experience Design (UXD) |
Core |
|
AIAUY4A |
IT Auditing |
Elective |
|
ASAIY4A |
Artificial Intelligence (AI) |
Elective |
|
EINWZ4A |
Networks* |
Elective |
* If you choose networks in 1st semester, you will do it for both semesters. It is a year subject.
The contact details of your facilitator are as follows:
Table 3: Facilitator Details
Facilitator |
Campus |
Office |
Office Phone |
|
Consultation Hours |
Mr. R. da Rocha |
Vanderbijlpark |
T206 |
(016)950-6951 |
ricardo@vut.ac.za |
Will be given |
The Department of Information and Communication Technology’s administrator details are as follows:
Name: Ms. TO Rikhotso
Telephone: (016)950-9605
Email: tiyiselamir@vut.ac.za
Enquiries concerning your registration or any other aspect of administration (e.g. exemption for a subject, academic record, etc.) must be addressed to the department administrator in T107.
The Department of Information and Communication Technology’s coordinator at the Ekurhuleni campus’ details are as follows:
Name: Mrs D Maneschijn Telephone: (011)929-7415
Email: daleen@vut.ac.za
Enquiries concerning your registration or any other aspect of administration (e.g. exemption for a subject, academic record, etc.) must be addressed to Mrs Maneschijn in Ongepotse Tiro Building, Office Number 2.
The following learning materials and resources will be used and referenced throughout the semester:
Table 4: Prescribed Books, Readings and Additional Resources
Prescribed Theory Textbook |
No prescribed theory textbook |
|
Prescribed Practical Textbook |
No prescribed practical textbook |
|
Additional Resources |
• Resources on VUTela |
|
Recommended Readings |
• • • |
(Popular South African tech news site) https://su.org (Singularity University) https://techtrends.tech/blog/ (Tech Trends Blog) |
• |
https://futurism.com (Futurism) |
|
• |
https://www.vox.com/recode (Vox Recode Tech Blog) |
|
• |
https://www.kurzweilai.net/ (Accelerating Intelligence by Ray Kurzweil) |
VUTela, VUT’s learning management system (LMS), will be used to inform students of events, tests and important announcements and to distribute assignments and/or tests to students. In addition to this, supplementary exercises will also be available through the VUTela and your lecturer. The student is expected to be able to log in to VUTela and access these assessments / tests and be able to upload files required to answer the test/assignments on VUTela. The student is responsible to become proficient in this. Soft copies of assignments posted on VUTela will be subject to testing to ensure the student has submitted his or her own work and is not committing plagiarism.
By default, your email address on VUTela is set to your student email address. If you would like to receive notifications of any announcements, uploads and assignments, you need to change the default email address to your preferred email address (you could leave it as your student VUT email, or your personal email address from Yahoo, Gmail, etc.). To do this, please look at the follow these steps:
Figure 2: Changing your VUTela email address
This subject will be presented from an outcomes-based learning perspective. You will note that the learning material and assessment methods have all been aligned with the outcomes-based learning system. This means that on completing this subject you, the learner, must be able to do certain things in the workplace. In order to be a successful learner in an outcomes-based education system, you will be required to make a paradigm shift in your thinking and approach to your studies.
Assessments takes place on a continuous basis by means of a variety of methods and may include (but is not limited to) the following:
The test and exam regulations of VUT, whether your subject is exam or CASS based are as follows:
The following section describes the way in which various types of assessments should be approached as well as a discussion of the technical requirements for written assignments.
Presentations must be relevant to the theme/topic for that class. The presentations are of a practical nature – it could be something that the class can “do” in order to apply the theory to practice. In other words, the lecturer and at times the learners (in groups) may use case studies, games, exercises or role-plays in order to demonstrate the application of a topic or an element of that topic. A presentation rubric will be provided and as well as discussed in class.
Should you be required to do a presentation, it should include:
Theoretical assignments consist of a written assignment based on a theoretical discussion of a specific theme/topic. The purpose of a theory (research) assignment is to expand the extent and depth of your knowledge to enable you to approach subject literature critically and scientifically. The content of the paper must indicate that you have consulted a wide range of literature, but also that you have the necessary insight about the theme.
The format for a theory assignment is discussed below:
All formal assignments handed in for assessment purposes must be typed. The requirements are as follows:
Table 5: Technical Requirements for Assignments
Paper size |
A4 size (210mm x 297mm) should be of good quality and enough opacity for normal reading. Preferably white paper. |
Justification |
All text should be justified, except for the list of references which is justified to the left. |
Line spacing |
1½ line spacing throughout the text – does not apply to tables and figures. |
Margins |
• Top margin: 25mm • Left and bottom margin: 40mm • Right margin: 25mm |
Typeface |
Arial. |
Font size |
• 12pt for the main text. • Can be smaller for tables and figures (no smaller than 8pt) and larger for chapter headings (14pt). • Sample: This is the body of the text. It is formatted in Arial size 12. |
Headings and Subheadings |
Headings should be formatted in Arial size 14 and should be bolded and sentence case. Subheadings are Arial size 12 and bolded. Numbering should be standard and consistent. Sample: 1. Heading 1 a. Subheading 1 This is the body of the text. It is formatted in Arial size 12. This text is using 1.5 line spacing. |
Page Numbers |
• The title page is not numbered. • The first page of the text is numbered 1 to the end of the bibliography. • Annexures are numbered separately i.e. (Annexure A – 1, 2, 3 etc., Annexure B – 1, 2, 3, etc.) |
Bullets |
• Lists of information can be bulleted. • Be consistent and do not incorporate more than 3 types of bullets. |
Language |
• Use English (UK or SA) and not American spelling. • Keep sentences short and concise; use the simplest word that conveys the correct meaning. • Do not use the personal form (I, we, the author): rather use passive sentence construction. • The text should not include abbreviations not generally recognised. As a rule, abbreviations should be avoided. • Define abbreviations, acronyms and symbols when they first occur in the text, and from that point onwards, use the abbreviated term, for example National Research Foundation (NRF). |
Cover Page |
• The ICT department cover page should be used for every assignment submitted. There is an individual cover page and group assignment cover page. Please use whichever is most appropriate for the assignment you are submitting. |
Dishonesty and plagiarism will not be tolerated. The University and the Faculty view the issue of plagiarism in a serious light. Evidence of plagiarism or dishonesty will be dealt with according to the University’s and/or Faculty’s Regulations.
The issue of plagiarism as referred to in the Faculty Guidelines for Ethics in Research:
Plagiarism is to:
If you use the words and ideas of other people, their words must be clearly indicated in quotation marks and used correctly, and their source indicated to avoid being guilty of plagiarism. No copying of textbooks is allowed.
Plagiarism is wrong because:
Benefits to be derived from consciously avoiding plagiarism:
By deliberately avoiding plagiarism, learners learn:
The VUT Plagiarism Policy can be accessed via the following link: https://www.vut.ac.za/library/plagiarism/
For the entire IT diploma, any assignment that is handed-in should be using the Harvard referencing style for any references that should be included in your assignment
Students are encouraged to use reference management software such as Endnote, Mendeley or any other reference management software for their references.
For further information regarding References, consult the VUT Referencing Guide. This guide can be accessed in on VUTela OR via the following link: https://www.vut.ac.za/referencing-guidelines/.
It is important for you stay up to date with the work schedule, falling behind increases the workload for you and your group at the end of the semester. You should use the work schedule to plan your deliverables and studying throughout the semester. Do not wait until the day before an assignment is due to start the assignment, the day before the due date the assignment should be complete so start an assignment as soon as possible. Study the content for each week of the work schedule and ensure you are familiar and understand the content. This will make understanding each deliverable and preparing for the exam easier.
This module will be presented on both a practical and theoretical basis although the main method of presentation assumes that the learner has mastered the theory that was acquired during the diploma. For this reason, the lecture times will be mainly used for class and group discussions, case studies, role plays, presentations, debates, and exercises.
Each learner will also be involved in the compilation of presentations and assignments. At times, you may be expected to work in groups. Groups should ideally consist of an uneven/smaller number of members, of which the maximum size will be discussed in class. Where possible groups should be made up of a diversity of members, the idea being to share cultures and experiences and to learn from and support one another.
It is important that you enjoy this subject. However, you will only find it enjoyable if you are an enthusiastic participant.
You are an adult learner; thus, the number of formal lectures will be kept to a minimum. The principles of adult learning that are applied to this module incorporate the following:
A learning environment in which you are prepared to differ with others, including myself will be created. Continuous feedback about the presentation of this module will be appreciated. It is thus your responsibility to communicate both positive and negative feedback.
Please read your learner guide. You should pre-read the relevant theory from your textbook and/ or additional sources before each class meeting to ensure that you are up to date with the topics to be presented. The learner guide will provide information on which topics will be covered during each class.
You will gain more from your reading of the course material if you make notes as you go along. Taking notes helps you structure you own thoughts and encourages you to be critical of what you are reading. Note taking is an individual process and many of you will have established specific note taking techniques.
Here are a few brief thoughts on the subject to encourage you to review your note taking.
Make notes as you read, even if they are only brief. You can then go over these at the start and end of each study session.
Your participation is much needed and appreciated in class. Feel free to participate in class/group discussions/case studies/role plays/debates. This will enable you to:
You are expected to listen carefully in class, to make notes and later add these to the facts in your learning material. It is suggested that you then summarise the relevant topic by combining the above. It is your understanding of the topic under discussion that is important not memorisation of the exact facts.
These action verbs are included, in order to provide clarity of what is expected of you as a student. Please study them and make sure that you understand the meaning of each:
Identify parts or elements of a concept and describe them one by one.
Example: Analyze an ERD and describe each entity and relationship in detail.
Point out the similarities (things that are the same) and the different between concepts, ideas or points of view. The word “contrast” may also be used. When you compare two or more objects, do so systematically – completing one aspect at a time. It is always better to do this in your own words.
Example: Compare databases to data warehouses. Compare the workings of an ERD to a Star Schema.
This means that you should indicate whether you agree or disagree about a certain statement or view. You should then describe what you agree/disagree about and give reasons for your view. Example: Write critical comments about the development of wireless technologies.
Give the precise meaning of something. Very often definitions have to be learnt word for word.
Example: Define a business process.
Include and discuss examples. You have to prove that you understand how a process works or how a concept is applied in real-life situations.
Example: Give a written demonstration on the implementation process for systems.
Say exactly what something is like; give an account of the characteristics or nature of something; explain how it works. No opinion or argument is needed.
Example: Describe the characteristics of two-tiered databases.
Comment on something in your own words. Often requires debating two viewpoints or two different possibilities.
Example: Discuss the differences between a context DFD and full DFD.
Point out the differences between objects, different ideas, or points of view. Usually requires you to use your own words.
Example: Distinguish between 1st and 2nd normal forms.
A practical illustration of the concept is required.
Example: See the different examples provided by for each task word discussed.
Clarify or give reason for something, usually in your own words. You must prove that you understand the content. It may be useful to use examples or illustrations.
Example: Briefly explain the following concepts:
Give the essential characteristics or aspects of a phenomenon.
Example: Identify the characteristics of good database design.
Draw a diagram or sketch that represents a phenomenon or idea.
Example: Illustrate the model of three-tiered architecture.
Simply provide a list of names, facts or items asked for. A particular category or order may be specified.
Example: List the steps of the SDLC in order.
You should explain the reasons for your statements or views. You should try to convince the reader of your view.
Example: Should the business implement this system? Motivate you reasoning.
Briefly describe without giving details
Example: Name two approaches to implementation.
Emphasize the major features, structures or general principles of a topic, omitting minor details. Slightly more detail than in case of naming, listing or stating of information is required.
Example: Outline the major features of databases.
Supply the required information without discussing it.
Example: State three functions of a web-service.
Give a structured overview of the key (most important) aspects of a topic; must always be in your own words.
Example: Give the summary of the core characteristics of the analysis phase of the SDLC.
At the end of the semester period all students must return their marked assessments in the form of a simple portfolio of evidence to the lecturer. A thin plastic file may be used for this purpose. No box files will be accepted for storage reasons.
The portfolio cover pages must be used, and each assessment should have the assessment cover page. These cover pages can be found on VUTela.
Read the graphic novel currently available on VUTela. This graphic novel introduces various fringe technologies, technologies that are still farther into the future that what can be considered emerging. Explain the following in your report:
This assessment will act as an assignment and soft copy must be submitted to VUTela as per the work schedule available on VUTela.
Now that you have submitted your individual assignment 1, you should present to your lecturer what technology you investigated and what you discovered about it. Your individual presentation should discuss the following:
You should have 5 – 6-minute presentation. This will take the form of a video presentation done on Flipgrid as per the instructions on VUTela.
For individual assignment 2, you will choose an article from one of the sites that are listed under the Recommended Reading in section 7.1 of the study guide. This article should cover an emerging technology, whether evolutionary or revolutionary. Your assignment should cover the following:
This assessment will act as an assignment and soft copy must be submitted to VUTela as per the work schedule available on VUTela.
What is reflection, and why is it important:
Reflection is a purposeful activity in which you analyse experiences, or your own practice/skills/responses, in order to learn and improve. Reflection in academia; we reflect quite naturally in our day to day lives, thinking about things that have happened, why they happened, whether we handled them well. In academia, you may be asked to formalise your reflections to show that learning is taking place. This may involve:
Reflective writing for an assignment:
Writing reflectively for the purposes of an assignment should not involve merely describing something that happened. Nor does it mean pouring out everything you think and feel in a totally unstructured way. Reflective writing requires a clear line of thought, use of evidence or examples to illustrate your reflections, and an analytical approach. You are aiming to strike a balance between your personal perspective, and the requirements of good academic practice and rigorous thinking. This means:
Models of reflection: There are frameworks that you can use to aid your reflective process. Alternatively, you may want to create your own. It needs to be a set of questions that you can ask yourself about an experience, plus a process by which you apply and learn from your reflection. Graham Gibbs (1988) created a reflective learning cycle, 5 Gibbs’ Reflective Cycle, that you can use as a basis for your essay.
Instructions and expectations of the reflective essay:
Write a reflective essay for the module Emerging Technologies. The essay must cover the following questions during your writing process:
This assessment will act as an assignment and soft copy must be submitted to VUTela as per the work schedule available on VUTela.
The table below shows you how the learning activities and assessments that you are going to do in this module contribute to achieving the intended learning outcomes of the module discussed in section 2.3 of this learning guide. This is to show you and motivate you by informing you of WHY you do the activities that you do in this module so that you can relate it back to your learning. Remember that not all of these activities contribute towards your final mark, i.e., not all these activities are summative. Some of these activities are considered formative. That means that they help you construct your own knowledge by scaffolding the skills and tools to help you integrate the discipline or module knowledge with our own indigenous knowledge to create something new and exciting that is unique to every student!
Table 6: Mapping of Learning Activities to ILOs
Learning Activity/Assessments |
||||||
Individual Presentation |
✔ |
✔ |
✔ |
✔ |
✔ |
|
Individual Assignment 1 |
✔ |
✔ |
✔ |
✔ |
✔ |
|
Individual Assignment 2 |
✔ |
✔ |
✔ |
✔ |
✔ |
✔ |
Reflective Essay |
✔ |
✔ |
✔ |
✔ |
✔ |
✔ |
In addition to the intended learning outcomes, the learning activities are also designed to help you develop your capacity in the cross critical-field outcomes (CCFOs) discussed in section 2.4. The mapping of the activities to these CCFOs looks as follows:
Table 7: Mapping of Learning Activities to CCFOs
Learning Activity/Assessments |
|||||||||||
Individual Presentation |
✔ |
✔ |
✔ |
✔ |
✔ |
✔ |
✔ |
✔ |
|||
Individual Assignment 1 |
✔ |
✔ |
✔ |
✔ |
✔ |
✔ |
✔ |
✔ |
|||
Individual Assignment 2 |
✔ |
✔ |
✔ |
✔ |
✔ |
✔ |
✔ |
✔ |
✔ |
✔ |
✔ |
Reflective Essay |
✔ |
✔ |
✔ |
✔ |
✔ |
Table 8: Calculation of Final Mark and conditions for passing the module
MARK ON ITS |
LEARNING ACTIVITY |
WEIGHT |
1 |
Individual Assignment 1 |
30% |
2 |
Individual Assignment 2 |
30% |
3 |
Individual Presentation |
20% |
4 |
Reflective Essay |
20% |
TOTAL |
100% |
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