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Introduction

The internet has emerged as a dominating area of IT development. The ever-expanding applications within the global community that communicates, trades and exchanges information (seamlessly) has meant that the Internet and its associated technologies is a rapidly growing and changing area that requires in-depth knowledge as well as a wide range of skills. These web technologies have also been used to develop e-Commerce, intranet, extranet and social networking systems to meet the needs of modern businesses and associations.

Learners should already be familiar with website design and management, and will be able to apply their own web development skills to this unit. Learners will enjoy extending their web development skills by understanding the concepts of web-based applications using server-side technologies. This unit takes client-side web-development one step further by introducing server side application development. This unit focuses on server-side technologies and how server-side scripting can be used to create sophisticated web-based applications.

Learners will understand the concepts of web-based applications using one or more different server-side scripting languages, such as ASP, JSP and PHP. Many web-based systems also include database systems, which enables data to be processed dynamically. Learners will gain experience of developing web-enabled database systems, using SQL statements combined with server-side scripts to manage the process of information.

Learners will develop skills in specific techniques and also able to select when and where they are most appropriate, basing this decision on client and user needs. They will also ensure that their applications comply with the relevant legislation and guidelines.

1.1 Aim:

To enable learners to understand the concepts of web applications and apply the skills to develop and test web applications using server-side technologies.

1.2 Objectives

On successful completion of this unit a learner will:

a) Understand the concepts of web application development

b) Be able to design web applications

c) Be able to implement web applications

d) Be able to test web applications.

2.Unit / Module Content

Understand the concepts of web application development

Users: types eg expert, regular, occasional, novice, special needs; requirements, eg psychological, cultural, social and environmental, health and safety, education and work

Site analysis: purpose eg communication, real-time information, commercial, government, education, business, entertainment, downloading/uploading, web storage; fit for purpose, eg meets organisational and site objectives; planning, eg storyboarding, structure, hypermedia linkage, search engine key words, graphical design, user interface, audio/video sources, animation, text design; maintenance, eg plans, logs, disaster recovery, testing

Accessibility: features eg alternative text, resizable fonts, support for screen readers, adjustable fonts

Legislation: laws, guidelines and standards, eg Disability Discrimination Act, Data Protection Act, E-Commerce Regulations Act, W3C validation, copyright and intellectual property rights

Functionality: functions, eg shopping cart, reserve order, manage user profile, web content management, upload files

Scripting languages: server-side eg ASP (Active Server Pages), ASP.NET, PHP (Hypertext Pre-processor), JSP (Java Server Pages), Cold Fusion, Perl, Java Applet, Flash; advantages eg faster processing time, data processing, data storage; client-side eg JavaScript, VBScript

Security: security requirements, eg user accounts, account restrictions, procedures for granting and revoking access, terms of use, system monitoring

2 Be able to design web applications
Identification of need: nature of interactivity eg online transactions, static versus dynamic; client needs and user needs, eg image; level of security, eg user/administrator access; development timescales, support and maintenance contracts, costs, visibility on search engines; end user need eg appropriateness of graphics, complexity of site, delivery of content

Design tools: concept designing, eg mood boards, storyboarding; layout techniques eg frames, tables, block level containers (DIV), inline containers (SPAN); templates; colour schemes; screen designs, use case diagrams, pseudo code; other eg outline of content; database design, eg data flow diagrams, entity relationship diagrams

Database design: documenting the design; back end design, eg defining relationships, normalisation, naming conventions; front end design, eg user interface, security measures

3 Be able to implement web applications

Structure: layout of pages; navigation; format of content and cascading style sheets (CSS); page elements, eg headings, rules, frames, buttons, text and list boxes, hyperlinks/anchors, graphical images, clickable images/maps; interactive features, eg catalogue of products, shopping cart; images and animation

Content: proofed, correct and appropriate; reliability of information source; structured for purpose, eg prose, bullets, tables

Development: mark-up languages eg HTML (Hypertext Mark-up Language), DHTML (Dynamic Hypertext Mark-up Language); client-side scripting languages eg JavaScript, VBScript; features and advantages of software languages; web authoring software tools

Tools and techniques: navigation diagram eg linear, hierarchy or matrix; building interactivity tools, eg pseudo-code for client-server scripting; adding animation and audio/visual elements; ensuring compliance with W3C; meta-tagging; cascading style sheets

Server-side interaction: manage and process data, eg client, server; action events, action responses, login/logout Server-side scripting languages: ASP, JSP, PHP, Cold Fusion, Perl

Database connectivity: common methods of using/accessing databases on a web server eg SQL (Structured Query Language), MySQL, ODBC (Open Database Connectivity), JDBC (Java Database Connectivity), ADODB (ActiveX Data Objects).

Web-programming concepts:objects, eg response, request, application, session, server, error, file system, text stream, drive, file, folder, dictionary, ADO; components, eg email, file, file uploads, date/time; syntax, variables, procedures, forms, cookies, sessions, applications.

4 Be able to test web applications

Review: functionality testing (user environments, links and navigation); content; check against user requirements; user acceptance; audit trail of changes.

Mechanisms: browser compatibility testing, platform testing, script-language testing; valid HTML, server-script and database-script code; checking functionality against requirements, check internal and external hyperlinks to other web pages and media content (web files, web documents, images), error detection, error messages, dry running.

Feedback: record feedback, eg surveys, questionnaire, interviews; analyze feedback; present results

Supportive documentation: test plan (test data, expected results, actual results); test results; programmer guidance; user guidance (instructions)

Testing by: types eg administrator, user, automated scripts.

Knowledge and Understanding:

To understand the website design concepts like, users, accessibility, site analysis, design and environment.

a) To design an interactive website.

b) Understanding about design tools.

c) Understand the structure of Website, & content.

d) Understand the development of website.

e) Understand the tools and techniques used for development of website.

f) Able to document the website implemented.

g) Able to support the website.

3. Learning Outcomes and Assessment Criteria:

4. Teaching plan for the term / Scheme of Work

Accrediting Body: EDEXCEL

Course: BTEC HND IN COMPUTING AND SYSTEM DEVELOPMENT

Recommended text and links:

Books

Hogan, Brian P., et al. Web Development Recipes. Pragmatic Bookshelf, 2012.

Glass, Michael K., et al. Beginning PHP, Apache, MySQL Web Development. John Wiley & Sons, 2004.

Welling, Luke, and Laura Thomson. PHP and MySQL Web development. Sams Publishing, 2003.

Robbins, Jennifer Niederst. Learning web design: A beginner's guide to HTML, CSS, JavaScript, and web graphics. " O'Reilly Media, Inc.", 2012.

Lecturer:

Campus: PR/WH

Contact details:

Teaching and Learning Activities

The module tutor(s) will aim to combine lectures with tutorial activities. This environment will provide opportunities for the student to understand the course material through case study and text and to apply it in a practical way. The intent is to facilitate interactive class activities, and discussion about the significant role of research in a global and local business environment.

Teaching Ethos:

The College’s approach towards teaching and learning is simple and effective. The main aim of UKCBC is to assist learners in maximising their potential by ensuring that they are taught clearly and effectively. This will enable students to engage in the learning environment and promote success in both their academic studies and subsequent career.

5. Methods of Delivery:

LECTURES:

These will be developed around the key concepts as mentioned in the indicative course content and will use a range of live examples and cases from business practice to demonstrate the application of theoretical concepts. This method is primarily used to identify and explain key aspects of the subject so that learners can utilise their private study time more effectively.

SEMINARS:

These are in addition to the lectures. The seminars are designed to give learners the opportunity to test their understanding of the material covered in the lectures and private study with the help of reference books. This methodology usually carries a set of questions identified in advance. Seminars are interactive sessions led by the learners. This method of study gives the learner an excellent opportunity to clarify any points of difficulty with the tutor and simultaneously develop their oral communication skills.

CASE STUDIES:

An important learning methodology is the extensive use of case studies. They enable learners to apply the concepts that they learn in their subjects. The learners have to study the case, analyse the facts presented and arrive at conclusions and recommendations. This assists in the assessment of the learner’s ability to apply to the real world the tools and techniques of analysis which they have learnt. The case study serves as a supplement to the theoretical knowledge imparted through the course work.

Plagiarism:

Any act of plagiarism will be seriously dealt with according to the colleges and awarding bodies’ regulations. In this context the definition and scope of plagiarism are presented below:

Plagiarism is presenting someone’s work as your won. It includes copying information directly from the web or books without referencing the material; submitting joint coursework as an individual effort; copying another student’s coursework; stealing coursework form another student and submitting it as your own work. Suspected plagiarism will be investigated and if found to have occurred will be dealt with according to the college procedure. (For further details please refer to the plagiarism policy and the student code of conduct.)

Academic Misconduct’ Statement:

Academic Misconduct’ is a term used to describe a deliberate attempt by a student to take unfair advantage over other students to undermine the quality, standards and credibility of the programmes and qualifications offer by UKCBC. Academic Misconduct includes: plagiarism; collusion; falsification; replication; cheating; bribery; and impersonation. A student suspected of Academic Misconduct will be investigated by the College and appropriate action will be taken.

Contract Cheating’ Statement:

‘Contract Cheating’ is defined by the Quality Assurance Agency (QAA) as occurring when, “a third party completes work for a student who then submits it to an education provider as their own, where such input is not permitted.” Such third party companies have become known as ‘essay mills’, and it is the responsibility of students to avoid contact and association with such third party companies throughout their entire period of study. A student suspected of Contract Cheating will be investigated by the College and appropriate action will be taken.

6. Assessment:

The module will be assessed meeting all the LO as specified by the awarding body, Ed Excel.

Please read the instructions carefully while addressing the tasks specified.

Contribution: 100% of the module

Outline Details: Individual report approx. 4000 words.

Details enclosed in the assignment brief.

All diagrams used must be appropriate and labelled and sources cite

6.1 ASSIGNMENT BRIEF

TASK 1 to TASK 4: You are required to follow the instructions as specified towards each task and support with a research by using supportive materials like books, websites, etc., and give a feedback on the findings by relating your arguments to the relevant case studies as specified towards each task:

LO1. Understand the concepts of web application development

Task 1 you are required to address the assessment criteria, by using supportive materials, like books, websites, etc., and give a feedback on the findings by relating your arguments to the given assessment criteria ( P1.1,P1.2 & P1.3) as specified below.

P1.1 – critically evaluate the functions and advantages of web applications

P1.2 – critically compare different types of server-side and client-side scripting languages.

P1.3 – examine web security and make recommendations for security improvements.

Case Study -Task 2, 3 & 4

Design and implement an interactive web application with a web enabled database management system for a company of your choice. Your web must include client-side and server-side functionality and a web-enabled database management system, to store, retrieve and manipulate data in a web.

There are some requirements provided below. However, it is required to identify the requirements of the chosen company to design and implement an interactive web application with a web enabled database management system.

a) The website which develop, should reflect the 3-tier architecture

b) Front-end and the back-end need to be connected properly.

c) The followings need to be included in your home page

d) The company logo

e) The company name

f) Proper dropdown menu bar

g) The company aims and objectives

h) The footer of the website

LO2 Be able to design web applications

Task 2 : you are required to identify requirements and design a web application and a web enabled database systems for the chosen organisation of your choice.

P2.1 designs a web application to meet requirements given in the case study.

P2.2 synthesise client-side and server-side functionality in a web application.

P2.3 apply a database design for the given scenario.

P2.4 evaluate alternative designs and solutions to meet the given requirement as explained in the case study.

LO3 . Be able to implement web applications

TASK 3. You are required to implement the above (task2) designed web site and the web enabled database systems using scripting languages or any suitable development platform for the chosen company in Task 2.

P3.1- implement a web application to a prepared design using client-side and server-side scripting languages.

P3.2- implement a web-enabled database management system to store, retrieve and manipulate data in a web application.

P3.3- identify and implement opportunities for error handling and reporting for the given case study.

LO4 . Be able to test web applications

Task 4 you are required to test the implemented system created in the Task 3.

P4.1 – critically review and test a web application using a web enabled database management system for the chosen company case study in task 2.

P4.2- analyse actual test results against expected results to identify discrepancies

P4.3 critically evaluates independent feedback on a developed web application and make recommendations for improvements

P4.4 creates user documentation for a developed web application in task 3.

6.3 Contextualisation grid to achieve higher grade

6.4 Assignment Guidelines:

File Format

Assignments should be uploaded on E-Learning platform before the deadline

Assignments submitted after the deadline will not be accepted unless mitigating and may be entitled for a late fee.

Assignments must be submitted in one of the following file formats: .doc, .docx, .xls, .xlsx or .pdf

Do not submit html files, web pages, CAD files, Visio (.vsd), PowerPoint (.ppt) or zip files unless these are specifically required for your course

If you are not sure about the file format required contact your lecturer

Assignment Format

Use a common format for the questions, for example:

Introduction (analyse the question.)

Underpinning Knowledge (write about the relevant theory/points)

Applied knowledge (Data Analysis)

Conclusions and Recommendations (summarising the whole scenario keeping in view pass, merit, distinction criteria.)

In order to PASS you need to address all the LO

In order to get a MERIT you need to address the characteristics of Pass and address M1, M2,M3

In order to get a DISTINCTION you need to address the characteristics of Pass, merit and address D1, D2 and D3

Fonts

Use a clear, readable font such as Verdana, Calibri, Tahoma or Arial, and be consistent and use the same font throughout

Use black text on a white background. Avoid coloured backgrounds or text in a colour other than black unless you have special permission to use them (for example, if you're dyslexic)

Use 12 point for the body of your assignment

Spacing

Use 1.5 or double spacing and fairly wide margins: this leaves room for the marker’s comments

Leave a blank line between paragraphs

If the questions are short, leave a blank line between each question; If they are long, start each question on a new page

Left-justify your work (also known as left-aligned). AVOID block-justified (flush left and right); it might look tidy, but it is harder to read as it can result in gaps between words.

Headings

Use bold for headings. Do not use underlining or italics

Essays do not usually require subheadings; reports usually do

Title Page

The title and number of the assignment

The course number and name

The due date

Your full name and student number

This information should be centred, starting approximately one third of the way down the page

Numbering

Number all pages except the title page

Tables and figures must be numbered and clearly labelled

Table captions are placed above the table, while captions for a figures go below the figure

Do not number the items in a Reference List

Headers and Footers

Insert a header or footer on each page (except the title page). It should contain:

your name (last name, first name/s)

your student number

the assignment number

the page number

Word Count

The (approx) word limit for this assignment 4000 to 4500 words

Any specified word limit in the assignment brief is for guidance purpose only. It is there to give an indication of the level of depth that may be needed to provide sufficient evidence.

You will not be penalised for producing work outside this limit but should ensure your word count is adequate to meet the assessment objectives.

Remember that the title/title page, reference list and appendices are not included in the word count

List

You must ensure that all external sources used to provide evidence in your work must be referenced accordingly to avoid plagiarism and collusion

All work should be comprehensively referenced and all sources must be fully acknowledged, such as books and journals, websites (include the date of visit)

You must use correct and consistent Harvard referencing style

A full reference list should be at the end of the assignment, and should start on a new page labelled 'References' or ‘Reference List’

Do not include a ‘Bibliography’

Appendices

Use for information that is too long to include in the body of your assignment

Use for information that supplements or complements the information you are providing

Start each appendix (if applicable) on a new page. If there's just one appendix label it ‘Appendix’ without a number, but if there are more than one label them Appendix A, Appendix B, etc. In the main text of your assignment, refer to the Appendix by the label, e.g. Appendix A.