UKDC 01
Stephanus Surijadarma Tandjung
Contents
1 Information Engineering 1
1.1 Overview . . . 1
1.2 NTU . . . 2
1.3 Cambridge . . . 5
2 Software Engineering 7 2.1 MIT . . . 7
2.2 North Carolina State University . . . 8
2.3 NUS Master Course . . . 8
2.3.1 Core . . . 8
2.3.2 Basic Elective Courses . . . 11
Chapter 1
Information Engineering
1.1
Overview
Apa Itu Teknik Informatika?
Teknik Informatika merupakan kumpulan disiplin ilmu dan teknik yang secara khusus menangani masalah transformasi atau pengolahan data dengan memanfaatkan se-optimal mungkin teknologi komputer melalui proses-proses logika. Pada teknik informatika bidang ilmu yang lebih banyak dikaji adalah bidang pemrograman dan komputasi, rekayasa perangkat lunak (software) untuk berbagai bidang aplikasi dalam berbagai bidang usaha, dan teknologi jaringan komputer.
Apa Yang Dipelajari di Teknik Informatika ?
Dasar ilmu dalam Teknik Informatika adalah algoritma. Pada Teknik In-formatika, mahasiswa akan diarahkan untuk bisa menguasai ilmu dan keter-ampilan rekayasa informatika yang berlandaskan pada kemampuan untuk memahami, menganalisis, menilai, menerapkan, serta menciptakan piranti lunak (software) dalam pengolahan dengan komputer. Secara garis besar materi dalam teknik informatika dapat dikelompokkan menjadi beberapa bidang ilmu antara lain adalah :
1. Sistem Informasi Memberikan pengetahuan dan pengertian dasar ten-tang konsep dan kerangka sistem informasi, metodologi dan teknik perancan-gan, pengembanperancan-gan, pengetesan dan pemeliharaan sistem perangkat lunak
2. Rekayasa Perangkat Lunak Materi yang dipelajari dalam bidang ini adalah Analisa dan Desain Obyek, Penyempurnaan Proses Rekayasa, In-speksi Perangkat Lunak, Rekayasa Perangkat Lunak, Pemrograman Basis Data Client Server.
3. Pemrograman dan Komputasi Memberikan pengetahuan dan kemam-puan menganalisis permasalahan dalam ruang lingkup Komputasi,
2 CHAPTER 1. INFORMATION ENGINEERING
putasi Paralel, Sistem Terdistribusi, Teknologi Antar Jaringan.
4. Arsitektur dan Jaringan Komputer Materi yang dipelajari dalam bidang ini adalah Arsitektur Komputer, Organisasi Komputer, Elektronika, Sistem Digital, Sistem Mikroprosesor, Jaringan Komputer dll.
Prospek Lulusan Teknik Informatika
Bidang aplikasi komputer sangat luas, hampir tidak ada ruang kehidu-pan yang tidak tersentuh oleh teknologi komputer. Luasnya bidang ap-likasi tersebut, terbatasnya jumlah system analyst, pesatnya perkembangan teknologi informasi, dan tingginya kebutuhan pengembangan perangkat lu-nak memberikan prospek yang sangat cerah bagi lulusan Teknik Informatika. Jenis pekerjaan yang tepat untuk lulusan Teknik Informatika antara lain adalah: Programmer, Sistem Analis, Web Designer, Software Engineer/Web engineer, Computer network/Data Communication Engineer, Instansi Pe-merintah dan Lembaga Penelitian, Lain-lain (perusahaan-perusahaan jasa telekomunikasi, perbankan, konsultan atau dosen di perguruan tinggi negeri maupun swasta, dll).
1.2
NTU
New Breath. New Path. New Experience.
What would you get when you add Art, Design and Media to the classical Engineering studies? You get a whole new exciting programme called the Bachelor of Engineering in Information Engineering and Media.
”I had always wanted to develop my artistic side, but my stronger interest in scientific courses precluded any pursuit of that goal. This programme, with its fusion of art/media and engineering, was the perfect answer for me. It’s now possible for me to express myself creatively and artistically through engineering.” . . . Chew Siew Mooi - IT Specialist, IBM Singapore
”The IEM programme has not only provided a good technical foundation for my career, but it has challenged me to think innovatively, communicate effectively and manage people relationships well. These have been invaluable to me in my profession as a defence IT engineer.” . . . Wong Zhi Xiang - En-gineer (InfoComm Infrastructure), Defence Science and Technology Agency
”Having spent four years in the IEM programme, I’ve come to embrace the rigors of engineering as much as I appreciate the subtleties of the arts. The dual emphasis on technical competency and creative capacity is unique, and it has inspired me to constantly seek new perspectives – not just answers – when approaching problems in engineering.” . . . Goh Chong Yang - Ph.D Student/Research Assistant, Massachusetts Institute of Technology
1.2. NTU 3
has prepared me well for challenges in the real world. I’m able to learn new things very quickly, be it technical skills or something very different, because I was taught how to step outside my comfort zone during my time in IEM. I’m also proud to know that throughout my life I’ll have the engineering and media and design skills that I gained in IEM. How many engineering graduates can say that they’ve produced short films and radio podcasts?” . . . Huang Jiesi - Analyst, MINDEF
A New Breed of Engineers
Technology is witnessing a new revolution. By merging art and creativity with information, communications and digital media technology, new break-throughs have been achieved. Remarkable progress in movie and games, for instance, can only be made possible with technology working hand in hand with art and creativity.
This new revolution has opened up new possibilities, experiences and busi-ness opportunities that will radically change the world. It has created the need for a new breed of infocomm engineers equipped with sound understand-ing of the artistic and creative processes in media design and production.
The Bachelor of Engineering in Information Engineering and Media (IEM) is here to answer this need.
This four-year direct-honours programme is hosted by the School of Elec-trical and Electronic Engineering, and jointly offered with the School of Art, Design and Media, School of Computer Science and Engineering, and Wee Kim Wee School of Communication and Information.
Leveraging on the strengths and expertise of four NTU schools, this mul-tidisciplinary and cross-disciplinary degree programme aims:
To train professional Infocomm engineers with strong technical skills to meet the demand for Infocomm manpower. To train engineers with an ex-posure to the artistic and creative processes and equip them with an under-standing of the needs of the growing media industry. To provide graduates with a strong foundation in mathematics, information sciences and soft-skills for diverse careers and life-long learning. To develop graduates with a good understanding of their roles in society and a strong sense of ethical and pro-fessional responsibilities.
At the Cutting-edge Of Technology & Art
The programme is mainly technical. Sixty percent of the curriculum is devoted to technical courses in Information and Communications Engineer-ing, such as programmEngineer-ing, computer hardware/software, communications and networking, and digital audio/image/video processing. This strong em-phasis on technical foundation produces infocomm professionals equipped to work in the IT, computer and communications industries.
as-4 CHAPTER 1. INFORMATION ENGINEERING
pects of the media industry. About 20% of the curriculum is devoted to courses such as digital art and design, animation and game design, and ra-dio/TV/movie production. This part of the curriculum allows students to graduate with a sound knowledge of media design and production in line with industrial needs. The graduates will be able to work with media designers in content creation, production and delivery. They will be in a unique posi-tion to better understand the needs of the content creators and to develop new technologies and tools which will help the Media industry achieve higher productivity and elevate it to the next level of excellence.
Besides the specialized training, students are ensured a holistic and rich learning experience, as 20% of the curriculum is devoted to broadening courses in arts, humanities and social sciences, science and technology, and business and communication skills. These arm students with the capacity to readily adapt to the demands of tomorrow.
DOUBLE DEGREE with BUSINESS
BEng (IEM) with a Second Major in Business
This programme equips students with in-depth knowledge and skills in both Engineering and Business over the normal duration of 4 years. With both technical and business perspectives, graduates of this programme will have enhanced competitive advantage and market value, and access to a wider breadth of career options and opportunities. Graduates of the programme will be awarded a Bachelor of Engineering with a separate certificate for the second major in Business.
BEng (IEM) & BA (Econs) Double Degree Programme
The combined inter-disciplinary qualities of an engineer and an economist will be highly valued in the globalised environment of the future. Offered in partnership with NTU’s School of Humanities and Social Sciences, this pro-gramme aims to equip graduates with excellent knowledge and competency in both engineering and economics. With the changing dynamics of global economy, growing resource scarcity, and escalating societal and environmen-tal concerns, engineers of the future will face increasing challenges to reconcile engineering activities with these considerations.
The double degree programme is specially tailored for academically con-fident and all-rounded students. Students will earn two honours degrees in five to five and a half years and can expect diverse career opportunities in the public and private sectors.
1.3. CAMBRIDGE 5
Whether I would be able to cope well with 2 degrees was definitely one of my concerns. IEM itself offers very diverse fields of study in engineering, the arts and the media. To take on Economics as well would require that I be a very all-rounded person and a Jane of all trades. After resolving some timetable issues however, as we got started with the modules - I realised that I had worried unduly. Clearly, some degree of discipline and time manage-ment is needed, but once I got used to the pace and learning style - I found that taking double degrees worked towards my favour. It developed me a lot more holistically, and trained me further to view things from different perspectives. I could also see how the different fields actually interact and overlap - something not possible if I was only taking on one degree. Indirectly, this helped me perform better in both degrees.
In addition, the IEM cohort is a very small one. It is one of the rare courses for which you can actually know everyone else and vice versa (if not in your course - in your year at least). The friends that I have made in IEM, while it’s a little corny to say this, have brightened up my NTU life considerably. It really feels like being part of a very large family in IEM. The IEM activities as featured on the News and Events have helped bond the IEM students really well. At the same time, I have a lot more chances to interact with other people also taking Economics too. The friends I have made there are very close to my heart too. This extension of social network has not only made me a happier person, but provided a lot of support whenever I feel down or dejected.
I am grateful that I have made this choice, given all the benefits - foreseen and unforeseen - that I have enjoyed.”
. . . Lim Shiyun - IEM-Econs Graduate
1.3
Cambridge
Strategic Aim: Developing fundamental theory and applications relating to the generation, distribution, analysis and use of information in engineering and biological systems.
The Information Engineering Division’s research focuses on the genera-tion, distribugenera-tion, analysis and use of information in engineering systems. As such, it straddles the boundary between traditional Computer Science and Engineering Departments. The Head of Division is Professor Bill Byrne.
The Division is organised into four main research Groups.
6 CHAPTER 1. INFORMATION ENGINEERING
The Machine Intelligence Laboratory leads research in the areas of speech recognition systems, computer vision, bio-robotics and medical imaging.
The Signal Processing and Communications Group performs a wide range of signal and image processing projects with diverse application areas.
Chapter 2
Software Engineering
2.1
Overview
Software engineering can be divided into sub-disciplines.[20] Some of them are:
• Software requirements[1][20] (or Requirements engineering): The elici-tation, analysis, specification, and validation of requirements for soft-ware.
• Software design:[1][20] The process of defining the architecture, compo-nents, interfaces, and other characteristics of a system or component. It is also defined as the result of that process.
• Software construction:[1][20] The detailed creation of working, mean-ingful software through a combination of programming (aka coding), verification, unit testing, integration testing, and debugging.
• Software testing:[1][20] An empirical, technical investigation conducted to provide stakeholders with information about the quality of the prod-uct or service under test.
• Software maintenance:[1][20] The totality of activities required to pro-vide cost-effective support to software.
• Software configuration management:[1][20] The identification of the configuration of a system at distinct points in time for the purpose of systematically controlling changes to the configuration, and main-taining the integrity and traceability of the configuration throughout the system life cycle. Modern processes use software versioning.
8 CHAPTER 2. SOFTWARE ENGINEERING
• Software engineering management:[1][20] The application of manage-ment activities—planning, coordinating, measuring, monitoring, con-trolling, and reporting—to ensure that the development and mainte-nance of software is systematic, disciplined, and quantified.
• Software development process:[1][20] The definition, implementation, assessment, measurement, management, change, and improvement of the software life cycle process itself.
• Software engineering models and methods[20] impose structure on soft-ware engineering with the goal of making that activity systematic, re-peatable, and ultimately more success-oriented
• Software quality[20]
• Software engineering professional practice[20] is concerned with the knowledge, skills, and attitudes that software engineers must possess to practice software engineering in a professional, responsible, and ethical manner
• Software engineering economics[20] is about making decisions related to software engineering in a business context
• Computing foundations[20]
• Mathematical foundations[20]
• Engineering foundations[20]
2.2
MIT
Massachusetts Institute of Technology (MIT)
Computer Language Engineering focuses on how students generate high-level programming language, as well as the tools used to build software. Stu-dents can access lecture notes, video lectures and audio lectures in addition to three practice quizzes.
2.3. NORTH CAROLINA STATE UNIVERSITY 9
Elements of Software Construction covers topics such as subclassing and interfaces, testing and coverage, debugging, usability, event-based program-ming and data structures. In addition to lecture notes, students have access to assignments, labs and projects.
Foundations of Software Engineering examines object-oriented design, op-erator overloading, Java programming, physical simulation and source code management. In addition to lecture notes, seven problem sets are available online, along with three quizzes.
Laboratory in Software Engineering focuses on how to produce and im-plement large software systems through lectures in object semantics, testing, object model notations and design patterns. The online class is broken into 11 sections, and students can download lecture notes.
Performance Engineering of Software Systems is a project-based class that gives students an idea of how to build scalable and high-level software systems through discussion of bit hacks, performance engineering, memory systems and compilers. All 23 of the lectures can be downloaded as videos, and students can access six software design projects to help with their studies.
Software Engineering for Web Applications is a senior-level course de-signed for students who have a background in software development and are interested in understanding the issues and challenges with Internet applica-tions. Students can access parts of the recommended textbooks online, which may be helpful for the 14 problem sets that are also available through the online class.
2.3
North Carolina State University
Software Metrics for Eclipse examines concepts in software metrics that pro-vide feedback to programmers. The tutorial propro-vides students information on viewing and interpreting metrics. A link to Eclipse software for download is available.
10 CHAPTER 2. SOFTWARE ENGINEERING
2.4
NUS Master Course
2.4.1
Core
SG4101 Basic Software Engineering Discipline This is the first module for all SE students. It lays the groundwork by equipping students with the necessary process knowledge for engineering a software intensive system as well as on object-oriented concepts and programming. This module is compulsory for all SE students.
In the Software Engineering Process submodule, the students will learn about software engineering processes and how to model these processes using an appropriate methodology. It looks at software development life cycle processes, processes for planning and controlling software development and quality management processes.
In the Introduction to Object-Oriented Programming submodule, the stu-dents will learn the basic concepts of object orientation. It also covers topics of basic object modelling and object-oriented programming, illustrated with the Java programming language and development environment. Students will also learn about test-driven development and software configuration manage-ment.
Two assignments would require the students are to demonstrate their competencies in software engineering process, object modelling and program-ming
Pre-requisites: Basic Programming Concepts
SG5101 Software Analysis & Design The module answers the question of what should take place before coding can start, given the user require-ments. It covers in details the steps required to get from the requirements specification through the detailed design specification using a use case-driven development approach along with Unified Modelling Language notations.
Given the User Requirements Specification, Requirements Modelling is performed to analyse the functional requirements to produce the Use Case Model which comprises actors, use cases, relationships among actors and/or use cases as well as the description of use cases. The Domain Object Model is also produced to capture the essential business objects of the system.
Analysis Modelling is then performed for a use case where analysis objects are identified along with their state and responsibilities without considera-tions for implementation. The newly identified information are capture in the Analysis Model.
De-2.4. NUS MASTER COURSE 11
sign Modelling is then performed to transition the analysis objects in the Analysis Model to design objects with full class details in the Design Model. Finally the system is implemented according to the Design Model. The source code are tested and documented.
An assignment would run through the four stages of Requirements, Anal-ysis, Design and Implementation. The students are to demonstrate their competencies in the skills required in those stages.
Pre-requisites: Object Oriented Programming and Software Engineering Process
SG5102 Software Project Management Project Initiation and Planning Software development projects are diverse. They can range from developing applications to address specific business needs of an organisation to develop-ing software products for commercial purposes to developdevelop-ing software that control hardware. Challenges abound in managing all software development projects!
Project management is the discipline of principles, processes and tech-niques that a project team uses to drive successful delivery of the software product.
Managing projects in software engineering covers the end-to-end activities that all software engineering students of the MTECH SE course need to know so that the knowledge and skills can be applied to projects they undertake.
Through the use of workshop case studies and discussion, lectures, flipped classroom methods and popup quizzes, students will be given the opportu-nity to engage in collaborative teamwork and self-learning to maximise their learning and assess their own learning journey.
The 10-day curriculum covers the project management processes and key knowledge areas required to manage the project. This includes identification and management of the project scope, estimating the overall project cost estimate, creation of a project work plan and schedule, execute, monitor and control the project development and management of quality and risks.
All work is achieved through people working in a team, an essential aspect that will also be addressed in the curriculum.
The culmination of the knowledge and skills will be applied through the final capstone project in the MTECH SE programme.
Continuous assessments, final exam and class participation will contribute to the overall assessment.
Pre-requisites: Nil
SG5103 Software Quality Management
12 CHAPTER 2. SOFTWARE ENGINEERING
Software Quality Management Systems
The aim of Software Quality Management (SQM) is to manage the qual-ity of software and of its development process. A qualqual-ity product is one which meets its requirements and satisfies the user. A quality culture is an organisational environment where quality is viewed as everyone’s responsi-bility. CMMIR (Capability Maturity ModelR Integration) for Development
(CMMI-DEV), which provides a comprehensive integrated set of guidelines for developing products and services will be discussed.
CMMI models are collections of best practices that help organizations to improve their processes. These models are developed by product teams with members from industry, government, and the Carnegie Mellon University (CMU), Software Engineering Institute (SEI), Pittsburgh, PA, USA.
Peer Reviews
The purpose of a peer review is to provide ”a disciplined engineering practice for detecting and correcting defects in software artefacts, and pre-venting their leakage into field operations”. This course also describes rules, source documents and kin; the software inspection process, inspection roles and responsibilities; software inspection defect classifications; defect logging and peer review follow-up.
Software Testing Purpose of testing is to detect software failures so that defects may be discovered and corrected. The scope of software testing often includes examination of code as well as execution of that code in various environments and conditions as well as examining the aspects of code: does it do what it is supposed to do and do what it needs to do. Automated testing techniques and tools will also be discussed in this module.
Software Configuration Management The purpose of Software Configura-tion Management is to establish and maintain the integrity of the products of the software project throughout the project’s software life cycle. Software Configuration Management involves identifying configuration items for the software project, controlling these configuration items and changes to them, and recording and reporting status and change activity for these configura-tion item.
2.4.2
Basic Elective Courses
Infras-2.4. NUS MASTER COURSE 13
tructure Technology Information System Security Cloud Computing Internet of Things Technology
