National Open and Distance University

Academic and Research Vice rector

Course Presentation

Academic Course Presentation Diseño de Sistemas

Escuela de Ciencias Básicas Tecnología e Ingeniería
-ECBTI-
 Santa Marta, Noviembre 2018

INDEX
GENERAL INFORMATION. 3
COURSE DESCRIPTIONS. 4
PURPOSE OF COURSE TRAINING 6
COURSE COMPETENCE 6
COURSE LEARNING STRATEGIES 7
TRAINING UNITS 8
8
MAIN ROOMS OF THE COURSE. 9
INITIAL INFORMATION 9
KNOWLEDGE ENVIRONMET 10
COLLABORATIVE LEARNING ENVIRONMENT 10
PRACTICE LEARNING ENVIRONMENT 11
MONITORING AND EVALUATION ENVIRONMENT 11
STUDENT’S MANAGEMENT ENVIRONMENT 12
 GENERAL INFORMATION.
School or unit: Escuela de Ciencias Básicas Tecnología e
Ingeniería
Acronym: ECBTI
Leven: Professional
Field Training: Specific Professional Discipline
Course: System Design
Code: 301309
Course type: Theoretical
Number of credits: Two (2)
Number of weeks: Sixteen (16) weeks
Prior Knowledge: Analyse, Design and Implement a system
information
Date of preparation: November, 2018
 COURSE DESCRIPTIONS.
The Systems Design course is part of the disciplinary training
field and belongs to the Software Engineering core of the
Systems Engineering program, which allows modeling the
behavior that a software information system must fulfill,
according to the needs raised by the users
The central objective of this course is that the student presents
a proposal for the design of a software according to a case
study where the grouping of the architectural representations,
interfaces at the component and deployment level is
demonstrated. Write the course description
The course is theoretical, of two (2) academic credits, divided
into two (2) units of study and has been designed to run in 8
weeks or 16 weeks depending on the academic period. Each of
the themes that are part of each unit of study is composed of
different elements so that each student develops processes in
individual and collaborative activities that fundamentally seek
the apprehension and development of disciplinary competences
in the following way:
Unit 1. Concepts and principles of design. The Design of
Systems defines the process of applying certain techniques and
principles with the purpose of defining a device, a process or a
System, with enough details to allow its interpretation and
physical realization.
Unit 2. Design Oriented to Objects and components.
Principles, pattern management, interfaces, web components,
object-oriented design.
The Systems Design course uses the problem-based learning
strategy (ABP), it is a didactic strategy that consists of
presenting the students with a controversial situation in order
that these, through autonomous work and teamwork
collaboratively, develop and carry out the critical reasoning
necessary to solve the problem and is based on the principle of
using problems as a starting point for the acquisition and
integration of new knowledge (Barrows, 1986).
 PURPOSE OF COURSE TRAINING
Understand and apply the necessary theoretical knowledge
taking into account concepts, basic principles, object-oriented
design and components, for the development of a proposal to
a situation raised by an information system, allowing to
generate solutions to various problems.
Design from a set of formal and functional specifications of the
system, architecture and software components, with the
purpose of satisfying the needs of an organization or a context.

COURSE COMPETENCE
The student applies the concepts in the development of
patterns, interfaces and the properties that they must fulfill, in
order to deliver a proposal.
The student models problems through the creation of the
architecture and the components of an information system,
starting with formal and functional specifications of the system.
 COURSE LEARNING STRATEGIES
The Systems Design course uses the problem-based learning
strategy (ABP), it is a didactic strategy that consists of
presenting the students with a controversial situation in order
that these, through autonomous work and teamwork
collaboratively, develop and carry out the critical reasoning
necessary to solve the problem and is based on the principle of
using problems as a starting point for the acquisition and
integration of new knowledge (Barrows, 1986).
The problem-based learning strategy will allow the student to
acquire knowledge, skills and attitudes through real-life
situations. In this learning strategy, the greatest weight is
carried by the individual activity with the aim that the student
internalizes the theoretical referents, practices them and then
at the group level can reinforce what they have learned. The
strategy will be developed starting with an initial activity that
allows to approach previous knowledge of the course and
continuing with the following phases: exploration and
diagnosis, development and application, phases that will be
articulated to the three evaluation moments that the course
proposes.
TRAINING UNITS
Design concepts.

Functional analysis.

Systems Architecture
 MAIN ROOMS OF THE COURSE.
The course System Design AVA, It consists of six main rooms
where you will find the necessary information for your learning
process.
INITIAL INFORMATION
The first is the initial information is:
Presentation of the agenda,
agreement and informational
forum. In the informational
forum This:
News Of course: It is the place
where the director of the course
presents important information
about the latest developments
in the course that have an impact on their learning process, is
an informational resource.
The general forum of course: This forum has as its purpose the
interaction of the E-Student and E-tutor, there are enabled
three themes, social interaction of the student performs a brief
presentation and placed telephone and e-mail to communicate
with fellow and tutor.
Agenda: Training activities are organized and Summative That
will be done during your learning process with the number of
week, start dates, and the points of each activity. The training
activities are: an initial assessment is evaluated with a
questionnaire with a value of 0.05%, the interim evaluation 1
and 2 collaborative work with the 35% each and the final
evaluation with 25%.
KNOWLEDGE ENVIRONMET
The second is the "Knowledge", There is
a document called "Syllabus", Is a tool
that shows the way how knowledge is
constructed of students in the course of
Business Diagnostic, where you will find
information related to the study
materials for each one of the units, the
purpose of the course, skills, learning strategy that will be
developed in the course of the period.
COLLABORATIVE LEARNING ENVIRONMENT
 The third environment is to
"Collaborative learning" It allows
for the interaction of in the
themes proposed for the different
phase of the learning strategy, for
this must have read the material
found in the environment of
knowledge. In this collaborative
environment is built the work
group, which will be uploaded by the special rapporteur to the
environment of evaluation and follow-up.

PRACTICE LEARNING ENVIRONMENT

The fourth environment corresponds to a space "Practical"; It
is the context where you as a student you
can apply the knowledge acquired during
the learning process. In this environment
is the road map, the guide of the practical
activity and a simulator for the final
assessment.

MONITORING AND EVALUATION ENVIRONMENT

The fifth environment with regard to
an environment called "Monitoring
and Evaluation ", Is a place where
locates a digital resource called "E_
portfolio", where will all the activities
carried out in the course of their
learning process and the link to
upload your final group work, where
you will receive feedback from their activities as such.
STUDENT’S MANAGEMENT ENVIRONMENT
Finally, it has the atmosphere of
"Management", Where you will find the link
of the UNAD that you must address for
general knowledge in regard to each
component instance and novelty that at the
institutional level.