Modern Information Engineering

IIDS61301 Modern Information Engineering 15 Semester 1 Postgraduate Taught Level 6 Alan Davies Unit coordinator Division of Informatics, Imaging and Data Sciences 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 This module builds on the local support for Software Carpentry (<a href="https://software-carpentry.org/">https://software-carpentry.org/</a> ) at UoM and UCL to provide an opportunity for trainees who seek to understand and make appropriate use of modern programming skills and data management technologies. It will provide some hands-on experience in software design, implementation and data retrieval. Trainees are taught best practice for creating useful and effective software solutions to real-world health problems as well as discussing modern data management technologies such as virtualisation and cloud. During the module trainees will be asked to work in teams to implement a bespoke system for a clinical team. Trainees are taught the fundamentals of programming on the module, and do not need to have had any prior programming experience. This module builds on the local support for Software Carpentry (<a href="https://software-carpentry.org/">https://software-carpentry.org/</a> ) at UoM and UCL to provide an opportunity for trainees who seek to understand and make appropriate use of modern programming skills and data management technologies. It will provide some hands-on experience in software design, implementation and data retrieval. Trainees are taught best practice for creating useful and effective software solutions to real-world health problems as well as discussing modern data management technologies such as virtualisation and cloud. During the module trainees will be asked to work in teams to implement a bespoke system for a clinical team. Trainees are taught the fundamentals of programming on the module, and do not need to have had any prior programming experience. The unit aims to introduce students to a hands-on experience of modern information engineering skills including basic programming skills using Python; automation of tasks, how track work for efficiently; and how to store and manage data effectively as well as access it using SQL.   <table border="1" cellpadding="0" cellspacing="0" width="643"> <tbody> <tr> <td style="width: 161px"> Category of outcome</td> <td style="width: 482px"> Students should be able to: </td> </tr> <tr> <td style="width: 161px"> A. Knowledge and understanding</td> <td style="width: 482px"> LO1: Use core programming concepts to design and implement softwareLO2: Critical understanding of  data management technologies (including their strengths and limitations) for use in real-world settingsLO3: Apply and critically appraise the software design process to a range of case-study projectsLO4:   Understand be able to select APIs to allow systems to communicate with each otherLO5: database systems/data management and modern software processes contribute to patient care pathways and the provision of high quality safe and effective patient careLO6:  Develop plans of how to apply software quality assurance processes to a range of case-studiesLO7: Demonstrate the importance of  key role of version control systems in quality assurance</td> </tr> <tr> <td style="width: 161px"> B. Intellectual skills</td> <td style="width: 482px"> LO8: Plan a process for a clinical information systemLO9: Critically appraise a software design process</td> </tr> <tr> <td style="width: 161px"> C. Practical skills</td> <td style="width: 482px"> LO10: Develop a system for a clinical teamLO11: Construct a range of SQL commands to extract data from management systemsLO12: Complete project documentation ensuring compliance with security, governance and ethics issues with web-based systemsLO13: Design a relational database to solve a real-world scenarioLO14: Write programs in a language (e.g., python) to manipulate data</td> </tr> <tr> <td style="width: 161px"> D. Transferable skills and personal qualities</td> <td style="width: 482px"> LO15: Work collaboratively within a teamLO16: Communicate effectively both in written and verbal format to both non-technical and technical audiences:LO17: Work through the problem-solving cycle </td> </tr> </tbody> </table>   This unit will delivered in a blended format: e-Learning preparation material will impart basic and core knowledge whilst the face-to-face lectures and open discussions will introduce concrete examples and encourage attendees to draw upon their own reading and experience.  Group, problem based learning will show a deeper understanding of the area and encourage collaborative working.  Example case-studies will be drawn from University of Manchester (HeRC) and University College London research-driven projects and current NHS projects.  The F2F teaching will be delivered as 1 x three day block of workshops covering a key section    <table border="1" cellpadding="0" cellspacing="0"> <tbody> <tr> <td style="width: 144px"> Assessment task</td> <td style="width: 274px"> Description</td> <td style="width: 57px"> Length</td> <td style="width: 132px"> Weighting in unit </td> </tr> <tr> <td style="height: 96px; width: 144px">  Sprints  </td> <td style="height: 96px; width: 274px"> Working in groups, the assessment will be split into 3 iterations that all add up to 70%. The small groups will develop a common understanding of the problem and then to work as a part of a team to design and implement software. </td> <td style="height: 96px; width: 57px">    </td> <td style="height: 96px; width: 132px"> 70%    </td> </tr> <tr> <td style="height: 30px; width: 144px">  Software practices </td> <td style="height: 30px; width: 274px"> The assessment will involve the cohort working in small groups to develop a common understanding of the problem and then to work as a part of a team to implement software.</td> <td style="height: 30px; width: 57px">  </td> <td style="height: 30px; width: 132px"> 10% </td> </tr> <tr> <td style="height: 36px; width: 144px">  Reflective blog</td> <td style="height: 36px; width: 274px"> Experiences of collaborative software development</td> <td style="height: 36px; width: 57px"> 500 words</td> <td style="height: 36px; width: 132px"> 20%</td> </tr> </tbody> </table>   Formative assessment and feedback to students is a key feature of the on-line learning materials for this unit. Regular presentation of results to tutor and staff to elicit feedback and develop ideas/work. MSc Health Info UCL/UoM FT MSc Health Info UCL/UoM FT PGDT Taught Component Optional MSc Health Info UCL/UoM PT MSc Health Info UCL/UoM PT PGDT Taught Component Optional PGDip Health Info UCL/UoM FT PGDip Health Info UCL/UoM FT PGDT Taught Component Optional PGDip Health Info UCL/UoM PT PGDip Health Info UCL/UoM PT PGDT Taught Component Optional MSc Health Info UCL/UoM - Mod MSc Health Info UCL/UoM - Mod PGDT Taught Component Optional Dip Health Info UCL/UoM - Mod Dip Health Info UCL/UoM - Mod PGDT Taught Component Optional Cert Health Info UCL/UoM - Mod Cert Health Info UCL/UoM - Mod PGDT Taught Component Optional PGCert Health Info UCL/UoM FT PGCert Health Info UCL/UoM FT PGDT Taught Component Optional PGCert Health Info UCL/UoM PT PGCert Health Info UCL/UoM PT PGDT Taught Component Optional Health Informatics-UCL/UoM CPD Health Informatics-UCL/UoM CPD PGDT Taught Component Optional N There are lots of examples of practical computing books for non-computer scientists.  Papers to include for this teaching include:John D. Blischak, Emily R. Davenport, and Greg Wilson: "<a href="http://journals.plos.org/ploscompbiol/article?id=10.1371/journal.pcbi.1004668">A Quick Introduction to Version Control with Git and GitHub</a>" PLoS Computational Biology, 2016Matthew Gentzkow and Jesse Shapiro: "<a href="https://people.stanford.edu/gentzkow/sites/default/files/codeanddata.pdf">Code and Data for the Social Sciences: A Practitioner's Guide.</a>", 2014.Jo Erskine Hannay, Hans Petter Langtangen, Carolyn MacLeod, Dietmar Pfahl, Janice Singer, and Greg Wilson: "<a href="https://software-carpentry.org/files/bib/secse-survey-2009.pdf">How Do Scientists Develop and Use Scientific Software?</a>" <cite>Proc. 2009 ICSE Workshop on Software Engineering for Computational Science and Engineering</cite>, 2009.Edmund Hart, Pauline Barmby, David LeBauer, François Michonneau, Sarah Mount, Timothée Poisot, Kara H. Woo, Naupaka Zimmerman, and Jeffrey W Hollister: "<a href="https://peerj.com/preprints/1448/">Ten Simple Rules for Digital Data Storage</a>" <cite>PeerJ PrePrints</cite>, 2015.Ethan P. White, Elita Baldridge, Zachary T. Brym, Kenneth J. Locey, Daniel J. McGlinn, and Sarah R. Supp: "<a href="https://peerj.com/preprints/7/">Nine Simple Ways to Make It Easier to (Re)use Your Data</a>" PeerJ PrePrints, 2013.Greg Wilson, D. A. Aruliah, C. Titus Brown, Neil P. Chue Hong, Matt Davis, Richard T. Guy, Steven H. D. Haddock, Kathryn D. Huff, Ian M. Mitchell, Mark D. Plumbley, Ben Waugh, Ethan P. White, and Paul Wilson: "<a href="http://journals.plos.org/plosbiology/article?id=10.1371/journal.pbio.1001745">Best Practices for Scientific Computing</a>" <cite>PLoS Biology</cite>, 2014. 0 0 150