Academic year 2022 - 2023

• Research-based Development (YZWZ0110-3022),
       29.08.2022 – 21.12.2022,  5 cr  (ZJAYSP22S1, ...) — Face-to-face +-
  Learning outcomes of the course

  Purpose of the course
  The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
  
  Competences
  Ethical competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Learning outcomes
  After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.

  Course contents

  The starting points and methodology of research-based development
  Research ethics and the responsible conduct of research
  Process and management of research-based development
  Research and development methods, data collection and data analysis
  Assessment as part of research-based development

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
  
  Satisfactory 2
  The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.

  Assessment criteria - grade 3 and 4

  Good 3
  The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
  
  Very good 4
  The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.

  Assessment criteria - grade 5

  Excellent 5
  The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.

  Further information

  The course can be studied by using studification combining study & work in accordance with the
  JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.

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  Language of instruction

  English

  Planned learning activities, teaching methods and guidance

  Individual learning tasks
  Small group work online
  Webinars
  Online Discussions
  Recorded online lectures, podcasts

  Learning materials and recommended literature

  Dodd, S-J. & Epstein, I. 2012. Practice-based research in social work: a guide for reluctant researchers. London; New York: Routledge.
  OR
  Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
  OR
  Burns, N. & Grove, S. K. 2001. The practice of nursing research. Conduct, Critique, and Utilization. 5th edition or the latest. Philadelphia : Elsevier/Saunders cop.
  OR
  Polit, D. F. & Beck, C.T. 2014. Essentials of nursing research: appraising evidence for nursing practice. Philadelphia : Wolters Kluwer Health/Lippincott Williams & Wilkins cop.
  OR
  Yin, R. K. 2018. Case study research and applications : design and methods. Los Angeles: Sage.

  Lecturer(s)

  Ben Waller, Kaisa Lällä

  Timing

  29.08.2022 - 21.12.2022

  Learning assignments and student workload

  webinars 16 h
  - learning tasks 80 h
  - studying the course material 40 h
  Total 135 hours.

  Enrollment

  01.08.2022 - 04.09.2022

  Groups

  • ZJAYSP22S1
  • ZJAYSD22S1
  • YSD22S1
  • YSP22S1

  Seats

  0 - 20

  Degree Programme

  Master's Degree Programme in Sport and Exercise Physiotherapy, Master's Degree Programme in Artificial Intelligence and Data Analytics, Master's Degree Programme in Information Technology, Full Stack Software Development, Master's Degree Programme in Professional Project Management, Master's Degree Programme in International Business Management, Master's Degree Programme in Information Technology, Cyber Security

  Mode of delivery

  Face-to-face

  Credits

  • 5 cr

  Unit

  School of Health and Social Studies
• Leadership Dynamics (YZWZ0220-3011),
       01.09.2022 – 31.12.2022,  5 cr  (YTF22S1) — Face-to-face +-
  Learning outcomes of the course

  You will understand different approaches to leadership by exploring theories and models, and you will be able to expand and apply them to practical work. You can learn key leadership practices and describe them from the perspective of your job role or interest of study. You understand the importance of an ethical attitude to leadership. You will identify and assess your leadership and emotional intelligence and interaction skills and benefits, and identify your key areas for development. You will experience & test practical communications skills through interaction and discussions.

  Prerequisites and co-requisites

  - (not translated)

  Course contents

  Leadership theories & styles
  Current phenomena of leadership
  Ethical attitude to leadership
  Emotional intelligence and emotions
  Communication and interaction tools & skills

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Adequate 1
  The theory of the subject matter as summarised by the student is appropriate for the subject matter or work role, but it does not form an overall view. The student describes and distinguishes essential concepts. The student outlines a development project. The student finds a partial solution to the problem but is unable to illustrate the results. Matters are discussed in a list-like and summarising manner. Independent thinking is lacking. The reporting follows JAMK’s reporting instructions partially.
  
  Satisfactory 2
  The student applies theory within the subject matter, limited from the perspective of the subject matter or work role. The student has selected and defined the essential concepts. The student designs a development project. The student finds a partial solution to the problem. They illustrate the results. The examples demonstrate understanding and independent thinking, but the connections between theoretical knowledge and the examples are insufficient. The report mostly follows JAMK’s reporting instructions.

  Assessment criteria - grade 3 and 4

  Good 3
  You present theory that is relevant and delineated. You are able to follow and analyse the development and/or research in your field of expertise. You are able to analyse and structure theoretical information and concepts. You lead or plan a research, development or innovation initiative, applying new methods. You develop the operations of the organisation by finding alternative solutions to a problem. Theory and practice are combined through your thinking. The report is illustrative and includes analysis. The report follows JAMK’s reporting instructions (may contain occasional errors).
  
  Very good 4
  You produce an overall view from the essential theories in the subject matter, which you reflect on in a critical manner. You are able to follow and analyse the development and international research in your field of expertise. You are able to consider the essential concepts in relation to each other. You lead or plan a research, development or innovation initiative that produces a solution for a practical problem. You demonstrate and justify the usability of your results. The report is written in a consistent, justified and illustrative manner. It contains reflection and criticism. The report follows JAMK’s reporting instructions. There may be minor deficiencies with some details.

  Assessment criteria - grade 5

  Excellent 5
  You are able to create new information. You are able to follow and analyse the development and international research in the fields of expertise. You reflect on the matter at a social level. You are able to define the essential concepts related to the special competence of the field in relation to each other. You lead or plan a research, development or innovation initiative that produces and analyses new information and reforms the practices in complex and unpredictable operating environments. You utilise methods from research and development operations, and display creative thinking. The report has created new perspectives or overall views by combining things in a new way. The text displays the ability for critical thinking and the skill of communicating the results. The report follows JAMK’s reporting instructions.

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  Language of instruction

  English

  Location and time

  WEBINAR & WORKSHOP days are planned to happen on ZOOM platform
  The teacher zoom classroom link will be given close to the start of the course via Peppi's e-mail
  
  This course is ONLINE on ZOOM
  Please note seminar & workshop days are:
  
  Friday 07.10.2022 from 14.30 pm to 19.30
  Saturday 08.10.2022 from 10.00 am to 15.00
  
  and
  
  Friday 11.11.2022 from 14.30 pm to 19.30
  Saturday 12.11.2022 from 10.00 am to 15.00

  Planned learning activities, teaching methods and guidance

  The course is meant as an intensive seminar/workshop journey where the student experience:
  1. Experiential learning
  2. Individual & Collective Coaching
  3. Network activation
  4. Executive process and follow up
  5. Awareness-based leadership & decision making

  Learning materials and recommended literature

  As guiding books:
  
  - Daft, R. 2015-2018. The Leadership Experience, 6h or 7th Edition – CENGAGE Learning 2015-2018
  - Northouse, P. 2016. Leadership: Theory and Practice. Sage Publications.
  A topical non-fiction book on human leadership.
  
  Other:
  Teacher's publications & material

  Lecturer(s)

  Marcella Zoccoli

  Timing

  01.09.2022 - 31.12.2022

  Learning assignments and student workload

  The passing of the course requires active participation on seminar & workshop days
  
  - Individual work 30%
  - Project-base collective work or workshop training 70%

  Enrollment

  01.08.2022 - 02.09.2022

  Content scheduling

  Leadership Dynamics
  
  Overview & ''Polaroid'' on Leadership theories & styles
  Leadership Total Awareness
  Emotional intelligence & other human intelligences
  Communication & Intra- and Interdependent relational skills
  Leading in the present Change towards a transformative Future

  Groups

  • YTF22S1

  Seats

  0 - 30

  Degree Programme

  Master's Degree Programme in Artificial Intelligence and Data Analytics, Master's Degree Programme in Information Technology, Full Stack Software Development, Master's Degree Programme in Professional Project Management, Master's Degree Programme in International Business Management, Master's Degree Programme in Information Technology, Cyber Security

  Mode of delivery

  Face-to-face

  Credits

  • 5 cr

  Unit

  School of Technology
• Managerial Accounting (YZWZ0230-3010),
       01.09.2022 – 31.12.2022,  5 cr  (YTF22S1) — Online learning +-
  Learning outcomes of the course

  You are aware of the current academic debates and practitioners discourses in the discipline of managerial accounting and you are also able to observe and analyze them in the real life. You display an ability to critically follow and analyze the information in the field and area of study. You recognize the challenges in the discipline managerial accounting and you are able to develop your knowledge and practical skills in managerial accounting. You are able to evaluate, develop and reform managerial accounting practices in a business organization.
  
  Learning Outcomes: The purpose of the Management Accounting course is to enhance your knowledge and understanding, and intellectual skills principally in the field of accounting data analysis, which can be subsequently applied to make interpretations and draw inferences in the field of corporate finance, corporate governance and financial management.
  The course aims to develop the following Intended Learning Outcomes (ILOs):
  - 1. Applied Business Skills (IBBUS)
  Analyzing the financial statements of corporates to ascertain their financial health by applying various techniques and methods learned in the field of Management Accounting and Economics in different business situations to solve challenging business problems optimize planning and risk management strategies.
  -2 Skills in Critical and Analytical Understanding (IBCRI)
  Reviewing academic literature critically, analyzing and evaluating financial and other business data, deliberating diverse approaches, comparing the resultant outcomes, and making value additive informed business decisions and action plans. Understanding of the true, objective and unbiased financial information that helps managers to plan, revise and revisit their business strategies, financial targets, policy formulation, and planning process. The process of understanding how financial accounting information assists to make the corporate decision-making process is a core element of this course.
  -3 Communication Skills (IBCOM)
  Communicating the inferences made and interpretations drawn based on the financial data analysis responsibly, effectively and professionally in English, including in written reports, presentations, formal correspondence, and on social media.
  -4 Intercultural Collaboration Skills (IBCOL)
  Participating enthusiastically in inter- and multicultural settings, demonstrating team building and leadership skills, and implementing conflict resolution skills in numerous situations.
  -5 Ethical Conduct (IBETH)
  Promoting moral and ethical mindset and conduct to ascertain and disclose true and unbiased financial health of the companies. Safeguarding interests of different stakeholders in an unbiased manner to promote corporate value system which is humane, fair and equitable.
  The purpose of the Management Accounting course is to enhance your knowledge and understanding, and intellectual skills principally in the field of management accounting and more importantly their linkages with the issues pertaining to corporate finance, and strategy.
  According to above-mentioned Intended Learning Outcomes (ILOs) you will find exposure to numerous situations, whereby you record and present financial accounting data in such a manner that the users of financial accounting statements can know about the real financial health of the firm being analyzed. The true, objective and unbiased financial information help managers to plan and revise their business strategies, check financial health, policy formulation and planning process. The process of understanding how financial accounting information assists to make corporate decision-making process is a core element of this course. You are also expected to understand different management accounting functions and applications, diverse management accounting techniques, methods and tools in different business situations in order to solve challenging business problems. You will understand the relevance of the high-quality accounting information and their multiple interpretations in the business life, which ultimately optimize planning, strategies, risk management and business-decision making.
  You are further expected to understand that accounting is not isolation of overall business strategy of corporates. You will create and produce indicators describing the success of operations based on cause/consequence logic, as well as able to collect information pertaining to corporates needed for measurement. You will identify the economic requirements and the resource requirements related to personnel, necessary to achieve the abovementioned objectives. You will use budget information as a tool for examining and evaluating the results and analyze financial risks of a firm and manage them.

  Prerequisites and co-requisites

  Bachelor's degree

  Course contents

  Theoretical aspects of accounting, financial statement analysis, financial performance measurement, regulatory framework, corporate governance and ethical issues of accounting, financial ratio analysis, corporate valuation, balanced scorecard as a tool for strategic budgeting, economic value added (EVA), cost concepts, absorption costing, pricing, planning and budgeting, fundamental of financial management, capital investment appraisal, financial risk management, cash flow, forecasting, sensitivity analysis.

  Assessment criteria

  Assessment criteria - grade 1 and 2

  1 (Adequate) The theory of the subject matter is appropriate for the subject matter or work role, but it does not form an overall view. You describe and distinguish essential concepts. You outline a development project. You find a partial solution to the problem but are unable to illustrate the results. Matters are discussed in a list-like and summarising manner. Independent thinking is lacking. The reporting follows JAMK’s reporting instructions partially.
  
  2 (Satisfactory) You apply theory within the subject matter, limited from the perspective of the subject matter or work role. You have selected and defined the essential concepts. You design a development project. You find a partial solution to the problem. You illustrate the results. The examples demonstrate understanding and independent thinking, but the connections between theoretical knowledge and the examples are insufficient. The report mostly follows JAMK’s reporting instructions.

  Assessment criteria - grade 3 and 4

  3 (Good) You present theory that is relevant and delineated. You are able to follow and analyse the development and/or research in your field of expertise. You are able to analyse and structure theoretical information and concepts. You lead or plan a research, development or innovation initiative, applying new methods. You develop the operations of the organisation by finding alternative solutions to a problem. Theory and practice are combined through your thinking. The report is illustrative and includes analysis. The report follows JAMK’s reporting instructions (may contain occasional errors).
  
  4 (Very good) You produce an overall view from the essential theories in the subject matter, which you reflect on in a critical manner. You are able to follow and analyse the development and international research in your field of expertise. You are able to consider the essential concepts in relation to each other. You lead or plan a research, development or innovation initiative that produces a solution for a practical problem. You demonstrate and justify the usability of your results. The report is written in a consistent, justified and illustrative manner. It contains reflection and criticism. The report follows JAMK’s reporting instructions. There may be minor deficiencies with some details.

  Assessment criteria - grade 5

  5 (Excellent) You are able to create new information. You are able to follow and analyse the development and international research in the fields of expertise. You reflect on the matter at a social level. You are able to define the essential concepts related to the special competence of the field in relation to each other. You lead or plan a research, development or innovation initiative that produces and analyses new information and reforms the practices in complex and unpredictable operating environments. You utilise methods from research and development operations, and display creative thinking. The report has created new perspectives or overall views by combining things in a new way. The text displays the ability for critical thinking and the skill of communicating the results. The report follows JAMK’s reporting instructions.

  Assessment criteria, passed/failed

  You must get at-least 45 marks to get one grade (pass the course).

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  Language of instruction

  English

  Planned learning activities, teaching methods and guidance

  Lectures
  Literature
  Video material
  Exercises and assignments
  Guidance and feedback

  Lecturer(s)

  Aki Laaksonen

  Exam dates and re-exam possibilities

  The course does not include an exam.

  Timing

  01.09.2022 - 31.12.2022

  Learning assignments and student workload

  Allocation of time on various tasks and student work load in total 135h
  Lectures 14h
  Independent familiarization with literature and videos 40h
  Independent exercises and assignments 81h

  Enrollment

  01.08.2022 - 25.08.2022

  Groups

  • YTF22S1

  Alternative learning methods

  Accreditation (replacement and inclusion)
  Recognition of informal learning
  Studification
  
  Further instructions can be found in the Degree Regulations and in the Master's Degree study guide.

  Assessment methods

  The assessment of the course is based on the following credits:
  1) exercises and assignments (100%, 5 ECTS)

  Degree Programme

  Master's Degree Programme in Artificial Intelligence and Data Analytics, Master's Degree Programme in Information Technology, Full Stack Software Development, Master's Degree Programme in Professional Project Management, Master's Degree Programme in International Business Management, Master's Degree Programme in Information Technology, Cyber Security

  Mode of delivery

  Online learning

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Business
• User-Centred Design (YTSP0400-3004),
       26.08.2022 – 16.12.2022,  5 cr  (ZJAYTS22S1, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  The student understands terminology and principles of human-centered design and is able to apply tools and usability evaluation methods in gathering user requirements and feedback for software development.

  Prerequisites and co-requisites

  -

  Course contents

  The key topics are:
  - Concepts, models, methods, procedures, and processes for user-centered design and development of systems and services
  - Designing and delivering user experience (UX)
  - User interface construction
  - Usability evaluation

  Assessment criteria

  Assessment criteria - grade 1 and 2

  The evaluation is based on the quality of the four workshop implementations (total of 80 points). In addition, all the quizzes must be passed. For the grades 1 and 2, you need to get 20 and 30 points, respectively.
  
  The student knows the basics of user-centered design and is able to analyze the usability and user experience. The student is able to design a simple user interface based on a requirement definition.

  Assessment criteria - grade 3 and 4

  For the grades 3 and 4, you need to get 50 and 70 points, respectively.
  
  The student knows the theory on user-centered design and is able to analyse the usability and user experience. The student is able to design a user interface based on a requirement definition.

  Assessment criteria - grade 5

  For the grade 5, you need to get at least 85 points.
  
  The student demonstrates mastery of the theory on user-centered design and is able to analyse the usability and user experience in a versatile manner. The student is able to design an extraordinary user interface based on a requirement definition.

  Further information

  The previous implementations were held by Dr. Marc Pallot. From 2021 onward, the evaluation is based on the quality of the workshop implementations.

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  Language of instruction

  English

  Location and time

  Online (Zoom) and f2f (Dynamo building)

  Planned learning activities, teaching methods and guidance

  - lectures (both f2f and online => hybrid implementation)
  - independent study and distance learning
  - small group learning (workshops)
  - exercises, quizzes, and learning tasks
  - final seminar

  Learning materials and recommended literature

  Materials in the e-learning environment.

  Lecturer(s)

  Jouni Huotari

  Working life cooperation

  - small group project

  Campus

  Lutakko Campus

  Timing

  26.08.2022 - 16.12.2022

  Learning assignments and student workload

  One credit (1 Cr) corresponds to an average of 27 hours of work.
  - lectures and quidance 8 h
  - exercises and workshops 20 h
  - assignments 72 h
  - independent study 35 h
  Total 135 h

  Enrollment

  19.08.2022 - 27.08.2022

  Groups

  • ZJAYTS22S1
  • YTS22S1

  Alternative learning methods

  The admission procedures are described in the degree rule and the study guide. The teacher of the course will give you more information on possible specific course practices.

  Seats

  0 - 35

  Assessment methods

  Evaluation methods include continuous feedback (from teacher), self-assessment, and peer evaluation.

  Degree Programme

  Master's Degree Programme in Information Technology, Full Stack Software Development

  Mode of delivery

  Face-to-face, Online learning

  Share of R&D studies

  3 cr

  Share of virtual studies

  4 cr

  Credits

  • 5 cr

  Unit

  School of Technology
• Application Frameworks (YTSP0300-3003),
       09.01.2023 – 28.04.2023,  5 cr  (YTS22S1) — Face-to-face +-
  Learning outcomes of the course

  The student understands the purpose and benefits of application frameworks and is able to implement a functional front-end (web) application.

  Prerequisites and co-requisites

  Prior working knowledge of HTML, CSS and JavaScript.

  Course contents

  - Application frameworks
  - Software libraries and tools
  - Mobile applications frameworks
  - Testing tools

  Assessment criteria

  Assessment criteria - grade 1 and 2

  The assessment of the project work is based on both the process and the results. The assessment focuses on the following followed by the assessment criteria:
  - choice of the framework and libraries: only the core framework is used
  - knowledge base and the structure of the implementation: only basic knowledge base is presented
  - realisation of the project work: contains errors, omissions, and/or inconsistencies
  - results and their analysis are vague or missing
  - reporting and presentation: incomplete (no presentation)

  Assessment criteria - grade 3 and 4

  The assessment of the project work is based on both the process and the results. The assessment focuses on the following followed by the assessment criteria:
  - choice of the framework and libraries: more than one framework or software library is used
  - knowledge base and the structure of the implementation shows more than just a basic knowledge
  - realisation of the project work is nearly error-free
  - results are reported shortly and their analysis is missing or incomplete
  - reporting and presentation is done quickly

  Assessment criteria - grade 5

  The assessment of the project work is based on both the process and the results. The assessment focuses on the following:
  - well-argumented choice of the framework and libraries
  - knowledge base and the structure of the implementation is clear
  - realisation of the project work: complete, error-free, consistent
  - results and their analysis: in-depth, thorough
  - reporting and presentation is excellent

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  Language of instruction

  English
  Finnish
  

  Planned learning activities, teaching methods and guidance

  Online lectures (guidance), independent study, exercises and learning tasks. Can be studied virtually.

  Learning materials and recommended literature

  Course material in GitLab / LabraNet service

  Lecturer(s)

  Pasi Manninen

  Campus

  Lutakko Campus

  Timing

  09.01.2023 - 28.04.2023

  Learning assignments and student workload

  Lectures 24 h, exercises and assignments 76 h, independent study 35 h

  Enrollment

  01.11.2022 - 05.01.2023

  Groups

  • YTS22S1

  Alternative learning methods

  The admission procedures are described in the degree rule and the study guide. The teacher of the course will give you more information on possible specific course practices. If you already have the required skills, you can ask the teacher to participate a code review.

  Seats

  0 - 35

  Degree Programme

  Master's Degree Programme in Information Technology, Full Stack Software Development

  Mode of delivery

  Face-to-face

  Credits

  • 5 cr

  Unit

  School of Technology
• Modern Software Development (YTSP0100-3003),
       29.08.2022 – 16.12.2022,  5 cr  (ZJAYTS22S1, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  The student understands terminology and principles of modern software development and knows most of the important use cases to create and manage modern software architecture.

  Prerequisites and co-requisites

  Basics of JavaScript programming

  Course contents

  The key topics of the course are:
  - Modern software and micro-service architecture
  - Modern software development on common cloud services
  - Serverless development and function as a service
  - DevOps methods
  - Continuous integration and continuous delivery (CI/CD pipeline)
  - Containers and container orchestration
  - Common modern front-end and back-end frameworks

  Assessment criteria

  Assessment criteria, passed/failed

  Pass: The student understands and demonstrates practical implementations of modern software development. The student is able to design and implement a technical pipeline/platform for a modern development environment. The student reflects on his/her own learning commendably.
  
  Fail 0: The student does not meet the minimum criteria set for the course.

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  Language of instruction

  English

  Planned learning activities, teaching methods and guidance

  - lectures/online lectures
  - distance learning
  - exercises
  - learning tasks

  Learning materials and recommended literature

  The study material is located in our GitLab environment.

  Lecturer(s)

  Juha Peltomäki, Juho Pekki

  Campus

  Lutakko Campus

  Timing

  29.08.2022 - 16.12.2022

  Learning assignments and student workload

  One credit corresponds to an average of 27 hours of work, which means that the load of five credits is approximately 135 hours. The load is distributed in different ways depending on the course implementation.

  Enrollment

  01.08.2022 - 04.09.2022

  Groups

  • ZJAYTS22S1
  • YTS22S1

  Alternative learning methods

  The admission procedures are described in the degree rule and the study guide. The teacher of the course will give more information on possible specific course practices.

  Seats

  0 - 35

  Assessment methods

  The evaluation is based on the returned assignments and the learning diary.

  Degree Programme

  Master's Degree Programme in Information Technology, Full Stack Software Development

  Mode of delivery

  Face-to-face, Online learning

  Share of R&D studies

  2 cr

  Share of virtual studies

  4 cr

  Credits

  • 5 cr

  Unit

  School of Technology
• Data Modelling and Back-end Development (YTSP0200-3003),
       09.01.2023 – 28.04.2023,  5 cr  (ZJAYTS22S1, ...) — Face-to-face, Online learning +-
  Learning outcomes of the course

  Student is able to design, document and implement a database, server-side software, and related application programming interface for a scalable application.

  Prerequisites and co-requisites

  Basics of databases
  Basics of JavaScript programming

  Course contents

  - Advanced data modelling:
  - Back-end architecture
  - Back-end frameworks
  - Server-side programming languages
  - Scalability
  - Application programming interfaces and integration
  - Security settings and hack prevents

  Assessment criteria

  Assessment criteria - grade 1 and 2

  The assessment is based on 1) Data modelling assignment (20%), and 2) Back-end assignment (80%). The assessment focuses on the following:
  1) Data modelling:
  - the student can design a conceptual and a logical data model (comprising of approximately 5 entities/tables) by applying standard data modelling and design techniques based upon an understanding of requirements
  - the models may contain some errors, omissions, and/or inconsistencies
  2) Back-end development
  - complexity: only a simple back-end solution is presented
  - knowledge base and the structure of the implementation: only basic knowledge base is presented
  - choice of the framework and libraries: only the core framework is used
  - realisation of the project work: contains errors, omissions, and/or inconsistencies
  - results and their analysis are vague or missing
  - reporting and presentation: incomplete (no presentation)

  Assessment criteria - grade 3 and 4

  The assessment is based on 1) Data modelling assignment (20%), and 2) Back-end assignment (80%). The assessment focuses on the following:
  1) Data modelling:
  - the student can design a conceptual and a logical data model comprising of at least 5 entities (tables)
  - the models are clear, contain metadata, but may contain minor errors, omissions, and/or inconsistencies
  2) Back-end development
  - complexity: back-end solution contain several end-points
  - choice of the framework and libraries: more than one framework or software library is used
  - knowledge base and the structure of the implementation shows more than just a basic knowledge
  - realisation of the project work is nearly error-free
  - results are reported shortly and their analysis might be missing or incomplete
  - reporting and presentation may be short and/or quick

  Assessment criteria - grade 5

  The assessment is based on 1) Data modelling assignment (20%), and 2) Back-end assignment (80%). The assessment focuses on the following:
  1) Data modelling:
  - the student can design a conceptual and a logical data model comprising of at least 5 entities (tables)
  - the models are detailed, clear, complete containing metadata, and error-free
  2) Back-end development
  - complexity: back-end solution contain several end-points
  - well-argumented choice of the framework and libraries
  - knowledge base and the structure of the implementation is clear
  - realisation of the project work: complete, error-free, consistent
  - results and their analysis: in-depth and thorough
  - reporting and presentation is excellent

  Assessment criteria, passed/failed

  Pass: The student demonstrates skills and knowledge of designing and implementing a back-end solution containing a database, server-side software, and related application programming interface. The result is evaluated during a code and data model review.

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  Language of instruction

  English
  Finnish
  

  Planned learning activities, teaching methods and guidance

  Project-based learning and online pedagogy: lectures/online lectures, exercises/learning assignments, various methods of online pedagogy (flipped learning)

  Learning materials and recommended literature

  There is no public learning material (books, articles, videos, etc.) that are required for passing the course (‘must know’).
  Course material in located in the GitLab / LabraNet service.

  Lecturer(s)

  Jouni Huotari, Pasi Manninen

  Campus

  Lutakko Campus

  Timing

  09.01.2023 - 28.04.2023

  Learning assignments and student workload

  One ECTS ~ 27 hours of work. Lectures: 23 h, exercises and assignments: 110 h, data model and code review: 1 + 1 h. Total: 135 h.

  Enrollment

  01.11.2022 - 05.01.2023

  Content scheduling

  The course is held during every spring.

  Groups

  • ZJAYTS22S1
  • YTS22S1

  Alternative learning methods

  RPL is in use: the student can show an existing solution made by him- or herself.

  Seats

  0 - 35

  Assessment methods

  The assessment is based on the code and data model review.

  Degree Programme

  Master's Degree Programme in Information Technology, Full Stack Software Development

  Mode of delivery

  Face-to-face, Online learning

  Share of virtual studies

  4 cr

  Credits

  • 5 cr

  Unit

  School of Technology
• Research-based Development (YZWZ0110-3019),
       29.08.2022 – 16.12.2022,  5 cr  (YTS22S1) — Face-to-face +-
  Learning outcomes of the course

  Purpose of the course
  The purpose of this course is to understand the meaning of an research-based development and to get own toolkit for development activities
  
  Competences
  Ethical competence
  Learning and information management competence
  Entrepreneurship, innovation and working community competence
  
  Learning outcomes
  After completing this course, you will understand the difference between scientific research and research-based development. You understand the principles of research-based development,, its methodological starting points. You know the process of research-based development. You master and are able to apply some working life development methods in development activities at your filed of practice. You understand the importance of research ethics and good scientific practice in research-based development.

  Course contents

  The starting points and methodology of research-based development
  Research ethics and the responsible conduct of research
  Process and management of research-based development
  Research and development methods, data collection and data analysis
  Assessment as part of research-based development

  Assessment criteria

  Assessment criteria - grade 1 and 2

  Sufficient 1
  The student understands the differences and similarities between research-based development and academic research. The student is able to describe the different stages of the development process and choose methods suitable for their research/development topic. The student understands the significance of research ethics in research-based development.
  
  Satisfactory 2
  The student understands the differences and similarities between research-based development and academic research. The student describes the stages of the development process and chooses methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.

  Assessment criteria - grade 3 and 4

  Good 3
  The student is able to compare the differences and similarities between research-based development and academic research. The student is able to analyse development processes, methods suitable for their development topic, and reflects on and assesses their suitability with the help of literature. The student understands the significance of research ethics in research-based development.
  
  Very good 4
  The student compares the similarities and differences between research-based development and academic research in a diverse way. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and reflects on and assesses their suitability critically and with the help of literature.The student understands the significance of research ethics in research-based development.

  Assessment criteria - grade 5

  Excellent 5
  The student is able to critically assess research-based development. The student describes the stages of the development process with justifications, applies methods suitable for their development topic, and critically assesses their suitability for development work in the field. The student understands the significance of research ethics in research-based development.

  Further information

  The course can be studied by using studification combining study & work in accordance with the
  JAMK Degree regulation 17 § the guidelines for identifying and recognizing competence and the JAMK processes.

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  Language of instruction

  English

  Location and time

  Online implementation.
  Sessions in Tuula's Zoom.

  Planned learning activities, teaching methods and guidance

  THIS IS AN ONLINE IMPLEMENTATION with webinars approx. one per month.
  
  Individual learning tasks: e.g. Elevator speech, essays, small reports, videos
  Small group work online
  Webinars
  Online Discussions
  Recorded lectures or lectures in webinars

  Learning materials and recommended literature

  Bryman, A. 2012. Social research methods. Oxford: Oxford University Press cop.
  
  Ethical principles and ethical review in human sciences. 2020. Finnish National Board on Research Integrity. www.tenk.fi/en
  
  Responsible conduct of research and procedures for handling allegations of misconduct in Finland. 2012. Finnish National Board on Research Integrity. www.tenk.fi/en

  Lecturer(s)

  Tuula Kotikoski

  Working life cooperation

  If possible, also webinars with R&D experts from the working life

  Campus

  Lutakko Campus

  Timing

  29.08.2022 - 16.12.2022

  Learning assignments and student workload

  - six online lectures 12 h
  - webinars with guest speakers or course tutor/replacing assignments 6-12 h
  - learning tasks 50 h
  - studying the course material 61 h
  
  Total 135 hours of student work.

  Enrollment

  01.08.2022 - 04.09.2022

  Content scheduling

  Online Implementation:
  Presenting on the online discussion platform is a sign of your participation in the course and it can be confirmed by completing the Ethics task.
  The course is modular, which means it takes 2-3 weeks to complete the materials and learning tasks of each of the five modules.
  
  The course has 2-3 webinars in modules 1 and 2 if guest speakers can be arranged.

  Groups

  • YTS22S1

  Alternative learning methods

  You can complete the course by combining study and work, by studification. Agree on studification of the course with the lecturer in charge of the course. For more information on studification, see the degree regulations and study guide.

  Seats

  0 - 35

  Assessment methods

  Avoin AMK 5 (not translated)

  Degree Programme

  Master's Degree Programme in Information Technology, Full Stack Software Development

  Mode of delivery

  Face-to-face

  Credits

  • 5 cr

  Unit

  School of Technology
• New and Emerging Technologies (YTFWV100-3005),
       01.08.2022 – 31.07.2023,  5 cr — Online learning +-
  Learning outcomes of the course

  The learning process should enable to learn at least one state-of-the-art technology and its applications in the chosen technology area. This includes the following learning outcomes:
  
  1.Investigations
  - ability to investigate the application of new and emerging technologies at the forefront of their specialisation
  - ability to identify, locate and obtain required data;
  - ability to conduct searches of literature, to consult and critically use databases and other sources of information, to carry out simulation in order to pursue detailed investigations and research of complex technical issues;
  
  2.Lifelong Learning
  - ability to engage in independent life-long learning;
  - ability to undertake further study autonomously.

  Prerequisites and co-requisites

  This course is for you if
  • you want to get familiar with a new technology and there is no dedicated course for that
  • you have a special interest towards new and emerging technologies a.k.a exponential technologies
  • you want to have proof of your special expertise in your portfolio

  Course contents

  We are living in a constantly changing world. New technologies emerge so rapidly that everybody has a challenge how to learn new things. The course contents is based on your own choice. You can pick any virtual lecture (webinar) or participate courses offered by your company or other organisations (e.g. through MOOCs such as Udemy or Coursera) as long they are dealing with new and emerging technologies.

  Assessment criteria

  Assessment criteria, passed/failed

  Grading Scale: Pass/fail.
  For passing you need to 1) deliver the learning report which contains at least 16 pages (max 32 pages, approximately 5000 words) of lessons learned and 2) a short (ca. 5 minutes) summarising video. The key concepts and main findings (e.g. how to apply the chosen technology) should be presented in a understandable way by following the reporting guidelines provided by the student's own institution (e.g. adding references to previous work).
  Fail (0): The student does now meet the minimum criteria set for the course. We are using an anti-plagiarism system (Turnitin). If text is copied from elsewhere there should be the corresponding references; the total amount of text found elsewhere must be less that 50 %.

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  Language of instruction

  English

  Location and time

  This is a nonstop virtual course: you can start the course anytime you want (during the semester) and return your work (a learning report and a summarising video) any time you want (before the semester ends).

  Planned learning activities, teaching methods and guidance

  This is a fully virtual course. This course suits very well for students who are exploring potential (or current) topic for their thesis.

  Lecturer(s)

  Jouni Huotari

  Learning materials and recommended literature

  Some starting points (links) are provided through the learning environment. You need to listen presentations about state-of-the-art technology and its applications. You need to pick virtual lectures (webinars) or participate courses offered by your company or other organisations (e.g. through MOOCs such as Udemy or Coursera) so that the total amount of work (listening presentations) is approximately 32 hours.

  Campus

  Lutakko Campus

  Timing

  01.08.2022 - 31.07.2023

  Learning assignments and student workload

  Total of 135 hours consisting of listening webinars etc. (approximately 32 hours), writing a learning diary/report (approximately 83 hours) and preparing/creating the summary presentation (approximately 20 hours).

  Enrollment

  12.05.2022 - 12.05.2023

  Alternative learning methods

  1. You report your main findings in a learning report (16-32 pages, approximately 5000 words). You can use any note taking app or tool, but Microsoft Word is preferred because JAMK offers a template for that.
  2. Summarize your findings in a 3-5 minute video presentation. For video recording, you can use e.g. Screencast-O-Matic or Zoom. For storing and sharing the video, you can use e.g. YouTube or Panopto.
  
  When you are ready, 1) return the document (learning report) and 2) link to the video presentation to the corresponding folder in our learning environment. After receiving feedback from the lecturer in charge, giving suggestions how to improve this course.

  Seats

  0 - 40

  Assessment methods

  We are using anti-plagiarism system, so remember to refer original sources according to recommendations and follow either our reporting instructions or the ones of your own university. In addition, the ethical principles must be followed.
  
  Open Studies: 150

  Degree Programme

  Master's Degree Programme in Information Technology, Full Stack Software Development

  Mode of delivery

  Online learning

  Share of R&D studies

  4 cr

  Share of virtual studies

  5 cr

  Credits

  • 5 cr

  Unit

  School of Technology

Academic year 2023 - 2024

There is no implementations attached to this degree programme.