Available courses

Digital Business Talent (The secret of Selling)

Digital Business Talent (The secret of Selling)

This course introduces students to day 21 of sales management century. The changing dynamics of buyers and sellers are driven by rapid pace The evolution of e-commerce and globalization has led to review and adaptation by organizations Their sales management approach responds to a customer-driven culture. This unit provides a comprehensive overview of sales management and equips students with equipment In today's increasingly complex world, they need tools and knowledge to succeed and a fast-paced sales environment. 

Learning outcomes 

By the end of the module, students will be able to:

1. Demonstrate an understanding of sales management principles.

2. Assess the comparative advantages of the sales structure and identify them The importance of selling through others.

3. Analyze and apply the principles of successful sales.

4. Demonstrate an understanding of sales finance. 



Digital Business Talent (Financial Accounting)

Digital Business Talent (Financial Accounting)

Introduction

Balancing the books is at the heart of all business management. The overall aim of this unit is to introduce students to essential financial accounting principles and techniques which will enable them to record and prepare basic final accounts. Students will learn how to prepare accounts for sole traders and partnerships as well as limited companies. 

On successful completion of this unit students will be able to contribute effectively to the accounting function of an organisation, or to understand how to record and prepare basic financial accounts for their own business. They will have the knowledge and skills required to progress to a higher level of study.  

Learning Outcomes  

By the end of this unit a student will be able to: 

1 Record business transactions using double entry book-keeping, and be able to extract a trial balance.

2 Prepare final accounts for sole-traders, partnerships and limited companies in accordance with appropriate principles, conventions and standards.

3 Perform bank reconciliations to ensure company and bank records are correct.

4 Reconcile control accounts and shift recorded transactions from the suspense accounts to the right accounts.


Digital Business Talent (Management Accounting) VIP

Digital Business Talent (Management Accounting) VIP

Introduction

The overall aim of this unit is to introduce the fundamentals of management accounting which apply to the wider business environment and the organisations which operate within that environment. Students will explore how management accounting uses financial data to aid planning decisions, and the monitoring and control of finance within organisations.

On successful completion of this unit students will be in a position to present financial statements in a workplace context and be able to assist senior colleagues with financial business planning. In addition, students will have the fundamental knowledge and skills to progress onto a higher level of study.  

Learning Outcomes

By the end of this unit a student will be able to:

1 Demonstrate an understanding of management accounting systems.

2 Apply a range of management accounting techniques.

3 Explain the use of planning tools used in management accounting.

4 Compare ways in which organisations could use management accounting to respond to financial problems.



Digital Business Talent (Management Accounting)

Digital Business Talent (Management Accounting)

Introduction

The overall aim of this unit is to introduce the fundamentals of management accounting which apply to the wider business environment and the organisations which operate within that environment. Students will explore how management accounting uses financial data to aid planning decisions, and the monitoring and control of finance within organisations.

On successful completion of this unit students will be in a position to present financial statements in a workplace context and be able to assist senior colleagues with financial business planning. In addition, students will have the fundamental knowledge and skills to progress onto a higher level of study.  

Learning Outcomes

By the end of this unit a student will be able to:

1 Demonstrate an understanding of management accounting systems.

2 Apply a range of management accounting techniques.

3 Explain the use of planning tools used in management accounting.

4 Compare ways in which organisations could use management accounting to respond to financial problems.


Digital Business Talent (Human Resource Management) VIP

Digital Business Talent (Human Resource Management) VIP

The aim of this unit is to enable students to appreciate and apply principles of effective Human Resource Management (HRM). People are the lifeblood of any organisation and being able to attract, recruit and retain talented staff is at the core of all HRM activity.

This unit will explore the tools and techniques used in HRM to maximise the employee contribution and how to use HR methods to gain competitive advantage. Students will explore the importance of training and development in building and extending the skills base of the organisation and ensuring it is relevant to the ever-changing business environment. Students will also consider the growing importance of becoming a flexible organisation with an equally flexible labour force, and become familiar with techniques of job design and with different reward systems.

The unit investigates the importance of good employee relations and the ways in which employers engage with their staff and possibly with trade unions. Students will gain an understanding of the law governing HRM processes as well as the best practices which enable an employer to become an ‘employer of choice’ in their labour market.

Learning Outcomes

By the end of this unit a student will be able to:

1 Explain the purpose and scope of Human Resource Management in terms of resourcing an organisation with talent and skills appropriate to fulfil business objectives.

2 Evaluate the effectiveness of the key elements of Human Resource Management in an organisation.

3 Analyse internal and external factors that affect Human Resource Management decision-making, including employment legislation.

4 Apply Human Resource Management practices in a work-related context.


Digital Business Talent (Business Environment) VIP
Suga Sri R.Lackhmanan

Digital Business Talent (Business Environment) VIP

The aim of this unit is to provide students with background knowledge and understanding of business, the functions of an organisation and the wider business environments in which organisations operate. Students will examine the different types of organisations (including for profit and not for profit), their size and scope (for instance, micro, SME, transnational and global) and how they operate.  

Students will explore the relationships that organisations have with their various stakeholders and how the wider external environments influence and shape business decision-making.  The knowledge, understanding and skill sets gained in this unit will help students to choose their own preferred areas of specialism in future studies and in their professional career.

Learning Outcomes

By the end of this unit a student will be able to:

1 Explain the different types, size and scope of organisations.

2 Demonstrate the interrelationship of the various functions within an organisation and how they link to organisational structure.

3 Use contemporary examples to demonstrate both the positive and negative influence/impact the macro environment has on business operations.

4 Determine the internal strengths and weaknesses of specific businesses and explain their interrelationship with external macro factors.

Digital Business Talent (Human Resource Management)

Digital Business Talent (Human Resource Management)

The aim of this unit is to enable students to appreciate and apply principles of effective Human Resource Management (HRM). People are the lifeblood of any organisation and being able to attract, recruit and retain talented staff is at the core of all HRM activity.

This unit will explore the tools and techniques used in HRM to maximise the employee contribution and how to use HR methods to gain competitive advantage. Students will explore the importance of training and development in building and extending the skills base of the organisation and ensuring it is relevant to the ever-changing business environment. Students will also consider the growing importance of becoming a flexible organisation with an equally flexible labour force, and become familiar with techniques of job design and with different reward systems.

The unit investigates the importance of good employee relations and the ways in which employers engage with their staff and possibly with trade unions. Students will gain an understanding of the law governing HRM processes as well as the best practices which enable an employer to become an ‘employer of choice’ in their labour market.

Learning Outcomes

By the end of this unit a student will be able to:

1 Explain the purpose and scope of Human Resource Management in terms of resourcing an organisation with talent and skills appropriate to fulfil business objectives.

2 Evaluate the effectiveness of the key elements of Human Resource Management in an organisation.

3 Analyse internal and external factors that affect Human Resource Management decision-making, including employment legislation.

4 Apply Human Resource Management practices in a work-related context.

Digital Business Talent (Marketing Essentials)

Digital Business Talent (Marketing Essentials)

This course is designed to introduce students to the principles of new age marketing, enabling them to develop a basic marketing plan and to employ elements of the marketing mix to achieve results. While they will learn the underpinning theories and frameworks, they will also be able to relate these to real-world examples, including products/services that they encounter in their own daily lives. 

All organisations has at least one thing in common: they all use marketing to influence us to engage with their products and/or services. Whether it is becoming a loyal customer buying a product and service or donating to a charity, organisations use a range of marketing techniques and tools to inform and influence us.

The knowledge, understanding and skill sets that students will gain on successfully completing this unit will enhance their career opportunities; whether setting up their own business or being employed by an organisation.

This course is designed to introduce students to the principles of marketing, enabling them to develop a basic marketing plan and to employ elements of the marketing mix to achieve results. While they will learn the underpinning theories and frameworks, they will also be able to relate these to real-world examples, including products/services that they encounter in their own daily lives.

Organisations such as Apple, Google, VISA, Burberry, Zara, Cadbury, Nestle, Unilever, Coca-Cola, Unicef, BP and small local businesses all have at least one thing in common: they all use marketing to influence us to engage with their products and/or services. Whether it is becoming a loyal customer buying a product and service or donating to a charity, organisations use a range of marketing techniques and tools to inform and influence us.

The knowledge, understanding and skill sets that students will gain on successfully completing this unit will enhance their career opportunities; whether setting up their own business or being employed by an organisation.

Learning Outcomes

By the end of this unit a student will be able to:

1 Explain the role of marketing and how it interrelates with other functional units of an organisation.

2 Compare ways in which organisations use elements of the marketing mix (7Ps) to achieve overall business objectives.

3 Develop and evaluate a basic marketing plan.

Digital Business Talent (Entrepreneurship)

Digital Business Talent (Entrepreneurship)

This unit provides students with an understanding of the definition and scope of Entrepreneurship and an understanding of the enablers and barriers to business start-up.      Students will learn about the influence of national culture and economy on entrepreneurship and will explore the personal characteristics of entrepreneurs and the impact of personal situational factors, including education and background.

Students will also learn about the role and importance of small firms to the economy, and about social enterprise and the social economy. Students will also be expected to understand the balance of risk and reward in starting a new venture and they will investigate and reflect on their own entrepreneurial and enterprising characteristics. Examples of entrepreneurs and start-up organisations will be discussed and students will be expected to draw on local, personal and general knowledge together with their learning to be able to identify the characteristics of entrepreneurial ventures.

Learning Outcomes

By the end of this unit a student will be able to:

Explore and illustrate the range of venture types that might be considered entrepreneurial.

Assess the impact of small businesses on the economy.

Determine and assess the key aspects of an entrepreneurial mindset.

Examine the different environments that foster or hinder entrepreneurship

Digital Business Talent (Business Environment)

Digital Business Talent (Business Environment)

The aim of this unit is to provide students with background knowledge and understanding of business, the functions of an organisation and the wider business environments in which organisations operate. Students will examine the different types of organisations (including for profit and not for profit), their size and scope (for instance, micro, SME, transnational and global) and how they operate.  

Students will explore the relationships that organisations have with their various stakeholders and how the wider external environments influence and shape business decision-making.  The knowledge, understanding and skill sets gained in this unit will help students to choose their own preferred areas of specialism in future studies and in their professional career.

Learning Outcomes

By the end of this unit a student will be able to:

1 Explain the different types, size and scope of organisations.

2 Demonstrate the interrelationship of the various functions within an organisation and how they link to organisational structure.

3 Use contemporary examples to demonstrate both the positive and negative influence/impact the macro environment has on business operations.

4 Determine the internal strengths and weaknesses of specific businesses and explain their interrelationship with external macro factors.

 Robotic Process Automation

Robotic Process Automation

Welcome to the Complete UiPath RPA Developer Course: Build 7 Robots where you will learn everything you need to know to get started as a Robotic Process Automation (RPA) developer. Learn and master UiPath Studio and then build state-of-the-art software robots from scratch.

The best part about this course is that this course is entirely project-based, which means you will be getting hands-on experience and learn the skills you need on how to build real-world software robots in an enterprise setting. So if you're the type of person who 'learns by doing', then this course is for you.

We start off by learning what RPA is, how to choose the best processes fit for RPA, installing UiPath onto your machine and then building your first simple robot. We then explore UiPath Studio learning all about the user interface to get a basic understanding on how to use UiPath Studio. Once we cover all the basics we then take a deep dive into building real-world software robots ranging in complexity from beginner to advanced. In this course we build the following robots:


Digital Technologist (Professional Practice) VIP

Digital Technologist (Professional Practice) VIP

Introduction

The need to be effective as a communicator, critical thinker, analyser, team worker and interpreter is essential. Within the workplace these skills are needed on a daily basis to show proficiency in designated tasks as part of a job role. The development of academic competence, and also the continuation of life-long learning and Continuing Professional Development (CPD), is required to ensure that individuals have a valued set of interpersonal skills that can be applied to any situation or environment.

This unit provides a foundation for good practice in a variety of contexts. The ability to communicate effectively using different tools and mediums will ensure that practical, research, design, reporting and presentation tasks are undertaken professionally and in accordance with various communication conventions.

In everyday life the ability to apply critical reasoning and solve problems are necessary skills to enable task resolution and facilitate effective decision-making. Working with others in a group environment academically or within the workplace is an integral part of everyday life. Therefore, understanding the dynamics of teams in terms of culture, roles and responsibilities will ensure that there is a better understanding and awareness of the importance and value of teamwork.

Continuing professional development, self improvement and working towards various goals is an area that is encouraged in the workplace through the appraisals framework. In addition, professional development extends into higher levels of learning and the need to demonstrate effective research skills and academic reporting skills is also required.

Among the topics included in this unit are: the development of communication skills and communication literacy; the use of qualitative and quantitative data to demonstrate analysis, reasoning and critical thinking; and tasks that require the integration of others within a team-based scenario and planning and problem-solving.

On successful completion of this unit students will be able to demonstrate leadership skills through the dynamics of team working, and through reflective practice be able to evaluate the contributions made as an individual and also of others. As a result they will develop skills such as communication literacy, critical thinking, analysis, reasoning and interpretation, which are crucial for gaining employment and developing academic competence.  

Learning Outcomes

By the end of this unit students will be able to:

LO1 Demonstrate a range of interpersonal and transferable communication skills to a target audience.

LO2 Apply critical reasoning and thinking to a range of problem-solving scenarios.

LO3 Discuss the importance and dynamics of working within a team and the impact of team working in different environments.

LO4 Examine the need for Continuing Professional Development (CPD) and its role within the workplace and for higher level learning.  



Digital Technologist (Professional Practice)

Digital Technologist (Professional Practice)

Introduction

The need to be effective as a communicator, critical thinker, analyser, team worker and interpreter is essential. Within the workplace these skills are needed on a daily basis to show proficiency in designated tasks as part of a job role. The development of academic competence, and also the continuation of life-long learning and Continuing Professional Development (CPD), is required to ensure that individuals have a valued set of interpersonal skills that can be applied to any situation or environment.

This unit provides a foundation for good practice in a variety of contexts. The ability to communicate effectively using different tools and mediums will ensure that practical, research, design, reporting and presentation tasks are undertaken professionally and in accordance with various communication conventions.

In everyday life the ability to apply critical reasoning and solve problems are necessary skills to enable task resolution and facilitate effective decision-making. Working with others in a group environment academically or within the workplace is an integral part of everyday life. Therefore, understanding the dynamics of teams in terms of culture, roles and responsibilities will ensure that there is a better understanding and awareness of the importance and value of teamwork.

Continuing professional development, self improvement and working towards various goals is an area that is encouraged in the workplace through the appraisals framework. In addition, professional development extends into higher levels of learning and the need to demonstrate effective research skills and academic reporting skills is also required.

Among the topics included in this unit are: the development of communication skills and communication literacy; the use of qualitative and quantitative data to demonstrate analysis, reasoning and critical thinking; and tasks that require the integration of others within a team-based scenario and planning and problem-solving.

On successful completion of this unit students will be able to demonstrate leadership skills through the dynamics of team working, and through reflective practice be able to evaluate the contributions made as an individual and also of others. As a result they will develop skills such as communication literacy, critical thinking, analysis, reasoning and interpretation, which are crucial for gaining employment and developing academic competence.  

Learning Outcomes

By the end of this unit students will be able to:

LO1 Demonstrate a range of interpersonal and transferable communication skills to a target audience.

LO2 Apply critical reasoning and thinking to a range of problem-solving scenarios.

LO3 Discuss the importance and dynamics of working within a team and the impact of team working in different environments.

LO4 Examine the need for Continuing Professional Development (CPD) and its role within the workplace and for higher level learning.  


Digital Technologist (Prototyping) VIP

Digital Technologist (Prototyping) VIP

Introduction 

A prototype is the first or early sample, model or demonstration version of a concept, design or idea used to test functionality and gather feedback. The objective of prototyping is to build a functional and demonstrable version of a concept and use this version to evaluate different aspects of the concept with end users. A prototype may test a single or multiple facets of a concept and can range in functionality from very basic design mock-ups to fully functional features within complex software applications.

This unit introduces students to the role, basic concepts and benefits of prototyping in the design and development process of software applications. The aim of this unit is to enhance a student’s understanding of the methodology, terminology and benefits of prototyping in the design and development of secure software applications. Among the topics included in this unit are: classification and terminology of prototyping tools and techniques, the relationship between prototypes and release candidate software applications, how prototypes differ from release candidate software applications, categorising prototypes by their intended target end user, functionality and testing requirements, methods of prototyping, most appropriate forms of prototype for the different categories of testing, gathering meaningful insights and results from prototype testing, software release lifecycle and software prototyping concepts.

On successful completion of this unit students will be able to explain the basic concepts of prototyping; plan, build and measure the success of an appropriate prototype with a specific end user in mind; and conduct testing to gather meaningful feedback and data to improve a prototype or final software application. As a result they will develop skills such as communication literacy, team working, critical thinking, analysis, reasoning and interpretation, business skills, computer software literacy and language, which are crucial for gaining employment and developing academic competence.

Learning Outcomes

By the end of this unit students will be able to:

LO1. Explore forms of prototypes appropriate for various functionality and end user testing requirements.

LO2. Plan a prototype for specific target end users and planned tests.

LO3. Develop multiple iterations of the prototype using appropriate tools.

LO4. Evaluate user feedback and test results from multiple iterations of the prototype and end user testing.


Digital Technologist (Prototyping)

Digital Technologist (Prototyping)

Introduction 

A prototype is the first or early sample, model or demonstration version of a concept, design or idea used to test functionality and gather feedback. The objective of prototyping is to build a functional and demonstrable version of a concept and use this version to evaluate different aspects of the concept with end users. A prototype may test a single or multiple facets of a concept and can range in functionality from very basic design mock-ups to fully functional features within complex software applications.

This unit introduces students to the role, basic concepts and benefits of prototyping in the design and development process of software applications. The aim of this unit is to enhance a student’s understanding of the methodology, terminology and benefits of prototyping in the design and development of secure software applications. Among the topics included in this unit are: classification and terminology of prototyping tools and techniques, the relationship between prototypes and release candidate software applications, how prototypes differ from release candidate software applications, categorising prototypes by their intended target end user, functionality and testing requirements, methods of prototyping, most appropriate forms of prototype for the different categories of testing, gathering meaningful insights and results from prototype testing, software release lifecycle and software prototyping concepts.

On successful completion of this unit students will be able to explain the basic concepts of prototyping; plan, build and measure the success of an appropriate prototype with a specific end user in mind; and conduct testing to gather meaningful feedback and data to improve a prototype or final software application. As a result they will develop skills such as communication literacy, team working, critical thinking, analysis, reasoning and interpretation, business skills, computer software literacy and language, which are crucial for gaining employment and developing academic competence.

Learning Outcomes

By the end of this unit students will be able to:

LO1. Explore forms of prototypes appropriate for various functionality and end user testing requirements.

LO2. Plan a prototype for specific target end users and planned tests.

LO3. Develop multiple iterations of the prototype using appropriate tools.

LO4. Evaluate user feedback and test results from multiple iterations of the prototype and end user testing.

Digital Technologist (Database Design & Development) VIP

Digital Technologist (Database Design & Development) VIP

Introduction

Organisations depend on their databases to provide information essential for their day-to-day operations and to help them take advantage of today's rapidly growing and maturing e-commerce opportunities. An understanding of database tools and technologies is an essential skill for designing and developing systems to support them. 

Database systems continue to demand more complex data structures and interfaces, as applications get increasingly sophisticated. Most organisations collect and store large volumes of data, either on their own systems or in the cloud, and this data is used not just for the operational running of their business but also mined for other more intelligent and complex applications.

Databases stand as the back-end of most systems used by organisations for their operations. Database design and development is a fundamental and highly beneficial skill for computing students to master, regardless of their specialism. The aim of this unit is to give students opportunities to develop an understanding of the concepts and issues relating to database design and development, as well as to provide the practical skills to translate that understanding into the design and creation of complex databases.

Topics included in this unit are: examination of different design tools and techniques; examination of different development software options; considering the development features of a fully functional robust solution covering data integrity, data validation, data consistency, data security and advanced database querying facilities across multiple tables; appropriate user interfaces for databases and for other externally linked systems; creating complex reports/dashboards, testing the system against the user and system requirements; and elements of complete system documentation.

On successful completion of this unit students will be able to use appropriate tools to design and develop a relational database system for a substantial problem. They will be able to test the system to ensure it meets user and system requirements and fully document the system by providing technical and user documentation.

For practical purposes, this unit covers relational databases and related tools and techniques. A brief overview of object-oriented databases will also be covered. Students will develop skills such as communication literacy, critical thinking, analysis, reasoning and interpretation, which are crucial for gaining employment and developing academic competence.

Learning Outcomes

By the end of this unit students will be able to:

LO1. Use an appropriate design tool to design a relational database system for a substantial problem.

LO2. Develop a fully functional relational database system, based on an existing system design.

LO3. Test the system against user and system requirements.

LO4. Produce technical and user documentation.  



Digital Technologist (Database Design & Development)

Digital Technologist (Database Design & Development)

Introduction

Organisations depend on their databases to provide information essential for their day-to-day operations and to help them take advantage of today's rapidly growing and maturing e-commerce opportunities. An understanding of database tools and technologies is an essential skill for designing and developing systems to support them. 

Database systems continue to demand more complex data structures and interfaces, as applications get increasingly sophisticated. Most organisations collect and store large volumes of data, either on their own systems or in the cloud, and this data is used not just for the operational running of their business but also mined for other more intelligent and complex applications.

Databases stand as the back-end of most systems used by organisations for their operations. Database design and development is a fundamental and highly beneficial skill for computing students to master, regardless of their specialism. The aim of this unit is to give students opportunities to develop an understanding of the concepts and issues relating to database design and development, as well as to provide the practical skills to translate that understanding into the design and creation of complex databases.

Topics included in this unit are: examination of different design tools and techniques; examination of different development software options; considering the development features of a fully functional robust solution covering data integrity, data validation, data consistency, data security and advanced database querying facilities across multiple tables; appropriate user interfaces for databases and for other externally linked systems; creating complex reports/dashboards, testing the system against the user and system requirements; and elements of complete system documentation.

On successful completion of this unit students will be able to use appropriate tools to design and develop a relational database system for a substantial problem. They will be able to test the system to ensure it meets user and system requirements and fully document the system by providing technical and user documentation.

For practical purposes, this unit covers relational databases and related tools and techniques. A brief overview of object-oriented databases will also be covered. Students will develop skills such as communication literacy, critical thinking, analysis, reasoning and interpretation, which are crucial for gaining employment and developing academic competence.

Learning Outcomes

By the end of this unit students will be able to:

LO1. Use an appropriate design tool to design a relational database system for a substantial problem.

LO2. Develop a fully functional relational database system, based on an existing system design.

LO3. Test the system against user and system requirements.

LO4. Produce technical and user documentation.  


Digital Technologist (E-Commerce & Strategy) VIP

Digital Technologist (E-Commerce & Strategy) VIP

Introduction

Electronic Commerce, or E-Commerce, refers to any type of commercial/business transaction where information, data, products and services are exchanged across the internet. These transactions can cover a wide diversity of business types to include: consumer-based retail sites (e.g. Amazon), sites that provide facilities such as auctions (e.g. eBay) and business exchanges between different organisations. E-Commerce allows consumers to electronically exchange goods and services 24/7 with no barriers in terms of time or geography. Within this unit students will gain an understanding of how and why businesses and organisations develop E-Commerce strategies: to remain competitive in the global market.

Students will also appreciate the elements and resources required to set up an E-Commerce site and be engaged in the design and implementation of their own strategies that would in reality form part of a secure E-Commerce site. Students will examine the impact that E-Commerce has on society and the global market for consumers, buyers and sellers in terms of the benefits and drawbacks of online purchasing.

Through investigation, students will also research the technologies involved in setting up a secure E-Commerce site in preparation for their own ECommerce strategy. There is an expectation that students will devise a strategy based on an element of ECommerce such as designing a shopping cart, an ordering system, payment system or an online marketing system, for example.

This design should be fully implemented and evaluated accordingly in terms of its success or failure. Standards and levels of support, marketing, CRM, promotion and supply chain management will all be explored within the context of developing the implementation strategy. On successful completion of this unit a student will have gained both a technical and practical insight into E-Commerce strategy, design and development. As a result they will develop skills such as communication literacy, critical thinking, analysis, reasoning and interpretation, which are crucial for gaining employment and developing academic competence.

Learning Outcomes

By the end of this unit students will be able to:

ü  LO1. Examine the strategies employed and the impact of E-Commerce on business organisations.

ü  LO2. Analyse the hardware, software, web-based and database technologies involved in setting up a secure E-Commerce site.

ü  LO3. Design an E-Commerce strategy based on a given end user requirement or specification. LO4. Implement an E-Commerce strategy based on a given end user requirement or specification.



Digital Technologist (E-Commerce & Strategy)

Digital Technologist (E-Commerce & Strategy)

Introduction

Electronic Commerce, or E-Commerce, refers to any type of commercial/business transaction where information, data, products and services are exchanged across the internet. These transactions can cover a wide diversity of business types to include: consumer-based retail sites (e.g. Amazon), sites that provide facilities such as auctions (e.g. eBay) and business exchanges between different organisations. E-Commerce allows consumers to electronically exchange goods and services 24/7 with no barriers in terms of time or geography. Within this unit students will gain an understanding of how and why businesses and organisations develop E-Commerce strategies: to remain competitive in the global market.

Students will also appreciate the elements and resources required to set up an E-Commerce site and be engaged in the design and implementation of their own strategies that would in reality form part of a secure E-Commerce site. Students will examine the impact that E-Commerce has on society and the global market for consumers, buyers and sellers in terms of the benefits and drawbacks of online purchasing.

Through investigation, students will also research the technologies involved in setting up a secure E-Commerce site in preparation for their own ECommerce strategy. There is an expectation that students will devise a strategy based on an element of ECommerce such as designing a shopping cart, an ordering system, payment system or an online marketing system, for example.

This design should be fully implemented and evaluated accordingly in terms of its success or failure. Standards and levels of support, marketing, CRM, promotion and supply chain management will all be explored within the context of developing the implementation strategy. On successful completion of this unit a student will have gained both a technical and practical insight into E-Commerce strategy, design and development. As a result they will develop skills such as communication literacy, critical thinking, analysis, reasoning and interpretation, which are crucial for gaining employment and developing academic competence.

Learning Outcomes

By the end of this unit students will be able to:

ü  LO1. Examine the strategies employed and the impact of E-Commerce on business organisations.

ü  LO2. Analyse the hardware, software, web-based and database technologies involved in setting up a secure E-Commerce site.

ü  LO3. Design an E-Commerce strategy based on a given end user requirement or specification. LO4. Implement an E-Commerce strategy based on a given end user requirement or specification.


Digital Technologist (Business Intelligence) VIP

Digital Technologist (Business Intelligence) VIP

Introduction

Data and information is core to any organisation and business process. The necessity of having meaningful information is the key driver for effective decision-making and problem-solving. Business intelligence has evolved from technologies such as decision support systems (DSS) to include tools and methods associated with data mining, data integration, data quality and data warehousing in conjunction with other information management systems and applications.

This unit introduces students to a range of tools, techniques and technologies for acquiring data and processing this into meaningful information that can be used to support business functions and processes.

Within this unit students will examine the concept of business processing in terms of data capture, conversion and information output. Students will also be required to define the tools and technologies associated with business intelligence functionality.

The use of a business intelligence tool/s and techniques is also required to demonstrate an understanding of a given problem. Finally, students will be expected to evaluate the impact of business intelligence for effective decision-making.

On successful completion of this unit students will be able to appreciate the importance of business intelligence in terms of optimising decision-making and performance. By exploring the tools, techniques and systems that support business intelligence students will have an awareness of the role and contribution that these technologies and methodologies have and their importance to organisations.

As a result students will develop skills such as communication literacy, critical thinking, analysis, reasoning and interpretation, which are crucial for gaining employment and developing academic competence.

Learning Outcomes

By the end of this unit students will be able to:

LO1 Discuss business processes and the mechanisms used to support business decision-making.

LO2 Compare the tools and technologies associated with business intelligence functionality.

LO3 Demonstrate the use of business intelligence tools and technologies.

LO4 Discuss the impact of business intelligence tools and technologies for effective decision-making purposes and the legal/regulatory context in which they are used.


Digital Technologist (Business Intelligence)

Digital Technologist (Business Intelligence)

Introduction

Data and information is core to any organisation and business process. The necessity of having meaningful information is the key driver for effective decision-making and problem-solving. Business intelligence has evolved from technologies such as decision support systems (DSS) to include tools and methods associated with data mining, data integration, data quality and data warehousing in conjunction with other information management systems and applications.

This unit introduces students to a range of tools, techniques and technologies for acquiring data and processing this into meaningful information that can be used to support business functions and processes.

Within this unit students will examine the concept of business processing in terms of data capture, conversion and information output. Students will also be required to define the tools and technologies associated with business intelligence functionality.

The use of a business intelligence tool/s and techniques is also required to demonstrate an understanding of a given problem. Finally, students will be expected to evaluate the impact of business intelligence for effective decision-making.

On successful completion of this unit students will be able to appreciate the importance of business intelligence in terms of optimising decision-making and performance. By exploring the tools, techniques and systems that support business intelligence students will have an awareness of the role and contribution that these technologies and methodologies have and their importance to organisations.

As a result students will develop skills such as communication literacy, critical thinking, analysis, reasoning and interpretation, which are crucial for gaining employment and developing academic competence.

Learning Outcomes

By the end of this unit students will be able to:

LO1 Discuss business processes and the mechanisms used to support business decision-making.

LO2 Compare the tools and technologies associated with business intelligence functionality.

LO3 Demonstrate the use of business intelligence tools and technologies.

LO4 Discuss the impact of business intelligence tools and technologies for effective decision-making purposes and the legal/regulatory context in which they are used.

Digital Technologist (Data Structures & Algorithms) VIP

Digital Technologist (Data Structures & Algorithms) VIP

Introduction

The knowledge to implement algorithms and data structures that solve real problems, and knowing the purpose, complexity and use of algorithms is part of an essential toolkit for software engineers. An algorithm is a sequence of instructions used to manipulate data held in a structured form and together constitute design patterns for solving a diverse range of computer problems, including network analysis, cryptography, data compression and process control.

This unit introduces students to data structures and how they are used in algorithms, enabling them to design and implement data structures. The unit introduces the specification of abstract data types and explores their use in concrete data structures. Based on this knowledge, students should be able to develop solutions by specifying, designing and implementing data structures and algorithms in a variety of programming paradigms for an identified need.

Among the topics included in this unit are abstract data types specification, formal data notations, data encapsulation, complex data structures, programming language implementations using handles, pointers, classes and methods, algorithm types, data structure libraries, algorithm complexity, asymptotic testing and benchmarking. On completion of this unit the student should be able to identify program data requirements, specify abstract data types using a formal notation, translate into concrete data structures and be able to develop, using a programming paradigm, different sorting, searching and navigational algorithms that implement complex data structures and evaluate their effectiveness.

As a result of studying this unit students will develop skills such as communication literacy, critical thinking, analysis, synthesis, reasoning and interpretation, which are crucial for gaining employment and developing academic competence.

Learning Outcomes

By the end of the unit students will be able to:

LO1. Examine abstract data types, concrete data structures and algorithms.

LO2. Specify abstract data types and algorithms in a formal notation.

LO3. Implement complex data structures and algorithms.

LO4. Assess the effectiveness of data structures and algorithms.


Digital Technologist (Strategic Information Systems) VIP

Digital Technologist (Strategic Information Systems) VIP

Introduction

Information is the most valuable resource that an organisation possesses. The effective gathering, protection, analysis, processing and dissemination of information is vital to the success of any organisation. As globalisation and the 24-hour economy develop and increase, organisations must ensure that their information systems are reliable, efficient and able to cope with rapid change. This unit introduces students to the importance of information to organisations.

 It will examine how systems can be used to support core business functions and enable organisations to be more productive and competitive within the global marketplace. Students will be required to analyse the information needs of an organisation at different levels and within different functional areas. It is important that computing professionals are able to understand how an organisation works and how it uses information in order to be able to design, implement, maintain and manage secure information systems to support its operations. Among the topics included in this unit are understanding organisations in terms of their information needs and the variances within different functional areas. Examination of different information systems at the operational, tactical and strategic levels will be required, in addition to evaluating their effectiveness and role in terms of decision making and gaining competitive advantage.

 On successful completion of this unit students will have an insight into the types of systems and technologies available for effective information processing. Critical analysis will also be used to examine the integrated role that each of these play in contributing to the efficiency and competitiveness of organisations. As a result students will develop skills such as communication literacy, critical thinking, analysis, reasoning and interpretation, which are crucial for gaining employment and developing academic competence.

Learning Outcomes

By the end of this unit students will be able to:

LO1 Analyse the information requirements of organisations.

LO2 Discuss the types of information systems that are used within all levels of an organisation.

LO3 Demonstrate the use of an information system to produce management information.

LO4 Evaluate the effectiveness of strategic information systems.


Digital Technologist (Data Structures & Algorithms)

Digital Technologist (Data Structures & Algorithms)

Introduction

The knowledge to implement algorithms and data structures that solve real problems, and knowing the purpose, complexity and use of algorithms is part of an essential toolkit for software engineers. An algorithm is a sequence of instructions used to manipulate data held in a structured form and together constitute design patterns for solving a diverse range of computer problems, including network analysis, cryptography, data compression and process control.

This unit introduces students to data structures and how they are used in algorithms, enabling them to design and implement data structures. The unit introduces the specification of abstract data types and explores their use in concrete data structures. Based on this knowledge, students should be able to develop solutions by specifying, designing and implementing data structures and algorithms in a variety of programming paradigms for an identified need.

Among the topics included in this unit are abstract data types specification, formal data notations, data encapsulation, complex data structures, programming language implementations using handles, pointers, classes and methods, algorithm types, data structure libraries, algorithm complexity, asymptotic testing and benchmarking. On completion of this unit the student should be able to identify program data requirements, specify abstract data types using a formal notation, translate into concrete data structures and be able to develop, using a programming paradigm, different sorting, searching and navigational algorithms that implement complex data structures and evaluate their effectiveness.

As a result of studying this unit students will develop skills such as communication literacy, critical thinking, analysis, synthesis, reasoning and interpretation, which are crucial for gaining employment and developing academic competence.

Learning Outcomes

By the end of the unit students will be able to:

LO1. Examine abstract data types, concrete data structures and algorithms.

LO2. Specify abstract data types and algorithms in a formal notation.

LO3. Implement complex data structures and algorithms.

LO4. Assess the effectiveness of data structures and algorithms.

Digital Technologist (Strategic Information Systems)

Digital Technologist (Strategic Information Systems)

Introduction

Information is the most valuable resource that an organisation possesses. The effective gathering, protection, analysis, processing and dissemination of information is vital to the success of any organisation. As globalisation and the 24-hour economy develop and increase, organisations must ensure that their information systems are reliable, efficient and able to cope with rapid change. This unit introduces students to the importance of information to organisations.

 It will examine how systems can be used to support core business functions and enable organisations to be more productive and competitive within the global marketplace. Students will be required to analyse the information needs of an organisation at different levels and within different functional areas. It is important that computing professionals are able to understand how an organisation works and how it uses information in order to be able to design, implement, maintain and manage secure information systems to support its operations. Among the topics included in this unit are understanding organisations in terms of their information needs and the variances within different functional areas. Examination of different information systems at the operational, tactical and strategic levels will be required, in addition to evaluating their effectiveness and role in terms of decision making and gaining competitive advantage.

 On successful completion of this unit students will have an insight into the types of systems and technologies available for effective information processing. Critical analysis will also be used to examine the integrated role that each of these play in contributing to the efficiency and competitiveness of organisations. As a result students will develop skills such as communication literacy, critical thinking, analysis, reasoning and interpretation, which are crucial for gaining employment and developing academic competence.

Learning Outcomes

By the end of this unit students will be able to:

LO1 Analyse the information requirements of organisations.

LO2 Discuss the types of information systems that are used within all levels of an organisation.

LO3 Demonstrate the use of an information system to produce management information.

LO4 Evaluate the effectiveness of strategic information systems.

Digital Technologist (Security) VIP

Digital Technologist (Security) VIP

Introduction

Introduction Security is one of the most important challenges modern organisations face. Security is about protecting organisational assets, including personnel, data, equipment and networks from attack through the use of prevention techniques in the form of vulnerability testing/security policies and detection techniques, exposing breaches in security and implementing effective responses. The aim of this unit is to provide students with knowledge of security, associated risks and how security breaches impact on business continuity. Students will examine security measures involving access authorisation, regulation of use, implementing contingency plans and devising security policies and procedures. This unit introduces students to the detection of threats and vulnerabilities in physical and IT security, and how to manage risks relating to organisational security. Among the topics included in this unit are Network Security design and operational topics, including address translation, DMZ, VPN, firewalls, AV and intrusion detection systems. Remote access will be covered, as will the need for frequent vulnerability testing as part of organisational and security audit compliance. Students will develop skills such as communication literacy, critical thinking, analysis, reasoning and interpretation, which are crucial for gaining employment and developing academic competence.Learning Outcomes

By the end of this unit students will be able to:

LO1 Assess risks to IT security.

LO2 Describe IT security solutions.

LO3 Review mechanisms to control organisational IT security.

LO4 Manage organisational security.


Digital Technologist (Systems Analysis & Design)

Digital Technologist (Systems Analysis & Design)

Introduction

The world is constantly changing, with new and emerging digital technologies bringing many challenges to the commercial world. Organisations have to respond to these changes in addition to responding to new markets and different ways of doing their business. The systems they use to run their businesses have to respond quickly to these transformations. Organisations can find themselves in a situation where they have to regularly upgrade old systems or develop new ones in order to continue operating successfully in the evolving competitive business environment. Before any system can be upgraded or a new system developed, the system requirements have to be analysed and the system designed, whether this is for a database system, or a web, game or mobile application, and failure to do this adequately could lead to a costly systems failure.

This unit explores the processes of systems analysis and design using two methodologies – the traditional systems development lifecycle methodology providing a comprehensive structured framework and the agile methodology with different framework models developed with the emphasis on variations of iterative incremental modelling. To provide perspective, students will examine the models in both these methodologies. They will consider the particular strengths and weaknesses of the two methodologies and examine the suitability of the methodologies using different examples. Topics included in this unit are: examining the business case for a new system or for upgrading an existing one, looking at traditional and agile systems analysis methodologies and evaluating the merits of each, considering the implications of moving from using the traditional methods of analysis and design to agile methods on analysts, designers and developers in an organisation, and applying systems design tools and techniques.

On successful completion of this unit, students will be able to produce a business case, and analyse a system and its requirements using a suitable methodology. They will be able to design a system suitable for their application. Theoretical understanding will be translated into practical skills through actual systems investigations and students will become confident in the use of particular tools and techniques relevant to the methodology chosen. Although for practical purposes, it is likely that one particular methodology and related tools and techniques will be used, it is important that students understand that others are available. As a result students will develop skills such as communication literacy, critical thinking, analysis, reasoning and interpretation, which are crucial for gaining employment and developing academic competence.

Learning Outcomes

By the end of the unit students will be able to:

LO1. Evaluate the strengths and weaknesses of the traditional and agile systems analysis methodologies.

LO2. Produce a feasibility study for a system for a business-related problem.

LO3. Analyse their system using a suitable methodology.

LO4. Design the system to meet user and system requirements.

Digital Technologist (Systems Analysis & Design) VIP

Digital Technologist (Systems Analysis & Design) VIP

Introduction

The world is constantly changing, with new and emerging digital technologies bringing many challenges to the commercial world. Organisations have to respond to these changes in addition to responding to new markets and different ways of doing their business. The systems they use to run their businesses have to respond quickly to these transformations. Organisations can find themselves in a situation where they have to regularly upgrade old systems or develop new ones in order to continue operating successfully in the evolving competitive business environment. Before any system can be upgraded or a new system developed, the system requirements have to be analysed and the system designed, whether this is for a database system, or a web, game or mobile application, and failure to do this adequately could lead to a costly systems failure.

This unit explores the processes of systems analysis and design using two methodologies – the traditional systems development lifecycle methodology providing a comprehensive structured framework and the agile methodology with different framework models developed with the emphasis on variations of iterative incremental modelling. To provide perspective, students will examine the models in both these methodologies. They will consider the particular strengths and weaknesses of the two methodologies and examine the suitability of the methodologies using different examples. Topics included in this unit are: examining the business case for a new system or for upgrading an existing one, looking at traditional and agile systems analysis methodologies and evaluating the merits of each, considering the implications of moving from using the traditional methods of analysis and design to agile methods on analysts, designers and developers in an organisation, and applying systems design tools and techniques.

On successful completion of this unit, students will be able to produce a business case, and analyse a system and its requirements using a suitable methodology. They will be able to design a system suitable for their application. Theoretical understanding will be translated into practical skills through actual systems investigations and students will become confident in the use of particular tools and techniques relevant to the methodology chosen. Although for practical purposes, it is likely that one particular methodology and related tools and techniques will be used, it is important that students understand that others are available. As a result students will develop skills such as communication literacy, critical thinking, analysis, reasoning and interpretation, which are crucial for gaining employment and developing academic competence.

Learning Outcomes

By the end of the unit students will be able to:

LO1. Evaluate the strengths and weaknesses of the traditional and agile systems analysis methodologies.

LO2. Produce a feasibility study for a system for a business-related problem.

LO3. Analyse their system using a suitable methodology.

LO4. Design the system to meet user and system requirements.


Digital Technologist (Security)

Digital Technologist (Security)

Introduction

Introduction Security is one of the most important challenges modern organisations face. Security is about protecting organisational assets, including personnel, data, equipment and networks from attack through the use of prevention techniques in the form of vulnerability testing/security policies and detection techniques, exposing breaches in security and implementing effective responses. The aim of this unit is to provide students with knowledge of security, associated risks and how security breaches impact on business continuity. Students will examine security measures involving access authorisation, regulation of use, implementing contingency plans and devising security policies and procedures. This unit introduces students to the detection of threats and vulnerabilities in physical and IT security, and how to manage risks relating to organisational security. Among the topics included in this unit are Network Security design and operational topics, including address translation, DMZ, VPN, firewalls, AV and intrusion detection systems. Remote access will be covered, as will the need for frequent vulnerability testing as part of organisational and security audit compliance. Students will develop skills such as communication literacy, critical thinking, analysis, reasoning and interpretation, which are crucial for gaining employment and developing academic competence.Learning Outcomes

By the end of this unit students will be able to:

LO1 Assess risks to IT security.

LO2 Describe IT security solutions.

LO3 Review mechanisms to control organisational IT security.

LO4 Manage organisational security.

Digital Technologist (Discrete Maths) VIP

Digital Technologist (Discrete Maths) VIP

Digital computer technologies operate with distinct steps, and data is stored within as separate bits. This method of finite operation is known as ‘discrete’, and the division of mathematics that describes computer science concepts such as software development, programming languages, and cryptography is known as ‘discrete mathematics’. This branch of mathematics is a major part of computer science courses and ultimately aids in the development of logical thinking and reasoning that lies at the core of all digital technology.

This unit introduces students to the discrete mathematical principles and theory that underpin software engineering. Through a series of case studies, scenarios and tasked-based assessments students will explore set theory and functions within a variety of scenarios; perform analysis using graph theory; apply Boolean algebra to applicable scenarios; and finally explore additional concepts within abstract algebra.

Among the topics included in this unit are: set theory and functions, Eulerian and Hamiltonian graphs, binary problems, Boolean equations, Algebraic structures and group theory.

On successful completion of this unit students will be able to gain confidence with the relevant discrete mathematics needed to successfully understand software engineering concepts. As a result they will develop skills such as communication literacy, critical thinking, analysis, reasoning and interpretation, which are crucial for gaining employment and developing academic competence.

Learning Outcomes

By the end of this unit students will be able to:

LO1. Examine set theory and functions applicable to software engineering.

LO2. Analyse mathematical structures of objects using graph theory.

LO3 Investigate solutions to problem situations using the application of Boolean algebra.

LO4. Explore applicable concepts within abstract algebra.



Digital Technologist (Networking) VIP

Digital Technologist (Networking) VIP

Computer networks are the driving force behind the evolution of computer systems and allow users to access data, hardware and services regardless of their location.

Being knowledgeable about the underlying principles of networking is of vital importance to all IT professionals. Networking is an environment that is increasingly complex and under continuous development. 

Complex computer networking has connected the world by groups of small networks through internet links to support global communications. It supports access to digital information anytime, anywhere using many applications like e-mail, audio and video transmission, including the World Wide Web, and this has opened the floodgates to the availability of information.

The aim of this unit is to provide students with wider background knowledge of computer networking essentials, how they operate, protocols, standards, security considerations and the prototypes associated with a range of networking technologies.

Students will explore a range of hardware, with related software, and will configure and install these to gain knowledge of networking systems. A range of networking technologies will be explored to deliver a fundamental knowledge of Local Area Networking (LAN), Wide Area Networking (WAN) and their evolution to form largescale networks and the protocol methodologies related to IP data networks will be explored.

On successful completion of this unit students will gain knowledge and skills to successfully install, operate and troubleshoot a small network; and the operation of IP data networks, router, switching technologies, IP routing technologies, IP services and basic troubleshooting. Supporting a range of units in the Higher National suite, this unit underpins the principles of networks for all and enables students to work towards their studies in vendor units, if applicable.

Students will develop skills such as communication literacy, critical thinking, analysis, reasoning and interpretation, which are crucial for gaining employment and developing academic competence.



Digital Technologist (Discrete Maths)

Digital Technologist (Discrete Maths)

Digital computer technologies operate with distinct steps, and data is stored within as separate bits. This method of finite operation is known as ‘discrete’, and the division of mathematics that describes computer science concepts such as software development, programming languages, and cryptography is known as ‘discrete mathematics’. This branch of mathematics is a major part of computer science courses and ultimately aids in the development of logical thinking and reasoning that lies at the core of all digital technology.

This unit introduces students to the discrete mathematical principles and theory that underpin software engineering. Through a series of case studies, scenarios and tasked-based assessments students will explore set theory and functions within a variety of scenarios; perform analysis using graph theory; apply Boolean algebra to applicable scenarios; and finally explore additional concepts within abstract algebra.

Among the topics included in this unit are: set theory and functions, Eulerian and Hamiltonian graphs, binary problems, Boolean equations, Algebraic structures and group theory.

On successful completion of this unit students will be able to gain confidence with the relevant discrete mathematics needed to successfully understand software engineering concepts. As a result they will develop skills such as communication literacy, critical thinking, analysis, reasoning and interpretation, which are crucial for gaining employment and developing academic competence.

Learning Outcomes

By the end of this unit students will be able to:

LO1. Examine set theory and functions applicable to software engineering.

LO2. Analyse mathematical structures of objects using graph theory.

LO3 Investigate solutions to problem situations using the application of Boolean algebra.

LO4. Explore applicable concepts within abstract algebra.


Digital Technologist (Networking)

Digital Technologist (Networking)

Computer networks are the driving force behind the evolution of computer systems and allow users to access data, hardware and services regardless of their location.

Being knowledgeable about the underlying principles of networking is of vital importance to all IT professionals. Networking is an environment that is increasingly complex and under continuous development. 

Complex computer networking has connected the world by groups of small networks through internet links to support global communications. It supports access to digital information anytime, anywhere using many applications like e-mail, audio and video transmission, including the World Wide Web, and this has opened the floodgates to the availability of information.

The aim of this unit is to provide students with wider background knowledge of computer networking essentials, how they operate, protocols, standards, security considerations and the prototypes associated with a range of networking technologies.

Students will explore a range of hardware, with related software, and will configure and install these to gain knowledge of networking systems. A range of networking technologies will be explored to deliver a fundamental knowledge of Local Area Networking (LAN), Wide Area Networking (WAN) and their evolution to form largescale networks and the protocol methodologies related to IP data networks will be explored.

On successful completion of this unit students will gain knowledge and skills to successfully install, operate and troubleshoot a small network; and the operation of IP data networks, router, switching technologies, IP routing technologies, IP services and basic troubleshooting. Supporting a range of units in the Higher National suite, this unit underpins the principles of networks for all and enables students to work towards their studies in vendor units, if applicable.

Students will develop skills such as communication literacy, critical thinking, analysis, reasoning and interpretation, which are crucial for gaining employment and developing academic competence.


Digital Technologist (Computer Systems Architecture)

Digital Technologist (Computer Systems Architecture)

As technology develops, it is important to have a working foundation on which to build your knowledge. Despite hardware and software being constantly updated and seemingly becoming more complex, students with a solid, underpinned knowledge about computer systems architecture will not only be able to answer questions like, “How does a central processor work?”, “What does an operating system do?”, “How is information stored?”, “What is an instruction set?” and “How do I actually connect to the internet?”, but will also be able to transfer and apply their knowledge and skill to many other areas.

This unit introduces students to the foundations of computer systems architecture together with the integrated hardware and software components and subsystems that enable and allow data to be input, processed and output. The unit further explores the concepts of operating systems, hardware management and computer networks together with the practical skills needed to diagnose, troubleshoot and maintain computer systems taking the security of these systems into consideration.

Among the topics included in this unit are: CPUs, memory, input & output devices, ALU operations, program execution, operating systems (including kernel, file systems, API and system calls), hardware management, installation, firmware, device drivers, networking (including OSI and TCP/IP models), error and information gathering, fault diagnostics, security and problem resolution.

On successful completion of this unit, students will be able to explain the purpose and role of operating systems, the relationship between the subsystems embedded within a central processing unit, the core hardware and software components associated with computer operations and be able to configure the hardware and systems needed to establish a computer network together with practical diagnostic and troubleshooting techniques. As a result they will develop skills such as communication literacy, critical thinking, analysis, reasoning and interpretation which are crucial for gaining employment and developing academic competence.

Learning Outcomes

By the end of this unit students will be able to:

LO1 Explain the relationships between hardware components and the subsystems used in a computer system.

LO2 Categorise the key features and services provided by different computer operating systems and hardware.

LO3 Use network communication technology and the associated services to connect computer systems.

LO4 Demonstrate diagnostic and troubleshooting skills to solve hardware, software and networking related issues.



Digital Technologist (Python Programming )

Digital Technologist (Python Programming )

Programming involves describing processes and procedures which are derived from algorithms. The ability to program is what sets apart a developer and an end user.

Typically the role of the developer is to instruct a device (such as a computer) to carry out instructions; the instructions are known as source code and is written in a language that is converted into something the device can understand. The device executes the instructions it is given.

Algorithms help to describe the solution to a problem or task; by identifying the data and the process needed to represent the problem or task and the set of steps needed to produce the desired result.

Programming languages typically provide the representation of both the data and the process; they provide control constructs and data types (which can be numbers, words, and objects, and be constant or variable).

The control constructs are used to represent the steps of an algorithm in a convenient yet unambiguous fashion. Algorithms require constructs that can perform sequential processing, selection for decision-making, and iteration for repetitive control. Any programming language that provides these basic features can be used for algorithm representation.

This unit introduces students to the core concepts of programming with an introduction to algorithms and the characteristics of programming paradigms. Among the topics included in this unit are: introduction to algorithms, procedural, object-orientated & event-driven programming, security considerations, the integrated development environment and the debugging process.


World Degree Corporate Training

World Degree Corporate Training

The World Degree University was founded to bring a common world degree culture, loyalty and belonging to the company. Our goal is to make the most of our investment in education. It is important to organize our corporate training to remain competitive in today's economy so that we can retain employees and start and support changes in our organization.