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INFO4444: Computing 4 Innovation (2020 - Semester 1)

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Unit: INFO4444: Computing 4 Innovation (6 CP)
Mode: Normal-Day
On Offer: Yes
Level: Senior Advanced
Faculty/School: School of Computer Science
Unit Coordinator/s: Prof Fekete, Alan
Session options: Semester 1
Versions for this Unit:
Campus: Camperdown/Darlington
Pre-Requisites: INFO3333.
Prohibitions: INFO4990.
Brief Handbook Description: The computing field is changing very rapidly. Innovation is continual, with novel technology, novel processes, and novel business models. This unit prepares students for this aspect of their professional career, with a focus on understanding the complex relationships between innovation ideas and business value. The Business Canvas Model will be used to make systematic, the development of a case for business value. In particular, students will hear guest lectures from industry innovators, and they will learn about both successful and unsuccessful attempts to create business value from an innovative idea.
Assumed Knowledge: Students should have knowledge of several different aspects of computing at the 3000-level
Timetable: INFO4444 Timetable
Time Commitment:
# Activity Name Hours per Week Sessions per Week Weeks per Semester
1 Lecture 2.00 1 13
2 Tutorial 2.00 1 13
3 Project Work - own time 4.00 13
4 Independent Study 2.00 13

Attributes listed here represent the key course goals (see Course Map tab) designated for this unit. The list below describes how these attributes are developed through practice in the unit. See Learning Outcomes and Assessment tabs for details of how these attributes are assessed.

Attribute Development Method Attribute Developed
Developed through lectures, labwork, and assignment work, involving learning about case studies of innovations, theory of innovation (2) Engineering/ IT Specialisation (Level 4)
Developed through assignment work that requires finding and reading relevant material in both the academic and practitioner literature.
Groups will write reports for each assignment, that have identified target readership (often, this will be stakeholders who are not in IT)
(6) Communication and Inquiry/ Research (Level 4)
Students assignments must consider value to stakeholders, who (in many cases) are not IT experts
Students work in small groups to complete assignments
(8) Professional Effectiveness and Ethical Conduct (Level 3)

For explanation of attributes and levels see Engineering & IT Graduate Outcomes Table 2018.

Learning outcomes are the key abilities and knowledge that will be assessed in this unit. They are listed according to the course goal supported by each. See Assessment Tab for details how each outcome is assessed.

(8) Professional Effectiveness and Ethical Conduct (Level 3)
1. Able to relate technology innovations to potential for creating business value
2. Can follow a systematic process for clarifying the potential for creating business value, in an innovative proposal
3. Able to read and critically evaluate a proposal for creating business value from a technology innovation
(6) Communication and Inquiry/ Research (Level 4)
4. Able to communicate the potential for creating business value, to stakeholders from non-IT backgrounds
5. Able to read academic computing-related research literature and identify technology innovations.
(2) Engineering/ IT Specialisation (Level 4)
6. Knowledge of the diversity of types and sources of innovation in IT
7. Knowledge of several case-studies of innovation in IT, both successful and unsuccessful
Assessment Methods:
# Name Group Weight Due Week Outcomes
1 Assignment 1 Yes 10.00 Week 5 3, 4, 6, 7,
2 Assignment 2 Yes 20.00 Week 9 1, 4, 5, 7,
3 Assignment 3 Yes 20.00 Week 12 1, 2, 4,
4 Exam No 50.00 Exam Period 1, 2, 3, 4, 6, 7,
Assessment Description: Assignment 1: students work in small group, to evaluate a proposal for creating business value from some innovation

Assignment2: students work in small group, to look at some recent innovation or controversy, reading selected academic and practitioner articles (even blog posts!), and summarize the issues and suggest some future research or product innovation that could be done.

Assignment 3: students work in small group, to turn an innovative idea into a clear proposal for creating business value, following a systematic process (Business Model Canvas, see https://en.wikipedia.org/wiki/Business_Model_Canvas )

There will also be non-mark-bearing quizzes available, for formative feedback on the knowledge aspects of the content.
Grading:
Grade Type Description
Standards Based Assessment Final grades in this unit are awarded at levels of HD for High Distinction, DI (previously D) for Distinction, CR for Credit, PS (previously P) for Pass and FA (previously F) for Fail as defined by University of Sydney Assessment Policy. Details of the Assessment Policy are available on the Policies website at http://sydney.edu.au/policies . Standards for grades in individual assessment tasks and the summative method for obtaining a final mark in the unit will be set out in a marking guide supplied by the unit coordinator.
Minimum Pass Requirement It is a policy of the School of Computer Science that in order to pass this unit, a student must achieve at least 40% in the written examination. For subjects without a final exam, the 40% minimum requirement applies to the corresponding major assessment component specified by the lecturer. A student must also achieve an overall final mark of 50 or more. Any student not meeting these requirements may be given a maximum final mark of no more than 45 regardless of their average.
Recommended Reference/s: Note: References are provided for guidance purposes only. Students are advised to consult these books in the university library. Purchase is not required.
  • Business Model Generation

Note that the "Weeks" referred to in this Schedule are those of the official university semester calendar https://web.timetable.usyd.edu.au/calendar.jsp

Week Description
Week 1 Introduction to the unit; what is innovation; what is business value
Week 2 Types and sources of innovation
Week 3 Disruption
Week 4 Academic research in computing; reading the literature
Week 5 Case study: successful transition from research to business value
Assessment Due: Assignment 1
Week 6 Business Model Canvas approach
Week 7 Case study: successful business value creation without academic research roots
Week 8 Case study: unsuccessful transition from academic research to business value
Week 9 Guest lecture
Assessment Due: Assignment 2
Week 10 Guest lecture
Week 11 Career paths in an innovative industry; what is one's personal value proposition
Week 12 (spare for public holiday or future shortened semester)
Assessment Due: Assignment 3
Week 13 Review of semester and preview of exam
Exam Period Assessment Due: Exam

Course Relations

The following is a list of courses which have added this Unit to their structure.

Course Year(s) Offered
Bachelor of Advanced Computing/Bachelor of Commerce 2018, 2019, 2020
Bachelor of Advanced Computing/Bachelor of Science 2018, 2019, 2020
Bachelor of Advanced Computing/Bachelor of Science (Health) 2018, 2019, 2020
Bachelor of Advanced Computing/Bachelor of Science (Medical Science) 2018, 2019, 2020
Bachelor of Advanced Computing (Computational Data Science) 2018, 2019, 2020
Bachelor of Advanced Computing (Computer Science Major) 2018, 2019, 2020
Bachelor of Advanced Computing (Information Systems Major) 2018, 2019, 2020
Bachelor of Advanced Computing (Software Development) 2018, 2019, 2020

Course Goals

This unit contributes to the achievement of the following course goals:

Attribute Practiced Assessed
(8) Professional Effectiveness and Ethical Conduct (Level 3) Yes 42%
(6) Communication and Inquiry/ Research (Level 4) Yes 25%
(2) Engineering/ IT Specialisation (Level 4) Yes 33%

These goals are selected from Engineering & IT Graduate Outcomes Table 2018 which defines overall goals for courses where this unit is primarily offered. See Engineering & IT Graduate Outcomes Table 2018 for details of the attributes and levels to be developed in the course as a whole. Percentage figures alongside each course goal provide a rough indication of their relative weighting in assessment for this unit. Note that not all goals are necessarily part of assessment. Some may be more about practice activity. See Learning outcomes for details of what is assessed in relation to each goal and Assessment for details of how the outcome is assessed. See Attributes for details of practice provided for each goal.