Instructions
This task is to be done in groups which must have been approved by your tutor. Assignment feedback will be returned to you within two weeks of submission. Feedback on this assignment will be provided via a marking guide which will be available on the course website. This assignment will enable you to demonstrate the following learning objectives from the course identified as follows:
1.Given a problem statement, identify the key aspects of the users to construct user profiles and assemble the requirements based on stakeholder priorities.
2.Describe thesystem requirements following appropriate standards
3.Explain a human centred design process
It requires you to define the business problem, identify and classify stakeholders, design two interview templates and identify functional and non-functional requirements from reverse engineering of Python code for the current system and incorporating additional details from the specification. This covers the Lean UX Framework activities within research and part of discovery.
Assignment Scenario –PASS System
Background
Since the COVID-19 restrictions impacted on the students and teaching staff, SAIBT has reviewed their online resources for new and existing students to enable the variations in teaching and learning.The provision of hybrid classes to enable students unable to attend face to face lectures means the cohort remains as integrated as possible regardless of the students’ location. Additional resources discussed related to the provision of student directed assistance through Peer Assisted Study Sessions (PASS). This was available to students at SAIBT but was not readily available to students in the online environment. PASS enables students to call upon peers who have previously excelled in courses to be involved as mentors to current students. The PASS “tutors” consist of a mixture of current students and those who have already progressed to their degree studies at UniSA. In the past, students just turn up to PASS, but management at SAIBT would like to formalise the service to students, thereby tracking the success of the support facilities. UniSA have had a similar system in use for several years. Students can sign up to attend PASS face to face and online via Zoom,which is especially beneficial for external students who must cope with variations in time zones or are studying and working full time. Schedules for all PASS sessions run at UniSA are advertised through a dedicated webpage, with the details of UniSA STEM student PASS sessions –IT and engineering students –available via this website.
They also have a Facebook page where weekly updates can be posted and communication is enabled between PASS tutors and students using, for some,a more familiar communication medium than the Moodle discussion boards.SAIBT have tasked IT students with determining the requirements for this system.
The Proposed System
The system will be accessible via any web enabled device and link through the Learning Management System (LMS) within SAIBT -Moodle. It is proposed that a tile will be created on the Student’s SAIBT Portal page to enable access to the PASS program details. From here, the student can view details about the courses offering sessions, the timetable for the sessions and be able to book an appointment within a group session or even a one-on-one session with one of the PASS tutors. Each course which offers the PASS program will also have a link to book a session from their course web page.PASS tutors will also be able to access course websites for which they are providing the sessions so they can view all resources available to students.Only the student’s ID, name and email address will be available to PASS tutors with personal information about the student and their studies being the student’s responsibility to share with the session tutor(s).
Question 1: User Stories
Separate user stories using headings for each stakeholder identified in table 1. Use this information to determine appropriate user stories. You should include at least three (3) user stories for each stakeholder.
Required format:
As a <stakeholder>, I want to <goal> so that I <benefit>
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2. Storyboards
Insert graphics for storyboards. These can be photographs of hand drawn pictures or a drawing using a tablet.
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3. Use Cases
Follow the format for the example use case provided in the assignment information and from feedback provided for your tutorial
The brief use case description must be in the form
The actor … and the system …
There may be more than one statement / action identified if necessary but usually it will only be one
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| Use Case | Actors | Brief Use Case Description |
| The actor … and the system … | ||
4. Use Case Diagrams
Insert the exported diagrams here. Make sure that you
- follow the syntax as shown in class
- divide the diagrams logically to provide tidy graphics
- export the diagrams from draw.io / diagrams.net as requested – marks will be lost if the graphic has been produced from a print screen.
- Ensure every use case from the list has been included
5. Use Case Description: Create Booking
Complete the template with required information about the use case. The use case level and minimal guarantee are completed for you – these are the elements which have not been highlighted.
| Use Case Name | |
| Primary Actor | |
| Level | User goal / Sea level |
| Stakeholders | |
| Preconditions | This relates to the conditions which must be satisfied for the use case to begin. This includes The availability of the systems / subsystems necessary for the use case to beginExistence / absence of data already in the database if updating / adding a new record |
| Minimal Guarantee | Rollback of any uncompleted transaction |
| Success Guarantees / Postconditions | This relates to the objects created in the database and information available to be displayed or printed. |
| Trigger | The action taken by the user before the use case runs |
| Main Success Scenario | Numbered steps representing the actions taken by the actor followed by one or more actions taken by the system. Numbering as follows: 1. <actor> does this> 1.1 System <does this> 2. (etc) |
| Extensions | Include alternative actions which may occur because of a validation failure in the task the actor performs. For example, if the main success scenario identifies that the actor enters a phone number, there will be an extension where the system checks to make sure it is complete / has the correct number of digits. All extensions are numbered to relate to the system action with a letter after the number |
6. Activity Diagram
Insert the exported diagram here. Make sure that you
- follow the syntax as shown in class
- export the diagrams from draw.io / diagrams.net as requested – marks will be lost if the graphic has been produced from a print screen.
7. Domain Model Class Diagram
Insert the graphic and description of the domain model class diagram following the syntax in class.
Ensure you follow the syntax from lecture 7 for the diagram
Subclass will be described as “x is a y”
Association class will be described referring to the classes with which it is associated for example “x enables the many to many association between y and z”
Each association should have two statements as followed:
One <X> <association> <minimum and maximum multiplicity> <y>
One <y> <association> <minimum and maximum multiplicity> <x>
For example
One student enrols in zero or many courses
One course is enrolled in by zero or many students
8. Information Architecture
<insert the style guide representing the requested colour scheme, font and button layout formatted as with the Style Guide Example. Insert the menu structure which represents the use cases in question 3 as a graphic created in modelling software or you can create it using the shapes or SmartArt>
9. Prototype
<Insert the two images associated with prototypes representing a sequence of at least three screens. Export the diagrams as previously described>
Peer Review
Enter the name of each student in the team and appropriate allocation of points out of 10. The total of the points must be 10 x number of students in the team. Each point taken from one student will be added to one or more of the other team members.
Copy and paste the symbol which represents the response to each question for each team member as follows:
yes ü no x sometimes /
Students must post a Teams message stating if they agree or disagree with the points allocated. Michelle will allocate the points if members cannot agree based on discussions about contribution with the team. If no proof has been provided to Michelle of different contributions, even allocation will be awarded to all team members.
| 1 | 2 | 3 | 4 | 5 | |
| Student name: | |||||
| Points awarded | |||||
| 1 Did the team member contribute ideas and participate in all scheduled discussions | |||||
| 2 Did the team member complete all required preparation for the scheduled discussions? | |||||
| 3 Did the team member share information from (2) in advance of scheduled discussions they could not participate in? | |||||
6 Did the team member listen to and welcome the inputs and ideas of other members? | |||||
| 7 Did the team member respect the efforts of others and support them? | |||||
| 8 Did the team member produce the completed tasks as agreed to an acceptable standard | |||||
| 9 Did the team member make improvements suggested by the team in a timely manner |
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