Establishing Modern Master-level Studies in Information ......л5 - Laboratory work 5 (analytical work) - 10 е4 - Essay 4 - 3 е5 - Essay 5 - 3 е6 - Essay 6 - 3 д – In addition

Establishing Modern Master‐level Studies in Information Systems

561592‐EPP‐1‐2015‐1‐ FR‐EPPKA2‐CBHE‐JP

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Establishing Modern Master-level Studies in Information Systems 561592-EPP-1-2015-1- FR-EPPKA2-CBHE-JP

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3.1. Pilot teaching MSc

Piloting Report of the MASTIS course IT infrastructure (ITIS)

Vinnytsia National Technical University - VNTU

Piloting reports track and summarize the key takeaways from MASTIS program. PC use these reports to evaluate what is working and what isn't and

to develop recommendations for improvement some components within MASTIS courses



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1. Short description The MASTIS course “IT infrastructure” (ITIS) was organised in training

format. Training was based on modernized curriculum and combination of the lectures, laboratory works, analytical works, project and team working.

Students have basic bachelor's training in the areas of "System Engineering" or "Automation and Computer-Integrated Technologies".

Most of students are working on part time in IT companies as trainees, juniors and some as middle. They have experience in IT. In this regard, the main goal of studying the course is to systematize existing knowledge, study modern trends in the development of IT infrastructure and the features of IT infrastructure of enterprises of different types.

To successfully use the information from a huge number of available sources, it needs to be evaluated and analyzed. The main emphasis in teaching is transferred from lectures to the implementation of short analytical tasks on the topics of the learning course. The writing of analytical works is the most important form of the course "IT infrastructure" learning. The relative weight of analytical work and projects in assessing the results of studying the course "IT infrastructure" is 40%.

Students also perform an audit of the IT infrastructure and develop proposals for its improvement on the example chosen by the students of the enterprise. For this, 4 teams of 3 students were formed. The basic enterprise students choose from those on which they have practical experience.

2. How the courses were delivered?

Who led the Piloting of the course Volodymyr Dubovoi (VNTU)Mariia Yukhymchuk (VNTU)

Who were the lecturers who delivered the course

Volodymyr Dubovoi (VNTU)

What was the Piloting period Part 1: 5/02/2018 – 31/03/2018Total: 5/02/2018 – 8/06/2018

How many students were enrolled and who were they

12 Master studentsof “Information Systems and Internet of

Thinks”(1st year students)



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3. Students who were involved in the piloting of the ITIS courses

# Name

1. Baganovska Olena

2. Vishnevskyi Volodymyr

3. Golumbevska Yuliya

4. Lisova Olena

5. Maksimov Oleksiy

6. Maksimova (Naumenko) Anastasiya

7. Misyura Anton

8. Svitelska Іryna

9. Slobodyan Roman

10. Tatarskyi Pavlo

11. Chernovolik Olena

12. Shevchuk Andriy

Students have basic bachelor's training in the areas of "System Engineering" or "Automation and Computer-Integrated Technologies".

4. E-learning materials used Links to the Platform used to pilot the ITIS courses https://iq.vntu.edu.ua/b04213/html/nlr/nlr.php?card_id=616

4.1. The course was posted at the e-learning portal JetIQ of VNTU

(https://iq.vntu.edu.ua/). This portal is available for all VNTU students (to get access students use their personal logins and passwords).

https://iq.vntu.edu.ua/b04213/html/nlr/nlr.php?card_id=616



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Figure 1 - E-learning Materials for course “IT infrastructure” 5. How was delivery organised?

Level of course unit Masters level

Number of ECTS credits allocated

Credit weighting: 5 ECTS Lecture hours: 36

Laboratory Works hours: 27 Independent study hours: 85

Examination (final test): 2 Total Student Effort: 150 hours

What kind of the training methods and activities were used

The primary means of learning for student is through practice. This is supported and developed through: Project briefings; Set and self-initiated project briefs; Peer learning; Self and peer assessment; Guest speakers; Group discussions, reviews and critiques; Working on live projects; Mentoring; Blended learning; Independent study. Web-based sessions lead by instructor provide methodological and conceptual framework for students’ learning. All the slides and materials from the class will be available electronically. Web-based seminars are used to strengthen the knowledge of newly learned methods and



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concepts, and to explore their application to particular complex business cases. Students are encouraged to ask questions and discuss the material in “live” mode online. The main accent is made on independent learning

5.1. Course content List of the main topics of the course.

Topic 1.1 Basic definition and components of «IT-infrastructure» Sub-topic

1.1.1. Definition of the notion «IT-infrastructure». 1.1.2. Examples of IT-infrastructure. 1.1.3 Lifecycle of IT-infrastructure. 1.1.4 Data storage infrastructure. 1.1.5. Infrastructure of data processing

Practical component: Lab 1: Analyses of IT infrastructure of company

Teaching methods: Guest speakers; Group discussions, reviews and critiques; Working on live projects; Independent study

Topic 1.2. Standards, politics, basic laws and legislation acts for corresponding infrastructure solutions Sub-topic

1.2.1. Intellectual property. 1.2.2. Taxation of the activity of IT companies 1.2.3 Standards in the sphere of IS

Practical component: Lab 2: Development of structured schema of basic documents relations

Teaching methods: Guest speakers; Group discussions, reviews and critiques; Working on live projects; Blended learning; Independent study

Topic 2.1. Infrastructure vendors Sub-topic

2.1.1. Infrastructure contracts



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2.1.2. Virtual solutions and cloud services Practical component:

Lab 3: Development of recommendation to selection of infrastructure vendors Teaching methods: Guest speakers; Group discussions, reviews and

critiques; Working on live projects; Mentoring; Independent study Topic 2.2. Infrastructure risks Sub-topic

2.2.1. Notions and sources of information risks 2.2.2. Systems of IS monitoring and control. 2.2.3. The influence of Information security to Infrastructure risks 2.2.4. Unified communication

Practical component: Lab 4: Analyses of company’s IT infrastructure risks

Teaching methods: Self and peer assessment; Group discussions, reviews and critiques; Working on live projects; Mentoring; Independent study

Topic 2.3. Monitoring of New Technologies Sub-topic

2.3.1 Essence and means of new information technologies monitoring Practical component:

Analytical paper: New technologies in some aspect of IT infrastructure Teaching methods: Project briefings; Set and self-initiated project briefs;

Guest speakers; Group discussions, reviews and critiques; Working on live projects; Blended learning; Independent study

6. Online support offered by teachers during piloting During the piloting process, students could contact tutors via VNTU JetIQ e-

learning system, e-mail and special Facebook group “IT Infrastructure”. The JetIQ e-learning system provides tools for the distribution of training

materials, testing, evaluation, messaging, etc.



Figure 2 – Desktop of Personal teacher's office in JetIQ

Students have access to records of assessment results by type of work.

Access is personalized, as the student's assessments are his personal data.

Only the teacher and the student have access to them.

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Figure 3 – Page of the teacher's journal with assessment results

Course materials are distributed through the "Course Navigator".

Figure 4 – Course Navigator Page

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In addition to the JetIQ system, information is exchanged via e-mail. A group has been created in Google-mail for the prompt exchange of messages and messages.

Figure 5 – Contacts of the group "IT infrastructure" in Gmail An important role in the learning process is the exchange and

discussion of relevant information on the topic of the course. In the social network Facebook there are a lot of resources devoted to the problems of IT infrastructure. In connection with this, a group "IT infrastructure" was created on Facebook, through which news and useful information are distributed.



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Figure 5 – "IT infrastructure" group in Facebook 7. Evaluation of student knowledge and competences Assessment and control of students’ learning process is doing with the

use of automated system for management of education process JetIQ. The system provides for monitoring of each topic and final control (exam - 25 points, total – 100 points).

In addition to conducting classes at the university, the course includes an excursion to the leading IT company of Ukraine Global Logic. The students

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got acquainted with practical aspects of creation and support of IT infrastructure: server infrastructure, communication infrastructure, information security. They listened to the lecture of IT director of the company. Photos from the tour are attached.

Screenshot of JetIQ page (translated)

Part 1 (32 points) Part 2 (43 points)

кл - Colloquium - 10 л1 – Laboratory work 1 - 4 л2 - Laboratory work 2 - 4 е1 – Essay 1 - 3 е2 - Essay 2 - 3 е3 - Essay 3 - 3 ек - Excursion - 5

кл - Colloquium - 10 л3 - Laboratory work 3 - 4 л4 - Laboratory work 4 - 4 л5 - Laboratory work 5 (analytical work) - 10 е4 - Essay 4 - 3 е5 - Essay 5 - 3 е6 - Essay 6 - 3 д – In addition (certificates of on-line courses) - 5

The students have finished 1-st part of the course. Most of students, in

agreement with the professor, associated the performance of laboratory work and the writing of the essays with their practical work in IT companies (all students combine their studies with work on Part Time).

Students’ results (Part 1):

ECTS Percentage

A 25%

B 33,3%

C 25,1%

D 16,6%

E -

8. Students’ evaluation of the Piloting of the courses The results of the group discussion and anonymous questionnaire

showed that the most of students put the high evaluation of the training. They were satisfied with learning materials, teaching methods, atmosphere, but



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partially satisfied with training content. Most of students are working on part time in IT companies and they suggest pay more attention to practical creation and supporting of IT infrastructure.

9. Lessons learned from Piloting For the period until 03/31/2018, 1 part of the course program was

completed. Final conclusions can be made after the course is over, but in order to enhance the content, structure and mode of delivery of the MASTIS courses we should take into consideration the following preliminary recommendations:

1. Considering that most students combine study and practical work in their specialty, it is advisable to reduce the amount of lecture course and increase the number of practical classes;

2. Preparation of analytical materials on each topic and group discussion of them is the most effective method of teaching;

3. It is advisable to provide the practical tasks for administering of IT infrastructure in the course program;

4. The use of e-Learning tools has shown high efficiency; 5. The results of the excursion to the company Global Logic showed the

expediency of extending this practice. Increasing the effectiveness of this method of training is facilitated by the preliminary coordination of the subject of the excursion with the course program and the preparation of students for the perception of information.



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1 Appendices Photos of course piloting

Lecture on IT infrastructure in MASTIS Lab



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Invited lecturers from leading IT companies

At the excursion in Global Logic Laboratory of IS in industry

Documents

Establishing Modern Master-level Studies in Information ......л5 - Laboratory work 5 (analytical work) - 10 е4 - Essay 4 - 3 е5 - Essay 5 - 3 е6 - Essay 6 - 3 д – In addition