2020-21 MSc Computer Science with Artificial Intelligence (online) Project Design Document

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1	1. Admissions/ Management Information
2	Title of the new programme – including any lower awards Please provide the titles used for all awards relating to this programme. Note: all programmes are required to have at least a Postgraduate Certificate exit award. See guidance on programme titles in:
3	https://drive.google.com/file/d/1DQPWuKaK3J0LgM7SXyUCMemJ3PfysXPc/view
4	Masters			MSc Computer Science with Artificial Intelligence
5	Postgraduate Diploma			Postgraduate Diploma in Computer Science with Artificial Intelligence							Please indicate if the Postgraduate Diploma is available as an entry point, ie. is a programme on which a student can register or as an exit award, ie. that are only available to students exiting the masters programme early, or both.					Exit
6	Postgraduate Certificate			Postgraduate Certificate in Computer Science							Please indicate if the Postgraduate Certificate is available as an entry points, ie. is a programme on which a student can register, or as an exit award, ie. that are only available to students exiting the masters programme early, or both.					Exit
7	Postgraduate Certificate - alternative award title NB the Taught Postgraduate Framework (section F) allows for more than one PGCert title. Consult your AQ Team contact for advice and see sec 5.d			n/a							Please indicate if the Postgraduate Certificate is available as an entry points, ie. is a programme on which a student can register, or as an exit award, ie. that are only available to students exiting the masters programme early, or both.
8	Level of qualification			Level 7
9	This document applies to students who commenced the programme(s) in:							2020
10	Awarding institution									Teaching institution
11	University of York									University of York
12	Department(s): Where more than one department is involved, indicate the lead department									Board of Studies
13	Lead Department		Computer Science							Computer Science
14	Other contributing Departments:									Computer Science
15	Route code (existing programmes only)							TBC
16	Admissions criteria
17	● 2ii (or equivalent) degree in any subject. ● Students whose first degree was not taught in English should also have an appropriate English language qualification. ○ Minimum acceptable qualifications are IELTS 6.5 with a minimum score of 6.0 in all components.
18	Length and status of the programme(s) and mode(s) of study
19	Programme				Length (years/ months)	Status (full-time/ part-time) Please select	Start dates/months (if applicable – for programmes that have multiple intakes or start dates that differ from the usual academic year)			Mode
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21										Face-to-face, campus-based			Distance learning		Other
22	MSc Computer Science with Artificial Intelligence				The minimum length will be 24 months and the maximum length is 6 years. The standard length for completion is expected to be 2 years although the design of the carousel means that once the introductory module is completed, students can determine the length of their study as long as they complete within 6 years.	Part-time	6 intakes a year			Please select Y/N		No	Please select Y/N	Yes
23										Please select Y/N			Please select Y/N
24										Please select Y/N			Please select Y/N
25	Language(s) of study
26	English
27	Language(s) of assessment
28	English
29	2. Programme accreditation by Professional, Statutory or Regulatory Bodies (PSRB)
30	2.a. Is the programme recognised or accredited by a PSRB
31	Please Select Y/N:		No	if No move to section 3 if Yes complete the following questions
32	2.b. Name of PSRB
33
34	2.c. Please provide details of any approval / accreditation event needed, including: timescales, the nature of the event, central support / information required: Please also specify whether any accreditation agreement will require renewal during the expected peroid of study of the cohort of students covered by this document and, if such an event will be required, what the implications are for students who are already enrolled should accreditation not be renewed
35	(max 200 words)
36	2.d Does/ will approval or recognition require exceptions to University rules/practices? Please select Y/N								if Yes, provide details
37	(max 200 words)
38	2.e. Any additional information (e.g. student attainment required to achieve accreditation) that are required by the PSRB should be recorded here
39	(max 200 words)
40	3. Additional Professional or Vocational Standards
41	Are there any additional requirements of accrediting bodies or PSRB or pre-requisite professional experience needed to study this programme?
42	Please Select Y/N:		No	if Yes, provide details
43	(max 200 words)
44	4. Programme leadership and programme team
45	4.a. Please name the programme leader for the year to which the programme design applies and any key members of staff responsible for designing, maintaining and overseeing the programme. NB: If the proposal is for a combined programme the name of the Programme Leader (based in the lead Department) and the Associate Programme Leader(s) from the Partner Department(s) should be provided
46	Dawn Wood (PL)
47	4.b. How are wider stakeholders such as students/ alumni, professional bodies and employers involved in the design of the programme and in ongoing reflection on its effectiveness?
48	The programme is new and has been developed in consultation with an external partner organisation who has considerable experience of the design of on-line programmes in the US. Ongoing reflection will be aided by student feedback, external stakeholders (i.e. Careers, employers) and the departmental industrial advisory board.
49	5. Purpose and learning outcomes of the programme
50	5.a. Statement of purpose for applicants to the masters programme Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
51	Artificial Intelligence is becoming ubiquitous. It is everywhere, from recognising you in a photo or giving you advice about your next purchase, and to assisting in medical diagnoses. The online MSc Computer Science with Artificial Intelligence (CSAI) conversion programme is designed for working professionals or academically strong graduates who do not have an academic background in computer science or artificial intelligence, and are looking to develop a grounding in this important area. You will develop the core computer science skills of computational thinking, computational problem solving and software development. The practical experience you gain will complement and reinforce the knowledge and skills you build as you work your way through the programme. You will enhance your written communication skills, and expand and deepen your knowledge through critical engagement with the discipline. You will develop specialist skills and knowledge in problem structuring, machine learning, neural networks, genetic algorithms, and data analytics, via specialised modules and an independent artificial intelligence project. As a graduate of the programme you will be able to apply your knowledge and skills to the workplace. The Department has a long-established and successful track record of training for industry, ensuring that our programmes remain current to the needs of industry. This is an online programme and has been designed to be flexible. The programme can be completed in as little as two years, but must be completed within a six year period. Each module is eight weeks duration, and you can choose to 'step-out' between modules to accommodate your work or personal commitments and help you balance the requirements of postgraduate studies with your other responsibilities. The programme is designed around an asynchronous learning study model which means students can learn the same material at different times and locations.
52	5.a.i Statement of purpose for applicants registering for the postgraduate diploma programme Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
53	n/a
54	5.a.ii Statement of purpose for applicants registering for the postgraduate certificate programme Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
55	n/a
56	5.b.i. Programme Learning Outcomes - Masters Please provide six to eight statements of what a graduate of the Masters programme can be expected to do. If the document only covers a Postgraduate Certificate or Postgraduate Diploma please specify four to six PLO statements for the PG Certificate and four-eight for the PG Diploma in the sections 5.b.ii and 5.b.iii as appropriate. Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
57	PLO	On successful completion of the programme, graduates will be able to:
58	1	Apply computational thinking to computer science and AI problems, using skills in analysis, design and implementation of computing systems, drawing on the foundations of AI and computer science and the current research literature. [Computational thinking]
59	2	Analyse an AI problem from a written description, derive requirements and specifications from an understanding of problems, and create and/or justify designs to satisfy given requirements, applying knowledge of AI & machine learning, data analytics, data mining and system analysis and design. [Evaluation and Synthesis]
60	3	Build computer-based systems of varying levels of complexity to serve the needs of users, making effective use of the variety of physical implementations on which that software may be running, and applying the theory and practice of programming and software engineering. [Software and hardware; Users]
61	4	Critically evaluate and effectively apply machine learning tools and algorithms for use to address a complex problem that merits an AI solution, underpinned by a knowledge of how those systems work [Application]
62	5	Scope, plan, manage and execute an individual research project of significant size in AI, demonstrating critical engagement with the discipline. [Independence]
63	6	Communicate complex computational problems and their solutions in written format to technical and non-technical professional colleagues, in a clear and organised manner and using compelling and convincing arguments drawn from relevant evidence. [Communication]
64	7	Operate as responsible Computer Science professionals, by maintaining awareness of key legal and ethical issues and risk management. [Professionalism]
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66	5.b.ii. Programme Learning Outcomes - Postgraduate Diploma Please provide four to eight statements of what a graduate of the Postgraduate Diploma programme can be expected to do. Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
67	PLO	On successful completion of the programme, graduates will be able to:
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76	5.b.iii. Programme Learning Outcomes - Postgraduate Certificate Please provide four to six statements of what a graduate of the Postgraduate Certificate programme can be expected to do. Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
77	PLO	On successful completion of the programme, graduates will be able to:
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84	5.c. Explanation of the choice of Programme Learning Outcomes Please explain your rationale for choosing these PLOs in a statement that can be used for students (such as in a student handbook). Please include brief reference to:
85	i) Why the PLOs are considered ambitious or stretching?
86	The programme focuses on developing a broad knowledge of computer science, while simultaneously building skills in Artificial Intelligence. We expect students to develop an understanding of both the engineering and science sides of the discipline, to be enabled to communicate with both technical and non-technical audiences and to carry out independent research in order to advance their computer science literacy. It is not enough to learn just about the various technologies, but graduates need to understand that computer scientists have to act in a professional way, aware of the impact of their work on society. The PLOs are ambitious because this is a conversion programme, meaning that students can join the programme with no previous computer science qualifications at UG level. It is will not be easy to achieve all of these outcomes, and graduates from this programme will be well-prepared to advance their career prospects within computing, artificial intelligence and related sectors.
87	ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
88	The learning outcomes are distinctive in at least two aspects: the balance of software and hardware, and the balance of scientific theory and engineering practice. Through critical engagement and complex problem solving, our graduates will be equipped with the skills to adapt in a fast changing sector. Whilst technologies may become outdated within a few years, the skills developed on the programme will enable students to remain current. In particular, PLO1 will be advantageous to the students for the development of their computational thinking as they will come from various disciplines and the ways of their thinking in their original disciplines will be significantly different. A further advantage will be that the PLOs can be directly related to the student’s workplace and reflected upon in that context, as the students will be mostly in work; even if they are from a non-computer science workplace, they will be able to find ways of applying computer science thinking in their own work context. A final advantage of the design is that most modules reflect the particular research interests in the department, such as artificial intelligence, data analytics and critical systems.
89	iii) Please detail how you would support students from diverse entry routes to transition into the programme? For example, disciplinary knowledge and conventions of the discipline, language skills, academic and writing skills, lab skills, academic integrity
90	All students start with the initial module, Algorithms and Data Structures. Whatever their background, this will provide them with a solid foundation in algorithms and programming and enable them to progress to the next stage of their study. The module does not assume prerequisite knowledge in computer science. All modules are designed so that the students can study online material, interact with their peers and tutors in learning activities, and complete guided practical exercises to ensure a well-rounded learning experience that is inclusive and will allow students to demonstrate, and get feedback on their understanding and progress. A variety of online and offline activities, generating continuous feedback, will be used to stimulate and support the completion of the practical exercises. Through interactions with their peers and tutors, such as discussion and guided group work, the students will become conversant in the conventions of computer science. Prior to commencing the programme, the students are given an online induction into the programme. The induction resources include self-study modules on academic skills. Following this, the students have the opportunity to seek further support on their academic writing, mathematics, statistics and numeracy, library and information skills from the University’s study skills service.
91	iv) Please explain how the design of the programme enables students to progress through to the end of the award? For example, in terms of the development of research skills, enabling students to complete an independent study module, developing competence and confidence in practical skills/ professional skills, (See: QAA Mater's degree characteristics http://www.qaa.ac.uk/publications/information-and-guidance/publication?PubID=2977#.WS1JOevyu70).
92	The defined programme learning outcomes (PLOs) make clear the standard students should achieve in terms of knowledge and skills by the end of the programme. The PLOs are mapped across the modules as Module Learning Outcomes, and this relationship will be made explicit to the students in the module pages in the VLE. From the solid base provided by the Algorithms and Data Structures module, students will be in a position to monitor their development of knowledge and skills as they complete each of the modules. The students will be able to identify their practical and skills as they progress through the modules. The Research Methods and Research Proposal modules will facilitate the systematic development of their research skills in a supported environment. These will prepare the students for their Independent Research Project (IRP) which they will complete at the end of the programme.
93	v) How the programme learning outcomes develop students’ digital literacy and use technology-enhanced learning to achieve the discipline and pedagogic goals which support active student learning through peer/tutor interaction, collaboration and formative (self) assessment opportunities (reference could be made to such as blogging, flipped classrooms, response 'clickers' in lectures, simulations, etc).
94	The programme is taught wholly online and offers many opportunities for the development of digital literacy skills and for using technology-enhanced tools to support learning. Students will study in a Virtual Learning Environment (VLE) and will communicate and collaborate within the VLE using digital tools, for example online discussion forums, as well as being encouraged to make best use of third party and professional online communication tools to enhance their ability to operate as global computer science professionals. The completion of the Independent Research Project will develop their information literacy and digital scholarship skills as they will need to find, use, manage and evaluate online sources and other information. Students will have the opportunity to use a broad variety of module-specific tools and simulations to support their studies, for example for programming, analysis, modelling and testing. Assessments will be carried out online, with all assessments submitted in digital form.
95	vi) How the PLOs support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)? The programme's employability objectives should be informed by the University's Employability Strategy:
96	http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/
97	For working students there will be many opportunities for them to reflect on the course content and find ways to apply what they have learned into the workplace. For students whose work context does not allow them to apply their learning, there are opportunities to address their knowledge to case-based scenarios (see below. The Independent Research Project in particular gives student the opportunity to work on a problem specifically related to AI ina workplace setting. Employability will be supported through the development of key employability skills which run throughout the course. In particular, PLO1, PLO2, PLO3, PLO4 and PLO7 are concerned with the foundational and technical knowledge and skills they will acquire, with PLO2, PLO3 and PLO4 specifically concerned with practical skills in this regard. Practical exercises and case studies are designed closely based on real-world industrial problems, and the students will get the chance to, in part or fully, analyse, design, implement and test their solutions in a practical environment. Presentation of complex concepts in various forms (online discussion forums, reports, blogging) will develop the personal and social skills required in future employment. In particular, PLO5 and PLO6 are concerned with such skills, including communication, independence and creativity.
98	vii) Consultation with Careers The programme proposal should be discussed with Careers. Please contact your Faculty Employability Manager. Please provide details of Careers' comments and your response.
99	Careers and Placements already offer online support to distance learners on other programmes and have experience working with students in employment, studying for professional development or for a possible career change. Through guidance on the careers web pages and online resources as well as guidance given by personal supervisors, students will be aware and have access to support that is available from Careers and Placements. Students on this programme will have access to one to one careers support virtually through the usual booking system.
100	viii) How is teaching informed and led by research in the department/ centre/ University?