Week 2: Introduction to Software Design and Engineering

In our second week of the course, our professor officially introduced us to Software Design and Engineering. But before getting into the main lecture, we started off the class with a fun and engaging icebreaker. The professor presented us with a series of rebus puzzles. These are images or symbols that represent words or phrases. The challenge was to guess the word based on the clues, and whoever got it right would earn some extra points.

As soon as the first puzzle flashed on the screen, everyone in the room became focused, eager to be the first to solve it. The next image that appeared was a bit tricky, but after a moment of thought, I felt confident in my guess. I raised my hand and even stood up just to make sure I’d be noticed, and then I said, "Breakfast." To my excitement, I got it right! It felt awesome to earn those extra points and to start the class on such a positive note.

After the icebreaker, our professor smoothly transitioned into the lecture. We learned about the essentials of Software Design and Engineering, covering the key concepts that will be crucial as we move forward in the course. The class was really engaging, and the icebreaker helped set a relaxed tone, making it easier for us to dive into the learning process.

After our professor finished the discussion, we still had a good amount of time before our scheduled dismissal. To make use of that time, our professor decided we should do an activity, not just any activity, but one directly related to Software Design and Engineering. The task involved being given a situation where we would need to provide a detailed report.

We were divided into four groups, and once we received the problem and details of the design challenge, my group quickly focused on identifying the key issues. We wanted to make sure we understood the problem clearly so we could give a thorough report. Since we only had 30 minutes to complete the task, we had to work efficiently, making sure everyone contributed to the discussion. We brainstormed ideas, discussed possible solutions, and organized our thoughts to present the best report we could in the time given.

It was a fast-paced activity that really made us think on our feet, but it was also a great way to apply what we had just learned in a real-world scenario.

After we finished our task, one person from our group was chosen to present what we had discussed and give a detailed report to the class. This part of the activity was important because it allowed us to share our findings and thought process with everyone else. The presenter carefully explained how we identified the problem, the steps we took to analyze it, and the solutions we came up with. It was a chance for our group to showcase our teamwork and understanding of the topic, which was “iLearn: A Digital Learning Environment”, and it also gave us an opportunity to receive feedback from our professor and classmates.

And this is our Output

And this topic is all about how the iLearn system was developed to create a more open and flexible digital learning environment for Scottish schools, replacing the outdated Glow system. It highlights the challenges faced in engaging users and stakeholders during the design process, particularly the difficulties in using traditional software engineering methods.