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Infrastructure & Application 3: Practical Project 2
level of course unit
BachelorLearning outcomes of course unit
The students
- can carry out a project using professional project management
- understand systematic, orderly, and timely project management
- know the special roles within a project
- know the importance of project communication in all directions (discussions, documentation, descriptions, presenta-tions) and know how to behave accordingly
- have specialist knowledge to solve specific problems
- can carry out a project using professional project management
- understand systematic, orderly, and timely project management
- know the special roles within a project
- know the importance of project communication in all directions (discussions, documentation, descriptions, presenta-tions) and know how to behave accordingly
- have specialist knowledge to solve specific problems
prerequisites and co-requisites
Coming soon
course contents
n order to optimally prepare students for problems in working life, practical tasks are worked on in groups, preferably on the basis of assignments from partners from industry or public departments, or field experience is gained under the guidance of the course instructor. Students apply the knowledge they have acquired so far and compare it with observations and experiences gained during the practical project. While the students can deepen and improve their subject-specific skills, complementary skills such as social, risk management, budgeting, and economically responsible decision-making skills are also consolidated.
Based on a client briefing (by the course instructor or external partners such as associations and companies), the students work independently on the projects presented, only guided by the course instructor if necessary: planning, coordination, budgeting, monitoring, evaluation, and final reporting are in the hands of the students. The role of the course director focuses on project coaching.
Based on a client briefing (by the course instructor or external partners such as associations and companies), the students work independently on the projects presented, only guided by the course instructor if necessary: planning, coordination, budgeting, monitoring, evaluation, and final reporting are in the hands of the students. The role of the course director focuses on project coaching.
recommended or required reading
- Rainwater, H.P.: Katzen hüten. MITP-Publishing, 2003
- Balzert, Helmut: Lehrbuch der Softwaretechnik. Basiskonzepte und Requirements Engineering. Spektrum Academic Publishing, 2009.
- Balzert, Helmut: Lehrbuch der Softwaretechnik. Softwaremanagement. Spektrum Academic Publishing, 2008
- Balzert, Helmut: Lehrbuch der Softwaretechnik: Entwurf, Implementierung, Installation und Betrieb. Spektrum Publishing, 2011
- Brandt-Pook, H.; Kollmeier, R.: "Softwareentwicklung kompakt und verständlich: Wie Softwaresysteme entstehen." Springer Publishing, 2016
- Post, U.: "Besser coden: So machen Sie Ihren Code (und die Welt) ein bisschen besser!" Rheinwerk Publishing, 2017
- Balzert, Helmut: Lehrbuch der Softwaretechnik. Basiskonzepte und Requirements Engineering. Spektrum Academic Publishing, 2009.
- Balzert, Helmut: Lehrbuch der Softwaretechnik. Softwaremanagement. Spektrum Academic Publishing, 2008
- Balzert, Helmut: Lehrbuch der Softwaretechnik: Entwurf, Implementierung, Installation und Betrieb. Spektrum Publishing, 2011
- Brandt-Pook, H.; Kollmeier, R.: "Softwareentwicklung kompakt und verständlich: Wie Softwaresysteme entstehen." Springer Publishing, 2016
- Post, U.: "Besser coden: So machen Sie Ihren Code (und die Welt) ein bisschen besser!" Rheinwerk Publishing, 2017
assessment methods and criteria
Project documentation
language of instruction
Germannumber of ECTS credits allocated
6eLearning quota in percent
20course-hours-per-week (chw)
3planned learning activities and teaching methods
Independent project work with accompanying coaching
