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日期：2023-05-09 09:34

INFS 1026 System Requirements and User Experience Assignment 1 1

UniSA STEM

INFS 1026 – Systems Requirements and User Experience (SRUX)

Assignment 1: Requirements for an online PASS system

Weighting: 40%,

Draft Due Date: 11.59 PM Sunday 16 April 2023

Final Due Date: 11.59 PM Sunday 23 April 2023

Version Date Notes

1.0 10 March 23 Initial release

Introduction

In this individual assignment, you have been tasked with gathering the requirements for an

online PASS system. You will create a selection of artefacts from the requirements gathering

process for the system described in Appendix 1. Specifically, you will create:

• A set of categorised stakeholders;

• An interview outline;

• A set of prioritised user stories;

• A detailed use case;

• A set of functional and non-functional requirements; and

• An activity diagram.

This assignment will develop your skills by allowing you to put into practice what has been

taught during the first 5 weeks of the course. If any aspect of the assignment specification is

unclear, please seek clarification.

Learning outcomes

After completing this assignment, you will have learnt to:

• Identify project and system stakeholders for a given problem statement;

• Prioritise requirements from a stakeholder perspective;

• Describe requirements using appropriate standards; and

• Write formal use cases following appropriate standards.

Assignment and submission requirements

1. The assignment must be submitted via submission link.

2. The assignment must be submitted in PDF format with a file-size less than 1024KB.

3. The assignment must be referenced where applicable following the UniSA APA

referencing manual.

4. The assignment must document and justify any decisions and assumptions made.

INFS 1026 System Requirements and User Experience Assignment 1 2

5. The assignment submission must not copy the scenario or question text from this

specification.

Marking criteria

The marking rubric for this assignment will be available on the course website. Use the

rubric to ensure you adequately address all aspects of the marking criteria. The assignment

will be assessed on the following criteria:

1) Completeness of solutions;

2) Clarity of expression;

3) Consistency within and between tasks;

4) Technical correctness of the methods used; and

5) Presentation, spelling, and grammar.

Task 1 – Identifying stakeholders

Week 1 of the course focusses on the knowledge and skills necessary to

complete this task.

1.1. Given the provided scenario, identify the project stakeholders and system

stakeholders.

Not all stakeholders are listed in the scenario. Higher marks are awarded for

identifying stakeholders beyond the scenario description.

1.2. For each of the system stakeholders, identify if they are first degree, second degree,

or third degree stakeholders.

1.3. Write a paragraph justifying why you have identified the particular system

stakeholders as first, second, or third degree stakeholders.

Hint: there is no prescribed word count for this activity. Be succinct and use enough

words to make a clear justification.

Task 2 – Interview outline

Week 3 of the course focusses on the knowledge and skills necessary to

complete this task.

2.1. Given the provided scenario, design an interview outline for an interview with first

degree stakeholder identified above, to learn how the current process works and

what some of the information requirements for the new information system would

be.

Your interview outline should include the two types of questions discussed in the

textbook. Specifically, it should have:

INFS 1026 System Requirements and User Experience Assignment 1 3

• six closed-ended questions, and

• six open-ended questions.

Your interview outline must follow the template presented in textbook (Figure 6–2).

Ensure to address the Interviewee, Location/Medium, Objectives, and Agenda

elements of the template. You do not need to fill the interview outline with mock

answers.

Hint: for maximum marks, aim for questions that help identify and clarify “pain

points.

Task 3 – User stories

Week 3 of the course focusses on the knowledge and skills necessary to

complete this task.

3.1. Write a set of user stories for the users (first- and second-degree stakeholders) of

the system in the form:

As a [user role], I want to [goal] so that [benefit]

Ensure that your stories meet the INVEST criteria. Aim for at least 8–12 user stories

per user if there are multiple users.

3.2. Prioritise your user stories requirements using a method of your choosing. Order

your requirements by your prioritisation and include a description of what method

you used to prioritise the requirements. Include any completed tools used (e.g. value

cost risk matrix) as an appendix to your submission.

Hint: you will need to determine whether to prioritise the users all together or

whether to prioritise separately for each user. Provide a short justification for the

approach you chose.

Task 4 – Use case modelling

Week 3 and 4 of the course focusses on the knowledge and skills necessary

to complete this task.

4.1 Write a fully developed “sea level” use case for any use case of your choice from the

scenario in Appendix 1. For maximum marks, include all potential extensions you

could reasonable expect.

Ensure you follow the format for use cases presented in the course textbook (Figure

7-32). Ensure to address the use case from a “sea level” perspective (i.e. address

what the user is trying to achieve in interacting with the system).

INFS 1026 System Requirements and User Experience Assignment 1 4

Task 5 – System requirements identification

Week 2 of the course focusses on the knowledge and skills necessary to

complete this task.

5.1. Identify the functional requirements of the system.

Chose the highest priority user stories to write functional requirements for. Carefully

consider the interactions between the user and the system. The functional

requirements should be written in the form:

FR1. The system shall […]

Ensure your requirements meet the SMART criteria. Aim for 15–18 functional

requirements.

5.2. Identify the non-functional requirements of the system based on the user stories

completed in the task above, and categorise the non-functional requirements by

using FURPS+. These requirements should be written in the form:

NFR1. The system must […]

Ensure your requirements meet the SMART criteria. Aim for 15–18 high quality nonfunctional requirements.

Hint: If there are no explicit non-functional requirements mentioned in the scenario,

think from the perspective of various stakeholders of the system and introduce the

non-functional requirements.

Task 6 – Activity diagram

Week 5 of the course focusses on the knowledge and skills necessary to

complete this task.

6.1. Develop an activity diagram for the main success scenario of the use case modelled

in Task 4.1. Your diagram should be represented at a sufficient level of detail to

capture all aspects of the scenario. You diagram should follow the style of Figure 7-

39 in the textbook. It should:

• Use swimlanes to represent the actors in the scenario description;

• Use branch and merge nodes to show branches in the scenario description;

• Use fork and join nodes to show parallel activities.

• Adhere to the UML notation presented in the textbook.

INFS 1026 System Requirements and User Experience Assignment 1 5

Hint: Ensure you include the system somewhere in the activity diagram and any other

relevant actors.

6.2. Identify the diagramming tool you used to develop the activity diagram.

Workplan

The assignment covers topics from weeks 1–5 of the course. Each task in the assignment

clearly marks which week to refer to in order to complete it. A suggested workplan is:

1) Read the scenario text in Appendix 1 at least twice, highlight keywords, and make

notes;

2) Perform further online research to better understand the domain the scenario

addresses;

3) It is reasonable to attempt to address the tasks in order;

4) Complete the remaining tasks as you reach the relevant topic in the course; and

5) Revisit the requirements you identified in Task 5 and improve them based on your

user stories and use case.

As you attempt a task, refer to that week’s material. To achieve an HD, you should be

revising all your artefacts (i.e. stakeholders, user stories, etc) as you progress and gain a

better understanding of the domain; this will ensure your assignment is complete and

consistent.

Draft Submission

A draft must be submitted to LearnOnline on the suggested data on first page of this

document. We would expect that the draft includes a draft of your stakeholder

identification, draft interview outline, and a draft of user stories. The draft has two

purposes: it ensures you start the assignment before the last week, and it helps markers see

how your assignment and thinking develops into the final version. The feedback on draft

submissions will be provided during Week 5 workshops.

Extensions

Late submissions will not be accepted for this course unless an extension has been approved

by the course coordinator. Late submissions that have not been approved will receive a

mark of zero. Refer to the course outline for further information regarding extensions.

Academic Misconduct

This is an individual assignment. Your submitted files will be checked against other student’s

submissions, and other sources, for instances of plagiarism. Students are reminded that

they should be aware of the academic misconduct guidelines available from the University

of South Australia website.

Deliberate academic misconduct such as plagiarism is subject to penalties. Information

about Academic integrity can be found in Section 9 of the Assessment policies and

procedures manual at: http://www.unisa.edu.au/policies/manual/

INFS 1026 System Requirements and User Experience Assignment 1 6

Appendix 1 — Assignment Scenario

Background

When the COVID-19 restrictions impacted the students and teaching staff, ABC College (a

college affiliated with UniSA) reviewed their online resources for new and existing students

to enable the variations in teaching and learning. The provision of hybrid classes enables

the students that are unable to attend face to face lectures means the cohort remains as

integrated as possible regardless of the students’ location.

Additional resources were discussed related to the provision of student directed assistance

through Peer Assisted Study Sessions (PASS). This was available to students at ABC College

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 ABC College would like to

formalise the service to students, 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:

https://i.unisa.edu.au/students/student-support-services/study-support/peer-assistedstudy-sessions-pass/stem/

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.

ABC College have tasked IT students to determine the requirements for this system.

INFS 1026 System Requirements and User Experience Assignment 1 7

The Proposed System

The system will be accessible via any web enabled device and link through the Learning

Management System (LMS) within ABC College - Moodle. It is proposed that a tile will be

created on the Student’s ABC College 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).

PASS Schedule

At the beginning of each semester, course coordinators will use the number of students

enrolled in their courses to determine how many PASS tutors may be needed for the

semester. There may need to be multiple tutors for some courses.

Timetabling of the sessions will be determined by the Academic Coordinator for the

diploma. They will use the timetable set up for their diploma to determine appropriate

times to schedule two PASS sessions per week based on the current timetable. One session

will be timetabled for during the day and one in the evening to enable those who work or

are in a different time zone to take advantage of the service. An additional time is set in

reserve in case of increased need – around assignment time or exam time for example.

Because of the fullness of the timetable each semester, this will usually be scheduled on an

evening.

It is possible that the PASS sessions offered could include hands-on study help, perhaps set

up in conjunction with the Tertiary Skills Development.

Pass Tutors

As previously mentioned, PASS tutors are either current or past students who have excellent

study skills and understanding of the specific course. Some tutors are able to take sessions

for multiple courses across the diplomas. In fact, some past students who have graduated

from UniSA have registered interest in providing further assistance of an evening now they

have entered the workforce.

INFS 1026 System Requirements and User Experience Assignment 1 8

It is foreseen that tutors would be able to submit their interest either for each semester or

even each year. In putting forward this expression of interest, they provide:

• their name, email address and at least one contact phone number – mobile and/or

landline

• past or current ABC College ID to enable a unique identifier for each PASS tutor

• current address if different to the address currently in the system

• current studying status

o ABC College, UniSA, other institution or not currently studying / working

o Stage of study or year of graduation if no longer studying

• a selection of courses they can assist with identified from the courses scheduled for

the semester / year accompanied by a number representing the level of preference

• their availability recorded on notes associated with the person.

o days

o times

o face to face / Zoom / both

Staff verify the details of these students and determine their suitability to assist with their

elected courses. Some tutors may give more than one course a “1” level of preference. By

law, students also need to have a police check and current “Working with children”

certification as some students at ABC College are minors. Once verified as a suitable tutor,

the status associated with them is updated from “Expressed Interest” to “Awaiting

Allocation”.

PASS Scheduling

It is proposed that the scheduling of PASS sessions be completed at the same time as

scheduling of courses / timetabling. Discipline leads for each of the diplomas are asked to

match the courses offered in the PASS schedule to appropriate tutors. They are asked to

include a comment to explain their selection. They then schedule the PASS sessions for

their courses. It is preferred that one session occurs on the same day as the class(es)

offered for the course so students can attend the sessions with theory fresh in their minds.

Tutors are then contacted to ensure they are available to offer their assistance at these

times. Once they accept, they are associated with the specific session(s) and their status is

updated to “Allocated”.

On Monday of week two each semester, the PASS schedule is made available to students

with the sessions starting at the beginning of week three. By this time, many students will

have identified areas where they are struggling.

INFS 1026 System Requirements and User Experience Assignment 1 9

PASS Bookings

Bookings can be made or cancelled up to one hour before a PASS session. Students can

select to book sessions for one or more courses and for multiple weeks at one time.

PASS Registration

When they first book, their Student ID is used to link their PASS bookings to their student

record. This is to avoid duplication of student details. However, additional information

identified as necessary for storage on the PASS system specific to the student includes:

• their preferred name

• an optional alternative contact method, for example WhatsApp or Facebook user

details

• authorisation / request to communicate with the course coordinator or learning

support about their progress

Once these details are entered, the student then selects the courses with which they need

assistance. For each course, they enter a short description of the difficulties they are facing.

Within this description, the student may identify how many times they have studied the

course.

Booking PASS Sessions

To create a booking, the student selects the course they want from the list of available

courses in which the student is enrolled. The system will then display the schedule of PASS

sessions for this course. The student then selects the date / time combination of the

session they want to attend. To make this more efficient, students have identified that it

may be useful to book a block of sessions for the same course to ensure they have

continued support. The system will show them a calendar showing the selected dates and

ask the student to confirm their choices or change their selections. Once the student

confirms their choices, the system asks if they want to book sessions for any other courses.

The student can repeat the process for other courses they are having trouble with. When

they select “Done” the system shows the compiled calendar and asks if they want to add

the appointments to their ABC College calendar. If the student selects “yes”, the system

downloads an “ics” file which, when the student opens, updates their calendar in Outlook

for their ABC college account. They can also select to save the information or have the list

of sessions emailed to them as a reminder.

Lecturers and course coordinators, reflecting on progressive student performance, may

request a student to enlist in a PASS, however they cannot insist they do so. A “referral”

system may be set up to enable communication between the course coordinator or learning

advisor to the PASS tutors for a specific group of courses to provide assistance to students

who have been struggling with the transition to tertiary studies.

INFS 1026 System Requirements and User Experience Assignment 1 10

PASS Attendance

PASS tutors will record who attends each session, cross referencing student bookings and

adding additional details of “drop ins” when they occur. Students may attend a session

without a booking, but the tutor will ensure those who have booked are attended to before

moving on to the drop-in students. If the session time expires before these students have

had answers to their questions, they will be encouraged to email the questions to the tutor

and to book a subsequent time for the next PASS.

PASS System Access

PASS tutors need to have access to the course websites to be able to see readings,

assessment requirements and weekly task details to ensure they are providing the correct

help to students. With permission from the student, they may commence communication

to the course coordinator related to the individual’s progress or the need for additional

detail in areas where many students are reporting the same issues with understanding a

concept. There are questions about how this communication may be facilitated – by email,

through teaching staff accessing tutor comments in the PASS system, message generation

via chat or discussion board specific to the staff within the PASS system have been some

suggestions thus far.

Management and course coordinators want to view several reports from, and related to,

the PASS system. Reports would include:

• the use of the system

• variations to grades related to students attending PASS, especially if they are

repeating a course

• compilation of PASS tutor comments based on individual student performance

• attendance at sessions for each course