Information System Design and Development and Project-based

Learning

Sanja Candrlic

, Mile Pavlic

and Martina Asenbrener Katic

University of Rijeka, Department of Informatics, Radmile Matejcic 2, 51000 Rijeka, Croatia

Keywords: Education, Information System, Project-based Learning, Design, Development.

Abstract: Teaching the topics from the field of information system design and development presents a specific challenge

for the teacher. It is hard to simulate real-life circumstances of complex information system design and

development in educational environment. In this paper we present an educational model in which topics from

this field are taught using project-based learning. This method is used continuously during the entire study,

through a number of interconnected project assignments. Each assignment presents a phase or activity of

information system design or development, and approaches students to real-life problems. We propose to

implement this model through several courses in undergraduate and graduate study, because assignments

require different levels of maturity and knowledge from students. The model follows a basic idea to give a

theoretic overview of information system design and development phases in one course and then to teach each

phase and its activities in a separate course in detail. In the basic course on information systems special

attention should be focused on digital innovations and on students’ awareness on application of technology

to improve business effectiveness.

1 INTRODUCTION

The field of information system (IS) design and

development is rather complex and comprehensive. It

is hard to translate a specific IS development problem

and its properties from real life into educational

environment of a university or a higher education

institution. In educational environment, assignments

are mostly small, short and realized in different

courses independently. Since one semester usually

lasts up to 15 weeks, and students attend 2-4 hours of

lectures and practical work per week, time constraints

and credit constraints do not allow for complex

assignments and students focus only on a surface

level (Harris, Lang, Oates & Siau, 2006). A set of

knowledge and outcomes which students need to

adopt during educational process is usually divided in

courses.

The model presented in this paper covers two

parts of IS development: design (which is usually

included to strict IS curriculum) and development

itself (which is related to software engineering (SE)

https://orcid.org/0000-0003-1272-093X

https://orcid.org/0000-0001-7256-6685

https://orcid.org/0000-0002-7321-470X

methods for development of business software).

Often, the term “development” is used for the entire

process. In our research we analysed Curriculum

guidelines for both Information systems (ACM &

AIS, 2010) and Software engineering field (IEEE CS

& ACM, 2015). These guidelines define expected

student outcomes as well. Undergraduate SE course

can be taught by using these models (Shaw &

Tomayko, 1991):

 The “software engineering as artefact” model –

the subject is taught almost entirely by lecture,

while interaction with students is related to

questions and difficult points.

 The “topical approach” model – each student is

assigned a topic to be presented after reading

several papers on it.

 The small group project model – includes a

project as part of the course.

 The large project team model – students work

on a project in a team of 15-30

 The project only model – the entire course is a

project.

404

Candrlic, S., Pavlic, M. and Katic, M.

Information System Design and Development and Project-based Learning.

DOI: 10.5220/0009393604040411

In Proceedings of the 12th International Conference on Computer Supported Education (CSEDU 2020) - Volume 1, pages 404-411

ISBN: 978-989-758-417-6

The same principles can be used in teaching IS design

and development. In our model we combine “artefact

model”, “small group project model” and “project

only model” and we use project-based learning

approach.

“Project-based learning is an instructional (and

curricular) learner-centered approach that empowers

learners to conduct research, integrate theory and

practice, and apply knowledge and skills to develop a

viable solution to a defined problem” (Savery, 2006).

Project-based learning in engineering positively

influences students’ motivation (Helle, Tynjälä,

Olkinuora & Lonka 2010). Team collaboration,

active learning, critical thinking, problem thinking,

design thinking and project-based learning are

particularly efficient in engineering education (Gil-

Gonzales, de Luis Reboredo, González & de la Prieta

Pintado 2019), (Diaz Lantada & De Maria, 2019),

(Matthee & Turpin, 2019). Project-based learning in

engineering is mostly implemented through smaller

assignments which cover some part of the

development process, for example related to project

management (Tynjälä, Pirhonen, Vartiainen & Helle,

2009), database design (Dominguez & Arturo, 2010),

system analysis and design (Leitch & Warren, 2007).

Although, IS development is taught in depth through

a number of courses, the entire development process

can be considered as a whole. Similar is sometimes

done in the field of SE, for example (Ludewig &

Bogicevic, 2012) explain a model that includes a

project performed from the first to the last semester.

In this paper we present an educational model

covering IS design and development through several

courses, but based on one complex project covering

the entire process. Project-based approach is used and

the entire process is divided in seven smaller project

assignments. Methods used for execution of each

particular project assignment in this model are

suggested, but to solve the same project assignments,

other methods can be used as well.

The paper is organized as follows: after

explaining research motivation, methodology used

for design of educational model is presented. In the

next chapter methodology phases and activities are

aligned with project assignments. Each project

assignment is explained in chapter 5. In the end we

present conclusion and future research.

2 MOTIVATION

One of the objectives of the IS and SE study

programmes is to prepare students for the real-world

challenges encountered in professional system

development (Surendran & Young, 2000). In order to

create a situation as similar to the real-life IS

development problems as possible, we designed an

educational model which enables project-based

teaching on IS design and development topics. This

model is adopted in our study program of informatics.

We have developed a group of courses during which

we teach our students different topics from this field:

strategic planning of IS, business process analysis,

data modelling, team work, configuration

management, methods and technics used in

development of business software and testing.

This model is an upgrade of the model for training

IT professionals actively involved in IS design

(Pavlic, Marinovic & Candrlic, 2005) and of the

model presented in (Pavlic, Poscic & Marinovic,

2006) which deals with IS design only. One of the

main parts in building an IS is to develop software

that supports it. In its development it is necessary to

use engineering methods. A number of methods are

available and the question arises: which should be

chosen for teaching and/or learning? In this

educational model, the fields of IS development and

SE work together in building a final solution: a

software that supports the needs of an IS.

The model proposed in this paper is focused on

business IS development. Engineering methods

taught within this model are implemented to support

IS development. Several smaller assignments join to

form one complex project assignment executed

during several courses of the study programme. We

use the term project assignment as an abstract

expression of a student assignment. In order to adopt

specific knowledge, it is necessary to complete

project assignments. The result of each project

assignment is in a form of an artefact that is

considered a part of the project or project

documentation.

3 METHODOLOGY

Although agile methodologies nowadays have an

important role in IS and software development, for

presentation of development stages through phases

and activities, waterfall model is usually used and,

typically, a week or two is spent on each phase (Offut,

2013). Sometimes other methodologies, such as V-

model are recommended for some IS development

phases (Tan, Nakata & Paul, 2018). But, since the

real-life IS and software development rarely follows

strictly defined and linearly executed development

phases, we decided to follow a more flexible

methodology in building this model. We have chosen

Information System Design and Development and Project-based Learning

405

a methodology called MIRIS - Methodology for

Development of IS. The reason for choosing the

MIRIS methodology is its simplicity and flexibility.

Phases and activities are described as a traditional

waterfall model, but this methodology allows to

return to previous phases and previous activities as

needed.

Table 1: Phases and activities of the MIRIS methodology.

LOGICAL MODELING (DESIGN)

Phase 1: STRATEGIC PLANNING OF IS (SP)

1.1. Analysis: Defining and training a team,

decomposition of a process, list of documentation and

navigation through the system

1.2. Subsystems: Defining subsystems and relations

1.3. Priorities: Determining priorities

1.4. Resources: Defining complete infrastructure

1.5. Plan: Planning main project and activities

Phase 2: MAIN PROJECT (MP)

2.1. PT: Drawing up project task

2.2. DFD: Interview, analysis, process modeling (DFD)

2.3. MP Processes: Analysis of process, problem and

proposal for improvements

2.4. MP Data: Data description

2.5. MP Plan: Planning project realizations

2.6. MP Resources: Defining resource models of the

main project

Phase 3: PROJECT REALIZATION (PR)

3.1. ERD: Interview, abstraction, data modeling (ER)

3.2. Translation of data model into DB scheme (RM)

3.3. Architecture: Defining program architecture (APP)

3.4. PR Operations: Design of operation on DB scheme

PHISICAL MODELING (BUILDING i.e.

DEVELOPMENT)

Phase 4: SOFTWARE DEVELOPMENT (SD)

4.1. Designing physical data base

4.2. Registering DB scheme in data dictionary

4.3. Producing prototype, generating application tree

4.4. 4GL or 3GL programming

4.5. Writing instructions, explaining program solutions

4.6. Entering test data in DB and testing

Phase 5: IMPLEMENTATION AND

APPLICATION (IAA)

5.1. Training user

5.2. Entering initial data in data base

5.3. Testing suitability to users' requirements

5.4. Writing help system for users

5.5. Optimization and parallel work of the new and old

system

5.6. Final testing – delivery

5.7. Application of program product

Phase 6: MAINTENANCE (MAI)

Performing previous activities in order to introduce

new business processes, replace existing business

processes and correct errors

MIRIS does not require long learning and it was

used in many successful IS development projects.

Compared to other methodologies, MIRIS proposes a

smaller number of methods used to create the final

product (e. g. SSADM v3 uses 12 methods (Weaver,

Lambrou & Walkley, 2002)). MIRIS prescribes

phases of development and activities within a

particular phase, defines relations between particular

activities and the sequence of executing the activities.

Phases of the life cycle in the MIRIS methodology are

divided in two groups: logical modeling (i.e. design)

and physical modeling (i.e. building). Each group has

three phases further divided into activities. Table 1

lists phases and activities of the MIRIS methodology

(Pavlic, Poscic & Marinovic, 2006).

During the first phase, Strategic Planning of IS,

the main question that has to be answered is WHY –

the problem is defined; during the Main Project phase

the main question is WHAT – the problem is

analysed; during the phase of Project Realization the

question is HOW – the solution is worked on. After

the logical group of phases, activities of software

production, quality assessment (check), and the first

implementation with testing and maintenance are

performed. The logical modeling group of phases of

the MIRIS methodology uses three basic methods:

process modeling method, data modeling method and

application architecture modeling method. These

methods are adapted and expanded following the

requirements and goals that are set. Project

assignments of the educational model are linked to

activities and phases of the MIRIS methodology as

described in the next chapter.

4 PROJECT-BASED LEARNING

ACTIVITIES

After choosing a methodology, we recognized the

most relevant activities of it, those which should not

be skipped in development process, and focused on

them. These activities are sufficient for a student to

create a final product by following them and therefore

are included in project-based learning model. When

building an IS, a developer should analyse documents

used in the business system, analyse business

processes, build data model, define architecture of the

future business application, design algorithms and

build program code, test application and prepare it for

future use. These activities helped define project

assignments each student should go through on

his/her way to diploma of an IS developer.

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406

Table 2: Project assignments and IS development phases

and activities.

Project

assignment

Development phase and/or

activity

To collect,

organize and

analyse IS

documents

MIRIS methodology in

general

2.4 Data: Data description

To analyse

business

processes and

build context

model and DFD

2.2 Interview, analysis,

process modelling

2.3 Analysis of

process, problem and

proposal for improvements

2.4 Data: Data description

To analyse the

data from each

document and

build ERD

3.1 Interview, abstraction,

data modelling

3.2 Translation of data

model into DB scheme

To build

Application

architecture

model

3.3 Defining architecture of

program product

To define

algorithms and

their pseudocode

3.4 Operations: Design of

operation on DB scheme

4.4 4GL or 3GL

programming

To build an

application,

prepare test cases

and implement

4 Software development

5.2 Entering initial data in

data base

5.3 Testing suitability to

users' requirements

To create

strategic plan for

IS development

1 Strategic planning of IS

Relations between specific project assignments

and their corresponding development phases and

activities are shown in table 2. However, some

activities prescribed by the MIRIS methodology are

not covered with the proposed educational model.

Activity 2.1 is not linked with a specific project

assignment, because in order to prepare a project task,

students would need practical experience, and in this

stage of their study they do not have it. To avoid the

gap, previously developed project tasks are shown to

the students. Activity 2.5 Plan would be executable

only in a broader system with a number of projects.

However, students are bounded only to one project.

Activity 2.6 Resources is concerned with ICT needed

for system implementation. Phases 5 and 6 are

connected directly to application of software in user

environment. They are very demanding and time-

consuming for the user and require a number of

meetings with him/her. In business it is hard to

perform activities without proper business

motivation, and it would be impossible to find enough

business partners willing to perform such a

demanding and long-lasting phase for educational

purposes only. Only some activities necessary for

software implementation from this phase are covered

in the proposed educational model. However, the

model is complete and concludes the IS development

cycle. Each project assignment is assigned to the

corresponding course and their sequence is based on

didactical and methodical principles: to teach from

easier to more difficult, from known to unknown,

from simple to more complex.

On the basis of this model we have designed a

vertical educational line which starts in the 1st year of

undergraduate study, ends with the 2nd semester of

graduate study and consists of these courses:

Information Systems, Process Modelling, Data

Modelling, IS of an Organization, Introduction to SE,

Software Engineering and IS Strategic Planning.

Apart from project assignments, assessment of

students’ knowledge is performed by several other

methods: paper-based tests or online tests (Candrlic,

Asenbrener Katic & Holenko Dlab, 2014), self-online

tests (Holenko Dlab, Asenbrener Katic & Candrlic,

2015), oral exam etc., depending on the course. These

methods are not a subject of this paper.

5 PROJECT ASSIGNMENTS

In this chapter project assignments are presented.

They are designed to fit the complete educational

model of project-based learning in the field of IS

design and development and to offer enough

knowledge and experience to future IS developers.

5.1 Project Assignment 1

The first step in understanding IS design and

development is to face it as a whole. By learning

about different development methodologies students

get the general view on IS development. The chosen

methodology (MIRIS) is taught in detail, since it will

be the basis for further project assignments. In

parallel with theoretical knowledge, a practical

assignment is also set. Students are instructed to

choose an IS system they will analyse in detail and to

gather documents that are used in the chosen system,

whether as internal documents, or as input/output

from/to external systems. Examples of some systems

students choose for analysis are: front office of a

bank, pharmacy, shipyard, chain of stores, university,

library, accounting office, etc. The practical

assignment results in a seminar paper in which

students give an overview of the chosen business

system. They recognize the purpose of each

Information System Design and Development and Project-based Learning

407

document and analyse each data on the document by

its meaning and structure. For example, one of the

data on the invoice is invoice number. Invoice

number will be shown in the seminar paper in the

scope of document analysis, as one row of one data

analysis table (Table 3). The same technique is used

for each data on the document. This is the first step of

the analysis and a starting point for the next

assignment.

Table 3: Data analysis.

Data Example

Data type

& length

Description

Invoice

number

2019-232 String (10)

Issue year and ordinal

number of the invoice

in that year

…

After receiving general knowledge on IS

development, assignments related to each particular

development phase follow. Although Strategic

Planning of IS, according to MIRIS is done in the first

phase of development, the assignment of preparing IS

strategic plan is rather complex and students have to

adopt broad knowledge, develop their creativity and

mature as analysts in order to perform it properly.

This phase and its corresponding assignment will be

explained the last.

5.2 Project Assignment 2

Students chose their system already in the previous

assignment and gathered the documents. The next

step is to perform interviews and meetings with the

representatives from inside the system. It is a

complicated task that is not always easy to perform.

The students are taught Structured Systems Analysis.

By following this method, the results of student’s

paper will include: Data flow diagrams (DFD),

context diagram, function tree of the processes and

detail description of each process.

After completing this assignment, seminar paper

that shows several levels of process model is made

and the students have a more detailed view of the

business system. Abstract models of the entire system

and its subsystems are produced. An example of one

part of student’s 2nd project assignment is shown in

Figure 1.

5.3 Project Assignment 3

The third assignment is related to data modelling.

Students are already familiar with the procedure of

document analysis. In this phase they learn methods

and technics for data modelling. The final goal is to

design database and prepare for application

development. Students are taught entity-relationship

(ER) method, relational models and normalisation

and they use it to prepare complex data model of the

documents gathered in previous assignments.

Data model consists of ERDs and relational

database model (RDBM) built for the documents

gathered in first two project assignments. RDBM is

the basis for further development. By solving this

assignment, students learn to use designer’s way of

thinking and problem solving and to critically review

different ERDs. An example of one part of student’s

3rd project assignment is shown in Figure 2.

5.4 Project Assignment 4

The next assignment is to design software

architecture

model. The APP method (Application

Figure 1: An example of student’s DFD (an excerpt).

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Architecture Method) is used. It is an original method

defined by the MIRIS methodology that relies on

DFD and ER methods. By using models designed in

the previous project assignments and knowledge

about different development tools (gathered in

different courses independently of this educational

model), students are able to estimate the best solution

for their business application. The result of this

assignment is a seminar paper with an architectural

model that presents future software structure.

5.5 Project Assignment 5

After finishing IS design activities, the next step is to

perform activities of physical development i.e. to

build a software that supports IS. Different algorithms

concerned with specific problems in IS development

are analysed. Students learn how to use the

capabilities of the chosen CASE tool. The importance

of user interface design and user experience is

underlined. Students design mock-ups and

wireframes. We must emphasize that knowledge and

skills in the area of programming are taught in several

other courses independently of this project model.

These skills are the base for successful execution of

project software development.

5.6 Project Assignment 6

In the next step of development, students continue to

work on their models created in previous

assignments. On the basis of DFD, ERD, APP

diagram students estimate remaining development

efforts and costs, plan remaining activities, meta-

model and develop software in teams. Each team

consists of 4-5 members. Since each student finished

previous project assignments, a team has an

opportunity to choose one business system they will

continue to develop among 4 or 5 project ideas

elaborated up to that moment to a certain point. They

make their choice on the system together with the

teacher, on the basis of project analysis. As in any

other team, students have complementary knowledge

and different previous experiences. Special attention

is paid to collaboration in team, team organization,

project planning, configuration management, etc.

Students take responsibility for different modules. In

the end, business application is made. The final

assignment of this phase is to present it to others, to

discuss and to retrospect the development process.

Teams of students can compare their independent

work and benefit of each other’s knowledge.

5.7 Project Assignment 7

In the end, the final assignment is related to the first

MIRIS phase. In order to define the priorities of the

business system and subsystems, students work with

users from the business system. They try to identify

gaps in the process and to estimate the level of support

business applications offer to business processes.

They estimate the priorities for new business software

development and assess their development and

implementation efforts, as well as advise about

changes and improvements of IS. If students observe

a need for software upgrades, they define the scope

and business processes covered with it. They prepare

the schedule for future activities. Although this topic

belongs to the first phase, it is complex and requires

a lot of deep knowledge, insight and experience.

5.8 Assessment and Evaluation

After finishing 6th project assignment, software

developed in teams is evaluated by representatives

from

software industry. Teams present their work to

Figure 2: An example of student’s ER diagram (an excerpt).

Test code

Coagulation

test

Date of testing

Hour of testing

(1,1) requests for (0,M)

Treatment

Starting date

Ending date

RhType

Patient

Social security Nr

Name

Surname

Birth date

Blood type

(0,M) u ses (1,1)

Measure

Value

Tip entitetaTherapy

Medicine

(drug)

Medicine code

Medicine name

Therapy code

Starting date

Duration

Dosage

Illness

(diagnosis)

Indicator

Indicator code

Indicator name

Reference value

Doctor

Doctor code

Doctor name

Doctor surname

Illness code

Illness name

Information System Design and Development and Project-based Learning

409

them and discuss about their ideas and solution.

According to feedback gained from the students, this

element motivates them the most to invest a lot effort

and to achieve the highest marks and best comments

on their work. Assignments 1-5 and 7 are assessed by

teachers just after finishing each. Students’ grades

received for each assignment are a part of their

summative assessment in different courses.

6 CONCLUSIONS AND FUTURE

WORK

In this paper we propose a model for project-based

learning in the field of IS design and development.

Methodology for IS design and development was

enriched with new ideas and project assignments

which helped to better understand and connect

educational and industry environments. Project

assignments designed within this educational model

are a part of project-based learning model

implemented through several courses during several

semesters. The described model is in use through a set

of undergraduate study of informatics (design topics)

and graduate courses of business informatics study

(development topics) at Department of Informatics,

University of Rijeka, Croatia. The authors have been

improving this educational model constantly for the

last ten years. Students learn step by step and improve

through active participation in project development.

The final artefacts are included in IS project

documentation and software itself.

We did not describe all assignments students face

during their study, and we did not mention the rest of

assignments from the described courses. Only project

assignments that are a part of the project approach are

described. There are other courses that pay attention

to different methodologies or tools for software

development. Several other courses are partially

connected to this model, but are not part of it: courses

concerned with programming (Programming, Object-

Oriented Programming, Data Structures), Project

Management, Databases, etc.

The benefits of this approach are in building a

complex solution from the start, and this solution is

built with a complete students’ understanding.

Project-based learning principles help to improve

students’ motivation and get better view on the design

and development process as a whole. We cannot

neglect the fact that students get the feeling of

accomplishment when they finish a big project.

According to students’ feedback, learning through

assignments is more interesting, they are motivated to

learn and to implement their knowledge into the final

product. By following project assignments, students

get an idea of project development in business and

software industry. Final assessment of the project in

which participate representatives from software

industry offers additional experience. These claims

are based on the results of a survey which students of

the last two years fill in after finishing the last project

assignment. They asses with very high grades (grade

range was 1-5) their motivation to work on the

described project assignments (4,20), project

approach used for learning (4,44) and expected

benefit from this experience for their future work

(4,25).

We are aware of the shortfalls of this model.

Planning assignments is time consuming for the

teacher and requires collaboration of a number of

teachers who teach different courses. It is also

demanding for students, but the benefit of complex

development experience is undoubtable. In the end

students see the results of their long-time effort.

However, not enough time and effort is paid to

software testing and we plan to improve this and

create a new project assignment and a separate course

that would deal with this complex phase. It is

important to note that the team is formed only in the

last phase of development. Previous activities each

student performs on his/her own. The idea to form

teams for all project assignments has been evaluated,

but considering drop-out and personal differences in

students’ study advancement, it would be unrealistic

to expect to have the same teams throughout the entire

study. Also, assessment of group assignments

concerning software development is rather

challenging. We suggest using some methodology.

This educational model is based on the MIRIS

methodology for IS design and development. Its use

in educational environment enables flexibility in

choosing assignments and focus on two main

elements important for IS: processes and data. Agile

methodologies bring more dynamics in development

process, but considering students’ still limited

knowledge, its application in education would not

always suffice. In addition, considering development

activities and its flow recommended by agile

methodologies, it would be hard to define integral

assignments through several courses as described.

Waterfall model, although very clear, would bring a

significant rigidity in execution of key assignments.

The final goal of this educational model is to

present a compact set of knowledge in the field of IS

design and development to the students. Our model

offers an opportunity to upgrade knowledge and

further develop through the educational and

CSEDU 2020 - 12th International Conference on Computer Supported Education

410

professional process. Through this educational model

students cover IS design and development topics in

depth and build the basis for better professional

flexibility which makes them more competitive in the

market. In our future work we will continue to

improve our educational model and try to implement

more activities concerned with the testing process and

interaction with the user.

ACKNOWLEDGEMENTS

This work has been fully supported by the University

of Rijeka under the project number uniri-drustv-18-

73.

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