BSC203 INTRODUCTION TO ICT RESEARCH METHODS
Due: Session 6
Worth: This submission is worth 20% of your final grade
Submission instructions: You should submit your assignment using the BSC203 LMS site. You can receive email notification that your assignment has been received. Late submissions will be penalised at the rate of 5 marks per day late or part thereof unless prior approval for an extension has been gained.
The main submission should be one document. Any supplementary files should also be carefully labelled and included in the table of contents. You must keep a copy of the final version of your submission and be prepared to provide it on request.
Murdoch University treats plagiarism, collusion, theft of other students’ work and other forms of dishonesty in assessment seriously. For guidelines on honesty in assessment including avoiding plagiarism see http://our.murdoch.edu.au/Educational-technologies/Academic-integrity/
A report presenting the deliverables from the specified project management activities started in tutorials (and included on the following pages). The report should include a title page, a table of contents and the following items:
NOTE: Presentation (title page, a table of contents, file labelling etc.) is worth 5 marks
You may also submit supporting files such as Microsoft Project files or PDF files, but they need to be clearly listed in the table of contents as supplementary material and the file name of each should be specified there.
Tutorial 2 – Activity 4
In this paper we describe the design and evaluation of Anti-Phishing Phil, an online game that teaches users good habits to help them avoid phishing attacks. We used learning science principles to design and iteratively refine the game. We evaluated the game through a user study: participants were tested on their ability to identify fraudulent web sites before and after spending 15 minutes engaged in one of three anti-phishing training activities (playing the game, reading an anti-phishing tutorial we created based on the game, or reading existing online training materials). We found that the participants who played the game were better able to identify fraudulent web sites compared to the participants in other conditions. We attribute these effects to both the content of the training messages presented in the game as well as the presentation of these materials in an interactive game format. Our results confirm that games can be an effective way of educating people about phishing and other security attacks.
Employee noncompliance with information systems security policies is a key concern for organizations. If users do not comply with IS security policies, security solutions lose their efficacy. Of the different IS security policy compliance approaches, training is the most commonly suggested in the literature. Yet, few of the existing studies about training to promote IS policy compliance utilize theory to explain what learning principles affect user compliance with IS security policies, or offer empirical evidence of their practical effectiveness. Consequently, there is a need for IS security training approaches that are theory-based and empirically evaluated. Accordingly, we propose a training program based on two theories: the universal constructive instructional theory and the elaboration likelihood model. We then validate the training program for IS security policy compliance training through an action research project. The action research intervention suggests that the theory-based training achieved positive results and was practical to deploy. Moreover, the intervention suggests that information security training should utilize contents and methods that activate and motivate the learners to systematic cognitive processing of information they receive during the training. In addition, the action research study made clear that a continuous communication process was also required to improve user IS security policy compliance. The findings of this study offer new insights for scholars and practitioners involved in IS security policy compliance
This paper describes the intelligent Automated Guided Vehicle (AGV) control system using Fuzzy Rule Interpolation (FRI) method. The AGV used in this paper is a virtual vehicle simulated using computer. The purpose of the control system is to control the simulated AGV by moving along the given path towards a goal. Some obstacles can be placed on or near the path to increase the difficulties of the control system. The intelligent AGV should follow the path by avoiding these obstacles. This system consists of two fuzzy controllers. One is the original FRI controller that mainly controls the forward movement of the AGV. Another one is the proposed reverse movement controller that deals with the critical situation. When the original FRI controller faces the critical situation, our proposed reverse controller will control the AGV to reverse and move forward towards the goal. Our proposed reverse controller utilizes the advantage of FRI method. In our system, we also develop a novel switching system to switch from original to the developed reverse controller.
Tutorial 3 – Activity 3
This activity adds to your Project Management knowledge by looking at how Time is managed. The tasks accomplished in the Time Management knowledge area assist you in developing a schedule for a project or a section of a project. In general, you need to work out: what activities need to be done, and in what sequence; how long will each take, and what resources are needed. The schedule can then be monitored to make decisions about whether completing on time is feasible. The schedule can then be developed, and is usually displayed as a Gantt chart. Look at the lecture slides from Topic 2 to refresh your memory and you can also read more about Gantt charts here http://www.gantt.com/index.htm
Tutorial 5 – Activity 3
This activity adds to your Project Management knowledge by looking at how project Stakeholders are identified and managed. The ultimate goal of project management is to meet or exceed stakeholder needs and expectations for a project, so you must first identify who your particular project stakeholders are. The table below maps the Project Stakeholder Management knowledge area against the project management process groups to illustrate activities associated with project stakeholders.
|Project Management Process Groups|
|Knowledge Area||Initiating||Planning||Executing||Monitoring and Controlling||Closing|
|Project Stakeholder Management||Identify stakeholders||Plan Stakeholder Management||Manage stakeholder engagement||Control stakeholder engagement|
Two key outputs of this process include:
You will undertake some stakeholder management activities based on the project mentioned in Activity 2 above, where researchers are planning a research project to trial 3D printing technology to print and implant living bone cells. The participants in the project would be human patients with bone cancer, and the research team would include medical specialists, bioengineers and computer scientists.
The following resources might be of use:
What you need to do:
Produce a list of the main project stakeholders (aim for at least 8 stakeholders). Remember that although stakeholders may be both organisations and people, ultimately you must communicate with people. Where possible identify the individual stakeholders (people or roles) who affect (or are affected by) your project. Make assumptions as necessary.
Map out the stakeholders you have identified using a matrix like the one below, and classify them by their power over the project and by their interest in the project. An interactive version is available from http://www.mindtools.com/pages/article/newPPM_07.htm if you would like to use it.
You need to know more about your key stakeholders including how they are likely to feel about and react to your project. Create a key stakeholder analysis in the form of a table that lists each of the stakeholders in the High Power quadrants and for each of them provides a brief description of the stakeholder and describes their likely stance toward the project and issues associated with it.
After this session your Project Management Portfolio should include:
This activity continues your work with Microsoft Project. Open the following tutorial on Microsoft Project (you used it in previous tutorials):
Gantt chart is the default view in Microsoft Project 2016, but network diagrams (a.k.a. PERT diagrams) can be used to more clearly show the task dependencies.
Tutorial 8 – Activity 3
NOTE: The work you do on this question should be included in your Project Management Portfolio. Your written answers to the questions in Steps 3, 6, 7, 9, 10, 11, 15 and 16 should be presented in your portfolio. You also need an image of your tracking Gantt chart at the end of Step 16, and can include other images if they help support your answers.
This activity continues your work with Microsoft Project and adds to your project management knowledge by looking at how change is managed, and the impact different changes have on your project. You might need to refer to the tutorial on Microsoft Project you used in previous tutorials:
In addition to being used as a planning tool, Microsoft Project can be used to track progress and make adjustments to the project schedule. You will use a tracking Gantt chart to help monitor and control work on the Literature Review submission project.
|Task||Actual Start||Actual Finish|
|Search Library Databases for relevant material||18/03/16||18/03/16|
|Search Google Scholar for relevant material||18/03/16||22/03/16|
|Task||Actual Start||Actual Finish|
|Assess the credibility of the each source||23/03/16||25/03/16|
You are concerned that you may be slipping behind schedule, so after examining your work breakdown structure to identify ways you may be able to save time, you decide that you could probably start work on constructing the concept matrix when you are 75% through the final evaluation of content.
Tutorial 9 – Activity 3
NOTE: The work you do on this question should be included in your Project Management Portfolio. This is the last component of the Project Management Portfolio
This activity concludes your Project Management knowledge by looking at how projects are closed. Throughout each phase, lessons are learned and opportunities for improvement are discovered. In order to continuously improve the success of projects, documenting the lessons learned helps a project team to identify the causes of problems that occurred and avoid them in later projects.
The objective of a Lessons Learned Report is to collect all the relevant information. Look at the lecture slides from Topic 6 to refresh your memory.
Write a Lessons Learned Report for a project you have worked on. This project could be:
Your Lessons Learned Report should include the following sections:
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