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IT Services Management for Students

Edited by Georgia Vicars & Richard Self

IT SERVICES AT THE UNIVERSITY OF DERBY FOR STUDENTS: IMPROVEMENTS, PROPOSALS AND

EVALUATIONS OF CURRENT SYSTEMS

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IT SERVICES MANAGEMENT FOR STUDENTS BOOK 1: IT SERVICES AT THE UNIVERSITY OF DERBY FOR

STUDENTS: IMPROVEMENTS, PROPOSALS AND EVALUATIONS OF CURRENT SYSTEMS

4TH EDITION 2015

EDITED BY GEORGIA VICARS & RICHARD SELF

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PREFACE This book is the 4th edition of a continuing series of publications, consisting of 11 articles written by A grade students from the

University of Derby, studying an IT Services Management module for the BSc in Information Technology undergraduate degree. These students have been exploring different needs for IT services within businesses, the influence and role of the various

stakeholders, the requirements, design and delivery of the IT service and the measurement of success of the service. They have applied this knowledge when measuring the success of the IT services within the University of Derby.

This book focuses on the current IT Services that the University of Derby provides to their university students. University students are being able to access vital resources online, such as lecture files and learning resources, access the University Library

catalogue and a portal to submit assignments. The aim of these publications is to measure how well the University IT services meet the student’s requirements, either proposing a new or improved service to the range of University of Derby IT Services.

This book has been written by the relevant stakeholders within this analysis - the University of Derby students. The students have first hand experience with the vast amount of IT Services within the University, and have applied their IT Services knowledge

into their articles.

It aims to inform the relevant stakeholders at the University of Derby about the success of some current IT Services with articles written by a sample of students with expertise within the IT and IT Service Management field.

The main themes throughout this book include IT Services Management, online resource accessibility, IT relevancy and efficiency within businesses and overcoming issues such as efficient attendance recording and student experience with current

University of Derby IT Services.

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TABLE OF CONTENTS Accessibility of Remote Access Systems .......................................................................................................................................... 5

Jonathan Basford

Introduction of a new IT Service at the University of Derby ......................................................................................................... 9

Daniel Bithell

IT Service to Improve the University of Derby students University experience ....................................................................... 13

Stephen Cole

Student Service Online ..................................................................................................................................................................... 16

Karolina Kujawska

Improving the Student Experience Using a Touch-screen Watch ............................................................................................... 20

Andrew Moffitt

Proposal for combined Interactive Whiteboard and Classroom Management Software System ............................................ 24

Luke Rigley

IT Services Management ................................................................................................................................................................. 28

Mohit Sharma

Evaluation of UDO ........................................................................................................................................................................... 32

Miroslav Spiridenkov

UDO Homepage ................................................................................................................................................................................ 36

Kai Waterfield

Innovation and Empowerment ....................................................................................................................................................... 40

Mathew Wilkin

The Transformation Of A University App To Improve Student Experience ............................................................................. 44

Luke Willars

Reference List (Collection of References From All Articles) ....................................................................................................... 48

Index (Authors) ................................................................................................................................................................................ 56

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Accessibility of Remote Access Systems – Improving the Accessibility of Remote Access Systems for

Students Jonathan Basford

School of Computing and Mathematics University of Derby

Derby, Derbyshire, United Kingdom j.basford2@unimail.derby.ac.uk

Abstract—Remote access provides employees or students who want tohave the ability to work at home , however on some occassions they arnt up to suffient standards such as the accessibility of the T drive at Derby University.

Index Terms—Remote Access , Accessibility, T drive , Derby, University , UDO, computer , mathematics, network., PC, laptop

I. INTRODUCTION Having the option to be able to work at home provides vast

flexibility for students who commute into University, or even someone who works for a business. The ser-vice which provides this is called remote access, which is the ability to access your files from home (Janssen 2014). Working from home and using remote access system is becoming increasingly popular; in the UK one in five people want to work from home but are not able to due to their employer (Thomas 2010), with an estimated 4.5 million people wanting to work from home. There is definitely a demand for working at home and using remote access systems in our society (Thomas 2010). With these statistics derby university can involve their remote access system more and make it more accessible to students.

When viewed from a more corporate perspective, having remote access systems in place and allowing employees to work from home allows for increased productivity, proved in a study carried out by a Chinese travel company called Ctrip. They had randomly assigned call center employees to work in the office or at home for 9 months. The employees who worked from home gained a 13% increase in performance and also an increase in work satisfaction. With the success of this experiment they then released the work at home function to the whole company (bloom et al, 2014). Why is working from home becoming more popular? With the advancement of technology and with systems such as Skype and remote access systems now in place, working from home has become easier which is shown from an ONS study. The study shows that 4 million people are working from home, a figure which has been driven by technology. However, with over 65s having to work more often now, this has also contributed to this large figure (Barrow 2014).

At Derby University there is currently a fairly simple remote access system in place, which is suitable to its needs and requirements. However there are a few issues with it. The remote access system at Derby University is split into two separate sections, one server which is done through the university network which is run by IT services called the U drive, and the T drive which is the remote access for the computing and mathematics department. Derby University have done this because the computing and mathematics department have very specific needs which can be easily met with a separate remote access system in place for the university. However, in practical terms accessing the T drive is what needs improving within this remote access system as it isn’t currently done through UDO. The University Network remote access is accessed through UDO which is more commonly known for students to access their personal files. Conversely the T drive server is accessed through a completely different way which is where improvement is needed, which would be beneficial for students in the computing and mathematics department. Access to the T drive is gained by typing https//commerce1.derby.ac.uk/Tdrive into the URL. Then you need to sign in with your University ID Number and password, but why isn’t this done through UDO? This is mainly due to the politics of how the University works.

There is a way to incorporate a Hyperlink onto the UDO website, which is basic Web Accessibility, as it ensures that the information is accessible on devices which are connected to the internet (Gibbins 2005) .The current coding language used is HTML, so a basic HREF tag is required to link the T drive onto UDO (w3schools.com 2014).

II. EVALUATING TECHNOLOGIES When accessing the T drive with the changes implemented,

there are only a couple of technologies which can be used to access and download your files from the T drive system, which are a PC and a laptop. Each of these have their drawbacks and limita-tions in providing the most appropriate way of to getting onto the T drive depending on the circumstances you are. For instance, if you are doing a lot of commuting or are a student living on campus you can easily take a laptop to the library as it

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would be easy to transport, whereas a PC wouldn’t be portable due to the amount of compo-nents required. When using the laptop to access the T drive there are several ad-vantages such as portability. The laptop can be taken anywhere; it can be used the move for example on the train, if internet connectivity is available, away from the office or at a different desk. This is a lot more convenient when using a laptop than a desktop (Nield 2014). However, when commuting a lot for example being on the train internet connection may not always be available, therefore making the laptop rather useless if you need to access the T drive when it isn’t available offline.

Another beneficial aspect of using a laptop in order to access the T drive is the fea-tures more commonly associated with PCs that they also provide. In addition to the flexibility they provide in terms of transport, they are also capable of doing what a desktop computer is capable of doing with regards to which external peripherals can be connected, such as connecting to printers and other components (Nield 2014). This allows you to print off documents just as easily with a laptop as it is with a computer. However the laptop does have disadvantages: they can be expensive to buy depending on the speculation, although they are relatively cheap to buy when you compare them to desktop computers.

The cheapest laptop on PC World is priced at £179.99 (PC world 2014). When considering the design issues of the laptop, a prominent issue is the battery life of the laptop. They generally have to be charged every 4-5 hours, however over time they can lose their capacity therefore having to be plugged in all the time (Computer Hope 2014). This can cause issues for a student who wants to access the T drive because if the charging cable falls out the laptop will turn itself off within minutes. This problem mainly occurs on older laptops. A desktop computer can be also used to access the T drive at the university with internet access: by opting for the desktop computer over the laptop the aspect of portability which the laptop provides has disappeared. This is due to how cumbersome PCs are thanks to the various immobile components required to operate a desktop computer. The laptop from PC World costs the same as the desktop computer at £179.99 (PC world 2014). However this doesn’t include the other necessary components such as a mouse and a keyboard, which increase the price.

There is something which a desktop can offer which is the ability to customise and modify one’s own computer. This can enhance the desktop computer’s performance, which is relevant to the T drive as it will be able to operate faster in accessing the documents on the T drive and even in other general use. This can provide a usable computer for many years if the user is proficient in customising their own computer, or if they are willing to pay to have it done by a professional. When taking all of this into account there is only one way in which access to the T drive would be best for a student and that is using a laptop, due to the reasons which were stated earlier. It suits the circumstances students meet in their lives, which is predominantly the need to be able to access the T drive virtually in any location, internet connectivity allowing. Another advantage of using the laptop

over the desktop PC is that the basic laptops are cheaper than a desktop which is more affordable for a student. Thus a laptop is most appropriate for a student who is going to be using the T drive to access the T drive system.

III. ZACHMAN ARCHITECTURE

The Zachman Architecture is important for companies and organisations as it provides a logical process for a project to be carried out (Zachman 2008). The Zachman Architecture has been in use for thousands of years, comprising of the fundamentals of communication (Zachman 2008). The Zachman is an ontology with a structured set of components which are the What, How, Where, Who, When and Why. However the Zachman Architecture isn’t a methodology to implement on objects (Zachman 2008). The Zachman Architecture is a framework in which What, How, When, Who, Where and Why form the basis. It is then divided up into 6 other sections: these are the Planner, Owner, Designer, Builder and Sub-Contractor. Within this section of the article there shall be exploration of the use of the Planner section of the framework and consideration of sections What, Who, Why and Where.

A. What This section of the Zachman framework considers what the

system currently in place is and improvements which have been suggested to be made to said system, and what makes this system important to Derby University. The reasons why the What section of the framework is vital is that it highlights to the reader what area of work is being done and what changes are recommended or to be implemented using the Planner section of the framework. The system in place is the remote access system called the T drive, which is a partitioned server. This is the designated remote access system in place for the computer and mathematics department at Derby University. The change suggested is the aspect of accessibility of the T drive, which would include adding a hyper link onto the UDO website. This is how the other remote access system is accessed, which is called the U drive.

B. Who This section of the Zachman Architecture considers who

the important groups of people are that will be using the T drive. The users are the people that shall use the T drive system and the stakeholders are the owners of the T drive system. The users of the T drive are the students at Derby University if they are on the correct course. The benefits of knowing this is that it can allow Derby University to meet the requirements of who the T drive is going to be used by, the students, and which areas can be improved for example the accessibility of the T drive. The stakeholders of the T drive system are the Derby University itself and the staff that maintain the system. By having a sufficient T drive system in place, the lecturers and module leaders shall benefit by seeing improving grades, therefore potentially leading to better job opportunities due to the higher pass rate. The university shall

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benefit overall by this higher pass rate on the courses, enhancing the rating of the University which makes the course more striking to students which then in turn creates more funding if more students enroll onto the course.

C. Why The Why section addresses the motivation to have a T

drive system in place for Computing and Maths and also why there may be motivation to make improvements on the suggested area of accessibility. The motivation behind having a T drive system for said department is to allow for the students to access saved work on the computer system at home or anywhere else. This is due to the university’s intentions to provide the students the best environment and ability to complete assignments. A second motivational factor for the university to make suggested improvements to the T drive is that by having a more accessible T drive system in place they are meeting that intention.

D. Where The Where section of the Zachman Architecture identifies

where the network is located, in this case the T drive. Zachman Architecture includes this as the Planner would need to know where the work is to be carried out, in this case making the T drive more accessible by adding in a web link. The T drive system is located at Derby University, and is a dedicated server to the Computer and Mathematics department at the university.

IV. MEASURES OF SUCCESS A measure of success can vary between different

organisations or companies aims and objectives of their vision. A vision of Derby University is to provide dedicated teaching and to deliver real world learning (University of Derby 2014). In order to deliver this vision, Derby University have systems in place such as the T drive. To measure the success of a project is highly important as it allows users to see if the project that has been undertaken by a company was successful. Knowing this allows the company to make improvements if the project fails to meet its objectives. There are several ways in which success can be measured such as the budget: has the project come in under the budget which was set? Additionally, schedule: has the project met deadline requirements set? There is also customer satisfaction: are the users happy with the project? Finally, the quality of work which was carried out on the project: are the changes that have been made reliable for the users to access on a regular basis? If they changes are reliable then that can be classed as a success, and thus customer satisfaction would also be a success as if the changes aren’t reliable then the customer won’t be happy (Pozin 2014). When assessing customer satisfaction, the customers of the T drive will be the students in the Computer and Maths department at the University. If they are satisfied with the improvements made to the T drive system’s accessibility through the introduction of a hyper link onto UDO, then it can be considered a successful project.

One method of measuring the satisfaction of the students is by using online surveys. The university sometimes uses these, as shown in the diagram to the right of the text. This is what which is currently in use on the UDO website (University of Derby 2015). However there are issues with using online surveys or questionnaires, one being that people lie on the survey therefore making the data not a true representation of what the students think about the T drive changes. In spite of this, the online survey is a cheap way to collect large amounts of data (Sincero 2012).

Fig. 1. Current online survey being used on UDO website (University of Derby)

Another method of finding out how successful the changes made to the T drive are is to use a paper based questionnaire. This is something which the University also currently does, although they do have similar drawbacks to the online survey, namely that students may not want to fill out the form therefore not giving a true representation. Also a questionnaire is given after the student would have used the T drive system and they may have forgotten about issues they came across (Milne 1999). The best option would be to use the current system in place which Derby University use to measure the success of completed projects, or to rate how well a lecturer has done whilst teaching the students throughout the semester as they already know how to operate these methods correctly.

V. CONCLUSION A conclusion of the findings produced above suggests that

there is a process which should be done to produce the accessibility changes to the T drive at the University of Derby. The recommendations is to add in a hyper link onto the UDO website.

VI. REFERENCES Barrow, B. (2014) 1 in 7 of us now works from home: Number jumps 45% in 16 years as technology allows entrepreneurs to start businesses from the house. [Online] Available from: http://www.dailymail.co.uk/news/article-2649025/1-7-works-home-Number-jumps45-16-years-technology-allows-entrepreneurs-start-businesses-house.html. [Accessed: 21st Nov 2014].

Bloom, N., Liang, J., Roberts, J., Ying, J. Z. (2014) Does working from home work? Evidence from a Chinese Experiment. [Online] Available from: https://web.stanford.edu/~nbloom/WFH.pdf. [Accessed: 20th Nov 2014].

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Computer Hope (2014) How long should a laptop battery last? [Online] Available from: http://www.computerhope.com/issues/ch001236.htm. [Accessed: 14th Dec 2014].

Gibbins, J. (2005) What is Web Accessibility All About?. [Online] Available from: http://theukwebdesigncompany.com/articles/article.php?article=1624. [Accessed: 22nd Nov 2014].

Milne, J. (1999) Questionnaires: Advantages and Disadvantages. [Online] Available from: http://www.icbl.hw.ac.uk/ltdi/cookbook/info_questionnaires/. [Accessed: 3rd Jan 2015].

Nield, D. (2014) Advantages and Disadvantages of Laptop Computers [Online] Available from: http://smallbusiness.chron.com/advantages-disadvantages-laptop-computers-71615.html. [Accessed: 22nd Nov 2014].

Janssen, C. (2014) Remote Access [Online] Available from: http://www.techopedia.com/definition/5553/remote-access. [Accessed: 20th Nov 2014].

PC World (2014) HP Stream 11-d007na 11" Laptop – Blue [Online] Available from: http://www.pcworld.co.uk/gbuk/laptops-netbooks/laptops/laptops/hp-stream-11-d007na-11-laptop-blue-10075697-pdt.html [Accessed: 14th Dec 2014].

PC World (2014) LENOVO H500s Desktop PC [Online] Available from: http://www.pcworld.co.uk/gbuk/desktop-pc-monitors/desktop-pcs/desktop-pcs/lenovo-h500s-desktop-pc-10071554-pdt.html#cat-0 [Accessed: 14th Dec 2014].

Pozin, I., (2014) 6 Ways to Measure the Success of Any Project [Online] Available from: http://www.inc.com/ilya-pozin/6-ways-to-measure-the-success-of-any-project.html [Accessed: 19th Dec 2014].

Pozin, I., (2014) 6 Ways to Measure the Success of Any Project [Online] Available from: http://www.inc.com/ilya-pozin/6-ways-to-measure-the-success-of-any-project.html [Accessed: 19th Dec 2014].

Sincero, S., (2012) Online Surveys [Online] Available from: https://explorable.com/online-surveys [Accessed: 3rd Jan 2015].

Thomas, D., (2010) Employers urged to open their eyes to benefits of home working [Online] Available from: http://www.personneltoday.com/hr/employers-urged-to-open-their-eyes-to-benefits-of-home-working/ [Accessed: 20th Nov 2014].

W3schools (2014) HTML [Online] Available from: http://www.w3schools.com/html/html_links.asp [Accessed: 22nd Nov 2014].

University of Derby (2014) Our vision [Online] Available from: http://www.derby.ac.uk/about/vision/ [Accessed: 14th Dec 2014].

University of Derby (2014) Student Poll [Online] Available from: https://udo.derby.ac.uk/sites/udohe/Pages/Home.aspx [Accessed: 3rd Jan 2015].

Zachman, J., (2008) John Zachman's Concise Definition of The Zachman Framework [Online] Available from: http://www.zachman.com/about-the-zachman-framework [Accessed: 15th Dec 2014].

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Introduction of a new IT Service at the University of Derby Daniel Bithell

School of Computing and Mathematics University of Derby

Derby, Derbyshire, United Kingdom d.bithell1@unimail.derby.ac.uk

Abstract—This report identifies the need of a new mobile application to be introduced into the University of Derby's range of IT Services. The application is to be designed, developed and deployed by the start of the 2015-16 academic year. This article also identifies the advantages the use of a mobile application has over it's alternate technologies.

Index Terms—University of Derby, Information, Technology, Service, Management, Mobile, Application

I. INTRODUCTION In today’s world, we are surrounded by the use of

computing and technology. It is advancing at an extremely fast pace and it’s almost at the point where the technology we’re using today can become out of date tomorrow. It’s not just computers that are advancing this quickly, portable technology (mobile phones, tablet and laptop compu-ters) is advancing just as fast, if not faster. In 2007, Apple released its first smart pho-ne, the iPhone. The iPhone wasn’t just a phone, it was something different, it offered all of the functions a standard mobile phone offered, combined with the functions of a PDA and internet connectivity for email and web-browsing all in one device. Fast forward seven years and Apple have just released their 9th and 10th smart phones. Over the course of the seven years, Apple has sold over 500million smart phones throughout the world (Rogowsky, 2014).

So with all of the advancement in the technology industry, it is no surprise that orga-nisations are changing the way they operate to incorporate the technology we’ve become dependent upon. The creation of IT services is a long process and is often supported using frameworks, such as Zachman’s Architecture Framework. This framework is made up of six stages (Why, How, What, Who, Where and When) and five stages (contextual, conceptual, logical, physical and detailed). The purpose of the framework is to assist with the design and specification of the system so that it can be referred to later by the person(s) developing the said system/service (Zachman, 2008).

II. INFORMATION TECHNOLOGY SERVICES AT THE UNIVERSITY OF DERBY

The University of Derby has a wide range of Information Technology services that are available to staff, students and partners of the university. These services range from electronic portals for the monitoring of attendance, student records and

grades to mobile applications providing access to course resources and timetables. All of the services offered have been designed and implemented to help the students, staff and partners with their day-to-day lives and with their business relating to the university, whether that be studying, teaching or marketing etc.. .

The university has some excellent IT services, such as the online electronic portal, University of Derby Online or ‘UDO’ for short. This service allows students to log into the portal from anywhere, using any device to check their emails, download cour-se materials, participate in discussions, take online tests and upload course work. Un-fortunately, the same can’t be said for all of the services offered by the university. The university offers a mobile application that is compatible with both iOS and Android powered devices. The purpose of the mobile application was to be a quick and easy way for both staff and students to access their email, course resources and timetables whilst on the go without the requirement of logging into the online portal, uDO. However, due to the design and features offered by the applications, it is my opinion that the mobile application does not serve it’s purpose and needs to be redesigned and developed to meet the universities requirements and not using a pre-built application and finding a way to link its existing features and modules to the universities requi-rements.According to Kotorov (2013), the real disadvantage of ‘big’ is the high risk of failure, and another disadvantage is failing to take the risk and being downgraded by those who did. “Damned if you do, damned if you don’t!” (Kotorov, 2013). A third disadvantage of ‘big’ is the ‘wait-and-see’ mind set. This is where an organisation waits to see their competitors implement Big Data, analyse and learn from their mistakes and then implement their own project when time is convenient.

The application currently requires the user to authenticate themselves when they first download and install the application. Once the user has done this, their credentials are then stored on the device and log the user in automatically each time they open the application. The only time the user is prompted for their credentials is when they lo-gout of the application or they change their password. This is the most convenient way of authenticating users, the only change I would recommend is the addition of a pin code to prevent unauthorised access to the application by third-parties who have access to the mobile device. I recommend this change as the application contains confidential information about either a

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specific student (if the user is a student) or multiple students (if the user is a member of teaching or administration staff).

The university application doesn’t only have functionality issues, it also has several usability issues. The application uses a lot of PDF files to present information to the user, such as timetables and student handbooks. In 2001, Dr. Jakob Nielsen (a usabili-ty consultant) wrote an article titled ‘Avoid PDF for On-Screen Reading’. In this ar-ticle he discusses the problems of using PDF files to display information for a user as they can get lost within the document easily as there is no simple navigation. He also talks about the possibilities of PDF files crashing a user's computer/device (Nielsen, 2001).

In addition to Dr. Nielsen’s article, the file sizes of PDF formats can sometimes be an issue, especially when the user is using a mobile device as they are often using a mo-bile network and have a set allowance of data per month, so the use of large PDF files is also in-practical and may lead to the user being completely unable to use the ser-vice. The file size may or may not be an issue when the user is using WiFi, depending on any external factors (such as allowances and speed restrictions).

Another issue with the application is the fact that it links to the university website, rather than a version developed specifically for the application. As a user, I believe this gives the app an un-professional feel too it and makes me wonder whether the developers of the app are experienced developers or not.

III. IMPROVEMENTS Having spent a year and a half at the university, I have used

the mobile application on two different mobile devices albeit they both belonged to the same family and ran similar operating systems (Apple iPhone and iOS 7 & 8). I also have first-hand know-ledge of the day-to-day life of a student studying at the University of Derby, so I have compiled a list of improvements for the application offered by the university.

My first suggestion is to update the existing functions to be native to the operating system that the application is being ran from. This means that there should be no need for the use of PDF files for things like timetables and maps. Users looking for a bus time table for example should be able to specify a time, pickup location and destinati-on and be presented with the results. The app should also avoid linking to other apps and websites where possible. The student timetable could be simplified by fetching the appropriate timetable using the user's personal information to identify what mo-dules they’re studying and then display it to the user. The PDF version of the campus map would benefit being replaced by a digital version of the map, this could also take advantage of GPS technology to aid new students and visitors when navigating their way around the university and between the campuses. All of the files that are down-loaded from the internet via the app should be cached locally as the user may lose internet connectivity and this would then lead to the app being unusable for that parti-cular user. Caching regularly used files will also have a positive impact on the band-width being used by the students

whether it be on the universities WiFi or on their own mobile networks.

A new feature that I think would benefit both staff and students is the introduction of ‘course resources’ directly from the ‘uDO’ app. In addition to course resources, I feel that students would also benefit from additional functionality linked to the broader topic of course resources such as push notifications (reminders, notices etc.). There should also be the option of allowing the user to accept calendar updates from the application to publish exam dates and assignment due-dates to the built-in calendar on the devices. As a student myself, I feel that this feature would help me manage my time and assignments a little more than I currently do.

As the application already requires the user to authenticate themselves, the application should also allow access to other university services, such as Unimail and access to personal files stored on both the main university network and the specialist lab net-work.

The university may also wish to think about allowing third-parties to use the applica-tion for example allowing UniDays and NUS have access to an API of some sort to allow the students to use QR codes generated by the app to receive their student discounts whilst shopping in-store.

IV. EVALUATION OF EXISTING SERVICES When an organisation is introducing a new service, a lot of

time there are multiple ways of introducing the service as there is often existing technologies that can do the job that is required. If for example an organisation wanted to implement an intranet, instead of developing a new service from scratch, a technology such as SharePoint may be suitable for the task.

In an article published in February 2012, Dr. Nielsen compared the use of mobile applications vs. mobile orientated websites. The article goes into detail about the pros and cons of each technology and tries to predict their advancement to guide us as consumers and potential future developers on which route we should take. Nielsen at the time of writing the article felt that at the present time, mobile applications were the best technology of the two. This is because when you’re writing an application, you have an idea of what type of device will be running the app whether it be an iPhone or iPad running iOS or a Samsung Galaxy S5 running Android whereas with a mobile website, that isn’t possible as the user base isn’t restricted to the market you’re developing for. Anyone with a phone is able to access a website (providing they have internet access), but users with an Android phone aren’t able to access applications written for the iOS platform and vice versa (Nielsen, 2012).

Furthermore, by having a mobile application some of the responsibility for the appli-cation is taken away. You no longer have to worry about hosting the app and maintai-ning the servers for it as it’s handled by a third-party, such as Apple, Google or Ama-zon (depending on the targeted platforms). However, if the app was to be monetised, which for this project it isn’t, some of that revenue would be lost to the provider for the hosting and general maintaining of their respective app store.

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Although Nielsen says that the mobile applications are the way to go, there are tonnes of advantages supporting the use of a mobile website over an app.

Websites are available immediately, once the developer hits the save and upload but-ton in their editor, the website is live and is accessible throughout the world. That is not possible with app development as the stores they’re downloaded from require moderation in order to prevent abuse and to ensure their policies are being followed. Websites are also compatible across devices, regardless of operating system where as an app would require development in several different languages for each platform. A huge factor which can also impact the decision on which technology to use is the cost. Web designers and developers can charge a large amount, but that price is often nowhere near the cost that an app developer charges (and you may have to pay mul-tiple developers to get the app onto all of the desired platforms).

V. EVALUATION OF ARCHITECTURES

A. What The proposed system is a mobile application, that allows

users to access their emails, grades, course resources and other electronic university services. The application should be accessible over both WiFi and mobile networks, for staff, students and partners of the University of Derby.

B. How The application will interact with the services using

existing plugins, APIs and by connecting to the already existing databases to the application.

C. Where The application is to be used by staff, students and partners

from the University, their home, and anywhere they have an active internet connection. The application its self will be stored on servers owned by Apple, Google or Amazon. The data for the appli-cation will be stored on servers owned by University of DerbySometimes size does not matter, as long as the data, even small data, is the correct data that helps solve a problem or address a question, that is what matters. (Marketing Pilgrim, 2013).

D. Who The application will be used by teaching staff, students and

partners of the University. Some staff who aren’t enrolled in teaching classes may use the application for email and other university services they’ve been granted access to.

E. When The application must be planned, developed, tested and

launched ready for the start of the 2015/16 academic year (September) ready for the new students.

F. Why The application is being designed and developed to

improve the productivity and day-to-day lives of the staff, students and partners of the University.

VI. MEASURING THE SUCCESS OF THE SERVICE There are many different types of success that can be

measured with an IT service, such as performance (are people using the service), financial (did the service stay within its budget) and purpose (does the app do what it was originally designed to do). Each of these are measured in different ways, for example the total number of download and usage statistics would help to identify the performance/number of users using the app, but the invoices for the app and upkeep of it wouldn’t so it is extremely important to identify each type of success and then summarise the results afterwards (Brooks, 2014).

Once the app has been developed, tested and published it will then be available for download. Initial feedback on the app will be given during both the development and testing phases of the process, but the most important feedback will come after it has been released for download and students, staff and partners have had time to use the app in a real-life scenario rather than just playing around with it in a lab. In addition to the verbal and written feedback, performance can also be gauged by the use of data analysis, how many people have downloaded the app, how many people are accessing different systems via the app daily? If the numbers are high and the number of users accessing the alternative services from a mobile device drop, it’s safe to say that the new service from both a performance and purpose perspective is a success.

The easier to determine success is the financial section. Measuring the financial suc-cess is really quite straight forward, what are the costs of maintaining the service, what was the cost of the development of the app and what was the budget that was set. If the finished product totaled less than or close to the budget, fantastic. If not, what went wrong? Why was there an expense that wasn’t predicted during the plan-ning stages and did the additional cost change the outcome of the service i.e. if the cost of email integration required an extra £5,000 - was it worth going ahead with that section of the app despite the additional costs.

VII. REFERENCES Brooks, J. (2014) How to measure the success of your next ITSM project. [Online] Available from: http://h30499.www3.hp.com/t5/IT-Service-Management-Blog/How-to-measure-the-success-of-your-next-ITSM-project/ba-p/6644816. [Accessed: 1st Dec 2014].

Nielson, J. (2011) Avoid PDF for On-Screen Reading. [Online] Available from: http://www.nngroup.com/articles/avoid-pdf-for-on-screen-reading/. [Accessed: 1st Dec 2014].

Nielson, J. (2012) Mobile Sites vs. Apps: The Coming Strategy Shift. [Online] Available from: http://www.nngroup.com/articles/mobile-sites-vs-apps-strategy-shift/. [Accessed: 1st Dec 2014].

Rogowsky, M. (2014) Without Much Fanfare, Apple Has Sold Its 500 Millionth iPhone. [Online] Available from: http://www.forbes.com/sites/markrogowsky/2014/03/25/without-much-fanfare-apple-has-sold-its-500-millionth-iphone/. [Accessed: 1st Dec 2014].

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Sessions, R. (2007) A Comparison of the Top Four Enterprise-Architecture Methodologies. [Online] Available from: http://msdn.microsoft.com/en-us/library/bb466232.aspx. [Accessed: 1st Dec 2014].

Zachman, J. (2008) John Zachman's Concise Definition of The Zachman Framework. [Online] Available from: https://www.zachman.com/about-the-zachman-framework. [Accessed: 1st Dec 2014].

Zachman, J. (2011) The Zachman Framework Evolution. [Online] Available from: http://www.zachman.com/ea-articles-reference/54-the-zachman-framework-evolution. [Accessed: 1st Dec 2014].

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IT Service to Improve the University of Derby students University experience

Stephen Cole School of Computing and Mathematics

University of Derby Derby, Derbyshire, United Kingdom

s.cole4@unimail.derby.ac.uk

Abstract—The University of Derby needs to improve the app that they have developed for their students. The main problem with this app is that it is mainly used as a redirecting tool to the university website rather than being used to its full potential. To solve this problem, we had consider the relevant technologies that could be used in the app, the architectural requirements of the app and how to measure the overall sucess of the app. Once of all of this was done we would have a better understanding on how the university could mover forward to crea-te an app that is suitable to improve the students experiences.

Index Terms—University of Derby, App, UI, UX, Success, Students, Experience, Zachman, Measure.

I. INTRODUCTION

A. Smartphone Usage It doesn’t matter where we go in the world in this day in

age we are guaranteed to see an adult attached to a smartphone. With 60% of all adults now using smartphones, it shows how important they have become to every day life. Nearly all people aged 16-24 and between 25-34 are now online (98%) (Ofcom, 2014). A recent survey underta-ken by UCAS Media showed that 82% of new university students owned a smartpho-ne and 20% of students had a tablet (UCAS, 2014). These recent studies show that most students would have access to a smartphone and this is something the university needs to understand.

With 55% of all mobile phone users using apps (Ofcom, 2014) the University of Der-by must provide an app that can improve the students experience whilst at university and that will help them whilst they are away from university.

Now just over 6 in 10 adults (62%) use a smartphone an increase of 8% from 2012 (Ofcom, 2014).

B. University of Derby App The University of Derby do already have an app available

on both the android market and the IOS market, although this app needs significant improvement if it is to be used more regularly by students at the university. Students want to be able to access certain information on the go and a well-designed app that allows the students to ac-cess this information will only benefit the reputation of the university and the stu-dents’ university experience. Technology analysts at Compuware recently found that 85% of people would rather use an app than

a mobile website (Pramis, 2013). Cur-rently the app will take users from within the app to a webpage which seems to defeat the purpose of having an app as the student could just use the internet.

The students at the University need an app that can make their life easier and contrib-ute to their time whilst at University, the current app doesn’t enhance the students life at the minute as it is merely an extension of the UDo page.

C. The New IT Service During this report focus will mainly be on how the apps

user interface (UI) can be improved to make it easier for the student to use and how the user can use the app in relation to travelling to and from the university on all types of transport. The UI of the new app needs to be clear and easy for the student to use as well as making it possible for each student to customise the app, so that they have what they need from the app at their fingertips as quickly as possible, this means that the homepage of the app must be customisable to give every student an experience tailored to them. When working with the UI we must also focus on the User Experience (UX). UX is how the person feels when using the app, UX is essential in keeping the user engaged (Thomas, 2013) and coming back to use the app again and again.

The transport section of the app will be redeveloped to allow users to find bus timeta-bles, traffic updates around the university, local taxi company names and numbers, directions to a destination from the university or from the university to a selected destination and train timetables. This will benefit the user as they will be able to find all the data needed to make an informed decision in one place rather than having to hunt around a webpage for each of the areas.

II. EVALUATION OF TECHNOLOGIES

A. Travel sections of the app One technology that can be used to create the traffic

updates to the app could be a box to enter a location and it will generate a picture of the local roads and what problems there are on the roads near to the location inputted. To do this the app could use a website such as google maps to get the live picture of the traffic. Google Maps gathers data on the amount of congestion by using the GPS in peoples smartphones to show how quickly they are moving by circulating how long it takes for the signal of the phone to hit the cell tower, this shows how

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fast the car is moving along the road. Google then use a traffic light system to show how congested the roads are, green means the traffic is flowing well, yellow means there is small congestion and red means there will be more delays with heavy congestion (Matthews, 2013). When the user has entered the location into the box the app will never go to the webpage it will create the traffic update and load the picture back in to the app without the user knowing it is using google maps as the technology.

When looking at public transport we must make sure all of the information is up to date. To do this the app would need to be updated many times throughout the year to make sure users always know when they will be able to catch the train or bus.

B. User Interface When designing the new university of Derby app we must

consider the homepage as the main page of the whole app. The homepage must show all of the areas we can get to on the app and make it clear how we get to them. Firstly, we need to engage the students on the webpage (Rose, 2013), to do this the app should be the same colours of the universities colours, this way students will relate to the app and recognise it is part of the universities tools to make the students experience better.

We must also take into account the usability, as Steve Krug points out people of an average ability or experience should be able to use it for its purpose (Horrock, 2009). This means that the designers of the app must take into account the fact that not all users will have the same level of IT, this means the app must be simple enough for the lower experienced users to use but not simple enough for other users to feel that it’s too simple for them. Krug also noted that back buttons are the most used button on the browser window (Horrock, 2009). This shows that people need to be able to go back to where they were before they encountered a problem. Although Krug’s focusing on web principles they can be related to designing the app. When designing the app hav-ing a clear button to go back to the page before could be one of the most crucial fea-tures to give the user a good experience.

Colour can also play a pivotal role in the UX of the app. If the app is designed with colours separating sections, for example all things to do with travel were indicated by a yellow button the user would know that because the button is yellow it indicates that it is going to an area of the app to do with travel. This colour coding will make it easi-er for students to scan the app and find the section that they are looking for which increases speed in visual searching (Understanding Graphics, 2014).

The app must also cater for the international students of the university who may not have English as their main language. Making sure all of the students of the university can use the app to its full potential will be a key way to measure the success of the app.

III. MEASURING THE SUCCESS Before we measure success we must define what success is.

Success can be defined as the accomplishment of an aim or purpose (Oxford Dictionaries, 2014). The aim of the university app would be to improve the users university experience and

for the app to make things easier for the student at university and away from it.

A. Failure Firstly when looking at the success of the app we need to

discuss what is classed as failure. Failure can simply be defined as a lack of success (Oxford Dictionaries, 2014). In terms of the app, failure could be assessed by looking at how many people have downloaded the app. If we look at how many users have downloaded the app we will be able to get a picture of how successful the app is, but we can’t just base how successful it is on how many times it was downloaded. We must also see how many times it is used. Studies show that 79% of users are willing to try an app twice but only 16% will try the app a third time (Pramis, 2013). By looking at how many people are reusing the app we will get a better idea of how successful the app is.

B. Reviews A second way to measure success is allowing users to

review the app. Students re-viewing the app will be able to give an indication of if they think the app is doing what they are expecting of it. Online reviews give people an indication of how good the product or service is that is being delivered but should they be trusted? A study by Bright Local says that 75% of consumers believe that a positive review will make them trust a business more (Epperson, 2014). Also only 25% of people believe that information on rating sites is unfair according to a recent survey by Maritz (Epperson, 2014). Another problem with reviews is that a large majority of user reviews can be bias. This is because it is more likely for a consumer to leave a review if they had a bad experience to the product or service they are reviewing. This means that there may be more negative reviews than positive reviews because the consumer doesn’t review the product or service if they are happy with it.

C. Downloads A useful way to measure the success of the app will be to

track how many times it has been downloaded and how many times it was used in a certain period of time. Obvi-ously, the amount of downloads of an app can show how popular it is but it doesn’t tell the whole story, it shows that the app has been downloaded that doesn’t mean that the app has ever been opened and used. This is where we have to look at the users’ engagement on the app. In 2014, apps used only once was reduced to 20% down 2% from the year before (Hoch, 2014) which shows that apps are now being used more than they were.

D. Google Analytics We can measure the success of the app by using programs

such as Google Analytics. Google Analytics can provide ways to measure how many people downloaded the app and how many times people have used the app and monitor what pages people most frequent on the app allowing the university to focus on areas that aren’t used to im-prove or adding more items on the areas that are highly used (Google Analytics,

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2014). Google analytics can also be used so that the University of Derby can improve the app. They can do this by seeing what areas of the app are used and what areas of the app are not being used. By using this the University can keep the new app up to date and improve areas of the app that aren’t being used as much.

IV. CONCLUSION In conclusion, the University of Derby should consider

remaking a new app for their students. By focusing on the design of the app, the user experience and the user inter-face. With an app that is easy to navigate round and find what you are looking for the students experience could be improved dramatically from what they are already expe-riencing on the old unpopular app available. The new app must be radically improved if students are to use it on a regular basis. The students need an app that is easy to use and find everything that they will need at the end of their fingertips.

V. REFERENCES Hoch, D. (2014) App Intention Improves - Apps used only once declines to 20%. [Online] Available from: http://info.localytics.com/blog/app-retention-improves. [Accessed: 30th Nov 2014].

Epperson, S. (2014) Is that online review telling you the truth?. [Online] Available from: http://www.cnbc.com/id/101773290#. [Accessed: 29th Nov 2014].

Google Analytics (2014) Mobile App Analytics. [Online] Available from: http://www.google.co.uk/analytics/mobile/. [Accessed: 3rd Dec 2014].

Haselmay, M. (2014) Here's Why Your Business Needs Its Own Mobile App. [Online] Available from: http://www.forbes.com/sites/allbusiness/2014/11/17/heres-why-your-business-needs-its-own-mobile-app/. [Accessed: 1st Dec 2014].

Horrocks, R. (2009) 10 usability lessons from Steve Krug's Don't make me think. [Online] Available from: http://www.uxbooth.com/articles/10-usability-lessons-from-steve-krugs-dont-make-me-think/. [Accessed: 24th Nov 2014].

Matthews, S. (2013) How Google tracks traffic. [Online] Available from: http://www.theconnectivist.com/2013/07/how-google-tracks-traffic/. [Accessed: 22nd Nov 2014].

Ofcom. (2014) Adults’ Media Use and Attitudes Report 2014. [Online] Available from: http://stakeholders.ofcom.org.uk/market-data-research/other/research-publications/adults/adults-media-lit-14/. [Accessed: 20th Nov 2014].

Oxford Dictionaries. (2014) Failure. [Online] Available from: http://www.oxforddictionaries.com/definition/english/failure/. [Accessed: 24th Nov 2014].

Oxford Dictionaries. (2014) Success. [Online] Available from: http://www.oxforddictionaries.com/definition/english/success. [Accessed: 24th Nov 2014].

Pramis, J. (2013) Are you a rarity? Only 16 percent of people will try out an app more than twice. [Online] Available from: http://www.digitaltrends.com/mobile/16-percent-of-mobile-userstry-out-a-buggy-app-more-than-twice/. [Accessed: 25th Nov 2014].

Rose, R. (2013) 5 key points for UI/UX design. [Online] Available from: http://www.freshconsulting.com/homepage-ui-design/. [Accessed: 24th Nov 2014].

Thomas (2013) Developing great apps: Understanding the importance of UX/UI design. [Online] Available from: http://waracle.net/understanding-the-importance-of-uxui-design-app-development/. [Accessed: 20th Nov 2014].

UCAS Media (2014) Eight out of ten freshers have smartphones. [Online] Available from: http://www.ucasmedia.com/2014/eight-out-ten-freshers-have-smartphones. [Accessed: 20th Nov 2014].

Understanding Graphics (2014) 10 Reasons to use color. [Online] Available from: http://understandinggraphics.com/design/10-reasons-to-use-color/. [Accessed: 24th Nov 2014].

Zachman, J. (2008) John Zachman's Concise Definition of The Zachman Framework. [Online] Available from: https://www.zachman.com/about-the-zachman-framework. [Accessed: 1st Dec 2014].

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Student Service Online – Improving UDo Home Page Design

Karolina Kujawska School of Computing and Mathematics

University of Derby Derby, Derbyshire, United Kingdom k.kujawska1@unimail.derby.ac.uk

Abstract—The IT is evolving all the time and being able to keep up with fast changing environment can bring many benefits to organizations and most of all let them separate themselves from competitors. But to be able to do that and take full advantage of what technology has to offer it is important to focus on organization itself the goals, objective and the way how organization operates on all levels should be considered to increase IT efficiency in business. For in-stitution like University managing the information in the most efficient way should be the priority.

Index Terms—IT Service, IT Service Management, Usability, Zachman Framework, Enterprise Architecture

I. INTRODUCTION Information Technology (IT) service is an outcome of

interaction between technol-ogy, tools and people. IT Service Management (ITSM) is responsible for overseeing this processes. ITSM been available for years and there are many standards and prin-ciples to fallow in order to deliver good IT service for organization and also to reduce some costs (Galup et al. 2009), but there are also some risks. Russian Space Station Mir exists in space for 15 years, three times longer than it was planned but baggage handling system at the Denver International Airport become example of great project failure. The reason for that can be low technical quality, poor data management and untrained staff not involved in the development process, not aligning the system strat-egy with organization goals and rapidly changing environment. The area in which the problem may occur is very wide from technology problems to mistake of the users (Avison, Fitzgerald 2003). IT project failed many times in the history and statistically in terms of cost, time, and finishing the project only one in eight is successful (Hatton 2014). Standish Group is research advisor organisation that in its yearly report focus on way how IT projects are managed this indicate how to manage projects more ef-fectively (The Standish Group 2014) . From 2004 in next 8 years there was only 10% increase in success rate of the IT projects, so in 2012 the success rate was 39%. Suc-cessful means it was delivered within this aspects: on time, within budget plan, with all functions and required futures included. The rest of the projects (61%) either failed or was challenged within some of the aspects. The results of the report indicate as well that 76% of small projects were successful where from large projects only 10%. The results also indicate that success

in small project is related to the capability of aligning the IT project with the strategy of the organization (The Standish Group 2013). IT projects are becoming more complex and there is a need to use a holistic view of the business to avoid unnecessary problems, always consider all the risk be-fore starting the project (Avison, Fitzgerald 2003). Most of the business is scared and tries to stay with safe, well know solutions, but to increase success in IT service com-panies should start investing in innovation. Innovation connected with knowing the organization goals and users’ needs is a key for success in today’s technology world (Hatton 2014).

A. Value of Information Technology IT can add value to the business and influence it profits and

most of all let them separate themselves from competitors. It is widely used, but not all organizations can always achieve clear benefits from investing in IT. There is range of different factors that influence how many benefits organization can receive from IT, they all change depending from author of the research. It is important that organization will plan care-fully before investing and will consider all possibilities and think of all the cost of an investment like human-related costs which are often not considered, this all will influ-ence measuring the benefits from implementing the IT. There are three problem areas that usually prevent organisation from receiving benefits. It is important to focus on the business as a whole and not only on technology. Managers need to be prepared to take radical changes in order to take full advantage of IT. Executives at all levels should be involved in building a structure to manage the IT and decide how it should be used in organization (Mahmood, Mann 2000).

B. Success in Organization Success of the university and any other organization

depends from IT service they provide for people. For students connecting and access to information is essential for education and for university good management create valuable services, make it pos-sible to avoid risks and guaranteed the success. Garcia, Vicente, Aragones (2013) propose to use a frameworks with outsourcing of IT and good governance to make sure Higher Education goals are meet. It should be a good practice for all to achieve better results. Using frameworks but also being innovative and even learning a lesson form research of Standish Group and the British Computer Society doesn’t

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guarantee success if designer of service won’t include user’s needs. University is an institution design to grant degrees for students. To do that this organizations needs to help its students to gain access, communicate, modify, store, manage and create information. Organization needs to focus on solving user issues and think about their needs. This paper focus on evaluating home page of online service for students at Derby Universi-ty and then propose possible improvement to make service for student more efficient.

II. EVALUATION OF TECHNOLOGY Aligning effectively IT with business goals add the most

value to the organization and let it step out from competitors. This practice saves cost and time by using only the best technological solutions for company. After implementing IT service it is im-portant to analyse activities in business to check if it adds value. To do that organiza-tion can use popular tool like value chain analysis (Valacich, Schneider 2012).

A. Analyzing University of Derby Online (Udo) Service The university should be institution where learning,

research and innovation are main aspect bringing benefits to the students. The Derby University claims that their newly design service University of Derby Online is the best ever because it is person-alized (University of Derby 2010) but to deliver grate service we need more than just one deciding factor. As an essential tool for students it should be design to reflect the essence of absolutely necessary information, the most needed, most often used, this criteria should be the top design priority. Current service is created with the World Wide Web Consortium Web Accessibility Initiative, which is a good practice. Acces-sibility is very important because it removes barriers for people with disabilities. First overall design of the home page it looks innovative but not easy to use. The design looks modern uses similar tiles like Windows 8 to represent the content. Students may demand modern design but in opinion of Garfinkel (2013) the tiles design is more for fun than important work. This is an institution for education but also needs to promote what university has to offer, like social life the tiles could be used in that purpose but navigation on them isn’t even consistent. Some of the tiles use dots to indicate num-ber of slides, other uses arrows and sometimes a page number. Usability is a key for good experience with the any web page, and reason for users to come back to it again (Nielsen 2000). In this case students are force to use website and find necessary in-formation in order to proceed with education. University provides help in form of instructions from IT service to use UDo, but when using a product with user-cantered design this shouldn’t be necessary. If user can predict outcome of possible actions then it is a good design, but if he struggles to remember where things are then design fails (Norman 1990).

B. Improvements For Current Service To improve user experience I would propose changes to

current design of the webpage. UDo home page should be clearly a design with students in mind. Making sure they can find all necessary information connected with the study is essential. The site should indicate clearly the purpose and

structure should be well organized, a good consistent navigation could help to achieve this (Krug 2000). The users of the website got some expectations which comes from previous experiences. There are patterns that should be kept in new design like a logo on the top left corner which is as well as back to home link. The search box needs to be in upper right, the links menu on the left below the header and users expect to find about us on the bottom of the page (Straub 2006). On current web page all this element are in the right place. I would like to focus on navigation off the website. The “Self Service” tile has got two pages indicated by arrows on the bottom. For users with the predictions of the full list of links as vertical menu they may not even notice second page and what’s on it, so in my new design I would use only full visible list of navigation to not confuse the user (Straub 2006).

III. EVALUATION OF ARCHITECTURE Evaluation of architecture in the development process is

important in the success of the project. It is about identifying all the relationship in the process and different points of view of groups involved. Architectural representation are important to mi-nimize the risk and show unique perspective of all the parts related to the project (Sesions 2007). Enterprise architecture support processes inside the business from improving customer’s satisfaction to supply chains. In today’s world it is really useful because IT becomes more complex and costly also it helps to take advantage over competitors. It make sure that all the IT systems are integrated focusing on business processes, information systems and technology (Valacich, Schneider 2012).

A. Zachman Architecture, a Brief Overview In gathering all the requirement we can choose from

different frameworks. Using framework helps to make sure that final outcome will be product right for the chosen organization, exactly what they need (Rouse 2012). John Zachman claimed that using framework can improve every action we take in life. He propose framwork off classi-fing things into grups using two dimansion, a 6 rows of different prospective of peop-le involved in the project and the 6 columns of questions ''What, How, When, Who, Where and Why'' to specifi roles and terms when implementing the technology to make sure it is going in right direction for the organisation (Sesions 2007). Zachman Framework is the structure fundamental for Enterprise Architecture. It helps in orga-nising management and development of the service it can be helpful in a ITSM when improving the UDo. I willl focus only on ITSM so two first rows but all off them relate to each other. First row is the scope which is a planner view. Here asked questi-on will indicate a plan for the final structure of the project. It is helpful in identyfiying the overview of the work that needs to be accomplished to finish the project (De Vil-liers 2001). The needed product is new, improved University of Derby online service. It is a space where students can log in to their account, check email, access Coursr Resourcess and get all neccessary informations. This service is needs beacouse cur-rently student use reliable service but its design dosen‘t include users needs.

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It is im-portant to eliminate mistakes. The main purpuse of this project is to create user friendly site avilable for all current students, delivering better product managed by University of Derby. The UDo can be accessed thru university website in all devices with avilable conection to the internet. (Nogueira et al. 2012). Next in the rows is owner view. It is a description of the institution that new service is intended for. At the university new service will afect the students as a users of brand new product but also the IT team responsible for managing and updating the UDo. This level it is a business model of the organization it should include university policies, accesibility, users safty and privacy taking into account all regulations that concern the owner. Onwer is responsible for service he delivers. Using the Zachman Framework can improve the design of UDo and will be godd in avoiding mistakes made ealier. Zach-man Framework selected views and apects conect with each other guarantee crating product needed and revelant to the organization strategy. It is a way of simplafing a complex mater. There are many more benefits of using frameworks. If from the start the project if we consider all the aspect then we can avoid unnecessary risk and offten avoide failure (Nogueira et al. 2012).

IV. MEASURING SUCCESS To measure the success of the new service it is important to

look at all stakeholders so people affected by the new service. IT service managment team at university responsible for implementing and managing the service will be concern with how successful the final project was. The Standish Group Report (2014) classified 3 types of projects: successful, challenge and failed. In all types we evaluate the project by time, budget and functionality of the final product. Currently university provide in-formation about measuring the reliability of the UDo and Course Resources on the web page. It is presented in the form of incident history list. The last UDo issue was registered in December 2013 (University of Derby Status 2014). The next stakeholder group, mainly affect by the new service would be the current students. They are a main group that will use the new service on daily basic if it will be successful. Thru UDo they want to have access to many more relevant for them aspects of studding. Collecting feedback form the students in form of survey may indicate if there are any issues with the new service. Organizational IT Maturity (OITM) focus on the average users and their ability to use the IT available to them thru the service. The user and his capability of effectively and responsibly using the service can influence the possible measuring of the success rate of the product (Ragowsky et al. 2012).

V. CONCLUSION This analysis prove that managing IT is becoming more and

more difficult over the years. It is because complexity of IT is constantly growing and IT environment is rapidly changing. There are ways to help consider all the risk when developing a new product. There are many available frameworks to choose from like Zachmans, but each of them has some weaknesses. This matter may be approached by developing a broad

knowledge about them and using bits form all of them depending form current situation and needs of organization. This approach doesn’t guaranty success either. Frameworks are only a tools for thinking. They help develop a holistic view of the situation but success also depends from an organisations commitment to a change. Using the right tools in ITSM with cooperation’s at all levels of organisation is a key to reach a true value of IT and all the benefits it can bring (Sesions 2007).

VI. REFERENCE Avison, D., Fitzgerald, G. (2003) Information Systems Development. 3rd edn. New York: McGraw-HillChen, W. (2014) Building 360-Degree Information Applications. NY: IBM Corp.

De Villiers, D. J. (2001) Using the Zachman Framework to Assess the Rational Unified Process. [Online] Available from: http://www.ibm.com/developerworks/rational/library/content/RationalEdge/mar01/UsingtheZachmanFrameworktoAssesstheRUPMar01.pdf. [Accessed 3rd Jan 2015].

Galup, S. D., Dattero, R., Quan, J. J., Conger, S. (2009) An Overview of IT Service Management, Communication of the ACM. 52(5), pp. 124-127 EBSCO [Online]. Available at: http://eds.b.ebscohost.com.ezproxy.derby.ac.uk/eds/pdfviewer/pdfviewer?sid=d341aad9-c194-4972-900b-517ab0e648cb%40sessionmgr113&vid=3&hid=103 [Accessed 3rd December 2014]

García, V.V., Vicente, E.J.F., Aragones, L.U. (2013) Maturity Model for IT Service Out-sourcing in Higher Education Institutions. International Journal of Advanced Computer Science and Applications, 4(10), pp. 39-45, [Online]. Available at:http://arxiv.org/ftp/arxiv/papers/1312/1312.2868.pdf (Accessed: 03 December 2014)Fearon et al. (2013) Research Data Management Services in ARL Libraries: A SPEC Kit. [Online] Available from: http://publications.arl.org/Research-Data-Management-Services-SPEC-Kit-334/. [Accessed: 29th Apr 2014].

Garfinkel, S. (2013) Windows 8: Design over Usability. MIT Technology Review [Onli-ne]. Available at: http://www.technologyreview.com/review/511116/windows-8-design-over-usability/ [Accessed: 03 December 2014].

Hatton, A. (2014) From service to strategy: the IT project managment jurney, Computer Weekly, [Online]. Available at: http://www.computerweekly.com/opinion/From-service-to-strategy-the-IT-project-management-journey [Accessed: 03 December 2014].

Krug, S. (2000) Don‘t Make Me Think. Indiana: New RidersManning, P. (2013) Big Data in History. US: Palgrave MacMillian. p.128.

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Improving the Student Experience Using a Touch-Screen Watch

Andrew Moffitt School of Computing and Mathematics

University of Derby Derby, Derbyshire, United Kingdom

a.moffitt1@unimail.ac.deby.uk

Abstract—This article will evaluate the addition of a new touch–screen watch being added to the students at the University of Derby which should be able to solve such problems as Attendance and Assignment submission times among many other additions it has to offer. Then moving on to the evaluation of other technologies on offer to complete the same task and other systems to be used as well as the architecture used to create the new system.

Index Terms—Watch, Touch-Screen, University of Derby, Attendance Issues, Assignment Times.

I. INTRODUCTION These days technology is the future of our world and the

future of our world relies on the students of today understanding this technology, so where better to start than giving them the new technology to test and learn about. A student doesn’t really have many problems with the way they go about University, however improvements can be made and maybe make a big effect on the day to day life at University. Firstly, by looking at what every student might have or be used to having already such as a phone. The issue with a phone is that it would be too hard to replace a student’s phone unless you can top the bigger names like Apple, Samsung and so on, so what else do students wear/use?

Watches are becoming more and more popular and as well as telling the time they are a fashion statement to many students. Encorporating new technology into a watch for example would be more realistic as it is much easier to check something on your wrist, as well as being a trendy accessory.

The Smart Watch is nothing new to the world, however not many people have one. Looking at one example of a well reviewed Smart Watch written by Charara (2014), she goes on to talk about how she cannot believe how much it just feels like a watch, that all of this technology is on her wrist. That‘s what everyone thinks these days, how is all of that technology inside these devices owned today.

So what can our Smart Watch offer to the student at

University? This new Watch can show students where they are meant to be and when with the add on of maps of the University and directions to rooms, which can be linked to their personal timetable if they don‘t know where to find it. Maps will have the ability to be updated for each semester meaning the rooms most important to the student are highlighted on

screen compared to those that aren’t in relation to their new timetable. Alerts will be available to the student when an assignment is due if they choose to have those alerts on. Attendance will now be recorded by the Watch using RFID technology, the current system has its flaws where other students can take eachothers cards and scan it for them without being there, but with the new watch this will change for the better also allowing lecturers to keep better track on the attendance. The watch will also do simple daily tasks such as manage emails, check for library books relevant to students work, connect to phone or tablet devices and all this while running on the Unifi service through their Student login for the University of Derby.

The benefits of this system for the student will be the ease of normal tasks. Simple reminders will be given of either meetings, lectures and assignments that may be due that they may have forgotten about. The watch will be unique to the student be it through a possible use of a fingerprint or the use of facial recognition. This however would require a camera on the Watch itself and this could be pushing the technology a bit far for the size of the actual device.

II. EVALUATIONS OF TECHNOLOGIES At the start of the year every student enrolling would be

given one of these new watches, this could if the University decides be just an option to the student or it could be mandatory for the students to wear one, however this could result in the feeling of being tracked like ankle bracelets given to prisoners. This isn‘t the effect the watch should give at all, it should always look like something you want to have to make life at University easier and not feel trapped. Using UTAUT it is possible to look at Performance Expectancy and how gender, age and experience might affect the use of the Watch when picking one for the students. Older students might have nbo interest in it as they are not used to the technology where as others will thrive on this new idea.

A. Which Watch? This idea has been used for tracking how you do certain

tasks in daily life and how you exercise. The device itself is called the Jawbone UP24 and it costs around £125. According to the review given by Richmond (2014) this device allows you to hit targets that you can set yourself which can involve your time asleep and time walking or running throughout the day.

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These statistics however have to be displayed on your phone through an app which wirelessly takes the data from the device. This could link in well with the idea given for the University Students as they could still use it to send signals to their mobile devices of where they are in the university for maps and logging entry into a room for attendance. The idea of this device doesn‘t quite fit the criteria in which the students would be able to use it to make life easier. The idea would work perfectly fine but it isn‘t really anything new, the University already offers an app for mobile devices which the students can use which gives them half of these opportunities already.

The idea of a screen on the watch is where this project would like to see the University go, without a screen it can‘t do its main function of telling the time, something it should always do given it‘s title no matter what else it is capable of. This put the idea towards the LG Watch R which has been covered by the Guardian as chunky, masculine and fast. Gibbs (2014). They seem to have focused more on the styling factor for men than anything here but it is also one of the fastest out there at the moment especially for the price of £225. This means that it would be able to run the software and abilities needed it to do perfectly fine and is a good contender for what could be the University choice. It also has 4GB of memory which will be great for storing emails and downloading the maps you require.

The Apple watch is what would be deemed as perfect for the job. The screen is just right and the system and way of being used is very understandable to most University Students today. Reading the review given by Dunn (2014). Though it isn‘t currently on sale yet it is predicted to be around £215 which is reasonable for an Apple product. Will Dunn tells us his conclusion about this watch saying how it‘s not exactly any different to the other watches and doesn‘t exactly do any more than they can but it does it in a nice way, it has a nicer feel to it along side its tough build quality. The Apple watch is the Watch of choice for the new technology being introduced here especially with all the apps available to customise it to the Students liking.

B. Technology For The Watch Attendance: One of the new pieces of technology this new

Watch could bring to the University is how attendance is taken. Normally, the way to get your attendance is to have your Card scanned which is easier to cheat at in comparison to the new idea. This new idea comes from Sutter (2013), it would be implemented into the watch itself without attendance data being displayed (Always running in background) this would use RFID Technology (Radio Frequency Identification) to log the students entry into the room. The watch would be constantly giving out its radio signal which could be unique to the user, another possibility would be to send out the students ID number, this radio frequency is then picked up by the RFID reader which will be placed in the doorway to the room and would then log the attendance of the class. The attendance is then recorded once the student leaves the room after the lecturer signals the device that the session is over.

Maps: Finding your way around a University can be daunting for any new student. Do you remember what room

you are even in? What time you should be there? Or even if that session has been called off? Well this is what the watch is trying to accomplish with the Smart ability, giving students the ability to look down at their wrist and see when and where they need to be. If they do forget the watch will alert them. Lanxon (2014) has written his views on the new idea of Maps being within a Watch as an app and so far it looks positive. According to him you will be absolutely fine as long as you have a rough understanding of what the watch is telling you but that can be made easier to use and read with software updates (Layout and Voice Commands). It also works well for driving and just walking around the city. Nate Lanxon was very impressed with only having to check his wrist for directions and said that it was just as easy as checking the time. This idea should solve the problem of students being lost or late for any classes or lectures.

III. EVALUATION OF ARCHITECTURE When starting a new project it is crucial to have an

architecture for the design process so that you can have everything planned out. This allows for the schedule and final production of the project to run smoothley. With this it is possible to create something that will keep the customer happy and avoid any fatal errors. The Zachman Architecture Model was used to create and guide this project into what it is now. Zachman (2008). Using the Zachman Model which is a structured set of essential components of a project, Zachman (2008) which uses his idea of What, How, Where, Who, When and Where as the guide to answering questions about a project.

A. Scope (Structure) Looking at the scope of the Watch, which is the definition

of what the project has to offer, Leal (2012) using the Zachman architecture it is possible to determine whether the Watch is important to the University. Things that are important to the University are attendance and work being in on time, which are a few things that the Watch sets out to improve. It will do this by using some of the ideas discussed earlier to do with the door sensors and reminders to the Student. The Watch isnt strictly located in one University, it does have the ability to be used within any type of business situation where they are in need of the abilities the Watch has to offer. The Watch will mainly be used during University time however the alert system has the ability to be in use out of hours. The Watch should effectively be able to stop students taking days off using the database of attendance. This idea was inspired by Poole’s Magna Academy, Wilson (2014) also students forgetting when they have assignments in which is why it would be needed by a University to better the Students time there.

B. Technology Model (People) Considering the design aspect, the most appropriate choice

for this project would be the new Apple Watch (launching next year). Apple has launched iOS 8 this year in preparation for the Watches arrival. Apple have now made it easier to look through your emails and to look through and save pages from the internet, as well as making messaging smaller on the screen meaning it is ideal for a screen size much like the new Apple

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Watch. Apple (2014). Having chosen the new Apple watch for this project, it means the ideas must be designed around Apples design guidelines, for example if alerted the student would see a typical Apple alert (rounded edges, font, colour, sounds).

C. Enterprise Model (Motivation) The main objective of a University is to get the most

students who will achieve the best grades. Students who would be wearing the new watch will recieve reminders when assignments are due, updates of lesson changes, and be able to find their way around. All this means that they would be more likely to go to lectures and submit work on time, in comparison to those not wearing the watch who wont have access to these useful features/reminders, therefore improving their performance which in turn boosts the Universitys statictics encouraging more students to attend that University.

IV. MEASURING SUCCESS OF THE SERVICE To measure the success of the service first look at the

objectives set at the start and see if they have been met. The objective the Watch set out to achieve was to improve the University experience for the students. The University would use this Watch’s success to bring in more students which is their overall objective.

A. Surverys/Questionnaire Using Bell (2014) and her ideas as a starting point the

measuring should start with simply asking the question, are you satisfied? And if not then give them the option to state why. This could be done by sending a message to the users Watch much like an app asks you to give it a rating, you have the choice to not participate but if you do there might be something in it for you. Using a survey allows users to answer questions you have about your own product and give feedback about new and tested features. However, it is all about asking the correct questions, Jones (2013). Instead of asking if they are enjoying the product, which doesn’t really help you; it would be better to ask if they would recommend this to a friend or if they already have. The survey should also be more multiple choice rather than letting them complete their own answers as it allows you to source the answers into a database. This then allows you to create different graphs and tables from the answers.

B. Data Management Looking at satisfaction levels of not only students but also

the University as a business shows how successful the Watch has been, Alter (2014). To measure if the student experience has been improved compare results and attendance of the same students before and after the Watch and see if improvements are made. Measuring the success of the Watch for the University can be done by crossreferencing grades and volume of students attending/applying to the University.

C. Project Demand Another method of measuring the success is to look at the

customer base, Alter (2014). Say the Watch was given out to only the new students starting this year but told every student that they could have one if they wanted after two months of

them being in use. Then when the time came there were hundreds of orders you could say that the Watch has been a success and it is something the students want, meaning it has changed the way they go about the University life. However, if you didnt get many orders it would be safe to say that it wasn’t very successful.

V. REFERENCES Alter, M. (2014). Five Ways to Measure Success in Your Business. [Online] Available at: http://www.surepayroll.com/articles/small-business/how-to-measure-success-of-small-business.asp. [Accessed 29th Nov 2014].

Apple. (2014). iOS8. [Online] Available at: https://www.apple.com/ios/whats-new/design/. [Accessed 01 Dec 2014].

Apple. (2014). Color and Typography. [Online]. Available at: https://developer.apple.com/library/prerelease/ios/documentation/UserExperience/Conceptual/WatchHumanInterfaceGuidelines/ColorandTypography.html. [Accessed 01 Dec 2014].

Bell, E. (2014). How to Measure a Project's Success. [Online] Available at: http://smallbusiness.chron.com/measure-projects-success-44005.html. [Last accessed 29th Nov 2014].

Charara, S. (2014). Pebble Steel Review. [Online] Available at: http://www.stuff.tv/pebble/pebble-steel/review. [Accessed 24 Nov 2014].

Cozma, D. (2012). The Need for Databases. [Online] Available at: http://www.proactiveits.co.uk/blog/item/99-need-for-databases. [Accessed 01 Dec 2014].

Dunn, W. (2014). Apple Watch hands-on review. [Online] Available at: http://www.stuff.tv/apple/apple-iwatch/review. [Accessed 24 Nov 2014].

Gibbs, S. (2014). LG's G Watch R. [Online] Available at: http://www.theguardian.com/technology/2014/nov/18/smartwatch-review-lgs-g-watch-r-is-chunky-masculine-fast. [Accessed 24 Nov 2014].

Jones, C. (2013). How Surveys Can Help You Create More Effective Content Marketing. [Online]. Available at: http://contentmarketinginstitute.com/2013/12/surveys-help-create-effective-content-marketing/. [Accessed 29th Nov 2014].

Lanxon, N. (2014). Finally! A real map app for smartwatches. [Online] Available at: http://www.wired.co.uk/news/archive/2014-02/27/garmin-smartwatch. [Accessed 24 Nov 2014].

Leal, J. (2012). 5 Steps to Starting a New Project. [Online] Available at: https://www.linkedin.com/groups/5-Steps-Starting-New-Project-4288516.S.96432067. [Accessed 01 Dec 2014].

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Richmond, S. (2014). Jawbone UP24 review. [Online] Available at: http://www.stuff.tv/jawbone/jawbone-up24/review. Last accessed 24 Nov 2014.

Sutter, B. (2013). Time And Attendance Tracking: Newest Technology. [Online]. Available at: http://www.waspbarcode.com/buzz/time-attendance-tracking-technology/. [Accessed 24 Nov 2014].

Wilson, L. (2014). New attendance bus to stop skiving students at poole college. [Online] Available at: http://winol.co.uk/2014/02/new-

attendance-bus-to-stop-skiving-students-at-poole-college-8868. [Accessed 01 Dec 2014].

Zachman J. (2008). John Zachman's Concise Definition of The Zachman Framework™. [Online] Available at: http://www.zachman.com/about-the-zachman-framework. [Accessed 01 Dec 2014].

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Proposal for combined Interactive Whiteboard and Classroom Management Software System

A Look At The Benefits, Risks And Security Issues

Luke Rigley School of Computing and Mathematics

University of Derby Derby, Derbyshire, United Kingdom

l.rigley1@unimail.derby.ac.uk

Abstract—Computer laboratory classes are an essential but often difficult to manage component of many university courses. This report puts forward a proposal for the use of a combined system of interactive whiteboards and classroom management software to increase student engagement and effectiveness of teaching in computer laboratory sessions. The combined utility of both systems is greater than the sum of each, and allows for greater opportunities for teaching staff to engage students, maintain attention, and increase effectiveness of other teaching methods within the lab environment. Provisions for assessing the effectiveness of any implemented version of this system are also put forward, and for making improvements to the system over time.

Index Terms—Interactive-Whiteboard, Classroom Management, Laboratory, Teaching

I. INTRODUCTION Laboratory classroom sessions are a common feature of

many university courses, and extend far beyond computing focused subjects. However, despite the benefits provided by the lab environment in facilitating certain types of learning (software use, research, and programming), access to networking and other IT functions increases levels of distraction in a laboratory environment. This has been demonstrated to have a negative effect on classes in these rooms, reducing student engagement and atten-tion to the teaching material (Martin, 2011) There are ways of limiting this through use of teaching methods (CIDR,2009), but there are also technological solutions which aid teachers in maintaining engagement, and students in paying attention.

Interactive whiteboards have been used since the early 2000s in many primary and secondary classrooms, and are considered by many to be very useful in facilitating teaching and classroom discussion. They allow for increased interactivity and have the potential for higher engagement, and allow for a combination of presentation and real time annotation of presentations based on student input (Brown, 2003).

However, they are not without their detractors, and have limited use in isolation. Another solution particularly suited for a computer laboratory setting is the use of classroom management software, which allows for actions such as the

control of stu-dent monitors, projecting student work onto the main display, and on demand web access limiting (Stoneware, 2014). Integrating the two technologies in a joint ap-proach to tackling the problem of student disengagement in the laboratory environ-ment will allow for better results than using either individually. Therefore this pro-posal shall put forward the case for and architecture of a system integrating interactive whiteboard technology with classroom management software, utilising the strengths of both in a joint approach and capitalising on the new teaching and classroom man-agement opportunities these technologies present in order to enhance the student ex-perience of learning in computer laboratories.

The use of these systems in tandem will affect classes being taught in computer labs, and how students learn in these sessions. Using either product in isolation places limits on effectiveness, but by combining the two it is possible for them to have an effect greater than the sum of their parts. This will improve the student experience by reducing the opportunity for distraction in the laboratory environment, and broaden-ing the approaches teaching staff can take in engaging classes in the topics being taught, therefore enhancing student learning and feeling of involvement in the class (Smith et al, 2005)

II. TECHNOLOGY EVALUATION

A. Interactive whiteboards? The proposed system incorporates both hardware and

software elements to provide the intended result of increased student engagement in laboratory sessions. The hardware side of this is the interactive whiteboard (IWB), which has grown in popu-larity in all levels of education in the past ten years (Kitchen et al, 2007). An IWB is most commonly identified as a projection screen, with a calibrated projector allowing the synchronisation of input through touching the screen with on screen output and interaction. There are various types of IWB, with varying features, modes of interac-tion, and costs.

B. Requirements of interactive whiteboards for the system The most significant divide in the technology is between

utilisation of an 'interac-tive projector', and a standard projector coupled with a touch sensitive screen. These differ primarily in input methods, but also in their versatility. Touch sensitive screen IWBs utilise a canvas or pen with sensors to detect the

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location of the input device relative to the screen, and are generally used in direct contact, as with a conventional whiteboard. As they utilise a large screen device they can be very sensitive and their use obvious due to the analogue with a standard drawing surface (Vaughn, 2013).

An interactive projector system does away with the need for a board, and contains all the functionality within the projector unit, and a light sensitive stylus or wand. This has the advantage of reducing the level of maintenance required by using less hardware, as well as simplifying installation. In the case of devices utilising the wand controller, they may also be used from different areas in the room, allowing the teach-er the opportunity to circulate the room whilst giving the presentation, and preventing them from obscuring the display during use, whilst annotating for example (Dawson, 2011).

Though the touch sensitive whiteboard is more common, the interactive projector system would be more suitable for this purpose, as laboratory environments already have suitable projection surfaces, are more appropriate for smaller interactive dis-plays, and the reduced installation and maintenance requirements would make the system more cost effective in the long term.

C. Classroom Management Software Classroom management software falls into three rough

categories- that which is used to facilitate further learning activities, that which is used to control student computers, and that which simplifies classroom admin tasks such as attendance monitoring. For the purposes of this system, and as it is intended for use in tandem with IWB technology specifically in computer labs, this proposal focuses on the second type- control over student computers (Classroom Management Success, 2010).

The focus is on this type of software as classroom administration does little to af-fect the student experience, and alternative forms of interaction are already taken into account by the provision of IWB technology and techniques. The ability to control student computers is focused on two points- blacking of monitors during class presen-tation to enhance focus, and placing temporary limits on web access. The first point is to prevent distraction during class teaching/presentation time- the teacher can elect to black out the display on student monitors, ensuring that focus is on the current teach-ing content. Even if the student is working to pay attention to both their display and that of the lecturer, there is evidence that the discrepancies between their screens and the information being presented by the lecturer disrupts attention and learning capa-bility (Huff et al, 2012). It also prevents irrelevant activity during these periods, which is also disruptive to the student ability to pay attention to learning materials.

The second point is to maintain focus on set tasks. Networking opens up a range of research abilities and activities to students and teachers alike, but also endless avenues of distraction. By temporarily limiting access to the web, teachers are able to keep students focused on the tasks set, by blacklisting sites more likely to cause distraction, such as social media.

Most classroom management software offers these features and many more (Netop, 2014) However, as the aim is mainly to enhance student attention and en-gagement within computer labs, many of these other features are superfluous to im-mediate aims, and would serve to complicate the adoption of the systems, and limit their overall effectiveness. Therefore these are the only specific features required of the software, and other considerations must come down to issues such as ease of use, and compatibility with existing systems.

III. ARCHITECTURE EVALUATION The key elements of the service can be represented using

the Zachman Enterprise Framework model, to illustrate the architecture required at the higher levels of the system (Zachman, 2008). This report will focus on the two upper tiers, as they are most relevant to the proposal of a system, as opposed to its specific implementation.

A. Scope Level At the highest level in the Zachman Architecture (Scope),

the system consists of a combination of IWB technology and Classroom Management software within com-puter laboratories, linked into existing presentation screens, networks, and computer systems. These are able to function through the training of teaching staff on the use of these in a classroom environment, and the uses they have in conducting presentations, discussions, and holding class attention. These are located within the University, in the computer laboratories commonly used in teaching a number of classes. These are controlled and managed by administrators who can consider feedback and improve-ments to the system over time, as well as the department heads who will be responsi-ble for checking on the use of and promoting utilisation of these systems.

The development of this system will be ongoing, and responsive to feedback from both students and teachers, to maintain the most effective practice (Nadler et al, 1976). The motivation for this is to improve student engagement in the classroom content, and by doing so improve student performance, which benefits the university as a whole.

B. Business Level At the second level down (Business), the system is a way of

using technologically enabled teaching methods and classroom management techniques to work with stu-dents and conduct classes. This functions through the delivery of these classes, utilis-ing these newly available methods. Again, this takes place in the laboratory environ-ment, within the class setting- these systems have no bearing on lecturers or students outside of scheduled teaching time. This is to limit the potential disruption new sys-tems can have on teaching environments, especially as the environments double as self-study areas. By focusing the use of the systems on specific in-class aims, the problems of utilisation of potentially complex new services are limited, as they are deliberately reduced in scope (Thompson et al, 2005). Many of the features offered by default will be deliberately ignored, as they are surplus to the actual goal- to increase student engagement.

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They are used by the teaching staff involved in delivering classes in these envi-ronments, and are to be used in term times, for the duration of scheduled classes. They are not intended to be utilised outside of classes as they are purely for the en-hancement of teaching and engagement with learning materials, not as a distraction from other work or a way to restrict student computer activity during self-directed study. The motivation behind this is to improve the effectiveness of teaching staff in maintaining student attention, and increase the engagement of students in the work, leading to a more stimulating and effective learning environment (Petty, 2004).

IV. WHAT ARE AN SMES RESPONSIBILITIES WHEN USING BIG DATA?

There are a number of methods by which the success of this system could be assessed, more than most university IT services as these systems will directly affect students enrolled in these classes, and there will be direct student/teacher contact throughout their use, allowing for some degree of feedback at any time the system is in use. To get a more accurate view of how the systems are being received, and any positive effects on classroom attention and engagement of the learning materials, a range of measures could be implemented to gauge the success of the system in its goals.

As the system is intended to improve the student experience in these classes, the two measures that would seem most immediately useful would be student opinion on the system, and grades gained in lab oriented classes.

A. Student opinion feedback Alongside the regular feedback exercises, students would

be asked to complete a short feedback form on how they felt the systems were used in the class. This would include both numerical rating systems and more open written feedback, allowing for a quantification of the impact on student experience, as well as ideas for where use of the systems may be improved. As students are the main intended beneficiaries of the system, their experience and feedback is vital in ensuring the system is doing its job (University of Oregon, 2014).

B. Grade comparison After this, student grades could be compared across classes

now utilising the inter-active whiteboard and classroom management software systems, against lab classes that perhaps still weren't. Transition onto the new system would not be immediate, providing the opportunity to compare students studying similar topics but using dif-ferent learning methods. As grades are of course already recorded, it would be rela-tively simple to compare these classes in terms of performance, and use that to quanti-fy the effectiveness of the new system.

C. Staff user feedback As a system that relies on effective staff implementation to

have the intended ben-efits, it would also be useful to gauge the opinions of its users, staff members teaching in the computer labs. A survey of staff teaching in these environments would be con-ducted, quantifying the number of sessions in which they utilise the new systems out of their total teaching sessions, their

comfort in use of the systems, how effective they thought the systems were, and the opportunity for open feedback and suggestions for improvement. Engaging staff in their use would be vital for the system to be effective, as resistance would limit their use, effectiveness, and the extent to which students would be open to their use (Bell and Harper, 2003).

D. System acceptance In line with the Technology Acceptance Model (Davis et al,

1989) specific atten-tion must be paid in the feedback solicited to the perceived usefulness and the per-ceived ease of use of the software, as these are significant in the user interest in mak-ing use of the systems and how thoroughly they utilise them in the classroom environment.

E. Overall performance Though these measures would show how effective the

system was in practice, the effectiveness of the new systems depends on other prior factors. These include student attitudes, reliability of the technology in practice, and the degree to which they are adopted by staff members, including competency in use of the systems. The most significant of these is the extent of staff adoption of the system- a failure to adopt the new systems and the options they present would render the investment null. Thus it is vital that staff are properly trained in use of these systems, briefed on how they will improve classroom performance and student engagement, and assisted in utilising them to full effect in the laboratory environment. The system itself, after all, is of little use if the personnel required to operate it have no interest or understanding of it.

As this system is likely to present new difficulties as well as solving the aforemen-tioned classroom problems, it is vital the solicited feedback is taken on board and used to improve how staff are able to work with the systems over time. Whilst an IT service itself can vary in its objective usefulness, it is only ever as effective as its users enable it to be (Brynjolfsson, 2003).

V. REFERENCES Bell, S., Wood-Harper, T. (2003). How to set up and run information systems: a non-specialist's guide. 2nd edition. London, UK: Earthscan. Brown, S. (2003) JISC. [Online]. Available at: http://www.jisc.ac.uk/uploaded_documents/Interactivewhiteboards.pdf [Accessed 03 Dec 14]. Brynjolfsson, E (2003) The IT Productivity Gap. [Online]. Available at: http://ebusiness.mit.edu/erik/Optimize/pr_roi.html [Accessed 03 Dec 14] CIDR (2009) 'Supporting Student learning in Computer Labs' Teaching and Learning Bulletin, Vol 12, no 2 [Online]. Available at: https://www.washington.edu/teaching/files/2012/12/ComputerLabs.pdf [Accessed 03 Dec 2014] Classroom Management Success (2010) Three Kinds of Classroom Management Software. [Online] Available at: http://www.classroom-management-success.org/classroom-management-software.html [Accessed 03 Dec 14]

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Davis, F. D., Bagozzi, R. P., and Warshaw, P. R. "User Acceptance of Computer Technology: A Comparison of Two Theoretical Models", Management Science, 35, 1989, 982-1003 Dawson, C. (2011) ZDNet. [Online] Available at: http://www.zdnet.com/blog/education/short-on-space-and-cash-try-an-interactive-projector/4462 [Accessed 03 Dec 14] Huff, M., Bauhoff, V., Schwan, S. (2012) 'Effects of split attention revisited: A new display technology for troubleshooting tasks’. Computers and Human Behaviour, March [Online] Available at: www.elsevier.com/locate/comphumbeh [Accessed 03 Dec 14] Kitchen, S., Finch, S., and Sinclair, R. (2007) Harnessing Technology Schools Survey 2007. [Online] Available at: http://collection.europarchive.org/tna/20040722012352/http://partners.becta.org.uk/upload-dir/downloads/page_documents/research/harnessing_technology_schools_survey07.pdf [Accessed 03 Dec 14] Martin, L. R. (2011) 'Teaching Business Statistics in a Computer Lab: Benefit or Distraction?', Journal of Education for Business, 86, pp 326-331. Nadler, D., Mirvis, P., and Cammann, C. (1976) The ongoing feedback system: Experimental with a new managerial tool. Organisational Dynamics, Volume 4(4), pp. 63-80. Netop (2014) Classroom Management Software. [Online] Available at: http://www.netop.com/classroom-management-software/products/netop-vision-pro/features-overview.htm [Accessed 03 Dec 14]

Petty, G. (2004) Teaching Today: A Practical Guide. Cheltenham: Nelson Thornes Ltd. Smith, H. J.,Higgins, s., Wall, K., Miller, J. (2005) 'Interactive whiteboards: boon or bandwagon? A critical review of the literature’. Journal of Computer Assisted Learning, 21, pp91-101 Stoneware (2014) Classroom management Software. [Online] Available at: http://www.stone-ware.com/lanschool [Accessed 03 Dec 14] Thompson, D. V., Hamilton, R. W., Rust, R. T. (2005) 'Feature Fatigue: When Product Capabilities Become Too Much of a Good Thing', Journal of Marketing Research, XLII (November), pp. 431-442. University of Oregon (2014) Using Student Feedback. [Online] Available at: http://tep.uoregon.edu/resources/assessment/usingfeedback.html [Accessed 03 Dec 14] Vaughn, A. (2013) OtterIT. Available at: http://www.otterit.co.uk/end-interactive-whiteboard-schools/ [Accessed 03 Dec 14] Zachman, J., A. (2008) About The Zachman Framework. [Online]. Available at: http://www.zachman.com/about-the-zachman-framework [Accessed 03 Dec 14]

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IT Services Management Mohit Sharma

School of Computing and Mathematics University of Derby

Derby, Derbyshire, United Kingdom m.sharma1@unimail.derby.ac.uk

Abstract—A growing problem with universities is the inability to effectively and efficient-ly record classroom attendance. Conventional methods for attendance include scanning ID cards or marking attendance by using attendance sheets. The moni-toring of student attendance hasnt always been a straight forward task. Students are usually able to fool the systems, making current systems unreliable This pa-per will compare and contrast different attendance systems, and will evaluate the use of a fingerprint based attendance management system for marking the attendance of students.

Index Terms—Biometrics, Fingerprint Identification, attendance system, IT service, RFID, Barcode, University.

I. INTRODUCTION Every organization whether it be an educational institution

or a business organization, has to maintain a proper record of attendance. Research and evidence shows that good attendance has a direct impact on the success of a module. Colby (2004) found a significant correlation between attainment and attendance. An ongoing issue is that with current systems students are able to ‘cheat’ them by having friends sign them in. Thus, there is a requirement of a computerized system that can solve said issues and maintain proper attendance records. Having a computerized attendance system will eliminate many of these issues; it will help in tracking student's attendance and ab-sences and will maintain a high level of accuracy.

Biometrics is viewed as a secure, effective and distinct way of identifying an indivi-dual. There are many types of biometric systems such as face recognition, eye recog-niton or voice recognition which uses physical data. The focus of this report will be fingerprint recognition as fingerprints are considered to be the most efficient method for biometric identification. Rao and Satoa (2013) describe a fingerprint as an impres-sion of the friction ridges on all parts of the finger. A friction ridge is a raised portion of the epidermis on the palmar (palm) consisting of one or more connected ridge units of friction ridge skin. These ridge patterns are completely unique per finger and per person; it is a distinctive characteristic. The unique nature of a fingerprint means that using fingerprints are extremely secure and accurate; as each fingerprint cannot be replicated easily. The implementation of such a service is reletively simple, cost effective and hyper-efficient.

The reason why biometrics is chosen over other attendance systems is because it is shown to be very reliable and accurate. Biometrics is extremely quick. Cupido (2010) found that the

process of verification takes place in less than 0.8 seconds in relation to a database of 50 000 employee templates. Studies have shown that biometics is a preferred method. Oleyede et al (2013) conducted a survey which involved 37 em-ployees based on stratified random sampling technique to find out what system is best. The results show that fingerprint biometric identifier was found suitable for the staff attendance management system of the organization.

II. EVALUATION OF TECHNOLOGIES This chapter will look at three different attendance systems;

Biometric Fingerprint Based Attendance System, Automatic Door Unit Radio Frequency Identification (RFID) Based Attendance System and Barcode Scanner Attendance System. Each service will be critically analysed and evaluated.

A. Biometric Finger Print Based Attendance System There are two types of finger print scanning; Minutiae-

based matching and Pattern or image based matching. Minutiae-based matching is described by Rao and Satoa (2013) as essentially extracting Minutaie, storing them as sets of points and finding the alignment between the template and the input minutiae sets that results in the ma-ximum number of minutiae pairings. Pattern or Image based matching uses algo-rithms to compare the basic fingerprint patterns between a previously stored template and a students fingerprint. The candidate fingerprint image is graphically compared with the template to determine the degree to which the match.

For the purposes of an attendance system, a minutae based matching will be used. Akinduyite et al (2012) tells us that it facilitates the design of a robust, simple, and fast verification algorithm while maintaining a small template size. Student finger-prints will be taken during enrolment. This data, along with the students ID will be stored within a database. This will be used as the template for matching any future fingerprints.

The advantages of using biometrics is clear; The system is fairly simple and fairly inexpensive to implement. Dr. Yeboah et al (2013) completed a case study of bio-metric attendance systems implemented in a university college. They found that the system could create room for full participation of all eligible students, eliminate mul-tiple signings and create an avenue of accuracy in the preparation of students.

Allan (2013) showed on a website article how it is possible to replicate a fingerprint via copying a fingerprint and using a 3D printer to replicate a finger. He does this to bypass the

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biometric scanner on the iPhone 5s. Even though it is highly unlikely a student will go through such lengths in order to cheat an attendance system, it is pos-sible to do so. Biometric fingerprint scanners cannot work with those who haven’t any fingerprints, for example rock climbers. This means that the system may not be 100% reliable.

B. RFID Based Attendance System Radio-frequency identification (RFID) is a technology that

uses radio waves to trans-fer data from an electronic tag, called RFID tag, which will be attached to an Object. The student with an RFID attached item will pass through a reader, used for the purpose of identifying and tracking the object. Okorafor et al (2013) tells us that RFID incorporates the use of electromagnetic or electrostatic coupling in the radio frequency portion of the electromagnetic spectrum to uniquely identify an object, animal, or person. The RFID system is connected to a database via a computer. Each student uses an RFID card and the reader records the data when the student enters or exits.

There are two types of RFID; active and passive. Passive tags have no battery and emit their data only when powered by a scanner. That means they must be actively polled to send information. Active can emit data using their own battery power. The main difference between the two is the read range. Active RFID is however much more expensive than passive tags.

There are benefits of using RFID as an attendance system. RFID tags are automated, they do not require manual scanning. It does not require direct connection in order to work. They will be logged once passed through a scanner. RFID has a relatively long range even when passive, so a tag can be detected when in proximity of the scanner unlike other services. RFID tags also have the ability to be rewritten with newer data, meaning tags can be updated if needed.

The service can still be cheated however; RFID tagged cards can be given to a stu-dent’s friend. They can then pass through scanners creating a false scan, meaning it isn’t 100 percent accurate. RFID tagged cards may become damaged or lost. Even with passive tags, implementing an entire system of RFID tags and scanners can be expensive. Nainan et al (2013) note the cost of incorporating the technology has re-stricted its outreach. Sometimes, Reader collision can occur. This happens when the signals from two or more readers overlap.

C. RFID Based Attendance System A bar code scanner consists of a lens and a light sensor for

translating optical impuls-es into electrical ones. It would be used to scan a barcode on which contains the stu-dent identification number. The student’s data will then be transmitted to the attend-ance system. Each recorded data will be send to a database where it will be stored. This system reads one card at a time and also requires contact with the reader. This system is not difficult to implement. Every student will be issued a card which will have a barcode. The barcode will contain the student ID. Every tutor will be issued a scanner. When classes begin, the tutor will scan each student card.

Each piece of hardware is relatively cheap and developing a database will not be too difficult. Another advantage of using

barcode scanners is that they are very accurate and reliable. Okafor et al (2013) comment that with the automation through barcode technology, the errors previously made in the manual payroll or attendances are elim-inated. The University of Derby (2012) implemented this system. It was found to be robust and reliable. The software received positive feedback from staff and students who found it less disruptive and also quick as compared to the traditional paper regis-ter. Mills et al (2006) also did a study at the same institution. One tutor in the study commented “The scanning system was easy to use and the results reliable, it enabled me to identify students and their names at a far earlier stage than normally.”

The reception of this system is not all positive however. Tutors at the University of Derby told of their problems with the system. One tutor said “There’s 300 students on this module, I teach this with 4 other people and we teach it 5 times a week” telling us of how lengthy and inconvenient the process of scanning each student card is. Nainan et al (2013) did a small experiment to compare the speed of RFID and barcode attend-ance systems. The research was conducted on a sample of 60 students, enrolled in a particular course. They found that RFID was ten times quicker than bar code scanner. Student ID cards are also subject to becoming damaged or lost. Students can also scan their friend’s cards in order to cheat the system.

III. STRATEGY RECOMMENDATIONS FOR AL-MEERA This chapter will present and justify the hardware and

software architecture require-ments, using the Zachman Architecture model as a guide.

A. Evaluation Key questions will be answered in order to gain a profound

insight into the architec-ture of the system. The questions include what the objective/ of the new system is, how it will be achieved, where it will be implemented, who will use it, when it will be used and why is this system the most suitable.

The objective of the stakeholders is to implement a new system which will measure the attendance as accurately as possible. This will be achieved via the use of a com-plex finger print scanner attendance system. The unique features are extracted from the fingerprint image and stored in a database as a template for the subject along with the user’s ID. The student’s information and student ID is also recorded. An optical fingerprint sensor will be used as it will make adding fingerprint detection and verifi-cation simple. The system itself is going to be used within every clasroom at the Uni-versity of Derby. The system will hope to replace the current system completely. Be-cause this is going to be used within very classroom, the main uers of the system will be both tutors and students. The tutors will overlook and check the attendance and students will scan themselves in. The database interface will be clear and simple so tutors do not struggle with accessing the attendance system. This will be used at the beginning of class sessions when students first enter. In depth training is not necessa-ry, all students need to do is place their finger on the scanners. Some tutors may re-quire some training on how to access the attendance database. This system meets all of the stakeholder requirements. It is accurate, simple to use and is

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difficult to bypass the system and falsify records. It is not too expensive and can be easy to implement.

B. Hardware and Software of Architecture Karthik et al (2013) describe some of the features of the the

system architecture mo-del. They tell us that fingerprint scanner modules make use of a high powered DSP chip that does the image rendering, calculation, feature finding and searching. New fingerprints can be directly in the on-board FLASH memory. A computer will run the comparison algorithm and simulates the application function. The fingerprint scanner is connected to the computer via its USB interface. When a student enters a class, tutors will instruct students to scan themselves in. They will scan their fingerprint by using the scanner. The data will be compared to the template and if the match is suc-cessful, the students attendance will be registered.

The human interface architecture is comprised a database designed to be somewhat simple in design, so tutors with limited understanding of IT system can use the ser-vice. It will consist of tables that stores records. Every entry will correspond to a stu-dent that has been registered to the system. Each record may contain the templates of the student’s fingerprint and user name, student ID and other relevant information as well. The database design for the system is a collection of tables which in which data are stored. It will implement a relational data model. Any relational data model can be used; however in this case Microsoft SQLServer database will be used. Shoewu et al (2012) explains that SQLServer is fast and easy, it can store a very large record and requires little configuration. Tutors can look at the database in order to check attend-ance of students in their class. Reports can also be generated for easier understanding of database information.

IV. MEASURING SUCCESS OF THE SERVICE Measuring the success of this new system is of critical

importance. It will enable the institution to demonstrate the benefit from their investment. If this is not meas-ured, we cannot asses the implementation of this new service, nor can we improve it. The university require a system which improves on what is currently used and they want it to be cost effective and reliable. They want to see how the new system is being received and for it to follow a budget. Academic staff and students are the users of this system. They will be using the system on a daily basis. Thus, they re-quire an accurate and functional system that does what it is specified to do. Stake-holders, such as the universities board of directors and tutors, want to see the suc-cess of the new system. Their requirements also coincide with those of the users. They support the service and wish to see a return on their investment.

One useful method of measuring the success is to gather data about the implemen-tation of the system. The data gathered can be both quantitative and qualitative. This way both facts and opinions regarding the new system can be analysed. Both interviews and questionnaire should be implemented. The interview should include open ended questions in order to gather in depth information about how

teachers and students feel about this new system. The questionnaire should feature closed questions in order to quantify data which can allow us to analyse statistics. With this data, we can gain insight into how well the functionality of the system is re-ceived by users.

Prabhakar et al (2003) proposed two ways of measuring the accuracy of the bio-metric system; false match or Acceptance rate (FMR) and false non-match or rejec-tion rate (FNMR). The lower either of these values are, the better the security of the system FMR involves a situation where the system will mistakenly takes two or more individual traits to be the same. Two or more students will be seen as author-ized persons and be accepted by the system, allowing for multiple signing. FNMR involves a situation where the system takes two traits from the same individual to be from different individuals. Here the system will see the student as unauthorized and reject them.

V. REFERENCES Akinduyite C.O, Adetunmbi A., Olabode O., Ibidunmoye O., (2012). Fingerprint-Based Attendance Management System. Science and Education Publishing. 1 (5), 3-4.

Allan, A., 2013. Hacking the Fingerprint Scanner on the Ap-ple iPhone 5s. [Online] Available at: http://makezine.com/2013/09/24/hacking-the-fingerprint-scanner-on-the-apple-iphone-5s/. [Accessed 28th Nov 2014].

Colby J., 2004. Attendance and Attainment, 5th ICS-LTSN. Annual Conference, 31st-2nd September, University of Ulster.

Cupido, U., 2010. The implementation of a time and attend-ance system at Stellenbosch Municipality – a change management perspective. Available at: http://scholar.sun.ac.za/bitstream/handle/10019.1/18055/cupido_implementation_2011.pdf?sequence=1. [Accessed 28th Nov 2014].

Dr Yeboah, T., Dr Opoku-Mensah, I., Mr Abilimi, C., 2013. Automatic Biometric Student Attendance System: A Case Study Christian Service University College. Journal of Engi-neering, Computers & Applied Sciences (JEC&AS). 2 (6), 121

Karthik, V., Shanmuganathan, S., Sumithra, S., Kishore, S., Karthikeyan, P., (2013). A Foolproof Biometric Attendance Management System. International Journal of Information and Computation Technology. 3 (5), 3.

Mills, B., Wilson, D., Stewart, P., Edwards, S., Yelland, T., 2006. Attendance Monitoring Pilot Project. Available at: http://www.derby.ac.uk/files/barry_mills_-_attendance_monitoring_pilot_project.pdf. [Accessed 25 Nov 2014].

Nainan, S., Parekh, R., Shah, T., 2013. RFID Technology Based Attendance Management System. Available at: http://ijcsi.org/papers/IJCSI-10-1-1-516-521.pdf.

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Nwaji ,O., Onyebuchi, N., Kelechi, F., 2013. Identification (RFID) Based Attendance System. Nigeria: DeparStment of Elect/Elect Eng; Federal UniTech. 1.

Oloyede, O., Adeyinka, O., Adewole-Kayode, S., 2013. Article: Fingerprint Biometric Authentication for Enhancing Staff Attendance System. International Journal of Applied Information Systems 5(3):19-24.

Prabhakar, S., Maltoni, D., Maio, D., & Jain, A.K., 2003. Handbook of fingerprint recognition. Springer-Verlag, New York.

Rao, S., Satoa, K., 2013. An Attendance Monitoring System Using Biometrics Authentication. International Journal of Advanced Research in Computer Science and Software Engi-neering. 3 (4), 1.

Shoewu, O., Idowu, A. (2012). Development of Attendance Management System using Biometrics. The Pacific Journal of Science and Technology. 13 (1), 3.

University of Derby., 2012. Student attendance monitoring – Derby’s journey part II. Available: http://www.sroc.ac.uk/uploads/b3sam1_1306231286.pdf. [Accessed 25 Nov 2014].

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Evaluation of UDo – The use of IT technologies in improving student experience

Miroslav Spiridenkov School of Computing and Mathematics

University of Derby Derby, Derbyshire, United Kingdom

M.Spiridenkov1@unimail.derby.ac.uk

Abstract—It is important for university students to have easy access to online learning resources. In order to improve student experience at University of Derby this paper introduces the redesign of their UDO system to a more focused and well-designed system. The report looks into other alternative technologies that could provide the same service such as smart device applications. The results show that the proposed redesign could have great impact on both students and lecturers.

Index Terms—University of Derby, Zachman Architecture, UDO, Student experience.

I. INTRODUCTION

A. Evaluation of Current UDO system The University Derby online or UDO for short is an online

hub that aims to pro-vide all the necessary academic and support resources as well as access to other re-sources such as university email, library resources, plato writing guide, career hub and other resources to the students. This resource however is not well done, as several of the features it provides do not work, the resources that used to be one click away are now extremely hard to find. The navigation fails any standard convention of imple-mentation as the navigation menus work differently with every new menu clicked, ranging from drop down menus, to links to university website, to opening new win-dows, this is a betrayal of any website design philosophies(Mansfield 2014, Robbins 2007). The website also suffers from a few bugs such as redirection to old website, which then requires the user to close their application and open a new one should they wish to access the new website implementation. The content filtering system, either does not work completely or filters don’t apply properly, no matter which options selected there seems to be no change. This feature is also not available to lecturers who log in to system. There is a number of duplicate links, and links which link to the same place, which is a rookie mistake in website design (Mansfield 2014, Robbins 2007). The student pools have also indicated an average response to new UDO system with 32.1% not liking it and 15.9% thinking it is average, while only 18.3% thinking it is brilliant, and 33.7% saying it is a massive improvement over a previous system (University of Derby 2014).

B. Potential benefits of new system The new systems aim would be to get rid of the all the glaring

bugs and making it more easy to use and making its useful features more apparent to use. The perceived usefulness of an IT system was more strongly linked to usage than ease of use; how-ever this is a vital part of university of derby, as such all the students are required to use this system, so aiming to make the system easier to use in this case would be a better choice in improving the usage of the system (Davis F.D 1989). The design would aim at making the academic journals and other academic resources being easily available through one or two clicks, as easy access to trustworthy and reliable aca-demic journals and resources has a significant boost to student grades(Sahin et.al 2010). Another aim would be to introduce a more functional ability to customise the content that the users may view and see on the main page, this would allow the users to filter the content to what they would like to see and what is relevant to them. An increase in social media presence would be desired as use of twitter in academic clas-ses has shown to increase engagement from both students and lecturers (Junco et.al).With Social media plugins already present on the current website, a more target-ed interaction between the students in the class and their teaching lecturer could im-prove the engagement even further. Creating more in depth profiles for users would allow for integrated timetables for students, as new students might not know the mod-ule code or the course code that they are attending to easily find the rooms they have to go to. However this would require implementing a database system for student profiles which might be a nice addition to the service but not necessarily a necessary one.

II. EVALUATION OF TECHNOLOGIES

A. Use of Smartphone device in academic environment The use of smart devices is ever increasing each year with

over 34.6 million users in United Kingdom (Statista 2014) and over 1 billion smart devices shipped in 2014 (Zeman 2014), making a smartphone application of our service a potential alternative. There are a lot of advantages that smart devices could provide, such as sms notifica-tions of any changes done to lecture assignments or timetables, NHS has used this feature to great success in reducing the non-attendance (Koshy et.al 2008). A potential feature that could work very well on the smartphone via an app would be a dead-line hand-in reminder

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which would remind students how much time they have left to hand in various assignments as well as if any changes to the hand in date are done. The current University of Derby app works as a browser extension which links to pages on the same system, so a better solution would be to optimise UDO website to work properly on Smart devices. This could provide potential immunity to down time if the service for different devices would be hosted on different places. However im-plementation of this new service would require designing and constructing not one but several versions of the same applications due to different available smartphone devices, such as android, iPhone, blackberry and windows phones. This could prove to be too costly due to the differences in each device environments.

B. Advantage of web based applications The main advantage would be using HTML5, as of 2014 it

is supported by almost all web browsers, mobile and smart devices (MobileHtml5 2014). This would provide easy cross platform compatibility across all devices and reduce potential costs. HTML5 also makes it easier to view high-resolution images on smart devices. But perhaps the biggest advantage would be its ability to present videos to the users, this could be a great potential addition as it would allow the lecturers to post lecture re-cordings and the users to view it across all platforms.

Additional website protection could be employed trough Cloudflare service, it is a distributed domain name server system, which sits between the visitor and the users hosting provider. It would improve website performance and speed, it has fended off a DDoS attack of 400gbit/s in 2014 which is a biggest DDoS attack at the time in histo-ry (Schwartz 2014). The service also provides a backup system which saves a snapshot of the website and allows the users to still use the website even if it were to go down (CloudFlare 2014).This could solve the problems with being unable to access im-portant resources while the service is down, as most of the academic resources are simply links to other websites that host electronic journals such as IEEE.

III. EVALUATION OF ARCHITECTURES

A. What is Enterprise Architectures Enterprise Architecture was established 20 years ago, but it

is still a rapidly evolv-ing field. Zachman( 2003) States that the need for enterprise architecture arose from the rising complexity of enterprises and their needs, as such there was a need for a framework from which to work from.

B. Zachman Architecture The Zachman Architecture was created by John A.

Zachman is a popular and one of the most regarded architectures used in building IT services. Zachman’s aims was to look at all the issues from every perspective, as such he proposed the questions what, how where, who when and why when thinking of the stakeholders involved which are the planner, owners and users. The most important layers in the planning stage are the top two layers.

Planner: Why. The students are finding the new UDO system to be

average at best. A new imple-mentation of the system is essential in providing better experience and easier access to academic resources and help that the students need. Sahin et.al(2010) stresses the importance of easily accessible academic resources in academia.

When. The new service should be ready by autumn semester 2015.

As the system is al-ready implemented and the new updates would not be too substantial it should not take a lot of time to fix the glaring issues and implement new features.

Who. There will be numerous people involved in the redesigning

of the service. At the architectural level the planner will be responsible for setting up the new service. Uni-versity of derby being the owners will be proving the funding necessary for the rede-signing. Designers would handle the hardware part of the equipment needed. The builders would be responsible in implementing the new features. As most of the changes would be done on the software side, people that would redesign the website and implement new features would be needed. At a lower level, users will use the service, this could be used for potential stress test, bug reports and pool collections to measure the success of the new service.

Where. The updated service would be implemented at the

University of Derby. How. The planner will need to carry out all the planning and

research. What. There won’t be any physical materials needed as the

university already possesses a database to store student information, and the existing website framework is already put in place. However some software licenses might need purchasing.

Owner. Why. The university will be funding this service, as it would

improve the student experi-ence at university. Making the service easy to use and helpful could potentially in-crease the grades of the students thus raising the university’s rankings in national pools. This would increase the university appeal and attract more potential students. As such it is in university’s best interest in reworking this service.

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When. The planning should start as soon as possible. This will

allow for backup time should any complications arise. The beginning term could be used to implement simp-ly features like restructuring of the layout. While the time during summer holidays could be used to implement more innovative and difficult features. The money from new students enrolling at the university would also come allowing for budgeting of new technologies.

Who. The financial department that is located at the university

would be responsible for dealing with the financial issues. They would propose how much they would be will-ing in investing money into redesigning the service. Flyvbjerg (2011) indicate that a lot of IT projects require heavy financial investment to be successful and should they be underfunded they are much more prone to failure. So proper financing is crucial to the success of this new service.

Where. The service would be implemented at the University of

Derby, located in east mid-lands United Kingdom. Required funding would be gathered from student fees and other business arrangements.

How. The University would provide financing to the stakeholders

which are involved in implementing the service. What. The university would have to consider how much they

would be investing depend-ing on their budget for the year. However with the rise of the university fees, they should have more money to invest into new projects (Swain 2012). These funds would be necessary in planning, implementing and testing of the new service.

IV. MEASURING THE SUCCESS OF THE SERVICE There are different ways of measuring the success of your

service. Project success is compromised o two distinct segments. According to Baccarini (1999, p.25) project success consists of project management success and project product success, project management success focuses on the project management process and the successful accomplishments of the project with regards to time spend on it, money used and quality of the final service. These three dimensions specify the degree of the ‘effi-ciency of project execution’ (Pinkerton 2003, p.337). Project product success focuses on the products effects on stakeholders. Although project product success is distin-guishable from project management success, the successful outcomes both of them are inseparably linked (Westhuizen 2005). Westhuizen (2005) proposes a ten dimen-sional model in measuring project success which aims to walk the fine line between simplicity and complexity, and usefulness and comprehensiveness. The model takes a look at quality of project management process, check if the project was within

time and within budget, check whether Specified system quality, information quality and service quality are as stated, measures project stakeholder satisfaction, the use and user satisfaction of the service as well as the net benefits to the stakeholders. By fol-lowing these guidelines it is possible to measure the success of our proposed service.

Use of UTAUT (Unified theory of acceptance and use of technology) model, by Van-katesh et.al (2003), would be beneficial in identifying the usefulness and success of the service. An effective way to test the usefulness and the success of the service would be to carry out questionnaires on whether the students and staff find the service useful.

V. CONCLUSION The findings in this report show the important issues that

need to be covered when involved in project management. With Zachman architecture posing numerous ques-tions that all need to be answered for any project to be successful. This identified many ways in measuring project success however one thing for certain is that there are many ways in doing that, and to properly measure the success of any project there needs to be some sort of criteria against which the success is measured be it satisfac-tion of students, monetary net gain or others. But by following the models proposed by Baccarini and Westhuizen and adhering to UTAUT, the success of the service is expected.

VI. REFERENCES Baccarini, D. (1999) 'The Logical Framework Method for Defining Project Success', Project Management Journal, vol. 30, no. 4, pp. 25-32.

Bowen, K. Pistilli, M.D. (2012) Student Preferences for Mobile App Usage. [Online]. Available at :https://net.educause.edu/ir/library/pdf/ERB1210.pdf [Accessed 2nd Jan 2015]

CloudFlare (2015) CloudFare is the next generation CDN. [Online] Available at: https://www.cloudflare.com/features-cdn [Accessed 2nd Jan 2015]

Davis, F. D. (1989) “Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information”, MIS Quarterly, Vol. 13 Issue 3, pp319-340

Flyvbjerg, B. Budzier, A. (2011) Why your IT project may be riskier than you think. [Online] September 2011 Available from:https://hbr.org/2011/09/why-your-it-project-may-be-riskier-than-you-think/ [Accessed 2nd Jan 2015]

Junco, R. Heibergert, G. Loken, E. (2010) The effect of Twitter on college student en-gagement and grades. [Online] Available at: http://www.ferris.edu/HTMLS/administration/president/sparc/meetings/docs/StudentEngagementArticle.pdf [Accessed 2nd Jan 2015]

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Koshy, E. Car, J. Majeed, A. (2008) Effectiveness of mobile –phone short message service (SMS) reminders for ophthalmology outpatient appointments: Observational study. [Online]. Available at: http://www.biomedcentral.com/1471-2415/8/9 [Accessed 2nd Jan 2015]

Mansfield, R. (2005) Css Web Design for Dummies. [Online]. Hoboken. Wiley Publishing Available at: http://jpkc.neusoft.edu.cn/bk/webjava/_lib/ckzl/b1.pdf. [Accessed 3rd Jan 2015]

Mobile HTML (2015) Mobile HTML. [Online]. Available at:http://mobilehtml5.org/ [Accessed 2nd Jan 2015]

Pinkerton, W.J. (2003), Project management: achieving project bottom-line success, McGraw-Hill, New York, p.337-344

Robbins, J.N. (2007) Learning Web Design. [Online]. O’Reilly Media Available at: http://it-ebooks.info/book/308/. [Accessed 28th Dec 2014]

Sahin, Y.G, Balta, S. Ercan, T. (2010) The use of internet resources by the university students during their cource projects elicitation: a case study. [Online]. Available at: http://www.tojet.net/articles/v9i2/9224.pdf [Accessed 2nd Jan 2015]

Statista (2014) Number of smartphone users in the United Kingdom (UK) from 2011 to 2017. [Online]. Available at: http://www.statista.com/statistics/270821/smartphone-user-in-the-united-kingdom-uk/ [Accessed 2nd Jan 2015]

Sessions, R. (2007) A Comparison of the Top Four Enterprise-Architecture Methodologies. [Online]. Available from: http://msdn.microsoft.com/en-us/library/bb466232.aspx [Accessed 2nd Jan 2015]

Schwartz, M.J. (2014) DDoS Attack Hits 400 Gbit/s, Breaks Record . [Online]. Available at: http://www.darkreading.com/attacks-and-breaches/ddos-attack-hits-400-gbit-s-breaks-record/d/d-id/1113787 [Accessed 2nd Jan 2015]

Swain, H. (2012) New university bursaries tell students what to spend the money on. The Guardian, Monday 19 March, p.39

University of Derby (2014) History of Pools. [Online]. January 2015 Available at: https://udo.derby.ac.uk/sites/udohe/pages/HistoryOfPolls.aspx [Accessed 2nd Jan 2015]

Venkatesh, V., Morris, M. G., Davis, G.B., Davis, F. D., (2003), "User Acceptance of In-formation Technology: Toward a Unified View", MIS Quarterly, Vol. 27, Issues 3, pp. 425–478

Westhuizen, D.V.D Fitzgerald, E.P (2005) Defining and measuring project success. [Online]. Available at: https://eprints.usq.edu.au/346/1/DependentVariableArticleV8.pdf [Accessed 2nd Jan 2015]

Zachman, J.A. (2003) The Zachman Framework For Enterprise Architecture: Primer for Enterprise Engineering and Manufacturing. [Online]. Available at: http://www.businessrulesgroup.org/BRWG_RFI/ZachmanBookRFIextract.pdf [Accessed 2nd Jan 2015]

Zeman, E. (2014) 1 Billion Smartphones Shipped in 2013. [Online]. January 2014 Available at: http://www.informationweek.com/mobile/mobile-business/1-billion-smartphones-shipped-in-2013/d/d-id/1113603. [Accessed: 17th Nov 2014]

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UDO Homepage – An in-depth analysis Kai Waterfield

School of Computing and Mathematics University of Derby

Derby, Derbyshire, United Kingdom K.Waterfield1@unimail.derby.ac.uk

Abstract—This analysis will identify existing problems with the UDO service, it will also discuss a redesigned system; the benefits it will bring with innovative changes to support the various user groups, this will be achieved using an in depth analysis of the zachman architecture and looking at the evaluation of technologies. Keywords: Big data, analytics, implemented, easily, efficiency, revenue, stream

Keywords—University of Derby Online, IT Services Management, Evaluation of Technolo-gies, Zachman Architecture.

I. INTRODUCTION This analysis will look at redesigning the University of

Derby Online homepage (University of Derby, 2014), it currently has various design and conventional flaws as well as unpopularity within the University community. The goal is to make it more user friendly and individually customisable. It already has the appearance of a win-dows 8 system, using live tiles and launch pad facilities. (MSDN, 2014) This is an effective update to the previous homepage, however there is still huge room for im-provement. The main task is to create a user customisable home screen, allowing access to helpful widgets, reminiscent of windows 7 and vista's gadget trays. (Ander-son P, 2012) For the university homepage these include interactive timetables, fully customizable live calendars, with assignment deadlines and key dates constantly be-ing integrated. Alongside, features will include basic applications, e.g. derby univer-sity live bus times, weather, university sporting news and social media plug-ins. All will be maintained constantly by the Derby university admin team who also update the universities social media. (Muldoon K, 2014)

The new homepage will feature a notifications header in which the university will be able to communicate key information to all students, this will be a permanent fea-ture so hopefully students will see it at some point, not just phasing it out like other website advertising! (Thompson D, 2014) The various widgets will be accessed through an onscreen menu based in the top right hand corner, along with, 'Change A Password', 'Log Out' and an option to view your own account and all the details the university has about you. The main screen will contain some specified tiles such as 'Self Service,' 'Derby Uni News' and 'Course Resources.' These will not be remova-ble, however less important tiles such as 'Social Gathering,' 'Student Poll' and 'Student Events' will be user removable. Social gathering will be replaced by an optional widget that uses social media plug-ins to display Facebook,

Twitter and Instagram posts. The most important widget will be an interactive calendar displayed by month with days shown; days with events happening will be allocated different colours and contain symbols for different events. The calendar will be integrated with student timetables so the calendars will be individual to each student. It will show days the student is in for lectures, and also key events taking place on certain days, if the stu-dent has booked any meetings through the online university facility they will also be displayed. The day of the month displays will consist of role over information pop-ups providing a user friendly display.

The second key widget will be the individuals timetable, this will include a live day timetable, showing all the lectures/key appointments for the current day, the user can scroll through days of the week up to a month in advance. Lecturers will also have control over information displayed on widgets so students can ask their lecturers to update the course timetables with, assignment deadlines, homework due dates and other useful information. The lecturers will be able to do this with ease over a whole course/module group, or with a single student. The calendars and the timetables will work in unison to provide a combined individual experience unlike any other univer-sity student application. Of course all these features will be stored on the students individual login allowing integration with the UDO mobile app. (Stafford J, 2013)

II. EVALUATION OF TECHNOLOGIES There is an excellent transition between the university

website and logging into the online system, however after the login, the UDO design doesn't comply with the uni-versity website. The layout is completely different, using a random background im-age which is unrelated to the university, there is no colour or font standardisation, (Del Rosario R, 2010) clearly lacking one of the fundamental frameworks of website design. (Allsop J, 2009). UCSD (User Centred System Design) has not been ac-counted for on creation of the existing page. This evens goes as far as having inactive links included in the live tiles. Inactive links aren't the only problem the live tiles present. The links contained within them have not been individually sized, instead they rely on the sizing of the tile to contain them, in some cases however the tiles have squashed the links, therefore making them unreadable and also combined and not separated. (Wang Ling T, Ram S and Li Lee M, 1998)

A key issue with the page and site overall is the combinations of both the universi-ties subsidiaries, the Derby campus and also the Buxton campus. These should really be

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two separate sites as the content has nothing to do with each other, currently mak-ing content confusing for students and also unnecessary. Currently existing is a handy navigation bar found in the top right of the page, this is however placed poorly following website navigation conventions. (Steane J, 2014) Within the navigation are helpful links, although they aren't ordered according to importance or most used. This makes students miss key tabs that could provide useful information. Perhaps the most valuable tab within the navigation bar is the 'LaunchPad', this is a click on drop down box that provides around 40 links to key pages within the university website. This feature isn't promoted by the page well enough, it would also function much better as a hover-over drop down area instead of a clicked tab.

The page features a link to the university student email system, this is easily acces-sible, however, I would create a plug-in that's built into the students homepage notify-ing them of any new e-mails. The social media plug-ins are also placed at the bottom of the page, not an area where students may visit often. Granted most students will be following the university on their personal social medias, on the website however we can create an area to easily view all the universities social activity under one user friendly live social widget. (Goodfellow C, 2014)

Perhaps the biggest annoyance with the existing page is the need to keep logging in when one of the services is opened, understandably on certain tabs such as 'My Pay-ments' and 'Personal Details' this is done for security measures, however on pages like 'My Grades' this isn't necessary.

Major changes include matching the colour scheme to that of the existing universi-ty website with the deep blue and white colours. The existing deep red live tiles fit nicely with the windows 8 look, they could be kept to give that appearance. The background image can be changed to either a plain background that contrasts the tiles, giving more precedence to the tiles and information contained in them, or it could be changed to relate to the university, so an image of the university itself, or even a range of screen saving backgrounds reflecting the season, or alternate backgrounds that studies have found increases motivation. (Coffey D and Murray D, 2010)

Changing the fonts to a range of standardised web fonts such as Serif or Mono-space would give a definite improvement on the overall layout. Maintaining these fonts will give the page a consistent appeal. (Gaffney G, 2005) The 'Self Service' tile, the most used area of the page will undergo a change around, scrapping the 'My De-tails,' 'My Grades,' 'Personal Information,' 'My Payments,' and of course 'My Timeta-ble' links for a more eye pleasing course resources widget. The previously existing links will now be found in the users 'Personal Information' tab as expected. The new course resources widget will feature a link to take you to the existing course resources area, however the tile will show, new announcements, updated module folders and any ongoing assignment information. The navigation bar will be reordered with key tabs coming first, the tabs will feature as hover over drop down lists for ease of ac-cess. (Knight K, 2011)

III. THE ZACHMAN ARCHITECTURE Planners Perspective - For the task, a web designer and an

application consultant are needed, perhaps with a few support technicians, therefore a project manager is required, mainly to keep all the workers focused, motivated and on the same page. All parties are wanting to show off their professional standard of work quality, which they pride themselves on, and with a monetary incentive, help to give Derby university students a better quality product and service for their tuition fees. (Gibbs S, 2014)

As regards to employment, contracting people from around the Derby area is im-portant to create local jobs and also maintain close communication to the University, making the project much more likely to run smoothly without any major hiccups. After creating concept sketches and storyboard designs the they will utilise specialist software to create digital mockups to test the website model. Then, having to work to a strict timescale, as the rest of the processes relies on them to be on schedule or the whole project gets held back. (Aarabi M, 2011)

Owners Perspective - The university is looking for already computer literate staff such as technicians, placement students or even paid current students to take over the finalised system. The updating and maintenance of the system will take place on the university campus in the specialist computer labs. The university are making sure they have the correct hardware and software to facilitate the new system and allow it to run smoothly.

The university are hugely backing the new service due to complaints from students and about the existing service. They also want to make sure they are competing with other universities online services, as students complaints get out quickly across social media. Currently determining the timescale for training staff with the new service once it's fully initiated and running at full capacity. (Hughes B, 2014) Students and staff alike are eager to contribute to the new system in any way possible to create an improved service.

Designers Perspective - The designer acts as multiple assistants in the process, firstly they act as an advisor, giving input and feedback on the business owners thoughts and plans. Secondly they act as an arbitrator resolving any issues in concepts between two parties. All this is before they begin designing the page or site. Designers enjoy their tasks, they look outside the box and search out innovative ideas to give the page that individual professional standard.

Always being enthusiastic about projects, designers generate cooperation within a team. If the client has a set budget then the designer will help them get the most out of that budget, delivering the highest quality product to the end. To do this they repli-cate conventions described in UCSD (user centered system design), they also excel at staying on top of project management and abiding by timescales and deadlines.

In order to stay on top of processes they create progress reports, highlight key pro-ject changes, abide by requirements as much as possible and match standards that are second to none. Designers are quite hands on with the client, attending

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meetings, speaking on phone calls, video calls and e-mail communication. (Osmand M, 2012)

Builders Perspective - The project builder is the person who creates the end product, however they are also tasked with problem solving, usually a large part of a project. The builder works in close conjunction with the designer, they are however, much more technical, familiar with coding the system, working from the design plans, and de-bugging the final product. Builders tend to be perfectionists, this combined with payment incentive and as a representative of the company's work, motivates them to build fantastic products. (McCarty E, 2014)

They abide closely to timescales and normally work across multiple platforms meaning they have huge skill sets. Along with the designers they actively report feedback to the rest of the team and the project manager. Upon completion of the whole product they would usually attend the final meeting with the business owner to show off their new creation.

Upon completion of the project, the designer and builder would usually work to-gether to train the business owner and their chosen employees to become familiar with the new created service. Full familiarisation includes, maintenance, full usage, upgrades and updates.

IV. MEASURING SUCCESS The most obvious point of measuring success is the

customer satisfaction, so in this case, what do the students feel of the new service? This is a question that has to be asked across 15,000 students. Perhaps the best way of going about this is to list an active poll on the new system, this does two things, a) gets instant feedback from hundreds of students at a time. b) shows students the new site is going to be moni-tored and updated regularly, restoring some faith in the Derby university online sys-tem.

As well as student satisfaction another success measure is the owners satisfaction, does the owner feel satisfied with the product? This is going to be reflected in wheth-er the students who the service is aimed at are satisfied, however if the university staff and owners are satisfied then the product is a success.

Conducting spot questionnaires is a good idea as to if students like the new system, however people get annoyed by people approaching them with questionnaires so per-haps best to stick with yes or no answer 3 seconds questionnaires. Or place them in the unibar and next to the queuing lines in the university shop.

Once the service has been up and running for a few months we will have a better idea if the students and staff have taken it in as a service they're happy to use. Until then it's important to stay on top of the site, updating, promoting and taking advantage of the new widgets, showing students how useful they are. Ask students if they're aware the system has been integrated with the University app, ask if walking around with their interactive timetable and calendar has created a better university experience.

V. CONCLUSION In conclusion, the new service will be much more user

friendly, hosting a number of useful widgets, and giving the user free range of customisation to their liking. The existing service will be replaced once the new system is fully operational, students and staff will come together and contribute equally to the maintenance of the system, looking at what they like about the service and even any potential changes or up-grades for the future as new technologies arise. Updates will be continually added to the service with new widgets that the students require and feel they would benefit from.

The new system will compete with any other university online system in the coun-try, providing a product that Derby university and it's students will be proud to say are theirs.

Using the new system will improve students quality of studying immensely, with no more forgetting deadlines or panicking because they didn't realise how far away they were, this also benefits the lecturers so they don't have to worry about students missing lectures/deadlines.

VI. REFERENCES Aarabi, M. (2011). Study of Implementing Zachman Framework for Modeling Information Systems. [Online] Available at: http://www.academia.edu/990285/Study_of_Implementing_Zachman_Framework_for_Modeling_Information_Systems_for_Manufacturing_Enterprises_Aggregate_Planning. [Accessed 2nd Dec 14].

Allsop, J. (2009). Developing with Web Standards. Berkley, Canada: New Riders. p353.

Anderson, P. (2012). Web 2.0 and Beyond: Principles and Technologies. Florida: CRC Press. p284-285.

Coffey, D., Murray, D. (2010). Emotional Intelligence. Dublin: Management Briefs. p61.

Del Rosario, R. (2010). Proper Standards-Compliant Color Use in Web Design. [Online] Available at: http://designinstruct.com/web-design/proper-standards-compliant-color-use-in-web-design/ [Accessed 2nd Dec 2014].

Gaffney, G. (2005). Why consistency is critical. [Online] Available at: http://www.sitepoint.com/why-consistency-is-critical/. [Accessed 23rd Dec 2014].

Goodfellow, C. (2014). Can social media platforms replace a business website?. [Online] Available at: http://www.theguardian.com/small-business-network/2014/oct/06/social-media-platforms-replace-small-business-websites. [Accessed 23rd Dec 2014].

Hughes, B. (2014). How to estimate IT project timescales. Available at: http://www.computerweekly.com/opinion/How-to-estimate-IT-project-timescales. [Accessed 23rd Dec 2014].

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Knight, K. (2011). Planning And Implementing Website Navigation. [Online]. Available at: http://www.smashingmagazine.com/2011/06/06/planning-and-implementing-website-navigation/. [Accessed 23rd Jan 2014].

McCarty, E. (2014). Traits Of The Best Website Design Companies. [Online] Available at: http://www.itdinteractive.com/9-traits-best-website-design-companies/. [Accessed 23rd Dec 2014].

MSDN. (2014). Live Tiles. [Online]. Available at: http://msdn.microsoft.com/en-GB/library/windows/apps/dn468032.aspx. [Accessed 23rd Dec 2014].

Muldoon, K. (2014). Integrating Social Media With WordPress: The Ultimate Plugin Guide. Available at: http://premium.wpmudev.org/blog/integrating-social-media-with-wordpress-the-ultimate-plugin-guide/. [Accessed 23rd Dec 2014].

Osmand, M. (2012). Job Description: Web Designer / Web Developer. [Online]. Available at: http://creativepool.com/articles/jobdescriptions/web-designer-and-web-developer-job-description. [23rd Dec 2014].

Stafford, J. (2013). Cloud, mobile, Web app integration is top software issue: Expert Q&A. Available at: http://searchsoa.techtarget.com/feature/Cloud-mobile-Web-app-integration-is-top-software-issue-Expert-QA. [Accessed 23rd Dec 14].

Steane, J. (2014). The Principles and Processes of Interactive Design. London: A&C Black. p130.

Thompson D, (2014). A Dangerous Question: Does Internet Advertising Work at All?. [Online]. Available at: http://www.theatlantic.com/business/archive/2014/06/a-dangerous-question-does-internet-advertising-work-at-all/372704/. [Accessed 2nd Jan 2015].

University of Derby (2014). UDO. [Online] Available at: https://udo.derby.ac.uk/sites/udohe/Pages/Home.aspx. [Accessed 2nd Jan 2015].

Wang Ling T., Ram, S., Li, Lee, M. (1998). Conceptual Modeling - ER '98. Singapore: Springer Science & Business Media. p52.

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Innovation and Empowerment – Aid for improvement Mathew Wilkim

School of Computing and Mathematics University of Derby

Derby, Derbyshire, United Kingdom m.wilkin2@unimail.derby.ac.uk

Abstract— This report covers the transformation of a university app that is currently not widely used. Throughout, the evaluation of technology is covered along with improvements. The architecture of the app and business are evaluated using Zachman architecture. The final area measures the success of the improved service and goes in depth of how to monitor success.

I. INTRODUCTION In society of the 21st century a mobile phone is a necessity,

many people are dependent on their mobile phones. The phone, computer, tablet and other high tech devices have become not just an object, but for many a best friend (Archer, 2013). As a student of the University of Derby, there is a clear desperate need for a new, cool, sleek, useful app that University of Derby students can use for convenience and purpose. It’s hard to define an app that meets every person’s criteria but as a student there should be generic conventions or criteria that would be identical to every student, but the app that University of Derby provides doesn’t. Regardless of age, gender, ethnicity, career or economic status we carry out an overabundance of daily tasks, right from the palm of our hand. Even though this app is intended for students; Student ages are so diverse in the 21st century that they can range from 18- 55 (Archer, 2013). Statistics that analyse age ranges that are actually using apps is more surprising than I thought: 92% of ages between 16-24 are using apps, 81% of 25-34, 80% of 34-44 and 66% of 45-54 (Tottman, 2014). by 2015 mobile apps will outnumber PC projects/websites by 4:1 (Argarwal, 2014) so these two statistics show the relevance of having a well-developed app and the presence that app development has in the 21st century is extraordinary.

University of Derby used a budget of around £30,000 to create an app for the student’s convenience but actually, it isn’t as affective as they thought it would be. One major problem with the app is that is doesn’t follow the android and IOS protocols and navigation buttons are directed on to a web browser which isn’t android and IOS strict. Students don’t want to be directed onto the main website from the app, they would have just gone onto the website in the first place. The reason why students want to use this type of app is because it’s effortlessly which makes doing this very simple (Genius, 2013) I propose that we remove the mobile website app and develop a mobile app that doesn’t redirect to a web domain (Clark, 2014). looking at the design of the app and the interface it’s very simplistic and what makes a good app ‘simplicity’. (Argarwal, 2014) BUT as mentioned in previous paragraph the intention of this app is convenience for the students at Derby University,

the design isn’t achieving that and a propose that it should be remodelled to display the most important aspects for that student, a key to this remodel will allow students themselves to personalise the app and select individual buttons/widgets to define their importance as not every user is interested in the same thing. A profile can help to determine your content automatically (Systems, 2014).

It is critical to enable mobile users to navigate to the most important content and functionality as easy as possible, in few taps as possible (Cerejo, 2012). The bigger picture is to redevelop an app that students can use outside of university which is convenient , useful and important. What I have proposed has major benefits and the key benefit of this is, students will increase productivity as many people prefer to work at home or on the go, to complete a project and the tasks on their to-do list (Healy, 2013). Furthermore navigating through traffic or groups of people isn’t the most productive use of your day and is inconvenient. Working from home means they can devote more hours to their task and responsibilities (Healy, 2013) as they are in there own comfort and can do the work in their own rhythm as they may be early-risers, or night owls (Healy, 2013).

II. EVALUATION OF TECHNOLOGIES As the new app that is proposed is intended for students of

Derby University to use out of University or for on the go resources, on mobile phones. You have to consider alternative technologies that can also provide the same service that the app for the smart phone can provide. In America the statistics report that 83.8% of households own a computer/laptop with 74.4% of those household having access to internet (Ryan and File, 2014). So of course one technology that can support the service would be the computer/laptop. As the intention of the app is allow access to documents, links and important information, another way to provide the same service would be through remote access. Remote access allows for flexibility; which has proved a key aspect of empowering communication and productivity (Eckel, 2006). Overall the convenience and popularity is an image of the availability, affordability and accessibility of computers through the use of remote access. Making it extremely easy to gain access to files anytime anywhere; poised perfectly for opportunity (Peacock, 2011). Yet as effective as remote access can be to students, gaining access to all project files they require, the University website portal offers everything apart from access to your documents you’ve created which the use of a USB stick is just as affective.

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Once more it is useful if they were just were working from home and didn’t have access to a USB but not as convenient as using the app would be on the go, as this generations society uses mobile phones religiously. Statistics report 39 per cent of people are accessing the internet on their phones which could be through apps or websites; at least once every hour, these Shocking statistics that actually really show how religiously we use our mobiles (Culshaw, 2014).

Evaluating laptops, in this day and age apps are now becoming dominate in the market by 2015 mobile apps will outnumber PC projects/websites by 4:1 (Argarwal, 2014) New laptops now have the technology built in to support apps themselves and with the statistics reporting that In America alone 83.8% of households own a computer/laptop with 74.4% of those household having access to internet (Ryan and File, 2014). with this new found technology and the era of availability the redevelopment of the University of Derby app, it now has the opportunity to be used on computers and laptops, making it easier to use the app. For many users, laptops have become preferred device as it allows them to complete an abundance of tasks but with the convenience of mobility and flexibility (Lenovo, 2014). With continuous development of technology; laptops are becoming a mobile, light and compact version of a desktop with the same power and functionality with the convenience of being lighter and smaller (Lenovo, 2014). regarding the purpose of the app a key improvement of using a laptop would be that it allows you to download the files where a smart phone or tablet would only allow for preview. To understand what would be the best technology to support the app you would be you will have to understand the subjective preferences of the student. Furthermore the benefit that is identified would allow students to use the app effectively on the go and the laptop can be as convenient and allows for access on the go without as well as a mobile phone can as just as effectively as argued by (Lenovo, 2014).

Tablets are currently the pinnacle of mobile technology; compact, lightweight and easy to carry. Ideal for those browse the web casually and those playing lightweight games. Yet as a computing device it has very limited functionality and doesn’t possess the processing power of laptop (Lenovo, 2014). Additionally tablets are truly portable, tailored for motion instead of sitting stationary at a desk; (Westover, 2013) so this would be good for students are on the go and would like to access files and data from the proposed mobile app. As (Archer, 2013) mentioned that people are now becoming dependent on their mobile phones, areas in the business sector are showing the same responses regarding tablets. 243 federal, state and local governments were asked if they need mobile devices to do their job effectively. The statistics are located in Figure 1, (GCN, 2014) over half agree that mobile devices are needed to do their job effective. Not only do mobile devices increase productivity and effectiveness, but they further enable telework and otherwise increase student satisfaction (GCN, 2014).

Fig. 1. 234 Federal State and Local Government study on mobile phones and job efficiency

III. CONCLUSION Laptops are the most effective way for students to access

the mobile app on the go as laptops are becoming a mobile, light and compact version of a desktop with the same power and functionality with the convenience of being lighter and smaller (Lenovo, 2014). The smart phone, computer and tablet are effective technologies but do not have the same functionality and effectiveness that will benefit the students as laptops do.

IV. ZACHMAN ARCHITECTURE The Zachman Architecture framework is the essentials of

communication found in the original probing: What, How, When, Who, Where, and Why. It is the incorporation of answers to these questions that enables the comprehensive, composite description of complex ideas. The second is derived from reification, the transformation of an abstract idea into an instantiation and is labelled Identification, Definition, Representation, Specification, Configuration and Instantiation (Zachman, 2008). Understanding what the Zachman Architecture really is and how it can be implemented to elucidate complex problems is actually very simple. Using the very simplistic architectural design that John Zachman created and has continuously been adapted from 1984 (Zachman, 2011) you can develop a design that is logical for defining and decomposing complex ideas or problems. (Sousa & Pereira, 2010). The necessity for a logical architecture framework that can support the increase and surging demand for information systems was bordering essential as the breadth in scope or depth in complexity is somewhat amplified; fifty years ago it was not a significant problem (Zachman,1987). The Zachman Architecture is a key tool that will help me to understand the What, How, When, Who, Where, and Why of the recently proposed implementation of a new app.

The purpose of using the Zachman Architecture in the development of an IT system is that it has a very logical construct on how to help users develop a more efficacious IT System, in context of my proposed project I can now develop a clear vision and business plan that will identify What, How, When, Who, Where, and Why. Specifically I will be using three concepts from the Zachman Architecture (Scope): Who, Why, How. I believe it is important to focus on the Who concept first as it will help to you to understand why and how more effectively. Using the framework I am now able to understand and identify specifically Who the stakeholders are

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for the IT system, this is particularly important as this allows the company to focus on meeting the requirements of all the stakeholders developing a more effective, robust, efficient and useful product or service. The new app that was proposed has clear stakeholders that will be affected by the development of this new app; with a more efficient and robust app stakeholders like: Students, Library, Bus Company, Academic Staff, Students Services Student Union and App provider.

The main motivation of developing a new app for the University of Derby was bought forward by the current users, whose requirements were not being met as the current system was not effective or efficient. The Zachman framework supported my understanding of the aims and objectives of the project allowing me to develop reasoning for Why the project was brought forward. Using the construct it was possible to identify what the aims and objectives were; create an effective app that students at the University of Derby can use from home to access work and documents, develop an app that was easy to use to engage students and integrate the most useful aspects of the student life into the app effectively.

Once you have identified Who and Why for the project it possible to cultivate an understanding of How you are going to proceed with the completion of project by meeting the aims and objective of your stakeholders. Using the logical framework consisting of Who and Why that were earlier outlined you can focus on what exactly needs to be done and How to achieve the aims and objectives. The app will have to consist of a personal design which can be personalised by the users itself as the users have subjective values. This can be the most difficult area for departments to communicate and the Zachman Architecture helps to integrate the departments affectively.

V. MEASURING SUCCESS It’s not just important to measure success of your project

once ‘completed’ but throughout the project in this instances the new app for the University of Derby. A vital aspect of every project is to implement a measurement criteria - goal/target setting as this will allow you to focus your resources and time more efficiently; prompting an increase chance of success (Kumar, 2011). First, every employee (team member) should understand the goals set and from project manager to team member have the same criteria for success. (Pozin, 2012) reports every person, from the project manager to the CEO, has a different idea of what success means; often that's why teams don't get projects done efficiently. It’s tempting to contemplate that success is simply a matter of maximizing the short-term financial performance of the organisation,(Jensen, 2000) yet focusing on the needs of your stakeholders is just as vitally important for determining success as it is measured by the extent to which the stakeholders needs are met and stakeholders are satisfied(Allen, 2013). Focusing on the app for the University of Derby it is clear they would have relatively small target audience, opening opportunities to develop extensive qualitative and quantitative data research regarding needs and expectations. Once broad range of data has been collected using the Zachman Architecture you would be able to

cultivate a clear set of goals for who, what, when, why, how. Using the appropriate measurement tools like goal setting you could determine if your project is successful.

The stakeholders that were outlined above all can be measures of success as they have a criterion that the app needs to meet to be effective and perceived as useful. In regards to operational criteria: usage, maintenance Reliability, Effectiveness, Efficiency and Robustness are ways of measuring success if these are positive in reflection to operations it would be successful. A way of measuring if these were successful could be through: reviews, surveys and focus groups; specifically analysing app store reviews, social networking, personal questionnaires and interviews. One major measurement of success in regards to the app is through recording engagement statistics; determining how users are using the app will increase chances of satisfaction and retention (Olinger, 2014). The higher the retention rate the more successful your app will be, as this is a good indicator of engagement within an app, in turn determines how effective the app is to the users. (Olinger, 2014). It was once ok to measure app success through the level of downloads but this is now not a true reflection of how useful the app really is and how many people are using the app, which developers are focusing on engagement metrics to understand how to build audience of reliable customers (Albright, 2012).

It’s clear that success can only really be determined by the projects intentions or goals as it can be subjective to each stakeholder or company. The main purpose of measurements like quantitative and qualitative are to ensure that the company or project is achieving success throughout not just as the end, it is vital to have clear goals and targets as this will increase the chance of success.

VI. BIBLIOGRAPHY Agarwal, S. (2014) Great app design. [Online]. Available from: http://www.socialstrategi.com/great-app-design/. [Accessed: 16th Nov 2014].

Albright, P. (2012) How do you measure success of an app? Customer engagement is key. [Online]. Available at: http://www.fiercedeveloper.com/story/how-do-you-measure-success-app-customer-engagement-key/2012-04-09 (Accessed: 24th December 2014) Allen, R. (2013) Stakeholder Analysis. [Online]. Available at: http://www.customer-insight.co.uk/article/874 (Accessed: 21st December 2014). Archer, D. (2013) Reading between the headlines. [Online]. Available at: http://www.psychologytoday.com/blog/reading-between-the headlines/201307/smartphone-addiction (Accessed: 15th November 2014). Cerejo, L. (2012) Elements- Mobile user expereince. [Online]. Available at: http://www.smashingmagazine.com/2012/07/12/elements-mobile-user-experience/ (Accessed: 19th November 2014).

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Clark, N. (2014) Should your business develop a mobile app. [Online]. Available at: http://business-technology.co.uk/2014/06/should-your-business-develop-a-mobile-app/ (Accessed: 15th November 2014). Culshaw, J. (2014) BBC World News global study sees surge in smartphone use for consuming news. [Online]. Available at: http://www.bbc.co.uk/mediacentre/worldnews/wn-smartphone-study.html (Accessed: 25th November) Eckel, E. (2006) The Importance of remote access. [Online]. Available at: http://www.techrepublic.com/article/the-importance-of-a-remote-access-policy/ (Accessed: 15th November 2014). GCN. (2014) Employees can't do their jobs effectively without their mobile devices. [Online]. Available at: http://gcn.com/microsites/2012/download-mobile-and-wireless/01-employee-mobile-device-needs.aspx (Accessed: 3rd December 2014).

Genuis, A. (2013) Great mobile app. [Online]. Available at: http://appsolutegenius.com/blog/great-mobile-app/ (Accessed: 22nd November 2014). Healy, R. (2013) The 10 reasons you like working from home. [Online]. Available at: http://money.usnews.com/money/blogs/outside-voices-careers/2013/05/30/the-10-real-reasons-you-like-working-from-home (Accessed: 28th November 2014).

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The Transformation of a University App to Improve Student Experience

Ways to Design and Develop a Current Poor App to Professional Standards

Luke Willars Computer Science Student

Derby University A.Charlton1@unimail.derby.ac.uk

Abstract—This article explores the methods that can be used in the retail world to combat the effect and use, of customers showrooming in which they use their smartphones to find a product online at a cheaper price after trying it out in a physical brick and mortar store. By customizing the experience for each individual customer, predicting trends, giving the ability to allow customers to find reviews or specifications on their products can remove the need to look elsewhere and secure the sale.

Index Terms—Travel, Buses, Customisation, Zachman architecture, Scope, Business model, Technology, Market research

I. INTRODUCTION Over the past few years mobile apps have become a

massive part of a majority of people that own a smart phone. When discussing an app within a University, in this time it is quite essential to have one available. Studies show that eight out of ten students now own a smartphone (UCAS media 2012). Knowing this information is quite vital due to estimating the potential success of a University app. Within this report the current app that Derby University uses will be evaluated, and relevant predictions on ways the app can be improved will be implemented. The changes that will be made are there to improve the capabilities of student life, this is so their time at the will be improved from the usefulness of the app.

The main aspect of the app that will be focussed on is the overall design. This is important because the current layout is very inconsistent and doesn’t appeal to the user. Through studies evidence shows that when designing an app it is key to have several aspects to make it successful (Viswanathan 2014). There are 6 main areas to focus on, like consistent performance which is the overall focus when designing an app to be successful.

Following on from this the relevance of the app affects how people use the app, instead of having a set homepage that has some irrelevance. The user should be able to customise the layout so that it comforts the layout they want, this will help in making the app improve student experience while they are at University. After all the brain takes 90% of information as visuals (Karr 2014), knowing this information helps to decide how the app should be welcome to customisation, but also to focus on a visual design. In order to develop the best looking

app, this report goes into detail about how to use other apps to gain inspiration in making your app to be as good as possible. Although it is good to progress and make an app unique. It is always good to create an app that users can relate to so that from the first use users will be able to fluently use the app. This links to Steve Krugs theory which is to not make the user think (Horrocks 2009). Using this design feature can really develop a sense of return to the user. This meaning that the user will want to return to the app because they do not need to think about navigating the app.

Secondly improving the way the students can plan how they would like to travel to the University will be evaluated. The current app has the content for when and where buses run, although a different approach will be discussed to displaying this information. Looking at other businesses like (Arriva 2014), they have an app available that you can use for a companion to locate all of the buses you need. Although, it is good to consider using modern technology within the app, this will enhance the user experience. The technology that will be incorporated is a GPS tracking system into the buses so that students are able to track where the bus is. This will stop students from missing the bus and increase the chance of students using the app every day.

II. EVALUATION OF TECHNOLOGIES The University app is currently available to all students,

although there is not a lot of usability within the app that people desire to return and use it everyday. A recent poll showed results that 69% of 584 students were unaware of the Derby University app (University of Derby 2014). This shows that this technology is not being pushed for students to use by the University, so therefore a rework for the app is in order to improve the quality of the application. The following information explains how an improved app could change the student experience.

A. Design of the app To begin in the methods to improve this app. First of all it

is important to focus heavily on the design. The current layout is quite boring to look at and is mainly just lists; the only area of a visual feel is the home page. This consists of a tiled blue page, which is still uninteresting. In the process of designing an app the developer should focus on the user experience, through

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doing this the app will have a better design to it, which will be more user friendly (NewRelic 2014). A proposal could be that the app should be designed with a warmer feel to it, this will be to add relaxation using the app to increase replay value. Each area of the app can be colour coordinated. This provides similar inspiration to the Blackboard app (Itunes 2014), which the University already uses. Each module within the app has a colour for it so you know that each colour resembles an area of study. This will help with the brain remembering more content due to visual learning (Karr 2014). Providing more inspiration from other technologies as well is the Flipboard app (Itunes 2014). Although this app is a news app the way it is designed is very user friendly. The user is able to decide what content they would like to be displayed on the home page. For example when using this ability to customise in the University app, each student can tailor the app to the way they would like to use it.

B. Customisation Continuing to evaluate about customisation, it is considered

a good production choice to design the app in this context. The biggest aspect of the customisation would be the user being able to show what appears on the home page, for the University app. Currently it is just a block layout of several areas for the University, but most sections do not appeal to a user every day. Discussing the interface an android phone uses, back ups the idea of how a customisable interface creates a positive outcome (Webster 2013). The android technology allows you to change the homepage to however you would like it to look. This can also be customised through the use of several other apps mentioned by (Webster 2013) including Themerapp. This app allows the user to choose from 300 themes to visually change their phone (My colorscreen 2014). Having these options available in the University app will result in a spike in interest in wanting to use the app everyday. This is due to a feature that will allow the app to be unique to each student, making the content that helps out with their learning more appealing.

C. Travel Another area of the app to focus on is the way the student

travels to the University. The current system has a fair amount of content to inform you on the buses to catch. Although the layout could be improved to make it more user friendly and be easier to understand. An overhaul of this area is needed in order to appeal to everyday users. To gain an inspiration in this area is to see what other companies in this industry are using. Are a lot of bus companies using apps to helps their customers? The research conducted showed results that only (Arriva 2014) was using an app to be a companion to users of the busses. The app essentially gives you detailed information on the bus you need to catch and also how late or early the bus is going to be. Reviews of the app are mainly positive (Itunes Arriva 2014) so therefore will be a good app to use for inspiration. The first new technology to go with this app is the ability to have a GPS tracker on each bus that is linked to the University. With this being in place the user will be able to visit the revamped University app and see where the bus is so they know when to catch it. (Tracking the World 2014) talks about how the use of GPS tracking makes it so much easier for consumers to catch it

but also from a business perspective, can identify when there are delays. Therefore incorporating this idea into the bus tracking app part of the University app, is vital in the terms of improving the student experience.

III. EVALUATION OF ARCHITECTURES It is vital when designing anything to have an architecture

to the design process so you know how everything will be planned out. It helps out with making sure that the final production phase runs smoothly. This should then create an application that pleases the user and avoids any fatal errors. The important way to look at it is that the work load should be portioned out evenly to the user experience, the business and the actual system (Microsoft 2014). Although when discussing Zachmans architecture there are a high number of areas that will be covered that should indefinitely reach every area to building your business/ design project. For this instance just the scope and the business model will be covered (Zachman 2011). This will be taken from the zachman diagram covering the why, who, what, where, when and how side to the business of the app.

A. Scope Evaluating the scope can be put simply into an overview of

the University app. Using Zachmans architecture can determine whether the app is important in the process of the business. The main target will be if it improves student experience while studying at the university. Thinking about where the app will be used, is if the app is safely secure to operate on numerous operating systems. The two biggest platforms to publish on is iOS or android. It’s clear that both of these have advantages to do with security on iOS and the global dominance of the android (Warren 2013). Moving on to when the app will be important to the University, this will depend on if it will attract more students to apply to study at the University. This can lead to increased profits within the organisation. In 2014 it is common for a business to have an app in place, otherwise customers will go elsewhere to another organisation (Bollinger 2013). It is also important to monitor the performance of the app, as this can be key to success when the app is completed. The current app performs fine technically, where as when thinking about the user experience. The user will think it does not perform well. Therefore zachman architecture is helpful in the experience for developing the improved app. Monitoring performance of an app can be key to success as discussed by (Zaheer 2013). Taking the extra time to test an app and make sure it will keep the user pleased, instead using the app to extract data and not search out data for 5 minutes will be key to pleasing the user on the application.

B. Business model When recreating the app it will be wise to use a business

plan from the zachman architecture diagram. There are several different models to use in order to plan how the business operates. This will link in to post process but also pre process. First of all a business plan needs to in place. This is so there is a goal within the organisation to achieve. It can expand to so much more though such as, knowing whether to grow your

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business, hiring new people and investing more money into developing the app (Berry 2006). Business logistics is an important stage of a business model. Making sure that everything is placed in the right place and the right time can be what is a success and a failure in terms of business (Shah 2012). This can fall down to having the correct people developing the app but also using the correct people to market the application. Making sure the right audience is targeted, and being the correct way to draw the audience in.

IV. MEASURING SUCCESS OF THE SERVICE The success of the University app depends on the positive

outcome of how much students will use it. Although in terms of development, it is down to the developers to make sure that the app is made to a professional standard. (Ombiel 2014) are the developers of the University app and from a design point of view the app runs very smoothly. Through personal experience with the app, multiple test runs evidenced that the app always opened up everything within the app in quick succession. To follow this you can tell that it is a solid app which is lacked by the visuals and content.

A. Business model Once the process of updating the app has been completed.

There must be post process actions to be taken in order to make sure the success of the service is as smooth as possible. In order to do this we must look at how other apps have succeeded, but also how the measurement of success was conducted for the current University app. Referring back to the reference we used earlier on, 69% of 584 students were unaware of the University app (University of Derby 2014). Once the project is completed, an advertisement of the app will be held and then further to this similar questions will be reposted to the students as previously asked before in the survey.

After a survey has been completed for the app, personal questionnaires will be handed out to receive close information on how the new app is performing. To do this students that have used the app will be asked in-depth questions about its performance. This will help to receive accurate data of how the revamped app is performing, and if relating to the question it will improve student experience during time at the University. (Mo 2012) discusses how questionnaires within an organisation have become a very reliable source to attain information that is personal due to customer opinions. With these terms, data will be able to further improve the app and see how student life will have improved with the new features. An example of where an entertainment product has been updated and changed how it works is Sim city. When the app first launched the game was reviewed as a 9.5 from Polygon (Pitts 2013). Due to several updates the game started to function in a way that seemed broken. When linking this to the app that will be improved it shows how updating a product can be a bad thing, but only through careless operations. By the time update 3 was released the games performance had been increased. When measuring the success of the app, contacting students themselves for improvements will result in a positive outcome.

B. Bus companies When discussing another stakeholder that will be involved

within the app are the bus companies linked to the University. As spoke about earlier there are several ways to improve the service, so the student experience in catching the bus is easier. There is an easy way to make profit in including GPS tracking within the app for students to view. This will results in the reduction of fuel costs for the companies but also appeal to more students to catch the bus due to knowing where it is (Actsoft 2013). For these stakeholders it is an instant success due to proven reduction in fuel consumption. Although it will achieve a positive outcome for student experience. This will improve the importance of the app due to students visiting the app everyday. Each time a student wants to catch a bus they can use the app to find out exactly where the bus is using the GPS tracking system within the app.

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Zeman, E. (2014) 1 Billion Smartphones Shipped in 2013. [Online]. January 2014 Available at: http://www.informationweek.com/mobile/mobile-business/1-billion-smartphones-shipped-in-2013/d/d-id/1113603. [Accessed: 17th Nov 2014]

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INDEX OF AUTHORS Jonathan Basford ............................................................................................................................................................................... 5

Daniel Bithell ...................................................................................................................................................................................... 9  Stephen Cole ..................................................................................................................................................................................... 13  Karolina Kujawska .......................................................................................................................................................................... 16  Andrew Moffitt ................................................................................................................................................................................. 20  Luke Rigley ....................................................................................................................................................................................... 24  Mohit Sharma ................................................................................................................................................................................... 28  Miroslav Spiridenkov ....................................................................................................................................................................... 32  Kai Waterfield .................................................................................................................................................................................. 36  Mathew Wilkim ................................................................................................................................................................................ 40  Luke Willars ..................................................................................................................................................................................... 44  

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