570002 Application Implementation with Microsoft Dynamics
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Credit points: 3 cp
Result type: Grade and marks
Requisite(s): 260800c Business Processes
The lower case 'c' after the subject code indicates that the subject is a corequisite. See definitions for details.
There are course requisites for this subject. See access conditions.
Description
This subject introduces students to the fundamentals of Microsoft Power Platform including Microsoft Power BI for business intelligence analytics as well as Microsoft Dynamics 365 applications with a focus on Customer Relationship Management (CRM) and Enterprise Resource Planning (ERP) processes.
Business consultants are required to understand the tools available to implement technology requests when discussing business change and innovation with clients. Consultants can shorten development cycles by developing required technology innovations using the native functionalities of both Power Platform and Microsoft Dynamics to support customers’ business processes.
This subject teaches Microsoft Dynamics 365 as a means of implementing key business process principles into web-based forms. The use of Microsoft Power Platform is linked to principles of business analytics by creating intelligent visualisations of data from applications built with Microsoft Dynamics, as well as other business data sources. This software suite allows students with no coding expertise to create simple yet effective business applications.
This subject is designed to teach students the technical skills needed to attempt Microsoft certification exams PL-900 Microsoft Power Platform Fundamentals, MB-910 Microsoft Dynamics 365 Fundamentals (CRM) and MB-920 Microsoft Dynamics 365 Fundamentals (ERP), depending on specialisation chosen.
Subject learning objectives (SLOs)
| a. | Apply ethical, cultural, and data privacy principles to the design of cloud-based business applications |
|---|---|
| b. | Implement business processes using Microsoft Dynamics |
| c. | Analyse and visualise business data using the Microsoft Power Platform suite of business analytics tools. |
Course intended learning outcomes (CILOs)
This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences:
- Utilise information technology, business and communication theoretical and technical knowledge to select methodologies and configure appropriate solutions to complex problems (1.1)
- Apply principles of ethics, sustainability and social responsibility to decision-making in the professional context (5.1)
Teaching and learning strategies
This subject is made up of six modules delivered online over six weeks (one module per week), in addition to Orientation week. Students work through each module at their own pace, with asynchronous interactive activities attached to each module/topic. Activities provide opportunities to learn, apply and discuss the knowledge gained engaging in a practical manner with the software. Within each module, content is delivered through a mixture of reading material, short videos, interactive labs, other interactive activities and both essential and suggested readings. Online synchronous sessions are held four times during the session to allow students to interact, ask questions of teaching staff, and receive clarification for assessments. See the Canvas subject site for dates and times.
Content (topics)
The subject introduces students who will work as Business Consultants when they graduate to the fundamentals of Microsoft Power Platform and Microsoft Dynamics 365. Students engage with technical concepts such as artificial intelligence, machine learning, natural language processing, and ethical and data privacy principles. Students obtain a functional understanding of key features of the two Microsoft software suites and of their potentialities in innovating business processes.
The subject introduces students to Power Apps, Power Automate and Power Virtual Agents from the Microsoft Power Platform. Students also learn the fundamentals of data visualisation and data interaction with Power BI. Further, students are introduced to Microsoft Dynamics 365 CRM and ERP and specialise in one of these.
Assessment
Assessment task 1: Microsoft Power Platform Applications and Rationale
| Objective(s): | b and c | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 60% | ||||||||||||||||||||
| Length: | Two 3-minute walkthrough videos with the student’s voice-over. | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Microsoft Dynamics 365 Critical Reflection
| Objective(s): | a and b | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 40% | ||||||||||||||||||||
| Length: | 750 words and at least one visual (screenshot, diagram or image). | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Required texts
There are no required texts for this subject. Recommended readings will be available via the subject Canvas site and the UTS Library.
References
Cairo, A. (2012). The Functional Art: An introduction to information graphics and visualization. New Riders.
Cross, N. (2011). Design thinking: Understanding how designers think and work. Berg Publishers.
Floridi, L., & Taddeo, M. (2016). What is data ethics? Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences, 374(2083), 20160360. https://doi.org/10.1098/rsta.2016.0360
Knaflic, C. N. (2015). Storytelling with data: A data visualization guide for business professionals. Wiley.
Spiegelhalter, D. (2019). The art of statistics: Learning from data. Pelican.
Mayer-Schönberger, V., & Cukier, K. (2013). Big data: A revolution that will transform how we live, work, and think. Houghton Mifflin Harcourt.
Mitchell, M. (2019). Artificial intelligence: A guide for thinking humans. Macmillan.
Mittelstadt, B. D., Allo, P., Taddeo, M., Wachter, S., & Floridi, L. (2016). The ethics of algorithms: Mapping the debate. Big Data & Society, 3(2). https://doi.org/10.1177/2053951716679679
Suresh, H., & Guttag, J. V. (2019). A framework for understanding sources of harm throughout the Machine Learning Life Cycle. https://doi.org/10.1145/3465416.3483305
Tufekci, Z. (2019, May 17). The real reason fans hate the last season of game of Thrones. Scientific American. https://blogs.scientificamerican.com/observations/the-real-reason-fans-hate-the-last-season-of-game-of-thrones/
Valentino-DeVries, J., Singer, N., Keller, M. H., & Krolik, A. (2018, December 10). Your apps know where you were last night, and they’re not keeping it secret. The New York Times. https://www.nytimes.com/interactive/2018/12/10/business/location-data-privacy-apps.html, https://www.nytimes.com/interactive/2018/12/10/business/location-data-privacy-apps.html
Vallor, S., Raicu, I., & Green, B. (2020, July 13). Technology and engineering practice: Ethical lenses to look through. Markkula Center for Applied Ethics at Santa Clara University. https://www.scu.edu/ethics-in-technology-practice/ethical-lenses/
Yau, N. (2011). Visualize this: The Flowing Data guide to design, visualization, and statistics. Wiley Pub.
Other resources
It is essential in this subject that students follow the learning path provided on the subject Canvas site. The site includes links to Microsoft Learn that help prepare students for attempting Microsoft certification exams after graduation. The subject Canvas site not only explains and contextualises learning the Dynamics software, but also provides students with points of integration with the co-requisite subject Business Processes. To prepare, students should read the Get Started and Microsoft Cetification modules before starting the subject materials at Module 1.