Tài liệu Instructor Notes Module 3: Services-Based Approach to Solution Design pptx

Instructor Notes Module 3: Services-Based Approach to Solution Design Introduction This module teaches students about the services-based design approach and the differences between use

Instructor Notes Module 3:

Services-Based Approach to Solution Design

Introduction

This module teaches students about the services-based design approach and the differences between user services, business services, and data services This approach is captured in the Microsoft® Solutions Framework (MSF) Application Model

After completing this module, students will be able to:

! Describe the principles behind the MSF Application Model

! Identify the service layers of the MSF Application Model

! Explain the value of the MSF Application Model in designing solutions

Materials and Preparation

This section provides you with the materials and preparation needed to teach this module

Materials

To teach this module, you need the following materials:

! Microsoft PowerPoint® file P03_1608a.ppt

! Module 3, “Services-Based Approach to Solution Design”

! Activity 3.1, “Identifying Services”

Preparation

To prepare for this module, you should:

! Read all the materials for this module

! Complete the activity

! Understand the MSF Application Model

Presentation:

50 Minutes

Activity:

25 Minutes

2 Instructor Notes Module 3: Services-Based Approach to Solution Design

Activities

Activity 3.1: Identifying Services

In this activity, students will identify the layers in the scenario provided After completing this activity, students will be able to:

! Demonstrate an understanding of user interface, user services, business services, data services, and data store

! To prepare for the activity

1 Complete the activity yourself

As you work through the activity, consider alternative solutions that students may present so that you will be prepared for those solutions as well

2 Review the suggested solution

This activity will help students understand the distinction among the layers of a design Students who are not familiar with n-tier applications or services-based design might be confused by the concept of layers Use this activity to help students understand this concept

Instructor Notes Module 3: Services-Based Approach to Solution Design 3

Module Strategy

Use the following strategy to present this module:

! Services-Based Approach

In this section, students learn about application models and are introduced to the MSF Application Model Be certain to emphasize that the three service layers are logical, not physical, and do not necessarily imply three physical boxes or tiers You might want to develop a simple example involving an application running entirely on one computer to emphasize this point

This course uses the term “layer” to refer to the logical constructs of user interface, user services, business services, data services, and data store The term “tier” is used in the sense of a physical distribution of components across a topology, as in “an n-tier application.”

! Activity 3.1: Identifying Services

Be sure to foster discussion and reach a class consensus on the answer It is crucial that students understand the concepts being presented This is another part of the foundation of the remainder of the course

! Value of a Services-Based Approach The fundamental point of this section is contained in the lead-in to the opening slide: “Traditionally, multiple solutions meant multiple implementations of similar logic With the services-based approach, application logic can be shared, thus ensuring logical consistency and saving development time.”

Your goal for this section is to be sure that students grasp this point Some

of the students, particularly those who have never used a services-based or multiple layer approach to design, may feel that breaking the application into multiple service layers is a waste of time Be prepared with examples showing the value to an organization of making a commitment to a services-based approach to solution design

Note

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