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MODULE 3.1

Process Modelling I

Introduction:

In this module, we will look at Context Diagram and Level 0 Data Flow
Diagram.

A Context Diagram is used to depict the boundary of the System Of

Interest (SOI) and the data flows in and out of the SOI. It shows the
external entities that interact with the SOI. It is important to note that
external entities are not necessarily have to be human actors in the SOI.
They can be other systems or data storage that exchange data with SOI.
For example, some organisations use a central authentication system for
all its information systems. Therefore, any new system will need to
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interact with that authentication system. A Level 0 Data Flow Diagram

shows the highest-level processes in a SOI and the data flows through
these processes. You will see some examples of both diagrams in the
Essential Resources. Please remember the following when drawing a
Context Diagram or a Level 0 DFD:

Both diagrams contain arrows between elements. Each arrow

shows the direction of data flows.

Each arrow is labelled with the names of data that flows between
the two elements. It must be a noun, e.g. Customer Info, Weekly
Report, Student Info. A common mistake is to label the arrows with
a verb or a verbal phase as if they indicate what an external entity
can do with the system.

DFD is a set of hierarchical diagrams. Each process should be

numbered with decimal notations, e.g. 1 (Level 0 DFD), 1.1 (Level 1
DFD), 1.1.1 (Level 1 DFD).

DFD shows a static snapshot of the data flow in this system.

Although DFD is used to model processes, it is NOT used to model
the sequence of process. The numbering of processes does not
indicate any chronological order.

Two data storages cannot be connected without a process in

between.

Essential Resources:

Context diagram and data flow diagram

Please read Chapter 6 Structuring System Requirements:
Process Modelling (Page 180), up to figure 6-10 (Page 180
- 194). The first part of this chapter provides a comprehensive
description of context diagram and data flow diagram, and how it is
used to model processes. Please pay attention to how different
elements are represented in a data flow diagram, including data
store, process, sources /sinks. The examples provided in this
chapter are key to developing your understanding of how a
system/process can be functionally decomposed into smaller
processes. Please have a look at Figure 6-8, 6-9 and 6-10 (Page 193 -

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194) that demonstrate a set of nested decompositions of

processes.
Valacich, J., George, J., & Hoffer, J. (2015). Essentials of Systems
Analysis and Design, Global Edition (6th ed.). Essex, England:
Pearson Education Limited. Retrieved from [Link]
[Link]/lib/think/[Link]?
docID=5187058

Business analysis foundations: Business process

modelling
Watch the following videos from the Business Analysis
Foundations: Business Process Modelling course - 1. Creating a
context diagram on [Link]:

Understanding the purpose of the context diagram (3m

36s)

Context diagram features (4m 39s)

How to create a context diagram (3m38s)

Understanding the pitfalls of context diagrams (3m 48s)

These four videos provide you with a practical view on context

diagram in plain non-technical terms and help scaffolding your
ability to create a context diagram.
Thomas, H. (2016, November 30). Business Analysis Foundations:
Business Process Modelling [Video file]. Retrieved from
[Link]
Process-Modeling-Fundamentals/[Link]?org=[Link]

Requirements elicitation and analysis

View the following videos from the Requirements
Elicitation and Analysis course – 3. Analysis techniques on
[Link]:

Process models (4m 43s)

Context diagram (4m 56s)

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Data flow diagram (3m 57s)

These three videos discuss process modelling in general, and the

purposes of a context diagram and a data flow diagram. They also
teach you how to create a context diagram and a data flow
diagram. Please note that the notations used in these videos are
different from the ones in the first Essential Resource. Please use
the notations outlined in the first reading.
Wick, A. (2017, August 20). Requirements Elicitation and Analysis
[Video file]. Retrieved from [Link]
Management-tutorials/Requirements-Elicitation-Analysis/580635-
[Link]?org=[Link]

Additional Learning Resources:

If you would like to learn more about the topics covered in this module
here are some additional resources. These resources will contribute to
further developing your understand the topics covered. These resources
are not essential to complete this module or the assessments associated
with this subject.

Dataflow diagram – A case study

This lecture presents a case study on dataflow diagram.
This lecture consists of two parts. Please watch both parts
of this lecture. This 20-minute lecture provies a thorough dataflow
analysis for a video store.
Woo, E. (2013, August 18). Video Store Database: Dataflow Diagram
(1 of 2) [Video file]. Retrieved from [Link]
Woo, E. (2013, August 19). Video Store Database: Dataflow Diagram
(2 of 2) [Video file]. Retrieved from [Link]

Learning Activity:

Learning Activity 1: Discussion forum post

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Using the example of an online shopping store (e.g.

[Link] or
[Link]

1. Draw a context diagram and a level-0 DFD diagram that

represent that online shopping store.

2. Briefly explain the main goal of each process and each

data source and sink.

3. Post your response along with the two diagrams onto

Module 3 discussion forum Read other students’ posts.
Do you agree with their diagrams? Check whether they
have used the correct context diagram and DFD
notations. Comment on at least two students’ posts
and provide constructive feedback to them.

To participate in the Discussion Forum, click here to scroll to

the bottom of this page then click on the "Module 3 -
Discussion Forum" link.

Note: The Learning activities above are not part of summative/graded

assessment; however they are designed to prepare you for incremental
graded assessment and expand your learning.

These activities encourage a community learning experience between

peers, and provide opportunities for facilitators to offer formative
feedback, throughout a module, to the student cohort.

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