University of South Floridamtapanes.myweb.usf.edu/Project Course- Marie A. Tapan… · Web viewDetailed description of the course. Syllabus- See Appendix . 6.2. Description of online

M A R I E A . T A P A N E S

Cour se deve l opmen t p ro j ec t :

INT ROD U CTIO N TO TH E L OG IC O F P RO GRA M MIN G

ED H 7225- Cur r i cu lum De ve lopm en t i n H ighe r Educa t ion

P ro fe ss o r : D . D e l l ow, Ph .D .

Co l l e ge o f Educ a t ion

Un i ve r s i t y o f S ou th F l o r ida

Tampa , F lo r ida

1. Rationale

Introduction to the logic of programming is the second course of the sequence of

computer courses for the associate and baccalaureate degrees of Information Systems. It is a

required course which should be completed preferably during the students’ first year of

studies, before enrolling in major courses like Introduction to programming and Data

structures, among other specialization courses. Sections of the course are currently offered in

day and night sections.

A redesign of the course is necessary to offer the course online since many students

have difficulty taking on-campus classes due to their work and/or family commitments.

Offering an online course certainly does not mean uploading files from previous offerings.

Instead, it is needed a new instructional design to help guide and retain the online students,

reduce feelings of isolation and increase motivation to participate and submit course

requirements, offer assistance when needed, in addition to providing the student with a vast

diversity of online resources to help complete the course successfully. The redesign will be

based in part on Dr. Fink’s Significant Learning design principles.

2. Needs assessment

Institutions need to update their offerings to keep up with the requirements of society,

academy and its students. Technology is offering the means to reach more students and a

more diverse population. Now, students with full work and family commitments, as well as

full time students, can enjoy the opportunity to complete a course online. Many institutions

are offering that choice. Our students, from which a big percentage is comprised by an adult

population enrolled in the AHORA program, will benefit of this new offering. In the future,

2

other courses will need to be offered online also as an alternate medium to reach our students

and give them the tools they need to complete their educational goals and programs of study.

3. Situational factors

3.1. Specific context of the teaching/learning situation

The course is a lower division course which is expected to be completed by the

students during their second semester of studies in the Information Systems program.

Currently, the average class size is 25 students per session. Because it is a required

foundational course, around 3-4 sections are offered each semester, afternoon and

evening. Each class meets twice a week for 2 hours.

3.2. General context of the learning situation- Description of the rationale for

instructional delivery

The course needs to be offered online, which will probably reduce the traditional

sessions to one in the afternoon and one in the evening for students who prefer traditional

education. Offering the course online will respond to a need students have to continue

their studies while having time for their other important responsibilities. It also responds

to a need to actualize the offerings and stay competitive with other higher education

institutions. Thus, an online course will offer more options to the students on how to

proceed with their coursework. This is part of the institution’s effort to attract more

students to the program, offering the flexibility of online courses with the convenient

anytime-anywhere philosophy.

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However, as said by Ehrmann (2005), “If you’re headed in the wrong direction,

technology won’t help you get to the right place” (p.439). Therefore, carefully planned

instructional strategies and goals are necessary to create a learning environment where

the students can learn online while giving them the tools they need to succeed in the

course while keeping a sense of belonging to a community of practice.

3.3. Teaching and learning strategies

The acquisition and the participation metaphors will be applied to the

instructional strategies (see Sfard, 2005). Acquisition will be related to the reading

assignments and the reading of the materials provided by the instructor to help students

gain the fundamental knowledge of the course content. The participation metaphor will

be evident in the discussion forums, where the students are expected to search and

contribute with credible sources of information (active-inquiry learning) for their peers

and engage in communications regarding the course assignments (active-collaborative

learning).

Active learning, as described by Angelo (2005), is “meaningful, long-lasting

changes in knowledge, understanding, behavior, dispositions, appreciations…” (p.454). It

is expected that what the students gain in knowledge and experience in the course will

help them academically and professionally in the future. This will be achieved by giving

the opportunity to actively search for reliable information relevant to the course

assignments and sharing/discussing those references and ideas with peers.

In addition, integrating role playing to activities or assignments can give the

opportunity to include knowledge about other cultures and globalization. Professionals in

4

technology-related careers can work for any company anywhere in the world. Therefore,

the students enrolled in this course should be exposed to other cultures and the possibility

of having a “customer” from a different culture and country. The course will integrate a

project, which will substitute a third exam in the current offering, to help students

become sensitive and empathic interpreters, infusing diverse perspectives throughout the

curriculum (Nussbaum, 2005).

3.4 Articulation, transfer, approval, or professional licensing concerns

The Information systems program is offered completely in the main campus,

eliminating the need to transfer students to other campuses. However, other campuses of

the institution may transfer students to the main campus program. That will not pose a

problem since the transfer courses are equivalent in course code and content to the ones

offered in the main campus. Moreover, having the course offered online will facilitate

students from other campuses to enroll in it without the need to travel, transfer, or further

approvals.

3.5 Accreditation issues

Universidad del Este is accredited by the Council of Higher Education of Puerto

Rico (Consejo de Educación Superior de Puerto Rico) and Middle States Association of

Colleges and Schools. The Middle States Commission on Higher Education is a division

of the Middle States Association of Colleges and Schools that accredits educational

centers and universities located in the middle states region that confer associate degrees,

baccalaureate and beyond. The commission examines the institution in general and not

specific programs offered by the institution.

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3.6. Nature of the Subject

It is of vital importance that the students understand, practice and apply the tools

frequently used to solve logical problems and prepare the student with the good working

knowledge-base they will need in future programming courses and their careers. In

addition, the students will understand the logic of programming in general as the

foundation to make them capable to specify the logic of complex modern computer

problems. In addition, the C++ programming language syntax will provide the means to

teach a specific programming language that generalizes to other current programming

languages.

3.7. Characteristics of the Learners

Adult students from 18 years and older comprise the target population. From 2006

statistics, 64.6% are less than 20 years old, 18.6% are from 20-24 years old, and 16.8%

are more than 24 years old. Many have full-time jobs, full-time studies, and family

commitments to respond to. The university has an innovative program to help adult

student with full time jobs called Adult Program AHORA (NOW). This program had

2,740 students enrolled in 2006 with a 17.9% increase from the previous year. This

program is attracting students who need special assistance with their many life

responsibilities, while attempting to achieve a college education. Learners in this program

tend to be very focused on what they are looking for in terms of their educational goals,

tend to come with extensive prior experiences from their jobs, and are looking to achieve

their educational goals without sacrificing what is important to them and the quality of

their education.

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3.8. Characteristics of the Instructor- Professional qualifications

The instructor(s) should have at least an M.S. in Information Systems, Computer

Science or related fields. In addition, work experience as a programmer is necessary since

the students must be exposed in class to practical applications in the field. Previous

experience teaching an online course is desired.

4. Course content

4.1. Course description for the college catalog- Introduction to the development of

algorithms and computer programming using the C++ language. The course includes the

design, algorithm representation, flowcharts, pseudo-code and coding of programs. In

addition, study of the basic elements of the C++ language, such as basic data types,

control structures and routines. Structured programming concepts are also covered.

4.2. Prerequisites- COMP 110 Computer applications (Microsoft Office applications)

and College Algebra.

4.3. Outline of the course topics

I. Processes and programming structures

a. Fundamental concepts of computers

b. Tools used for programming

i. Definition of logic

ii. Algorithm

iii. Flowchart

iv. Pseudo code

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c. Constants and variables

d. Data types

i. Numerical

1. Integer

2. Real

ii. Alphanumeric

1. Character

2. String

iii. Logic

e. Functions

f. Operators

i. Arithmetic

ii. Relation

iii. Logic

iv. Assignment

g. Expressions and equations

h. Programming concepts

i. Data organization

ii. Communication with the computer and the compiler/debugger

1. Analysis of programming problems

2. Development of structured diagram

3. Algorithm notation

4. Development of flowcharts

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5. Internal and external documentation of a program

iii. Solution testing and debugging

iv. Coding of programs in the C++ programming language

II. Structured flowchart

a. Flowchart requirements

b. Modular flowcharts

i. Local functions and global functions

ii. Parameters

iii. Variable names

III. Logic structures in C++

a. Sequential

b. Decision

i. Sequential

ii. If/Then/Else

iii. Positive logic

iv. Negative logic

v. Logic conversion

vi. Decision tables

c. Loops

i. Counters

ii. WHILE

iii. DO WHILE

iv. FOR

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v. Nested loops

vi. Recursion

d. Selection

i. CASE/SWITCH

ii. Menus

4.4. Textbooks and other sources

Sprankle, M. & Hubbard, J. (2008). Problem Solving & Programming Concepts (8th

ed.). New Jersey: Pearson Prentice Hall (ISBN-10: 0136060609, ISBN-13: 978-

0136060604).

Online resources posted by the instructor of the course such as presentations,

examples, and practice exercises.

5. Significant learning goals (outcomes)

5.1. Foundational knowledge

5.1.1. Understand the importance of new tools in the solution of programming

problems.

5.1.2. Understand and apply the logic of computer programming to practical

problems.

5.1.3. Understand and remember the control structures in a structured

programming language.

5.1.4. Understand and remember functions and procedures.

5.1.5. Understand and remember the syntax of the C++ programming language.

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5.2. Application and integration

5.2.1. To solve complex computer programming problems using algorithms,

flowcharts and C++ code.

5.2.2. Identify alternative algorithms and tools to solve different logic problems

in computer programming.

5.2.3. Analyze logical programming problems that are usually involved in

computer programming.

5.2.4. Integrate the techniques and concepts of structured programming.

5.3. Human dimensions- Globalization

5.3.1. Develop a complex programming solution for a hypothetical foreign

customer, integrating the concepts and tools presented in class.

5.4. Learning how to learn

5.4.1. Recognize valid sources to search for additional tools and guidance when

needed in their practice of the computer programmer profession.

6. Detailed description of the course

6.1. Syllabus- See Appendix

6.2. Description of online activities- Apart from a midterm and final take-home exam,

practical real-life assignments will provide an opportunity for collaboration among peers

in the online forum (or blog). Collaboration to search for resources and generation of

ideas is encouraged among the online students. Thus, creating a learning-centered course

where in addition to exams, the students can talk about their assignments and help each

other with resources and ideas on how to solve the problems. However, all students are

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expected to submit their own original version for the solutions of online assignments,

creating an opportunity to condense various sources of information and ideas into their

own solution. The student’s solution to the problem must be representative of the

knowledge required to solve the problem in a real-life context. Such assignments will

prepare the students for the workforce when they graduate and begin to practice their

professions.

7. Evaluation

7.1. Major assignments and grading criteria

7.1.1. Assignments (6 for a total of 40 points)

Assignment 1 and 2 will be worth 6 points each. Assignments 3-6 will

be worth 7 points each.

Each assignment along with comprehensive explanation will be posted

by the instructor the week of the corresponding chapter(s).

Assignments will be attached to a forum (or blog) activity, where the

students are expected to collaborate with each other with ideas and

resources to solve the problems from the assignments. This

participation is part of the evaluation, counting for 2 points on each

assignment as an incentive for collaborating and sharing ideas. This is

representative of the actual environment where programmers share

ideas in the workplace to solve problems.

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After students submit their original solutions to the problems in the

assignments, the instructor will provide extensive feedback regarding

the solutions offered by the student, the compiling errors if any, how to

solve them, and if needed, comments regarding a more appropriate

solution.

7.1.2. Programming project (20 points)

The project will give an opportunity to create a solution to a real world

problem for a hypothetical foreign customer. The instructor will

generate a variety of problem scenarios, each describing the

programming problem and the cultural setting along with relevant

cultural characteristics of the foreign customer (i.e. etiquette,

conversation, respect…). Students must select and inform the

instructor which problem they prefer to work on by the 7th week. The

student will work individually to solve the problem and will present it

to the “customer” (i.e. the instructor and other students) during an

online presentation using the E-lluminate V-room at a predetermined

concurrent session that must take place on the 11th week.

7.1.3. Midterm and Final take-home exams (20 points each)

The exams will be take-home open book style and will include

theoretical and practical problems. The student will be able to access

the exam at the first day of the 12th week and will have until the end of

the week to complete and submit their individual and original answers.

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No collaboration is allowed in these evaluations. No online forums or

blogs will be created or accessed for these. For the midterm, extensive

feedback will be offered by the instructor. For the final exam,

feedback will be also provided per student request.

8. Integration

Learning goalWays of assessing

this kind of learning

Actual teaching-learning

activitiesHelpful resources

Understand the importance of

new tools in the solution of

programming problems.

1. Assignment 1

2. Online forum

participation for

Assignment 1

1. Reading of Ch. 1-2

2. Online forum participation

for Assignment 1

Textbook, WWW, other

students through the use

of the forum or blog to

discuss resources and

ideas to solve problems.

Understand and apply the logic

of computer programming to

practical problems.

1. All assignments

and course project

1. All assigned book chapters







Understand and remember the

control structures in a

structured programming

language.

1. Assignments 4- 6

and course project



for Assignments 4-6






Understand and remember

functions and procedures.

1. Assignments 2- 3

and course project



for Assignments 2-3






Understand and remember the

syntax of the C++

programming language.

1. All assignments

and course project

1. All assigned book chapters Textbook, WWW, other



14

2. Online forum participation discuss resources and


To solve complex computer

programming problems using

algorithms, flowcharts and C+

+ code.

1. All assignments

and course project








Identify alternative algorithms

and tools to solve different logic

problems in computer

programming.

1. All assignments

and course project

2. Online forum

participations








Analyze logical programming

problems that are usually

involved in computer

programming.

1. All assignments

and course project

2. Online forum

participations








Integrate the techniques and

concepts of structured

programming.

1. Assignments 4- 8

and course project



for Assignments 4-6






Develop a complex

programming solution for a

foreign customer, integrating

the concepts and tools

presented in class.

1. Course project 1. Select, from the list of

problems provided by the

instructor, a hypothetical

foreign customer and a

programming problem where

the student can apply what

was learned in class. The

student will present the

solution to the hypothetical

foreign client online using an

E-lluminate session.

Textbook, WWW

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Recognize valid sources to

search for additional tools and

guidance when needed in their

practice of the computer

programmer profession.

1. Online forum

participations








16

9. References

Angelo, T. A. (2005). A “Teacher’s Dozen”: Fourteen general, research-based principles for

improving higher learning in our classrooms. In Lattuca, L., Haworth, J., Conrad, C.

(Eds.), College and University Curriculum: Developing and Cultivating Programs of

Study that Enhance Student Learning. (pp. 452-459). Boston, MA: Pearson Custom

Publishing. (ASHE Reader)

Dee-Fink, L. (2003). A Self-Directed Guide to Designing Courses for Significant Learning.

Retrieved March 10, 2009 from

trc.virginia.edu/Workshops/2004/Fink_Designing_Courses_2004.pdf.

Ehrmann, S. C. (2005). Asking the right questions: What does research tell us about technology

and higher learning. In Lattuca, L., Haworth, J., Conrad, C. (Eds.), College and

University Curriculum: Developing and Cultivating Programs of Study that Enhance

Student Learning. (pp. 438-446). Boston, MA: Pearson Custom Publishing. (ASHE

Reader)

Lattuca, L., Haworth, J., Conrad, C. (eds.). College and University Curriculum: Developing

and Cultivating Programs of Study that Enhance Student Learning. (2005). Boston, MA:

Pearson Custom Publishing. (ASHE Reader)

17

Nussbaum, M. C. (2005). Citizens of the world. In Lattuca, L., Haworth, J., Conrad, C. (Eds.),

College and University Curriculum: Developing and Cultivating Programs of Study that

Enhance Student Learning. (pp. 242-261). Boston, MA: Pearson Custom Publishing.

(ASHE Reader)

Sfard, A. (2005). On two metaphors for learning and the dangers of choosing just one. In

Lattuca, L., Haworth, J., Conrad, C. (Eds.), College and University Curriculum:

Developing and Cultivating Programs of Study that Enhance Student Learning. (pp. 409-

423). Boston, MA: Pearson Custom Publishing. (ASHE Reader)

Sprankle, M. & Hubbard, J. (2008). Problem Solving & Programming Concepts (8th

ed.). New Jersey: Pearson Prentice Hall.

18

Appendix- Syllabus

Course Syllabus

COIS 115, Introduction to the Logic of Programming, 4 creditsFall 2009, AHORA Program

12 weeks online course

Instructor: Marie A. Tapanes, M.S. Office: E-lluminate! V-RoomE-mail: [email protected]

Online Office Hours: By appointmentBest Way to Contact the Instructor: By e-mail

Class Location

and Format:

On-line: Blackboard Course Management SystemE-lluminate! V-Room

Class Hours: Weekly access to COIS 115 course Blackboard, weekly participation in online assignment discussions on COIS 115 course Blackboard, and assignment submissions to Blackboard are required.

The COIS 115 course Blackboard environment must be consulted a minimum of three (3) times each week. The Blackboard content may be updated daily.

Students must use Blackboard Mail to communicate with the instructor regarding all course-related issues.

Required

Textbook:Text: Problem Solving & Programming Concepts – Required

Authors:Sprankle, M. & Hubbard, J.

ISBN: ISBN-10: 0136060609, ISBN-13: 978-0136060604

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mailto:[email protected]

Edition:8th edition

Publisher:New Jersey: Pearson Prentice Hall

Required

Software:

A Word processing program (Word 2002 or later version) is necessary to complete the written assignments and a C++ compiler (available also at the Computer Lab).

COIS115

Course

Description:

Introduction to the development of algorithms and computer programming using the C++ language. The course includes the design, algorithm representation, flowcharts, pseudo-code and coding of programs. In addition, study of the basic elements of the C++ language, such as basic data types, control structures and routines. Structured programming concepts are also covered.

COIS115

Exit

Competencies:

Upon completing this course students will be able to:

Understand the importance of new tools in the solution of programming problems.

Understand and apply the logic of computer programming to practical problems.

Understand and remember the control structures in a structured programming language.

Understand and remember functions and procedures. Understand and remember the syntax of the C++ programming language. Solve complex computer programming problems using algorithms,

flowcharts and C++ code. Identify alternative algorithms and tools to solve different logic problems

in computer programming. Analyze logical programming problems that are usually involved in

computer programming. Integrate the techniques and concepts of structured programming. Develop a proposal to solve a complex programming problem for a

hypothetical foreign customer. Develop a complex programming solution for a foreign customer,

integrating the concepts and tools presented in class. Recognize valid sources to search for additional tools and guidance when

needed in their future practice of the computer programmer profession.

Course Outline: AHORA program COIS 115 covers a 12 week term.

Week Topic Readings Assignments Assignments Due

20

1 Programming concepts and solutions to programming problems

Ch. 1, Ch.2 1.Blackboard Webpage

2. Online Forum presentation

2 Cont. Solutions to programming problems

Ch. 2 Assignment 1 1. Blackboard Webpage

2. Online Forum presentation

3 Expressions and equations Ch. 2 Assignment 2 Assignment 1

4 Programming concepts Ch. 3 Assignment 3 Assignment 2

5 Introduction to structured programming

Ch. 4 Midterm Practice/Review

Assignment 3

6 Midterm (Chapters 1-4) Ch. 1-4 1. Midterm

2. Inform programming project idea for a foreign customer

7 Structured programming- Sequential Logic

Ch. 5 Assignment 4 1. Midterm

2. Inform programming project idea for a foreign customer

8 Structured programming- Decision Logical structure

Ch. 6 Assignment 5 Assignment 4

9 Structured programming- Repetition structures

Ch. 7 Assignment 6 Assignment 5

10 Structured programming- Case structure

Ch. 8 Final Practice/Review

Assignment 6

11 Programming projects for a foreign customer

Final exam E-lluminate presentations

12 Take home Final exam (Chapters 5-8)

Ch. 5-8 Final exam

Assignments,

Exams and

Project:

Rules: All assignments, project, and exams will be independent. General ideas and sources of information to solve the problems may be discussed by the students in the discussion forum (or blog) without providing the solutions. The purpose is to get the ideas flowing providing a place to collaborate and learn more about where to locate resources and increase creativity and applicability.

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However, all solutions must be submitted independently, show an independent effort, and be independently written and commented.

Assignments (40 points)

The program solutions submitted must: compile without errors, run correctly, present an original solution to the intended problem and have comments explaining the main steps of the code.

Programming project (20 points)

For this assignment, you will select, from the list of problems provided by the instructor, a hypothetical foreign customer and a programming problem of interest to you where you can apply what you learned in class. You will present your solution to the hypothetical foreign client online using an E-lluminate session to take place in the 11th week of the term.

Midterm (20 points)

The exam will be open book take-home style and it will include theoretical questions and practical application problem(s) where a program must be planned, designed, and implemented correctly as in the course assignments.

Final exam (20 points)

The exam will be open book take-home style and it will include theoretical questions and practical application problem(s) where a program must be planned, designed, and implemented correctly as in the course assignments.

Grading

Criteria:

Student grades will be determined based upon performance in meeting the following course requirements:

Products submitted reflect the required content knowledge Compliance with specified course assignment guidelines Organization of products Timely submissions

Grading Scale

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A B C D F

100 – 90 89 – 80 79 – 70 69 – 60 59 - 0

The total value of course requirements is 100 points Blackboard allows resubmission of course assignments before the

deadline cutoff time Submission of products is due on or before the due date and time deadline Late submission of course assignments has to be granted permission by

the course instructor before the deadline and will suffer a 20% point deduction

Students may not do additional work or repeat an examination to raise a final grade

Instructor's

Schedule:

Students must use Blackboard Mail to communicate with the instructor. Every effort will be made to provide a response within two regular

University business days.

Instructional

Methods and

Tools:

Internet Blackboard Universidad del Este Online Library

Class Rules: Civility is required in public and private course communications.

Due dates and delivery time deadlines are defined as 11:55 p. m on the date the course requirement is due.

Course requirements must be completed and submitted on or before specified due dates and delivery time deadlines. Late submission of products is prohibited by the Blackboard system.

The end of term marks the termination of the course. Work submitted after the end of the term date will not be reviewed or graded.

Attendance policy: COIS 115 attendance is demonstrated by weekly online posting using the course Blackboard.

Universidad del

Este Policies:

1. Standards of Academic Integrity

For the university-wide policy on academic standards, see the Universidad del Este Student Handbook. Each student is responsible for maintaining academic integrity and intellectual honesty in his or her academic work. It is the policy of the school that each student must:

Submit original work Not engage in cheating (e.g., giving or receiving help during

examinations; acquiring and/or transmitting test questions prior to an examination)

Not commit plagiarism

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Original WorkAssignments, exams, and the project must be the original work of the student. Work is not original when it has been copied or partially copied from any other source, including the internet or another student, unless sharing or joint authorship is a part of the assignment. Exams and tests are original work when no unauthorized aid is given, received, or used before or during the course of the examination.

2. Disabilities and ADA

Universidad del Este complies with the American with Disabilities Act (ADA). The university’s detailed policy on disabilities is contained in the Universidad del Este Student Handbook. Student requests for accommodation based on ADA will be considered on an individual basis. Each student with a disability should discuss his or her needs with the disability service representative at The Development and Retention Office before classes begin if possible.

3. Communication by Email

Students must use their Universidad del Este e-mail accounts when sending email to faculty and staff and must clearly identify their names and other appropriate information. When communicating with students via email, faculty and staff members will send email only to Universidad del Este email accounts using Universidad del Este recognized usernames. Students are encouraged to check their Universidad del Este email account daily.

4. The Temporary Grade of Incomplete (I)

The temporary grade of Incomplete (I) will be granted only in cases of extreme hardship and requests will be assessed on a case by case basis. A student desiring an incomplete must submit a formal notification to the course instructor at least two weeks prior to the end of the term. In the notification, the student must: (1) provide a rationale; (2) demonstrate that he/she has been making a sincere effort to complete the assignments during the term; and (3) explain how all the possibilities to complete the assignments on time have been exhausted.

5. Grade Policy Regarding Withdrawals

Course withdrawal requests must be submitted to the program office in writing by the student. Requests for withdrawal must be received by the program office by the calendar midpoint of the course (see dates in the academic calendar).

6. Acceptable Use of Computing Resources Students must comply with the Universidad del Este policy on Use of Computing Resources (see the Student Handbook).

24

Syllabus

Modification:

The instructor reserves the right to make changes as may be required to the course syllabus and its online version. Students will be notified of syllabus changes by posting a notice on the course Blackboard.

25

Documents

University of South Floridamtapanes.myweb.usf.edu/Project Course- Marie A. Tapan… · Web viewDetailed description of the course. Syllabus- See Appendix . 6.2. Description of online