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Introduction to The Logic of programming. Course development project Marie A. Tapanes Curriculum Development in Higher Education. Background. The second course of the sequence of computer courses for the associate and baccalaureate degrees of Information Systems.
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Introduction to The Logic of programming Course development project Marie A. Tapanes Curriculum Development in Higher Education
Background • The second course of the sequence of computer courses for the associate and baccalaureate degrees of Information Systems. • A redesign of the course is necessary to offer the course online –students’ work and/or family commitments. • 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 • Provide the student with a vast diversity of online resources to help complete the course successfully
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.
Target population • All 1st year students in the Information systems program at Universidad del Este, Sistema Universitario Ana G. Méndez • Specially adult population enrolled in the AHORA program
Instructional Delivery • WWW • Blackboard Course Management System • E-lluminate! V-Room • Universidad del Este Online Library
Significant learning goals (Based on Dr. Fink Significant Learning) • Foundational knowledge • 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. • Application and integration • To 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. • Human dimensions- Globalization • Develop a complex programming solution for a hypothetical foreign customer, integrating the concepts and tools presented in class. • Learning how to learn • Recognize valid sources to search for additional tools and guidance when needed in their practice of the computer programmer profession.
Major assignments • 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.
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) 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.
