AFL113 اللغة العربية للناطقين بغيرها (1)
(3) Credit Hours
"منهج اللغة العربية" كتاب في تعليم اللغة العربية للناطقين بغيرها – الكتاب الأول.
| Course Code |
AFL113 |
| Course Title |
اللغة العربية للناطقين بغيرها (1) |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
"منهج اللغة العربية" كتاب في تعليم اللغة العربية للناطقين بغيرها – الكتاب الأول. |
| Course Objectives |
الجامعة العربية المفتوحة
عمادة الدراسات اللغوية توصيف
مقرر اللغة العربية للناطقين بغيرها
(AFL113 ) إعداد
المنسق العام للمقرر د. محمد حسان الطيان
اسم المقرر: اللغة العربية للناطقين بغيرها (1) | رمز المقرر | AFL113 | عدد الساعات المعتمدة: 3 ساعات | نوع المقرر | متطلب عام إجباري للناطقين بغير العربية |
"منهج اللغة العربية" كتاب في تعليم اللغة العربية للناطقين بغيرها – الكتاب الأول.
هذا الكتاب هو الكتاب الأول من سلسلة (مناهج اللغة العربية- لغة التواصل) لتعليم الناطقين بغيرها الذي قام به المركز الثقافي لتعليم اللغة العربية للناطقين بغيرها التابع لإدارة الدراسات الإسلامية بوزارة الأوقاف بدولة الكويت.
وهو منهج واف مترابط يلبي احتياجات الدارسين في الجامعة العربية المفتوحة، ويشتمل على وسائل تربوية مناسبة كالصور الملونة، والخرائط، وكذلك وجود فراغات مناسبة لحل التدريبات، بحيث يغدو الكتاب كتاباً دراسياً ودفتراً خاصاً للطالب في الوقت نفسه.
ويرمي الكتاب إلى تعريف المتعلم بأساسيات اللغة العربية وامتدادها التاريخي والجغرافي، والوصول به في مدة زمنية محددة إلى مستوى لا بأس به من الإلمام بمهاراتها الأربع، من استماع وقراءة وكتابة وتحدث، ليمتلك القدرة على استكمال التعلُّم والتزود من معين اللغة الواسع.
ويتناول الكتاب الأول لغة التواصل، وهي لغة الحياة اليومية حيث التعامل التلقائي مع أبناء اللغة في محيط البيئة التي يتعايش معها الدارس في المرافق العامة لمجتمعاتنا العربية كالطائرات، والمستشفيات، والأسواق.... إلخ.
وذلك من خلال الإلمام يما يأتي:
- تعلم الأبجدية العربية.
- المفردات والجمل.
- موضوعات منوعة عن البلد الذي يعيش فيه الدارسون.
- الأسس النحوية التي تبنى عليها قواعد اللغة العربية.
- المحادثة وطرق التواصل بين الدارسين فيما بينهم من جهة، وفيما بينهم وبين العرب من جهة أخرى.
- الكتابة والاستيعاب. 2 ـ أهداف المقرر:
إلمام الدارس بالكفايات الآتية: الكفاية اللغوية، والكفاية الاتصالية، والكفاية الثقافية، وفيما يأتي بيان موجز بهذه الجوانب: وتضم ما يلي: - الاستماع (فهم المسموع)
- الكلام (الحديث).
- القراءة (فهم المقروء).
- الكتابة.
- الكفاية الاتصالية: وترمي إلى إكساب الدارس القدرة على الاتصال بأهل اللغة بصورة ملائمة من خلال السياق الاجتماعي المقبول.
- الكفاية الثقافية: إذ يتم تزويد الدارس بجوانب متنوعة من ثقافة اللغة، وهي هنا الثقافة العربية خصوصاً.
3 ـ طريقة التعلم:
يدرس هذا المقرر وفق منهجية تجمع بين التعليم المفتوح والتعلم عن بعد، بما تسمح به آليات الدراسة الذاتية، مع الحرص على دوام الاتصال والتواصل المباشر بين الطالب والمشرف الأكاديمي, ويكون ذلك من خلال عقد لقاءين في كل أسبوع دراسي، كما يمكن التواصل في الساعات المكتبية وعن طريق الموقع التعليمي، ويبقى الجهد الأوفى متمثلا ًفي استيعاب الطالب لنمط التعلم الذاتي، وتكوين مجتمع طلابي قائم على الشغف بالمعرفة. *********************
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| Course Outcomes |
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CH101 Chinese for Beginners (I)
(3) Credit Hours
The course introduces the student to the basics of Chinese (Mandarin). These include the alphabet, common everyday expressions, simple sentences, short dialogues and small paragraphs. The four skills of reading, writing, listening and speaking will be equally emphasized. However, as we live in the age of the image, students will have ample exposure to a variety of audio-visual material which boost their command of the language at the beginner’s level. The communicative approach is to be adopted in face-to-face tutorials and the various methods of enabling students to learn on their own will be prioritized.
| Course Code |
CH101 |
| Course Title |
Chinese for Beginners (I) |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
The course introduces the student to the basics of Chinese (Mandarin). These include the alphabet, common everyday expressions, simple sentences, short dialogues and small paragraphs. The four skills of reading, writing, listening and speaking will be equally emphasized. However, as we live in the age of the image, students will have ample exposure to a variety of audio-visual material which boost their command of the language at the beginner’s level. The communicative approach is to be adopted in face-to-face tutorials and the various methods of enabling students to learn on their own will be prioritized. |
| Course Objectives |
|
| Course Outcomes |
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CH102 Chinese for Beginners (II)
(3) Credit Hours
The course builds on what the student has learnt in level (1). Toward this end, it introduces the student to more everyday expressions, more widely-used short sentences, some compound and complex sentences, medium-size dialogues, and short passages. While the skills of listening and speaking will be receiving adequate attention, more emphasis is to be placed on the skills of reading and writing. Face-to-face tutorials will be communicative and students will be empowered to learn on their own.
| Course Code |
CH102 |
| Course Title |
Chinese for Beginners (II) |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
The course builds on what the student has learnt in level (1). Toward this end, it introduces the student to more everyday expressions, more widely-used short sentences, some compound and complex sentences, medium-size dialogues, and short passages. While the skills of listening and speaking will be receiving adequate attention, more emphasis is to be placed on the skills of reading and writing. Face-to-face tutorials will be communicative and students will be empowered to learn on their own. |
| Course Objectives |
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| Course Outcomes |
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EL111 Communication Skills in English 1
(3) Credit Hours
As an integrated skills syllabus, EL111 continues to develop the communication skills – listening, speaking reading and writing- together with functions, vocabulary and grammar. However, special emphasis is placed on the two major skills of READING and WRITING through which structure, vocabulary, etc. can be integrated and developed. The course is learner-centered and seeks to introduce thematic topics which aim at developing critical thinking skills. It emphasizes the skill of reading through the application of learning strategies such as prior knowledge, scanning for specific information, skimming for main idea, and getting meaning from context. The course helps students to become more independent learners through extensive reading and writing practice.
| Course Code |
EL111 |
| Course Title |
Communication Skills in English 1 |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
As an integrated skills syllabus, EL111 continues to develop the communication skills – listening, speaking reading and writing- together with functions, vocabulary and grammar. However, special emphasis is placed on the two major skills of READING and WRITING through which structure, vocabulary, etc. can be integrated and developed. The course is learner-centered and seeks to introduce thematic topics which aim at developing critical thinking skills. It emphasizes the skill of reading through the application of learning strategies such as prior knowledge, scanning for specific information, skimming for main idea, and getting meaning from context. The course helps students to become more independent learners through extensive reading and writing practice. |
| Course Objectives |
1. 1. Factual information | | EL111: Communication Skills in English 1 | Level | One | Module Tutor | Mr. Khaldun Said
ksaid@aou.edu.kw
| Credit Value | 3 credit hours | Module Type | Taught | | |
2. Rationale for the module and its links with other modules | As an integrated skills syllabus, EL111 continues to develop the communication skills – listening, speaking reading and writing- together with functions, vocabulary and grammar. However, special emphasis is placed on the two major skills of READING and WRITING through which structure, vocabulary, etc. can be integrated and developed. The course is learner-centered and seeks to introduce thematic topics which aim at developing critical thinking skills. It emphasizes the skill of reading through the application of learning strategies such as prior knowledge, scanning for specific information, skimming for main idea, and getting meaning from context. The course helps students to become more independent learners through extensive reading and writing practice. |
3. Aims of the module | - Acquaint students with the four basic language skills of listening, speaking, reading and writing.
- Have students practice all four skills through drilling, in-class work, home assignments, and online practice.
- Placing extra emphasis on the two language skills of reading and writing.
- Involve students in oral practice and allow them to take part in class activities to develop the skill of speaking.
- Enable students to write reports, and well organized 3-paragraph essays.
By the end of the first course (i.e. EL111) students should be able to: - listen to and comprehend varieties of English discourse spoken at normal speed.
- speak correctly and fluently with reasonable pronunciation.
- communicate with ease and confidence on a variety of daily topics as well as on topics related to university education, using appropriate structures and vocabulary.
- read and understand a variety of English texts of varying length, complexity, and genres.
- write different types of paragraphs (descriptive, narrative, argumentative, persuasive, cause and effect, comparison and contrast, definition, process) and different letter types (personal letters, letters of inquiry, letters of application, etc.) using appropriate punctuation marks, mechanics of writing, as well as cohesive devices. Eventually, students should be able to write a three-paragraph essay.
- Summarize different types of texts correctly and efficiently.
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4. Pre-requisite:
Passing EL099 or earning a qualifying Placement Test (OOPT) score 5. Intended learning outcomes A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: A1: Develop good understanding the four language skills.
A2: Develop student’s knowledge and familiarize them with some basic concepts for improving language skills | In-class presentation of material with emphasis on skill using.
Class discussion and home assignments.
Online tasks and practice. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module, learners will be expected to: B1: Develop awareness of the relevant strategies
for improving each language skill B2: Develop awareness of the relationship between all four language skills | Practicing the various language skills through in-class exercises.
Doing some short assignments to assess students’ understanding.
Giving short presentations and explanation followed by interactive in-class discussion. |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1: Produce well-written reports and well- organized 3-paragraph essays on different writing functions and purposes C2: Read short 1-2 page texts with understanding and reasonable comprehension | Continuous practice through in-class writing and home assignments.
Exposure to online samples of reading and writing to enhance students’ reading and writing ability |
D Key transferable skills | Learning and teaching strategy | D1: Demonstrate ability to read texts with understanding, while using some key reading strategies and techniques like scanning and skimming. D2: Write 3-paragraph essay with cohesion, coherence, | Extensive practice on how to apply acquired knowledge in real-life practical situations
Engaging students in real reading and writing tasks in different topics by applying relevant reading strategies: skimming, scanning, summary and paraphrase |
6. Indicative content. | The course material covers all five themes of the textbook:
1) Culture and civilization
2) Technology
3) News and media
4) Sports and leisure
5) Nutrition and health It also covers all 12 units of the textbooks: Course Book & Workbook, together with supporting online and e-learning materials. |
6. Assessment strategy, assessment methods and their relative weightings |
EL111 has:
- ONE TMA (Two in-class writing tasks) = 20%
- One 90-minute Mid-Term Assessment [MTA] = 30%
- One 2-Hour FINAL Exam = 50%
_______________________________________________________________________________ Total = 100% |
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| Course Outcomes |
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EL112 Communication Skills in English 2
(3) Credit Hours
EL112 is an advanced integrated skills course which builds on experience gained from EL111. The course continues to develop the four communication skills of listening, speaking, reading and writing, while stressing aspects of vocabulary and grammatical structure through the two major skills of READING and WRITING. Special emphasis is placed on the skill of WRITING where students will be prepared to write longer essays and be introduced to research paper writing.
| Course Code |
EL112 |
| Course Title |
Communication Skills in English 2 |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
EL112 is an advanced integrated skills course which builds on experience gained from EL111. The course continues to develop the four communication skills of listening, speaking, reading and writing, while stressing aspects of vocabulary and grammatical structure through the two major skills of READING and WRITING. Special emphasis is placed on the skill of WRITING where students will be prepared to write longer essays and be introduced to research paper writing. |
| Course Objectives |
1. 1. Factual information | | EL112: Communication Skills in English 2 | Level | One | Module Tutor | Mr. Khaldun Said
ksaid@aou.edu.kw | Credit Value | 3 credit hours | Module Type | Taught | | |
2. Rationale for the module and its links with other modules | EL112: Communication Skills II EL112 is an advanced integrated skills course which builds on experience gained from EL111. The course continues to develop the four communication skills of listening, speaking, reading and writing, while stressing aspects of vocabulary and grammatical structure through the two major skills of READING and WRITING. Special emphasis is placed on the skill of WRITING where students will be prepared to write longer essays and be introduced to research paper writing. |
3. Aims of the module | - Shedding more light, with more intensive training in the four basic language skills of listening, speaking, reading and writing.
- Engaging students in more advanced practice of all four skills through drilling, in-class work, home assignments, and online oral and written practice.
- Involve students in real discussions, debates to develop the speaking skill and critical thinking.
- Highlighting, enhancing, and boosting the two language skills of reading and writing.
- Enable students to read lengthy texts on different topics with good understanding, and also write reports, summarize, paraphrase, and produce well organized 5-paragraph essays.
By the end of the second course (i.e. EL112) students should be able to: - listen to, comprehend and identify or match relevant information from lectures and tutorials. Students need to be able to decide quickly which texts, or parts of texts are relevant to a task or an extract of information,
- speak fluently and accurately about academic topics using vocabulary learnt,
- read and understand a variety of academic lectures, reports and tutorials of varying length, complexity, styles and genres,
- write different types of essays (argumentative, persuasive and descriptive) using appropriate punctuation marks, mechanics of writing, as well as cohesive ties, and
- analyze and evaluate academic information from a particular text.
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4. Pre-requisite:
EL111 5. Intended learning outcomes A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: A1: Develop more sophisticated knowledge and understanding of the four language skills.
A2: Develop student’s knowledge and familiarize them with more specialized concepts for improving language skills especially those of reading and writing. | In-class presentation of material with emphasis on skill using where students take lead in such activities
Class discussion and home assignments.
Intensive online practice, with students reporting on their experience and findings. |
B. Cognitive skills | Learning and teaching strategy | At the end of the module, learners will be expected to: B1: Develop well-informed and more sophisticated awareness of the relevant strategies for improving each language skill B2: Develop high-level awareness of the relationship between all four language skills, with special emphasis on reading and writing | Applying the most relevant strategies to develop the various language skills, especially reading and writing, through intensive in-class practice
Engaging students in different activities and s assignments to assess their awareness and understanding of skill using
Encouraging students and enabling them to give presentations and explanations followed by interactive in-class discussions targeting mainly the two skills of reading and writing |
C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1: Produce well-written reports and well- organized 5-paragraph essays on different writing functions and purposes C2: Read lengthy page texts with understanding and reasonable comprehension | Extensive and intensive practice through in-class writing and home assignments
Exposure to online samples of reading and writing to enhance students’ reading and writing ability |
D Key transferable skills | Learning and teaching strategy | D1: Demonstrate an advanced ability to read texts with ease and understanding, while using key reading strategies and techniques like scanning and skimming. D2: Write 5-paragraph essay with cohesion, coherence, with the ability to summarize, and paraphrase. | Extensive practice on how to apply acquired knowledge in real-life practical situations
Engaging students in real reading and writing tasks in different topics by applying relevant reading and strategies: skimming, scanning, summary and paraphrase, with cohesion and coherence |
6. Indicative content. | The course material covers all five themes of the textbook:
1) Remembering and forgetting
2) Friends and family
3) Managing to be successful
4) The media
5) Customs: origins and effects It also covers all 12 units of the textbooks: Course Book & Workbook, together with supporting online and e-learning materials. |
7. Assessment strategy, assessment methods and their relative weightings |
EL112 has:
- ONE TMA (Two in-class writing tasks) = 20%
- One 90-minute Mid-Term Assessment [MTA] = 30%
- One 2-Hour FINAL Exam = 50%
_________________________________________________________________________________________ Total = 100% |
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| Course Outcomes |
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EL118 Reading Comprehension
(4) Credit Hours
This is a four-credit-hour module of one semester in length. The module aims to help students become better readers of English texts and build their vocabulary. It focuses on expanding students’ reading skills and vocabulary use so that they can cope with different academic, professional and social situations effectively. The course applies the Interactive Reading model where reading is an active process in which readers draw upon top-down processing (bringing meaning to the text), as well as bottom-up processing (decoding words and other details of language). The top-down aspect of this construct suggests that reading is facilitated by interesting and relevant reading materials that activate a range of knowledge in a reader's mind. This knowledge is refined and extended during the act of reading. The bottom-up aspect of this model suggests that the students need to pay attention to language proficiency, including vocabulary. As an academic reading course, it addresses the teaching of higher level reading strategies without neglecting the need for language support. In addition, it addresses both sides of the interactive model. High-interest academic readings and activities provide students with opportunities to draw upon authentic life experience in their mastery of a wide variety of reading strategies and skills, including
| Course Code |
EL118 |
| Course Title |
Reading Comprehension |
| Pre-requisite |
|
| Credit Hours |
4 |
| Course Description |
This is a four-credit-hour module of one semester in length. The module aims to help students become better readers of English texts and build their vocabulary. It focuses on expanding students’ reading skills and vocabulary use so that they can cope with different academic, professional and social situations effectively. The course applies the Interactive Reading model where reading is an active process in which readers draw upon top-down processing (bringing meaning to the text), as well as bottom-up processing (decoding words and other details of language). The top-down aspect of this construct suggests that reading is facilitated by interesting and relevant reading materials that activate a range of knowledge in a reader's mind. This knowledge is refined and extended during the act of reading. The bottom-up aspect of this model suggests that the students need to pay attention to language proficiency, including vocabulary. As an academic reading course, it addresses the teaching of higher level reading strategies without neglecting the need for language support. In addition, it addresses both sides of the interactive model. High-interest academic readings and activities provide students with opportunities to draw upon authentic life experience in their mastery of a wide variety of reading strategies and skills, including |
| Course Objectives |
Module Specification: EL118 (Reading)
1. 1. Factual information | Module title | EL118: Reading Comprehension | Level | 4 | Module tutor | Dr. Marine Milad | Credit Value | 4 | Module type | Taught | Notional learning hours | 2 hours / week |
2. Rationale for the module and its links with other modules | This is a four-credit-hour module of one semester in length. The module aims to help students become better readers of English texts and build their vocabulary. It focuses on expanding students’ reading skills and vocabulary use so that they can cope with different academic, professional and social situations effectively. The course applies the Interactive Reading model where reading is an active process in which readers draw upon top-down processing (bringing meaning to the text), as well as bottom-up processing (decoding words and other details of language). The top-down aspect of this construct suggests that reading is facilitated by interesting and relevant reading materials that activate a range of knowledge in a reader's mind. This knowledge is refined and extended during the act of reading. The bottom-up aspect of this model suggests that the students need to pay attention to language proficiency, including vocabulary. As an academic reading course, it addresses the teaching of higher level reading strategies without neglecting the need for language support. In addition, it addresses both sides of the interactive model. High-interest academic readings and activities provide students with opportunities to draw upon authentic life experience in their mastery of a wide variety of reading strategies and skills, including - previewing
- outlining
- skimming and scanning
- using context clues to clarify meaning
- finding the main idea
- isolating causes and effects
- annotating and highlighting
- categorizing
- interpreting visuals
- describing trends
- making inferences.
- understanding analogies
- analysing criteria
- analysing advantages and disadvantages
- identifying ethics and values
- synthesizing information from several sources
- summarizing
- evaluating generalizations
The course optimizes the reciprocal relationship between reading and vocabulary. Rich vocabulary instruction and practice that targets vocabulary from the Academic Word List (AWL) provide opportunities for students to improve their language proficiency and their ability to decode and process vocabulary. The course also provides some resources to help students read with comprehension and use that knowledge to develop both a rich academic vocabulary and overall academic language proficiency, especially reading skills. The module prepares the students to write academic essays reflecting on a topic under discussion that will help them pursue their academic study throughout different core modules. |
3. Aims of the module | The module aims to provide the learners with necessary skills trough: - Providing the students with opportunities to draw upon life experience in their mastery of a wide variety of reading strategies and skills that include previewing, scanning, using contextual clues to get the meaning, finding the main idea, summarizing and making inferences.
- Improving the students’ language proficiency and the students’ ability to decode and process meaning.
- Helping the students become independent learners by taking the responsibility of building their own vocabulary repertoire
- Guiding the students to notice and effectively practice new vocabulary items as they encounter them.
- Enhancing students’ academic proficiency by highlighting the reciprocal relationship between reading comprehension and reflection writing.
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4. Pre-requisite modules or specified entry requirements | The pre-requisite for EL118: Reading Comprehension course is EL111: General English Communication Skills (I). |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | At the end of the module, learners will be expected to: A1. demonstrate understanding of any given reading passages by responding correctly to its tasks and activities individually or in groups.
A2. show knowledge and understanding of the learned reading strategies.
A3. show recognition of the various “meanings” of words to reach a better understanding of the context and the written word.
A4. reveal awareness of appropriate language structures and vocabulary items suitable for different contexts and situations. | - Exposing students to a variety of reading passages on various topics.
- Training students on the use of relevant reading strategies.
- Analysing sample reading passages through class discussions.
- Having students identify key vocabulary items and how to use them in context.
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B. Cognitive skills | Learning and teaching strategy | At the end of the module, learners will be expected to:
B1. search for and collect specific data related to the topics under discussion.
B2. draw conclusions for the discussed topics based on the collected data and analyzed information.
B3. incorporate in writing the words learned in real life scenarios.
B4. improve the analytical and critical thinking skills through the identification of possible “meanings”.
B5. analyze language functions used and identify useful language expressions. | - Conducting brainstorming sessions to generate ideas
- Explaining different sub-reading skills followed by interactive in-class discussion.
- Practicing in-class reading and vocabulary exercises.
- Training students on the use of relevant reading strategies.
- Analysing sample reading passages through class discussions.
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C. Practical and professional skills | Learning and teaching strategy | At the end of the module, learners will be expected to: C1. communicate in English orally and in writing on diverse occasions. C2. identify problems in the given topics and provide creative solutions. C3. give oral presentations using power points, flipcharts, pictures, role plays, etc. to discuss what has been read orally. C4. assess the work done using self/peer-assessment. | - Exposing students to a variety of reading passages on various topics.
- Performing pre-class reading preparation of assigned topics to conduct in-class discussions.
- Doing some assignments (graded in difficulty) to assess students’ reading comprehension level.
- Encouraging cooperative interaction whereby learners express their viewpoints on the texts under discussion.
- Assigning post–class activities to encourage students to expand their understanding by researching some relevant reading topics through the Internet and reflecting on what they have read through oral class presentation.
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D Key transferable skills | Learning and teaching strategy | At the end of the module, learners will be expected to:
D1. enrich vocabulary repertoire through exploring new assigned topics and writing on those topics
D2. develop communicative confidence (as reader and writer)
D3. discuss all posed topics, problems, provided solutions and drawn conclusions.
D4. develop effective presentation skills that would enhance self-confidence. | - Exposing students to a variety of reading passages on various topics.
- Assigning pre-class preparation followed by in class discussions to practice close reading and text–analysis of sample reading passages.
- Researching some relevant material through the Internet.
- Giving class presentations that reflect learners’ acquired theoretical and practical reading skills in relation to the relevant concepts discussed in the module.
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6. Indicative content. | Week 1 & 2 1. Course Introduction (a walk through the course book and the assessment)
2. Unit 1: The Strength to Survive - Building vocabulary
- Skimming
- Scanning
- Outlining
Weeks 3 Unit 2: Your Attention, Please - Checking homework
- Building Vocabulary
- Eliciting main idea
- Identifying cause and effect
Weeks 4 Unit 3: Movie Magic - Checking homework
- Building vocabulary
- Annotating
- Highlighting
Week 5
Unit 4: The Power of Music - Checking homework
- Building vocabulary
- Identifying /stating point of view
Week 6
Unit 5: Sensory Perception - Checking homework
- Building vocabulary
- Categorizing
- Interpreting charts
Week 7
1. Check for integration of vocabulary into writing of Topics of Units1, 2, 3&4.
2. Revision of learned skills Week 8
The MTA sittings are unified across branches. It consists of two sections: (1) Reading Comprehension: Students read unseen reading passages and answer a variety of questions.
(2) Building Vocabulary: Students answer some vocabulary questions in the form of multiple choice, matching, fill in.
Weeks 9
Unit 6: The Boom and Bust - Checking homework
- Building vocabulary
- Describing trends
- Summarizing
Weeks 10
Unit 7: Decisions, Decisions - Checking homework
- Building vocabulary
- Evaluating generalizations
- Understanding analogies
Week 11
Unit 8: Searching for Success - Checking homework
- Building vocabulary
- Analysing Criteria
- Determining degree
Week 12
Unit 9: Modelling Nature - Checking homework
- Building vocabulary
- Analysing advantages and disadvantages
- Identifying ethics and values
Week 13
Unit 10: The Mystery of Easter Island - Checking homework
- Building vocabulary
- Identifying factors/causes
- Synthesizing information
Week 14
Revision of learned skills
Check for the integration of vocabulary into the writing Topics of Units 6,7,8, 9 and 10 Week 15
The final exam sitting is unified across branches. It consists of three sections:
(1) Reading Comprehension: Students read unseen reading passages and answer a variety of questions.
(2) Building Vocabulary: Students answer some vocabulary questions in the form of multiple choice, matching, fill in.
(3) Writing Reflection: Students write a four-paragraph essay reflecting on one of the topics that have been discussed throughout the semester. |
7. Assessment strategy, assessment methods and their relative weightings | EL118 as a module that examines reading and vocabulary in context is tested in a written format for reading comprehension and proper vocabulary usage. The assessment structure comprises two major components: Continuous Assessment: - 2 in-class activities where students have to apply the learned reading strategies and vocabulary acquisition within a structured assignment (writing analysis, summaries, synthesis; in addition to skimming, scanning, outlining, annotating, stating point of view, interpreting charts and visuals)
- 1 in-class presentation: Guidelines and marking criteria will follow
- 1 Mid-term Assessment (MTA) where the student is tested under invigilated conditions on the reading skills and vocabulary acquisition covered up to the MTA week.
Final Assessment:
Similar to the MTA, the Final Exam is conducted under invigilated conditions and examines the student’s grasp of the course content.
The breakdown of the components of assessment is shown in the following table: Components | Form of Assessment | Marks | % | | CONTINUOUS ASSESSMENT | In-class activity (1) | 5 | 5% | In-class activity (2) | 5 | 5% | Class presentation for one of the assigned reading topics | 10 | 10% | MTA | 30 | 30% | FINAL ASSESSMENT | FINAL EXAM | 50 | 50% | TOTAL | 100 | 100% |
|
8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | A1 | A2 | A3 | A4 | | B1 | B2 | B3 | B4 | B5 | | C1 | C2 | C3 | C4 | | D1 | D2 | D3 | D4 | | In-class activity 1 | X | X | X | X | | | | X | X | X | | X | | | X | | X | X | X | | | In-class activity 2 | X | X | X | X | | | | X | X | X | | X | | | X | | X | X | X | | | Class Presentation | | | X | X | | X | X | | X | | | X | X | X | X | | X | X | X | X | | MTA | X | X | X | X | | | | X | X | X | | X | X | | | | X | X | X | | | Final | X | X | X | X | | | X | X | X | X | | X | X | | | | X | X | X | | |
9. Teaching staff associated with the module | Name and contact details | Dr. Marine Miled | marine@aou.edu.kw |
10. Key reading list | Author | Year | Title | Publisher | Location | Kent Richmond | 2009 | Inside Reading: The Academic Word List in Context | Oxford | New York |
|
| Course Outcomes |
|
FR101 French Communication Skills I
() Credit Hours
Before you start your French language course, you are strongly recommended to go through your course guide. It gives you an inclusive view of the course material, of the content, the assessment and the study calendar.
FR101 French Language and Communication Skills is a three-credit-hour university elective course. French is the second most widely learned foreign language after English. Speaking French opens up educational opportunities at prominent French universities and business schools which are classified among the top higher education institutions in Europe and around the world. Students with a good level of French are entitled to French government scholarships to enroll in postgraduate courses in France and qualify for internationally acknowledged French degrees. Speaking a foreign language provides a competitive edge to your academic achievement and to your career enhancement. It also allows you to develop a positive attitude towards cultural diversity.
| Course Code |
FR101 |
| Course Title |
French Communication Skills I |
| Pre-requisite |
|
| Credit Hours |
|
| Course Description |
Before you start your French language course, you are strongly recommended to go through your course guide. It gives you an inclusive view of the course material, of the content, the assessment and the study calendar.
FR101 French Language and Communication Skills is a three-credit-hour university elective course. French is the second most widely learned foreign language after English. Speaking French opens up educational opportunities at prominent French universities and business schools which are classified among the top higher education institutions in Europe and around the world. Students with a good level of French are entitled to French government scholarships to enroll in postgraduate courses in France and qualify for internationally acknowledged French degrees. Speaking a foreign language provides a competitive edge to your academic achievement and to your career enhancement. It also allows you to develop a positive attitude towards cultural diversity.
|
| Course Objectives |
FR101: French Communication Skills I Course Guide 2014/2015 Prepared by Dr. Chekra Allani
Course Chair
callani@aou.edu.kw September 2014 Parts of this guide draw on material from the Guide Pédagogique of Objectif Express A1/A2 - Nouvelle Edition Copyright © 2014 Arab Open University Preface Dear student, Before you start your French language course, you are strongly recommended to go through your course guide. It gives you an inclusive view of the course material, of the content, the assessment and the study calendar.
FR101 French Language and Communication Skills is a three-credit-hour university elective course. French is the second most widely learned foreign language after English. Speaking French opens up educational opportunities at prominent French universities and business schools which are classified among the top higher education institutions in Europe and around the world. Students with a good level of French are entitled to French government scholarships to enroll in postgraduate courses in France and qualify for internationally acknowledged French degrees. Speaking a foreign language provides a competitive edge to your academic achievement and to your career enhancement. It also allows you to develop a positive attitude towards cultural diversity.
The course material Objectif Express New edition is designed for adults who are either beginners or who have little French. It helps learners acquire the French language needed in professional situations, in preparation for working life and in everyday life. The course has been designed to be user friendly in the context of the blended learning system of course delivery whereby students can learn in the classroom and can learn independently off-campus using the audio-visual aids. It is aimed at all those interested in quickly acquiring a linguistic autonomy in written and oral French to be able to use it in their social and professional relationships.
Objectif Express New Edition focuses on the acquisition of common transferable skills across the professional world to equip the learners with the competencies which enable them to act, interact and to respond in a francophone environment or with francophone partners in various situations of work and social life. The method is therefore built around the most common tasks of everyday life and work and is presented as a general course that can also pave the way for specialty courses.
The targeted competencies are those enunciated in the CEFR (Common European Framework of Reference) for levels A1➞ A2
Objectif Express 1 New edition prepares the learner for: - The Diploma of Professional French A2" (DFPA2) Chamber of Commerce and Industry of Paris Ile-de-France (Paris CCI Île-de-France)
- The "Education Studies in French professional option A1 and A2" (DELF pro A1 and A2) of the International Centre for Pedagogical Studies (CIEP)
- The "Business Language Testing Service" (BULATS) test. "University of Cambridge ESOL Examinations (multilingual test to assess language skills in work situations).
FR101 COURSE KIT The FR101 teaching material comprises two books and an integrated DVD-ROM along with a few online resources stated below in this Course Guide
Printed Material: - Student Book (Livre de l’élève)
- Workbook (Cahier d’activités)
- Course Guide (this booklet)
• E-Resources: - An Integrated DVD-ROM
- Online resources provided by your tutor
Table of Contents | Preface Table of Contents | 1. Introduction | 2. Course Aims AND DESCRIPTION | 3. Course teaching material | 4. COURSE STRCTURE | 5. UNIT STRUCTURE | 5. Online Resources | 6. ASSESSMENT: AssignmentS And Exams | 7. Course Calendar |
FR101introduces you to the world of work that is built around practical action of professional life and of everyday life: getting in touch, meeting people, communicating online, going on a business trip and organizing your day. The course aims at developing the students’ general skills (knowledge and attitude) and communicative skills (pragmatic and linguistic) to enable them to communicate in the world of work and in the social life. 2. Course Aims and Description |
FR101 course aims at: - Developing an efficient and economical learning of the language focusing on achieving tasks in specific actions that the learner performs as part of his social and professional life.
- Responding to the learner’s motivation to quickly acquire the skills that enable him to act and interact in a francophone environment or with French speakers in varied circumstances.
- Providing a rigorous methodological approach for greater efficiency and action with structured rubrics, current documents taking into account the evolution of the professional world, concrete business scenarios, cultural cues and professional benchmarks to understand some codes of French corporate culture and business records and a DVD-ROM with authentic video footage.
3. Course Teaching Material: The course comprises the following teaching material: - Student Book (Livre de l’élève)
- Workbook (Cahier d’activités)
- DVD-ROM
- Course Guide (this booklet)
Your student Book comprises 10 units with a DVD_ROM at the back page. The book contains: - A list of objectives and teaching/learning content
- 10 units anchored in the world of work and built around concrete actions of professional life: Get in touch! ; Meet! ; Communicate online! ; Go to a business trip! ; Organize your day! ; Make the right choice! ; Present a business! ; Find a job! ; Make plans! ; Fix problems!
- 3 business scenarios after units 3, 6 and 10 to mobilize the skills gained through projects like organizing a conference, preparing a business trip in France and creating a fair trade company on the Internet.
The end of the book comprises annexed pages of:
- The corrected assessment tasks proposed in the Test Yourself section;
- Transcription of documents that are not transcribed in the units;
- A specific conjugation;
- A reminder of speech acts grouped by communication situations;
- A map of the administrative France. The DVD-ROM contains:
- Full audio recordings; (Mes audios)
- Authentic video footage exclusively on professional issues; (Mes videos) - Documents resources e.g.: calendar, weights and measures, a sample résumé and several lexicons ... (Mon Portfolio)
- Cards portfolio; (Mes documents)
- An interactive multilingual lexicon; (Mon Lexicon)
- An interactive map of France. (Ma carte de France)
- The activity book constitutes an effective addition to the blended learning methodology enabling the student to practice independently or in class.
- It offers a varied training systematically incorporating the language points covered in the student book, developing them through a spiral progression and exercises.
- It helps strengthen and validate the knowledge gained through a variety of
exercises and comprehension activities and contextualized expressions.
- At the end of the activity book, you will find:
- The corrected activities including preparations for the DELF;
- The phonetic alphabet;
- A lexicon that lists new words each sequence with the phonetic transcription. - A space after each word allows learners to add translation in the language of their choice.
To ensure a fast, efficient and economical learning of the language, Objectif Express 1 New Edition's approach focuses on achieving tasks in specific actions as part of the learner’s socio-professional life. They offer him the opportunity to act and interact in purposeful and meaningful situations because of his family life and his immediate concerns. Below is the course structure which is further developed for each unit in this guide.
FR101 runs through the five first units (1-5) = (A1) of your course book Objectif Express. Whereas FR102 covers the last five units (6-10) = (A2). The block consists of: - Tasks of acquisition: Listen / Read / React:
During this first phase, the focus of the learner should be on the theme and language objectives he will find in the teaching / learning sequence to facilitate understanding. - Development of functional and linguistic skills:
The method emphasizes an inductive approach to the conceptualization of grammar rules. It is to discover the rule from observing grammar points treated in the support documents. The aim is to attract the attention of the learners to particular forms of interaction that are linked in a sense to a centering on speech acts. - Move to the Action: Transfer of the acquired skills
Each task in a context has an upstream and a downstream and is like a mini-scenario. It goes beyond the simple instruction given (e.g. write email) and employs more skills. This is not to produce just for the sake of producing; the production must be shared and may be performed in several ways. Upstream, there may be for example, a search for information before performing the task and downstream sharing information when the task is performed. Each of these steps is detailed for each sequence in this guide. Each unit is built around a central action. In the opening page of each unit, a learning strategy indicates what the learner will be able to do at the end of the unit (tasks set) and sets the functional and linguistic objectives. The teaching learning path is thus clearly identified.
Each unit consists of four teaching learning sequences (A / B / C / D), each on a double page.
Each sequence revolves around actions of professional life in a clear and structured way. Sequence of teaching / learning Listen / Read - React
A supporting task mobilizing two or more language activities (reading / listening / speaking or interacting continuously / writing) gives the practice to act and to develop comprehension skills. At this stage, the learner uses prior learning and different strategies of his own to carry out the task. It really is learning by doing. Manipulation of statements within the context will allow a first step towards the acquisition. Grasp
Boxes comprising classified statements of the supporting documents to acquire the essential of the usual formulations of communication and to serve as a basis for the acquisition of
language tools (grammar and vocabulary).
At this stage, the learner observes statements in context and appropriates them. Take Action
One or more target tasks reinvest and assess the acquired skills. In this last step, the learner is required to act again mobilizing not only his past achievements but also what he has learned. He faces similar situations to those supporting tasks, but with different data and different context. - A double page of linguistic tools comes under the form of clear and summary tables to visualize and conceptualize language points. It is easy for the learner to refer to it at any time. Language structures are introduced gradually in each unit as a solid progression. The discovery of the rules of grammar can be inferred from statements in context from the supporting documents.
- Pronunciation activities (Say it): Pronunciation work is proposed in each unit. The learners' attention should focus on the rhythm of the language, on the intonations, the chains, the links and sound discrimination. The tasks are varied: listening, reproduction, discrimination. The audio on these activities can be found on the DVD-ROM (Mes audios). In addition, complementary activities of sound and script are available for each unit in the activity book. (Cahier d’activités)
- Practice: a page containing exercises of systematization and of reuse in context to develop language automatism. The exercises can be done in class or independently as required and as time allows.
- Test yourself: a self-assessment page is present at the end of each unit. Here you will find evaluation tasks on the receptive activities. The answer key at the end of the book enables the learner to self-correct and to take stock of his learning. After tests and assessments, students may follow up their progress in the portfolios located in the DVD-ROM. (Mon Portfolio)
- Professional and cultural landmarks: to enable a successful intercultural communication, effective teaching of French to the professional world cannot be understood without reference to the intercultural dimension. Speaking the language of the speaker is not enough. It is also necessary to know its customs and know how to decode his behavior to communicate and avoid any misunderstanding or blunder that could be harmful. It is for this reason that these pages have been designed. They are closely related to the teaching / learning path. The questions raise intercultural awareness reflection for the learner of their own culture in relation to the French culture. This acculturation allows the learner to leverage interpersonal skills in social interactions and adopt the way of being appropriate.
- For further practice, and to keep your language skills well-honed, it is important that you surround yourself with the language, be it the DVD-ROM, radio, TV, Internet or any form of media. It is recommended that you listen to French media like France24, TF1 and TV5 Monde on the following link (debutant).
http://french.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=french&cdn=education&tm=22&f=00&tt=14&bt=4&bts=4&zu=http%3A//www.apprendre.tv/ - You can follow the Scoop.it page of your tutor which aggregates selected content (websites, articles, tools...) for French beginner students.
http://www.scoop.it/t/fle-by-isabelle-guillot-brossard With Scoop.it, you can easily discover, select and sort content on specific topics, then share and publish it for your audience. You can also follow other users of Scoop.it, rescoop the resources they have shared and add your comments. - You can also have a look at your tutor's Pinterest board dedicated to French as foreign language for beginners.
http://fr.pinterest.com/brossard0794/fle/ Pinterest is a social network which allows you to share and comment on visual material such as images and videos. FR 101 has two equally weighted assessment components: a continuous assessment components and examinable component.
Continuous assessment: | 2 (in-class) writing tasks | 20 % | | 1 MTA(listening and Writing) | 25 % | | Participation | 5% | Examinable component FE: | Speaking (20 marks) listening (10 marks)
Writing & reading (20 marks) | 50% |
If you do not score a minimum of 20/50 on your final exam, you will fail the course regardless of the marks you have obtained in the continuous assessment. Final examination
Your Final Examination which carries 50 points (i.e. 50% of the overall grade) will consist of the following sections/components: Speaking (20 points) Listening (10 points) Writing and reading (20 points)
Speaking examination
This section consists of one role play. Two students ask and answer questions about her/himself and her/his family. Each student can talk about her/himself in her daily life or in the workplace, about a trip or culinary habits and preferred food types, etc... Listening examination
You listen to some short audios, and answer: choosing from alternatives, fill in blanks or check. Writing & Reading examination - Know the meaning of important vocabulary covered in the FR 101.
- Transform sentences (e.g. number and gender).
- Noun and adjective concordance
- Write questions or answers.
- Fill in gaps (verbs, articles) in a sentence or a text.
- Identifying (circle) the correct answer (choosing from alternatives).
- Write a short e-mail, etc…
Academic Year 2013/2014
Textbook: Objectif Express new edition Week 1 | A.- Introducing the course - Objectives
- Assessment methods
- Learning support resources
B.- Unit 1 - Entrez en contact!
- Enter in contact with someone
- Fill out a form
- Introduce yourself
- Salute and respond to salutations
| My audios
Supporting task 01 - Listen to presentations.
- Respond to questions
| Week 2 | Unit 1 - Entrez en contact!
- Ask and give information about one’s status, profession, workplace and address
- Nationalities, names of professions
- Spell out new words
- Give your consent in a simple manner
- Conjugation of verb être/ s’appeler
- Indefinite articles ‘un/ une/ des’
- Masculine and feminine nouns with concordance of adjectives
| My audios
Supporting task 02
Nice meeting you
Respond to questions | Week 3 | Unit 1 - Entrez en Contact!
- Asking for training
- Conjugation of the verb ‘aller’
- Salutations using ‘tu’ or ‘vous’
- Interrogative pronouns ‘quel/ quelle’
- Possessive pronouns ‘mon/ ma/ mes/ votre/ vos’
- Prepositions ‘a/ dans/ chez
- Self-test
| My audios 10-12 - Fill out a portfolio for unit 1
- Watch video and respond to questions
| Week 4 | Unit 2 - Faites connaissance !
- I beg your pardon
- Where do you work?
- Ask for a steward/stewardess for a service on a flight
- Ask and thank someone politely
- Get to know someone
- Use of the verb ‘avoir’
- Use of prepositions ‘dans/ chez/ pour’
| My audios 19 | Week 5 | Unit 2 - Faites connaissance !
- In the airplane
- Welcome to Paris
- Defining articles ‘le/ la/ les’
- Negative statements
- Use of the verb ‘faire’
| First graded (in class) writing task 10 %=10 marks | Week 6 | Unit 3 - Communiquez en ligne !
- Answer phone calls at work professionally and politely
- Use of verbs ‘pouvoir/ devoir’
- Use of verbs ‘attendre/ repondre’
- Counting till 99
- Polite expressions ‘s’il vous plait/ je suis désolée…’
| My audios 20-22 - Listen and respond to questions
| Week 7 | Unit 3 - Communiquez en ligne !
- Formal and informal texting
- Forms of giving instructions
- Inviting someone
- Use of verb ‘finir’
| Revision of units 1-3 | Week 8 | Listening and writing midterm exam | MTA (25 %) | Week 9 | Unit 4 - Partez en déplacement !
- Booking and confirming a train ticket online (RER/ TER/ TGV)
- Interrogative pronouns ‘ou/ quand/ qui/ comment’
- The use of the verb ‘partir’
- The imperative
- Describe a hotel, a destination
| My documents | Week 10 | Unit 4 - Partez en déplacement !
- Give information and orientation in an airport
- Address a receptionist in a hotel
- Practice pronouncing vowels
- Use of verbs ‘prendre/ sortir’
- Counting numbers up to 1000
| My audios 27-32 | Week 11 | Unit 4 - Partez en déplacement !
- Organize a trip
- Tell the timing
- Practice booking tickets to travel by plane or by train
- Choosing the preferred residence (hotel room/ suite)
| Second graded (in class) writing task 10 %=10 marks | Week 12 | Unit 5 - Organisez votre journée !
- Ask someone about one’s daily activities
- Respond to an interviewer’s questions about a typical day at work
- The use of verbs ‘aller/ partir’
- The use of verbs a la form pronominale ‘se reveiller/ s’habiller…’
| My audios 33 | Week 13 | Unit 5 - Organisez votre journée !
- Organize an event
- Give instructions in the workplace through an email to a colleague or to an assistant
- The use of prepositions ‘à/ de’
- The use of the near future
| | Week 14 | Unit 5 - Organisez votre journée !
- Culinary habits (your preferred type of food)
- Meals and dishes
- An appointment with the webmaster
| My audios 34 Revision units 1-5 | Week 15 | Speaking exam: role play | | | | Final exam
(listening & writing) |
A few tips on how to fare well in your course: |
This is a blended learning course whereby 25% of the learning is conducted in a face-to-face tutorial and 75% of the learning is an independent self-study. Your course material has been compiled for this purpose. The integrated DVD-ROM offers you an inclusive interaction with your course material. In order to fare well in your course, we advise you to: - Attend your tutorials regularly
- Follow your course calendar and come prepared to class
- Do your assignments on time
- Make use of your DVD-ROM
Bon courage! |
| Course Outcomes |
|
FR102 French for Beginners (II)
(3) Credit Hours
The course builds on what the student has learnt in level (1). Toward this end, it introduces the student to more everyday expressions, more widely-used short sentences, some compound and complex sentences, medium-size dialogues, and short passages. While the skills of listening and speaking will be receiving adequate attention, more emphasis is to be placed on the skills of reading and writing. Face-to-face tutorials will be communicative and students will be empowered to learn on their own.
| Course Code |
FR102 |
| Course Title |
French for Beginners (II) |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
The course builds on what the student has learnt in level (1). Toward this end, it introduces the student to more everyday expressions, more widely-used short sentences, some compound and complex sentences, medium-size dialogues, and short passages. While the skills of listening and speaking will be receiving adequate attention, more emphasis is to be placed on the skills of reading and writing. Face-to-face tutorials will be communicative and students will be empowered to learn on their own.
|
| Course Objectives |
FR102: French for Beginners (II) [3 credits] The course builds on what the student has learnt in level (1). Toward this end, it introduces the student to more everyday expressions, more widely-used short sentences, some compound and complex sentences, medium-size dialogues, and short passages. While the skills of listening and speaking will be receiving adequate attention, more emphasis is to be placed on the skills of reading and writing. Face-to-face tutorials will be communicative and students will be empowered to learn on their own. Tutor’s name: Dr. Chekra Allani
Contact details: callani@aou.edu.kw
|
| Course Outcomes |
|
GB102 مبادئ ريادة الأعمال لغير المتخصصين – ريادة GB102
() Credit Hours
تزويد الطلبة بمفاهيم وأدوات تساعدهم في التعرّف على مبادئ ريادة الأعمال وأهميتها وخطوات إنشاء المشروعات الصغيرة وإدارتها، بالاضافة الى تعريف الطلاب بالخطوات اللازمة لانشاء المشروع الخاص صغير الحجم من خلال الطرق الرئيسية التالية:
- تطوير قدره الطلاب علي تطبيق المفاهيم الضرورية للبدء بمشروع في واقع الاعمال
- تحسين قدره الطلاب علي استخدام أدوات إنشاء الاعمال التجارية مثل خطه العمل ونموذج الاعمال
- تطبيق الادوات التكنولوجية في ريادة الاعمال من خلال مشاريع يتم مناقشتها ضمن مجموعات تفاعلية.
| Course Code |
GB102 |
| Course Title |
مبادئ ريادة الأعمال لغير المتخصصين – ريادة GB102 |
| Pre-requisite |
|
| Credit Hours |
|
| Course Description |
تزويد الطلبة بمفاهيم وأدوات تساعدهم في التعرّف على مبادئ ريادة الأعمال وأهميتها وخطوات إنشاء المشروعات الصغيرة وإدارتها، بالاضافة الى تعريف الطلاب بالخطوات اللازمة لانشاء المشروع الخاص صغير الحجم من خلال الطرق الرئيسية التالية:
- تطوير قدره الطلاب علي تطبيق المفاهيم الضرورية للبدء بمشروع في واقع الاعمال
- تحسين قدره الطلاب علي استخدام أدوات إنشاء الاعمال التجارية مثل خطه العمل ونموذج الاعمال
- تطبيق الادوات التكنولوجية في ريادة الاعمال من خلال مشاريع يتم مناقشتها ضمن مجموعات تفاعلية. |
| Course Objectives |
المعلومات الأساسية
اسم ورمز المقرر الدراسي: مبادئ ريادة الأعمال لغير المتخصصين – ريادة GB102 | عدد الساعات المعتمدة: ثلاث ساعات | البرامج التي يقدم ضمنها المقرر الدراسي: برنامج البكالوريوس لجميع التخصصات | المستوى الأكاديمي الذي يعطى فيه المقرر الدراسي: المستوى الأول | المتطلبات السابقة لهذا المقرر: لا يوجد | اسم مدرس المادة: أ/ بتال المطيري، batal@aou.edu.kw |
توصيف المقرر:
تزويد الطلبة بمفاهيم وأدوات تساعدهم في التعرّف على مبادئ ريادة الأعمال وأهميتها وخطوات إنشاء المشروعات الصغيرة وإدارتها، بالاضافة الى تعريف الطلاب بالخطوات اللازمة لانشاء المشروع الخاص صغير الحجم من خلال الطرق الرئيسية التالية:
- تطوير قدره الطلاب علي تطبيق المفاهيم الضرورية للبدء بمشروع في واقع الاعمال
- تحسين قدره الطلاب علي استخدام أدوات إنشاء الاعمال التجارية مثل خطه العمل ونموذج الاعمال
- تطبيق الادوات التكنولوجية في ريادة الاعمال من خلال مشاريع يتم مناقشتها ضمن مجموعات تفاعلية.
|
أهداف المقرر: - معرفة أساسيات ومبادىء ريادة الأعمال وتطبيقاتها العملية
- تنمية مفهوم ثقافة العمل الحر
- تحديد المسار المناسب للمشروع والاستفادة من الفرص المتاحة
- التعرف على اهم سمات رائد الاعمال وكيفية تطويرها
- التعرف على اهم الجهات الداعمة لرواد الاعمال
- إيجاد فرص للمشاريع الناجحة والمفاضلة بينها باستخدام الطرق العلمية الحديثة
- التعرف على الاجراءات والتشريعات الناظمة لمنشأت الاعمال
- اكتساب مهارات إدارة المشروعات الريادية وتطويرها
|
أولاً: الخطة الدراسية لمقرر ريادة أعمال:
المفاهيم الأساسية لريادة الأعمال
- مفهوم الريادة وتطوره
- فوائد ريادة الأعمال
- سمات وخصائص رائد الأعمال
- نشاط عملي عن الصفات اللازم توفرها في رائد الاعمال
| الأسبوع الأول | 1 | كيف تكون رائداً للأعمال - من هو رائد الأعمال؟
- الصفات الشخصية لرائد الأعمال وكيف يفكر
- العوامل التي تحقق النجاح لرائد الاعمال
| الأسبوع الثاني | 2 | المشروع التجاري - الفرق بين المشروع الصغير والمشروع الكبير
- أهمية ريادة الأعمال
- خطوات انشاء المشروع
- عوامل نجاح المشروع
- العوامل البيئية للمشروع
- كيف يمكن تجنب الفشل في ريادة الاعمال
| الأسبوع الثالث | 3 | صياغة الأفكار الريادية وتحويلها الى فرص حقيقية - كيفية تصفية الأفكار الإبداعية وإختيار ما يتناسب منها مع الواقع العملي
- تحديد طبيعة المعلومات الضرورية بهدف تحويل الفكرة الريادية الى واقع ملموس
- التحليل الرباعي (SWOT ) للمشاريع واختيار البديل الافضل
| الأسبوع الرابع | 4 | خطة الاعمال - تعريف خطة الاعمال
- مكونات خطة الاعمال
- نموذج عملي لتصميم خطة الاعمال
- مصادر المعلومات لانشاء المشروع
| الأسبوع الخامس | 5 | إدارة المشاريع الريادية - ماهية إدارة المشاريع الريادية الصغيرة وكيف نشأت
- أساسيات إدارة المشاريع الريادية الصغيرة
- التطبيقات العملية لإدارة المشاريع الريادية الصغيرة
| الأسبوع السادس | 6 | التمويل والتسويق - مصادر تمويل المشروعات التجارية
- تقييم أنسب المصادر المالية الملائمة للمشروع
| الأسبوع السابع | 7 | التمويل والتسويق - حساب تكاليف المشروع
- عناصر التسويق الأربعة المتوافقة مع المشروع (المنتج، التسعير، التوزيع، الترويج)
- تطبيق عملي: بناء خطة تسويقية مصغرة
| الأسبوع الثامن | 8 | خيارات انشاء المشروع - البدء بانشاء مشروع جديد
- شراء مشروع قائم
- الامتياز التجاري
| الأسبوع التاسع | 9 | الشكل القانوني لمنشأت الاعمال - المؤسسة الفردية
- الشركة
- العمل من المنزل
- حالة عملية: نحو اختيار شكل المشروع التجاري المتناسب وقدراتك
| الأسبوع العاشر | 10 | أمثلة لمشروعات عملية - المشروعات صغيرة والتجهيزات المطلوبه لانجاحها
- مشروعات المنزل القائمة على استخدام الانترنت
| الأسبوع الحادي عشر | 11 | جهات داعمة لرواد الأعمال - المشروعات الصغيرة والتنمية الاقتصادية
- أهم الجهات المانحة للمشروعات الريادية
| الأسبوع الثاني عشر | 12 | أخلاقيات رائد الأعمال - عدم تغليب المصلحة الخاصة على المصلحة العامة
- مراعاة الجوانب البيئية الخاصة بالمشروع
- الابتعاد عن الممارسات غير الأخلاقية في التعامل مع جميع الأطراف
| الأسبوع الثالث عشر | 13 | مراجعة عامة | الأسبوع الرابع عشر | 14 |
ثانياً: تقييم الطلاب:
آلية التقييم المعتمدة وتوزيع الدرجات:
30% | اختبارات نصف فصلية عدد 2 (15% لكل واحد) | 50% | الاختبار النهائي | 20% | المشروع | 100% | المجموع |
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| Course Outcomes |
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GB102E Entrepreneurship
(4) Credit Hours
GB102 is an introductory four credit undergraduate course. Business students, as well as those from other disciplines, can benefit from Entrepreneurship. Entrepreneurship is a balanced mix of the academic and applied components of entrepreneurship education. Students are introduced to the theories, methods, and requisite knowledge and skills required of entrepreneurs, and are then immediately given practical examples and discussion opportunities.
| Course Code |
GB102E |
| Course Title |
Entrepreneurship |
| Pre-requisite |
|
| Credit Hours |
4 |
| Course Description |
GB102 is an introductory four credit undergraduate course. Business students, as well as those from other disciplines, can benefit from Entrepreneurship. Entrepreneurship is a balanced mix of the academic and applied components of entrepreneurship education. Students are introduced to the theories, methods, and requisite knowledge and skills required of entrepreneurs, and are then immediately given practical examples and discussion opportunities. |
| Course Objectives |
GB102E&A Online Course syllabus Academic year: 2020/2021
Semester: X First Second Summer | | | | - Course Title: Entrepreneurship
| | | - General Course Coordinator, GCC: Mr. Batal Al Mutairi, batal@aou.edu.kw
| - Branch Course Coordinator, BCC: Mr. Batal Al Mutairi, batal@aou.edu.kw
| | Entrepreneurship, the art, Science, and process for success. Bamford, Bruton.
McGraw-Hill 3rd Edition | - Other Educational Resources (periodicals, software, Course webpage, etc.):
N/A | - Course Description (Module Specification):
GB102 is an introductory four credit undergraduate course. Business students, as well as those from other disciplines, can benefit from Entrepreneurship. Entrepreneurship is a balanced mix of the academic and applied components of entrepreneurship education. Students are introduced to the theories, methods, and requisite knowledge and skills required of entrepreneurs, and are then immediately given practical examples and discussion opportunities. | - Course Aims / Objectives:
This book encourages college students to think through every step of creating their own small business. Upon completion of this course, students will be able to: Intended learning outcomes: - To possess a well-grounded understanding of essential entrepreneurial business principals.
- To develop an understanding of marketing concepts as they relate to new Businesses.
- To identify, appreciate, and assess the knowledge, attitudes, and skills of an entrepreneur.
- To Understand income and balance sheet statements
- To Analyze markets and create effective marketing plans
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| Assessment Type | Number | Weight | Quiz 1 | 1 | 5% | Quiz 2 | 1 | 5% | Quiz 3 | 1 | 5% | Quiz 4 | 1 | 5% | MTA | 1 | 30% | Final | 1 | 50% | Total | 4 | 100% |
Week | Date | Topics Covered | Notes | 1 | | CHAPTER 1
The Twenty-First-Century Entrepreneur - Explain the rationale behind starting an entrepreneurial business.
- Identify the type of people who are entrepreneurs.
- Describe the impact of entrepreneurial businesses on society.
CHAPTER 2
Individual Leadership and Entrepreneurial Start-Ups - Discuss the importance of an entrepreneurial orientation
- List the triggers that encourage new business formations
| | 2 | | Self-study | | 3 | | CHAPTER 3
Business Idea Generation and Initial Evaluation - Describe a systematic means for examining skills in order to generate new business ideas.
- Discuss the elements of opportunity analysis.
- Analyze how to choose a business.
Class Activity and quiz 1 | | 4 | | Self-study | | 5 | | CHAPTER 4
External Analysis - Describe how to examine the industry that the new business plans to enter.
- Discuss how to create a profile of the target customers for a new business.
- Explain how to categorize competitors of the new business using external analysis.
- Explain how to construct competitive maps.
Class Activity and quiz 2 | | 6 | | Self-study | MTA period: (30% of course grade)
Chapters included for MTA:
1,2, 3, and 4 | 7 | | CHAPTER 10
Human Resources Management - Explain the elements of human resources.
- Discuss the process of hiring employees.
- Analyze the means for retaining employees.
| | 8 | | Self-study | | 9 | | CHAPTER 11
Marketing - Discuss the basics of a marketing plan.
- Explain how to develop a pricing model.
- Differentiate between the various types of promotion available to a new business.
Class Activity and quiz 3 | | 10 | | Self-study | | 11 | | CHAPTER 12
Establishing Operations - Describe how location can be used as a competitive advantage.
- Discuss the important issues in the financing considerations of new firms.
- Discuss the type and condition of equipment needed at start-up.
Class Activity and quiz 4 | | 12 | | Self-study | | 13 | | CHAPTER 14
Franchising and purchasing an existing Business - Describe the elements of franchising.
- Explain the process of buying a franchise.
| | 14 | | Final Exams
(50% of course grade) | Chapters included for the final:
10, 11, 12 and 14 |
Methods of evaluation:
Consists of: - 20% on 4 online quizzes/activities through LMS and McGraw-Hill –Connect platform during the semester.
- 30% on an online MTA to be uploaded to the LMS.
- 50% on an online Final to be uploaded to the LMS.
Mechanism of implementation: - As for lectures, interactive classes will be fully online through LMS and the application and tools decided on based on central and local requirements and limitations, tutors and students will be able to use fully the features of applications and online interaction to apply theories and concepts in a reflective way with availability to record lectures and posted on the LMS for all students.
- Online activities and quizzes will be conducted through the LMS and McGraw-Hill connect platform.
- Mid-term and final assessments will be designed and conducted online through the LMS, where students will have the time to answer and upload the answers electronically through the LMS.
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| Course Outcomes |
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GR111 الحضارة العربية الإسلامية
(3) Credit Hours
تمكين الطالب من اكتساب ثقافة عامة تسمح أن يكون لاختصاصه التقني والمهني أبعاد معرفية إنسانية تؤدي إلى مستويات متقدمة من الوعي بكل من:
- التاريخ كحركة نسبية تتفاعل فيها ذاكرة الماضي ومعيش الحاضر وأمل المستقبل في مشروع حضاري يؤمن بإمكانية التغيير نحو الأفضل .
- أهمية النقد ( وبصورة خاصة النقد التاريخي ) ، وبهدف معرفة الماضي معرفة موضوعية ، فلا نغرق بأمجاده تعويضاً عن بؤس الحاضر ، ولا نهرب إلى الأمام بالانقطاع عنه . فمنهج النقد التاريخي هدفه الأساسي وعي أسباب الازدهار كما وعي أسباب التأخر في مسار الحضارة العربية الإسلامية .
- أهمية التاريخ الحضاري العالمي والتاريخ المقارن، وتفاعل الحضارات ، إذ ليس من منطقة معزولة أو حضارة فريدة أو منفردة . هكذا هو تاريخ الحضارات وفي كل الأزمنة، حتى القديمة منها ، فكيف إذن في عصر الثورة المعلوماتية .
| Course Code |
GR111 |
| Course Title |
الحضارة العربية الإسلامية |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
تمكين الطالب من اكتساب ثقافة عامة تسمح أن يكون لاختصاصه التقني والمهني أبعاد معرفية إنسانية تؤدي إلى مستويات متقدمة من الوعي بكل من:
- التاريخ كحركة نسبية تتفاعل فيها ذاكرة الماضي ومعيش الحاضر وأمل المستقبل في مشروع حضاري يؤمن بإمكانية التغيير نحو الأفضل .
- أهمية النقد ( وبصورة خاصة النقد التاريخي ) ، وبهدف معرفة الماضي معرفة موضوعية ، فلا نغرق بأمجاده تعويضاً عن بؤس الحاضر ، ولا نهرب إلى الأمام بالانقطاع عنه . فمنهج النقد التاريخي هدفه الأساسي وعي أسباب الازدهار كما وعي أسباب التأخر في مسار الحضارة العربية الإسلامية .
- أهمية التاريخ الحضاري العالمي والتاريخ المقارن، وتفاعل الحضارات ، إذ ليس من منطقة معزولة أو حضارة فريدة أو منفردة . هكذا هو تاريخ الحضارات وفي كل الأزمنة، حتى القديمة منها ، فكيف إذن في عصر الثورة المعلوماتية .
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| Course Objectives |
GR111 الحضارة العربية الاسلامية اسم المقرر | الحضارة العربية الإسلامية | رقم المقرر | GR111 | عدد الساعات المعتمدة | 3 ساعات | نوع المقرر | اختياري | المتطلبات السابقة | لا يوجد | مدرس المقرر | د/ علاء عبدالغني، alaa@aou.edu.kw | أهداف المقرر | تمكين الطالب من اكتساب ثقافة عامة تسمح أن يكون لاختصاصه التقني والمهني أبعاد معرفية إنسانية تؤدي إلى مستويات متقدمة من الوعي بكل من: - التاريخ كحركة نسبية تتفاعل فيها ذاكرة الماضي ومعيش الحاضر وأمل المستقبل في مشروع حضاري يؤمن بإمكانية التغيير نحو الأفضل .
- أهمية النقد ( وبصورة خاصة النقد التاريخي ) ، وبهدف معرفة الماضي معرفة موضوعية ، فلا نغرق بأمجاده تعويضاً عن بؤس الحاضر ، ولا نهرب إلى الأمام بالانقطاع عنه . فمنهج النقد التاريخي هدفه الأساسي وعي أسباب الازدهار كما وعي أسباب التأخر في مسار الحضارة العربية الإسلامية .
- أهمية التاريخ الحضاري العالمي والتاريخ المقارن، وتفاعل الحضارات ، إذ ليس من منطقة معزولة أو حضارة فريدة أو منفردة . هكذا هو تاريخ الحضارات وفي كل الأزمنة، حتى القديمة منها ، فكيف إذن في عصر الثورة المعلوماتية .
| مخرجات التعلم المقصودة | - المعرفة والفهم (Knowledge & Understanding) :
من المتوقع أن يتمكن الطالب بعد الانتهاء من دراسة هذا المقرر من: - الإلمام بالتطور التاريخي للحضارة العربية الإسلامية.
- التعرف على العلاقة بين الحضارة العربية والحضارات الأخرى وتأثر كل منها بالآخر.
- التعرف على الجوانب الاجتماعية والاقتصادية والسياسية في ظل نظام الحكم الإسلامي.
- الدراية بالتاريخ الحضاري العالمي.
- المهارات (Skills) :
من المتوقع بعد أن ينتهي الطالب من دراسة هذا المقرر أن يكون قد اكتسب بعض المهارات ذات العلاقة من أهمها: - النقد الموضوعي.
- تحليل أسباب الازدهار والتأخر في مسار الحضارات.
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الوصف والمحتوى | الحضارة والحضارة العربية الإسلامية. لمحات من تاريخ الحضارة العربية الإسلامية. مفاهيم ومسائل اجتماعية.
أثر الحضارة الإسلامية في النهضة الأوربية. مسارات نحو الركود في الحضارة الإسلامية. النهضة العربية الحديثة : الإصلاح ومعالم من الفكر التنويري العربي. الفنون والعمارة الإسلامية. | أساليب التدريس | - التفاعل عبر المنتديات في نظام LMS
- العروض التوضيحية.
- المناقشة والحوار خلال اللقاءات الصفية.
- حضور المحاضرات المسجلة والمنشورة على موقع إدارة التعلم.
| أساليب القياس والتقويم | - الواجبات الدراسية (20) درجة مع تغذية راجعة لإجابات الطلاب.
- الاختبارات نصف فصلية (30) درجة مع تغذية راجعة لإجابات الطلاب.
- الاختبار النهائي (50) درجة.
| المادة التعليمية الأساسية | - وجية كوثراني وآخرون ( 2004 )، الحضارة العربية الإسلامية، ط3 2018 ،الكويت ، الجامعة العربية المفتوحة.
| المراجع والمواد التعليمية | - حسنين محمد ربيـع: دراسات في تاريخ الدولة البيزنطية، الطبعة السابعة، القاهرة، 2010م.
- حضارة الإسلام، القاهرة، 2014م.
- الحضارة العربية الإسلامية في العصور الوسطى ودورها في بناء الحضارة العالمية، حصاد ندوة عقدها اتحاد المؤرخين العرب بالقاهرة، عام 1423هـ/2002م
- محمد كـرد علي: بين المدنية العربيـة والأوربيـة، الطبعة الثانية، القاهرة، 2012م.
- محمـود عرفـة محمود: دراسات وبحوث في الحضارة الإسلامية، القاهرة، 2012م.
- وجيه كوثراني، الفقيه والسلطان، جدلية الدين والسياسة في إيران الصفوية والدولة العثمانية، بيروت، دار الطليعة، ط1 1990م، ط2 2001م.
- خليل إينالجك، تاريخ الدولة العثمانية من النشوء إلى الانحدار، ترجمة محمد الأرناؤوط، بيروت، المدار الإسلامي، 2002م، ص 67.
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| Course Outcomes |
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GR112 قضايا ومشكلات التنمية في الوطن العربي
(3) Credit Hours
يسعى هذا المقرر إلى وصف الوضع الراهن للتنمية في الوطن العربي من منظورها الاجتماعي والثقافي والسياسي ، كما يلقى الضوء على القضايا الاستراتيجية التي يمر بها المجتمع العربي والمشكلات التي أفرزتها تلك القضايا فشكلت حدوداً وقيوداً على حرية التنمية ، كما يتعرض هذا المقرر للفرص والموارد المتاحة للوطن العربي ليحقق معدلات أفضل من التنمية الشاملة في عصر العولمة والاقتصاد الكوني . ويؤكد المقرر على ضرورة ، بل حتمية، تنمية المورد البشري العربي باعتباره المكون الأهم في معادلة التنمية وباعتبار الإنسان العربي يمثل وسيلة التنمية وغايتها معاً.
| Course Code |
GR112 |
| Course Title |
قضايا ومشكلات التنمية في الوطن العربي |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
يسعى هذا المقرر إلى وصف الوضع الراهن للتنمية في الوطن العربي من منظورها الاجتماعي والثقافي والسياسي ، كما يلقى الضوء على القضايا الاستراتيجية التي يمر بها المجتمع العربي والمشكلات التي أفرزتها تلك القضايا فشكلت حدوداً وقيوداً على حرية التنمية ، كما يتعرض هذا المقرر للفرص والموارد المتاحة للوطن العربي ليحقق معدلات أفضل من التنمية الشاملة في عصر العولمة والاقتصاد الكوني . ويؤكد المقرر على ضرورة ، بل حتمية، تنمية المورد البشري العربي باعتباره المكون الأهم في معادلة التنمية وباعتبار الإنسان العربي يمثل وسيلة التنمية وغايتها معاً. |
| Course Objectives |
GR112 قضايا ومشكلات التنمية في الوطن العربي اسم المقرر | قضايا ومشكلات التنمية في الوطن العربي | رقم المقرر | GR112 | عدد الساعات المعتمدة | 3 ساعات | نوع المقرر | اختياري | المتطلبات السابقة | لا يوجد | مدرس المقرر | د/ بتال المطيري، batal@aou.edu.kw | أهداف المقرر | يسعى هذا المقرر إلى وصف الوضع الراهن للتنمية في الوطن العربي من منظورها الاجتماعي والثقافي والسياسي ، كما يلقى الضوء على القضايا الاستراتيجية التي يمر بها المجتمع العربي والمشكلات التي أفرزتها تلك القضايا فشكلت حدوداً وقيوداً على حرية التنمية ، كما يتعرض هذا المقرر للفرص والموارد المتاحة للوطن العربي ليحقق معدلات أفضل من التنمية الشاملة في عصر العولمة والاقتصاد الكوني . ويؤكد المقرر على ضرورة ، بل حتمية، تنمية المورد البشري العربي باعتباره المكون الأهم في معادلة التنمية وباعتبار الإنسان العربي يمثل وسيلة التنمية وغايتها معاً. | مخرجات التعلم المقصودة | - المعرفة والفهم (Knowledge & Understanding)
بعد دراسة هذا المقرر يتوقع من الطالب أن يتمكن من معرفة وفهم: - أسس المشاكل الإنمائية في العالم العربي.
- التعرف على تأثير القوى الاجتماعية والثقافية والاقتصادية والسياسية على التنمية في العالم العربي.
- الإلمام بأهم الأوضاع البيئية والصحية ذات التأثير المباشر على التنمية.
- فهم العائد الاقتصادي والاجتماعي للتعليم.
- المهارات (Skills)
بعد دراسة هذا المقرر يتوقع من الطالب أن يكتسب بعض المهارات، مثل: - مهارة استخدام مؤشرات التنمية للحكم على مدى التنمية في بلدٍ ما.
- مهارة قياس مستوى المعيشة باستخدام أدوات مختلفة.
- مهارة تحليل بعض الأمراض الثقافية التي حدت من فاعلية الثقافة العربية.
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الوصف والمحتوى | مدخل لدراسة التنمية : المعنى والمحتوى
حالة التنمية البشرية في الوطن العربي المؤشرات الاجتماعية للتنمية البشرية في الوطن العربي أوضاع الثقافة العربية أوضاع التعليم في الوطن العربي الإعلام والتنمية البشرية
الصحة .. والتغذية وشئون البيئة في الوطن العربي المرأة والتنمية تحديات التنمية الثقافية والاجتماعية.. القضايا والمشكلات والآفاق المستقبلية نظريات النمو والتنمية: أسباب التخلف وآليات النمو الموارد الطبيعية والسكان والتنمية في الوطن العربي التصنيع وعملية التنمية الاقتصادية في الوطن العربي التجارة العربية والتنمية الاقتصادية : الواقع و التحديات تحديات التنمية الاقتصادية وتجارب وبرامج الإصلاح الاقتصادي في الوطن العربي التنمية السياسية : تعريفها ومداخل دراستها الإطار الدستوري في الوطن العربي |
أساليب التدريس | - التفاعل عبر المنتديات في نظام LMS
- العروض التوضيحية.
- المناقشة والحوار خلال اللقاءات الصفية.
- حضور المحاضرات المسجلة والمنشورة على موقع إدارة التعلم.
| أساليب القياس والتقويم | - الواجبات الدراسية (20) درجة مع تغذية راجعة لإجابات الطلاب.
- الاختبارات نصف فصلية (30) درجة مع تغذية راجعة لإجابات الطلاب.
- الاختبار النهائي (50) درجة.
| المادة التعليمية الأساسية | - محمد عبد الموجود وآخرون، (2015)، قضايا ومشكلات التنمية في الوطن العربي،ط 2 ،الكويت الجامعة العربية المفتوحة، الكويت.
| المراجع والمواد التعليمية | - د. محمد الليثي و د. محمد عجميه، (2011). " التنمية الاقتصادية، مفهومها، نظرياتها، سياستها"، الإسكندرية: الدار الجامعية.
- د. منى الطحاوي، (2002)، " التنمية الاقتصادية"، مذكرات دراسية، القاهرة: كلية الاقتصاد والعلوم السياسية.
- د. محمود عبدالفضيل، (2010). "أساليب التخطيط الاقتصادي"، القاهرة: دار النهضة العربية.
- د. محمد الليثي و د. محمد عجميه، (2001). " التنمية الاقتصادية، مفهومها، نظرياتها، سياستها"، الإسكندرية: الدار الجامعية.
- التقرير الاقتصادي العربي الموحد، 2004. |
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| Course Outcomes |
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GR115 قضايا ومشكلات عالمية معاصرة
(3) Credit Hours
يهدف هذا المقرر إلى رصد القضايا والمشكلات التي تشكل موضع اهتمام العالم اليوم، والسعي لتحليلها بهدف تعريف الطلاب بطبيعتها ، وعواملها والنتائج المترتبة عليها سواء على بنية النظام العالمي أو النظم الإقليمية أو الدول القومية. وذلك لتوعيتهم بالتفاعل الحاد على الصعيد العالمي ،والقضايا المتضمنة فيه والمشكلات الناتجة عنه، حتى يصبحون قادرين على متابعة ما يحدث في بيئتهم العالمية المحيطة، ومن ثم قادرين على المشاركة بفاعلية في أحداثه .
| Course Code |
GR115 |
| Course Title |
قضايا ومشكلات عالمية معاصرة |
| Pre-requisite |
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| Credit Hours |
3 |
| Course Description |
يهدف هذا المقرر إلى رصد القضايا والمشكلات التي تشكل موضع اهتمام العالم اليوم، والسعي لتحليلها بهدف تعريف الطلاب بطبيعتها ، وعواملها والنتائج المترتبة عليها سواء على بنية النظام العالمي أو النظم الإقليمية أو الدول القومية. وذلك لتوعيتهم بالتفاعل الحاد على الصعيد العالمي ،والقضايا المتضمنة فيه والمشكلات الناتجة عنه، حتى يصبحون قادرين على متابعة ما يحدث في بيئتهم العالمية المحيطة، ومن ثم قادرين على المشاركة بفاعلية في أحداثه . |
| Course Objectives |
GR115 قضايا ومشكلات عالمية معاصرة اسم المقرر | قضايا ومشكلات عالمية معاصرة | رقم المقرر | GR115 | عدد الساعات المعتمدة | 3 ساعات | نوع المقرر | اختياري | المتطلبات السابقة | لا يوجد | أهداف المقرر | يهدف هذا المقرر إلى رصد القضايا والمشكلات التي تشكل موضع اهتمام العالم اليوم، والسعي لتحليلها بهدف تعريف الطلاب بطبيعتها ، وعواملها والنتائج المترتبة عليها سواء على بنية النظام العالمي أو النظم الإقليمية أو الدول القومية. وذلك لتوعيتهم بالتفاعل الحاد على الصعيد العالمي ،والقضايا المتضمنة فيه والمشكلات الناتجة عنه، حتى يصبحون قادرين على متابعة ما يحدث في بيئتهم العالمية المحيطة، ومن ثم قادرين على المشاركة بفاعلية في أحداثه . | مخرجات التعلم المقصودة | - المعرفة والفهم (Knowledge & Understanding)
بعد دراسة هذا المقرر من المتوقع أن يتمكن الطالب من معرفة وفهم: - العوامل المسببة للقضايا والمشاكل ذات الصبغة العالمية.
- تأثير هذه المشكلات على الهيكل التنظيمي العالمي والإقليمي والوطني.
- التحليل العلمي لهذه القضايا.
- التعرف على التبادل غير المتكافئ في علاقات دول الشمال بدول الجنوب.
بعد دراسة هذا المقرر يتوقع من الطالب أن يكتسب بعض المهارات مثل: - مهارة تحليل المشكلات ذات الصبغة العالمية للوقوف على أهم مسبباتها.
- مهارة تحليل الايدلوجيا السياسية للقوى المسيطرة وعملية العولمة.
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الوصف والمحتوى | العولمة كمدخل لفهم النظام العالمي المعاصر طبيعتها ومتغيراتها تفاعل الحضارات – بين إمكانيات الالتقاء واحتمالات الصراع علاقات الشمال والجنوب – والتبادل غير المتكافئ المجتمع المدني القومي والعالمي – تطوره وحدود فاعليته حقوق الإنسان والتحول الديمقراطي - متضمنات التحول ومشكلاته قضايا الأمن العالمي الفقر والتهميش على الصعيد العالمي الهجرة غير المشروعة على الصعيد العالمي المنظمات الاقتصادية الفاعلة – على ساحة الاقتصاد العالمي الإطار المؤسسي للعلاقات الدولية – مشكلات السعي إلى تكريس الهيمنة | أساليب التدريس | - التفاعل عبر المنتديات في نظام LMS
- العروض التوضيحية.
- المناقشة والحوار خلال اللقاءات الصفية.
- حضور المحاضرات المسجلة والمنشورة على موقع إدارة التعلم.
| أساليب القياس والتقويم | - الواجبات الدراسية (20) درجة مع تغذية راجعة لإجابات الطلاب.
- الاختبارات نصف فصلية (30) درجة مع تغذية راجعة لإجابات الطلاب.
- الاختبار النهائي (50) درجة.
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المادة التعليمية الأساسية | - علي ليلة، (2011)، قضايا ومشكلات عالمية معاصرة، ط 2، الكويت، الجامعة العربية المفتوحة.
| المراجع والمواد التعليمية | - Grant R . J &R . Short : Globalization ، An Introduction in Globalization and the Margins eds ) By : Grant ، R &J . R . Short ، Macmillan ، Now York 2010،.
- http : // www . Nawaat . Org / Portail / article . Php 3 ? id artice 342.
- http : www . Shabakatvoltaire ,net / article 129. htmel ترجمة ياسمينة صالح 2004. محفوظة (2).
- J . Stiglitz , Globalization and its Discontents (2002).
| نصر حامد أبو زيد : تنوع الحضارات وصرخة من أجل عالم عادل، القاهرة 2005 ، دار النهضة العربية | | الدكتور محمود عبد الفضيل، العرب والتجربة الآسيوية: الدروس المستفادة (بيروت: مركز دراسات الوحدة العربية، 2009. | | برهان غليون : المجتمع المدني من المفهوم المجرد إلى المنظومة الاجتماعية الدولية، فعاليات ندوة المجتمع المدني وإشكالية التحول الديموقراطي، مركز الوثائق والدراسات الإنسانية، جامعة قطر، 14 – 16 يناير 2001، ص 2. | | علي ليلة : دور المنظمات الأهلية في مواجهة الفقر، الشبكة العربية للمنظمات الأهلية، 2002، ص ص 21-22. |
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GR116 تمكين الشباب
(3) Credit Hours
- التعريف بمفهوم التمكين وأبعاده.
- تحليل البنية والسياق السياسي والاقتصادي والاجتماعي لفهم آفاق التطوير أمام الشباب.
- تمكين الشباب من الانخراط في الحياة الاجتماعية والاقتصادية والسياسية..
| Course Code |
GR116 |
| Course Title |
تمكين الشباب |
| Pre-requisite |
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| Credit Hours |
3 |
| Course Description |
- التعريف بمفهوم التمكين وأبعاده.
- تحليل البنية والسياق السياسي والاقتصادي والاجتماعي لفهم آفاق التطوير أمام الشباب.
- تمكين الشباب من الانخراط في الحياة الاجتماعية والاقتصادية والسياسية..
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| Course Objectives |
GR116 تمكين الشباب
اسم المقرر | تمكين الشباب | رقم المقرر | GR116 | عدد الساعات المعتمدة | 3 ساعات | نوع المقرر | اختياري | المتطلبات السابقة | لا يوجد | أهداف المقرر | - التعريف بمفهوم التمكين وأبعاده.
- تحليل البنية والسياق السياسي والاقتصادي والاجتماعي لفهم آفاق التطوير أمام الشباب.
- تمكين الشباب من الانخراط في الحياة الاجتماعية والاقتصادية والسياسية..
| مخرجات التعلم المقصودة | - المعرفة والفهم (Knowledge & Understanding)
من المتوقع بعد دراسة هذا المقرر أن يتمكن الطالب من معرفة وفهم: - مفهوم التمكين وأبعاده.
- الدور الذي تلعبه المشاركة المدنية في تمكين الشباب وتعزيز مشاركتهم السياسية.
- المهارات (Skills) :
من المتوقع أن يكتسب الطالب بعد دراسة هذا المقرر بعض المهارات، من بينها: - لمهارات القيادية الخاصة بالأعمال التنموية التي تلائم واحتياجاته.
- مواجهة المشكلات وصياغة الخطط التنفيذية لمبادرة حلها.
| الوصف والمحتوى | - أولاً: المشاركة المدنية والسياسية.
- ثانياً: المشاركة الاقتصادية.
- ثالثاً: أساسيات تمكين الشباب.
- رابعاً: مبادرة لخدمة المجتمع.
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أساليب التدريس | - التفاعل عبر المنتديات في نظام LMS
- العروض التوضيحية.
- المناقشة والحوار خلال اللقاءات الصفية.
- حضور المحاضرات المسجلة والمنشورة على موقع إدارة التعلم.
| أساليب القياس والتقويم | - الواجبات الدراسية (20) درجة مع تغذية راجعة لإجابات الطلاب.
- الاختبارات نصف فصلية (30) درجة مع تغذية راجعة لإجابات الطلاب.
- الاختبار النهائي (50) درجة. | المادة التعليمية الأساسية | - جميل أبو العباس الريان، أحمد محمود الجزار، 2017، تمكين الشباب العربي بين الواقع والمأمول، القاهرة، دار يسطرون.
| المراجع والمواد التعليمية | - المنجي الزيدي، الشباب والتنشئة على قيم المواطنة، ورقة مقدمة إلى مؤتمر قضايا الشباب في العالم الإسلامي: رهانات الحاضر وتحديات المستقبل، منظمة المؤتمر الإسلامي، تونس 24-26 نوفمبر 2008.
- السيد عليوة ومنى محمود، المشاركة السياسية، موسوعة الشباب السياسية (سلسلة خاصة يصدرها مركز الأهرام للدراسات السياسية والاستراتيجية)، القاهرة 2008.
- محمد نبيل الشيمي، أنماط المشاركة السياسية وأهميتها، الحوار المتمدن، العدد 2554، 11 فبراير 2009.
- محمد نبيل الشيمي، محددات المشاركة السياسية، الحوار المتمدن، العدد 2551، 8 فبراير 2009.
- علي الصاوي، الشباب والحكم الجيد والحريات، ورقة مقدمة إلى ورشة العمل الإقليمية الثانية – صنعاء (اليمن)، 21-23/6/2005.
- مكتب اليونسكو الإقليمي للتربية في الدول العربية – بينر حسن – تونس 2011.
- Assaad R & Roudi-Fahimi F. (2007) Youth in the Middle East and North Africa:
demographic opportunity or challenge?, Washington, DC: Population Reference Bureau. - El-Tawila,S. (2002). Youth in the Population Agenda: Concepts and Methodologies. MEA wards Regional Papers, West Asia and North Africa, No. 44. Cairo: Population Council.
- Checkoway B, Richards-Schuster K R, Abdullah S, Aragon M, Facio E, Figueroa L, et al. (2003) Young people as competent citizens, Press and Community Development Journal, 38(4): 298-309.
- Hughes DM, Curnan SP.,(2009) Community youth development: a framework for action.
- McBride AM, Johnson E, Olate R, O#Hara K. Youth Volunteer Service as Positive Youth Development in Latin America and the Caribbean. Children and Youth Services Review. 2010. doi:10.101016/j.childyouth.2010.09.009.
- Afifi Soweid R & Nehlawi M. (2007) Youth and health issues in the Arab region:
The Millennium Development Goals in the Arab region 2007: A Youth lens, Report written for ESCWA, March 2007. |
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GR117 تمكين المرأة
(3) Credit Hours
1) التعريف بمفهوم التمكين، وخطواته الإجرائية.
2) تحليل البنية والسياق السياسي والاقتصادي والاجتماعي لفهم المحتويات وأفاق التطور أمام المرأة.
3) التعريف باستراتيجيات ومداخل تمكين المرأة من دورها في تنمية الحياة الاجتماعية، والاقتصادية، والسياسية.
| Course Code |
GR117 |
| Course Title |
تمكين المرأة |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
1) التعريف بمفهوم التمكين، وخطواته الإجرائية.
2) تحليل البنية والسياق السياسي والاقتصادي والاجتماعي لفهم المحتويات وأفاق التطور أمام المرأة.
3) التعريف باستراتيجيات ومداخل تمكين المرأة من دورها في تنمية الحياة الاجتماعية، والاقتصادية، والسياسية.
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| Course Objectives |
GR117 تمكين المرأة اسم المقرر | تمكين المرأة | رقم المقرر | GR117 | عدد الساعات المعتمدة | 3 ساعات | نوع المقرر | إلزامي | المتطلبات السابقة | لا يوجد | أهداف المقرر | - التعريف بمفهوم التمكين، وخطواته الإجرائية.
- تحليل البنية والسياق السياسي والاقتصادي والاجتماعي لفهم المحتويات وأفاق التطور أمام المرأة.
- التعريف باستراتيجيات ومداخل تمكين المرأة من دورها في تنمية الحياة الاجتماعية، والاقتصادية، والسياسية.
| مخرجات التعلم المقصودة | - المعرفة والفهم (Knowledge & Understanding)
من المتوقع أن يكون الطالب بعد الانتهاء من دراسة هذا المقرر قادراً على: - الإلمام بمفهوم التمكين وأبعاده.
- إدراك أهمية دور المرأة وأنشطتها في قيادة العمل التنموي.
- العمل على توفير بيئة تمكينيه فاعلة.
- البعد عن نمط الثقافة المقيدة التي تحد من تطلعات المرأة لدورها في المجتمع.
من المتوقع أن يكتسب الطالب بعد دراسة لهذا المقرر بعض المهارات منها: - مهارة اتخاذ القرار.
- مهارات الاندماج الاجتماعي.
- مواجهة المشكلات وصياغة الخطط التنفيذية لحلها.
| الوصف والمحتوى | - أولًا: مفهوم التمكين:
- ثانياً: التمكين والمشاركة المدنية والاقتصادية:
- ثالثاً: التمكين الاجتماعي والسياسي:
- رابعاً: مبادرة لخدمة المجتمع:
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أساليب التدريس | - التفاعل عبر المنتديات في نظام LMS
- العروض التوضيحية.
- المناقشة والحوار خلال اللقاءات الصفية.
- حضور المحاضرات المسجلة والمنشورة على موقع إدارة التعلم.
| أساليب القياس والتقويم | - الواجبات الدراسية (20) درجة مع تغذية راجعة لإجابات الطلاب.
- الاختبارات نصف فصلية (30) درجة مع تغذية راجعة لإجابات الطلاب.
- الاختبار النهائي (50) درجة.
| المادة التعليمية الأساسية | - إبتسام الكتبي وآخرون، تحرير رويدا المعايطة، 2010، التنوع الإجتماعي وأبعاد تمكين المرأة في الوطن العربي، القاهرة ، منظمة المرأة العربية.
| المراجع والمواد التعليمية | - برنامج الأمم المتحدة الإنمائي، والصندوق العربي للإنماء الاقتصادي والاجتماعي، وبرنامج الخليج العربي لدعم منظمات الأمم المتحدة الإنمائية، (2006)، تقرير التنمية الإنسانية العربية لعام 2005، نحو نهوض المرأة في الوطن العربي.
- الخاروف، أمل، (2006)، تقرير إقليمي حول موقف الدول العربية من تنفيذ التوصيات الصادرة عن منتدى المرأة العربية في بلاد المهجر المنعقد في إطار قمتي المرأة العربية الأولى والثانية، المؤتمر الأول لمنظمة المرأة العربية، ست سنوات بعد القمة الأولى للمرأة العربية: الإنجازات والتحديات، مملكة البحرين 13-15 نوفمبر 2006، من منشورات منظمة المرأة العربية، القاهرة.
- حسن، فرخندة، (2006)، تقرير إقليمي حول موقف الدول العربية من تنفيذ التوصيات الصادرة عن منتدى المرأة العربية والعلوم والتكنولوجيا المنعقد في إطار قمتي المرأة العربية الأولى والثانية، المؤتمر الأول لمنظمة المرأة العربية، ست سنوات بعد القمة الأولى للمرأة العربية: الإنجازات والتحديات، مملكة البحرين 13-15 نوفمبر 2006، من منشورات منظمة المرأة العربية، القاهرة.
- كوثر، وآخرون، (2001)، العولمة والنوع الاجتماعي: المشاركة الاقتصادية للمرأة العربية، تقرير تنمية المرأة العربية 2001، مركز المرأة العربية للتدريب والبحوث، تونس.
- حمدان، كمال (2008)، أمن المرأة وأمن المجتمع: السياسات الاجتماعية، المؤتمر الثاني لمنظمة المرأة العربية بعنوان: المرأة في مفهوم وقضايا أمن الإنسان: المنظور العربي والدولي، دولة الإمارات العربية، أبو ظبي، 11-13 نوفمبر 2008.
- المصري، منذر (2008)، التعليم: المدخل لأمن المرأة، المؤتمر الثاني لمنظمة المرأة العربية بعنوان: المرأة في مفهوم وقضايا أمن الإنسان: المنظور العربي والدولي، دولة الإمارات العربية، أبو ظبي، 11-13 نوفمبر 2008.
- قرني، بهجت (2008)، الرؤى العالمية للأمن والأمان: هل تم أخذ المرأة في الاعتبار؟ ربي، المؤتمر الثاني لمنظمة المرأة العربية بعنوان: المرأة في مفهوم وقضايا أمن الإنسان: المنظور العربي والدولي، دولة الإمارات العربية، أبو ظبي،11-13 نوفمبر 2008.
- الهرماسي، محمد عبد الباقي (2008)، أمن المرأة العربية: المنظور الثقافي، المؤتمر الثاني لمنظمة المرأة العربية بعنوان: المرأة في مفهوم وقضايا أمن الإنسان: المنظور العربي والدولي، دولة الإمارات العربية، أبو ظبي،11-13 نوفمبر 2008.
- اليونيفيم، (2004)، تقدم المرأة العربية، صندوق الأمم المتحدة الإنمائي للمرأة، المكتب الإقليمي، الأردن.
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| - البنك الدولي، (2005)، التقدم الاقتصادي للمرأة في الأردن: تقييم النوع الاجتماعي، مجموعة التنمية الاجتماعية والاقتصادية لمنطقة الشرق الأوسط وشمال إفريقيا، البنك الدولي للإنشاء والتعمير.
- جبر، بشرى؛ أندروود، كارول؛ سميث، لورن غود، (1998)، المرأة العربية تتكلم: نماذج من التمكين الذاتي، مركز المرأة العربية للتدريب والبحوث، تونس.
- الإسكوا، (2006)، المرأة ومجتمع المعلومات، استخدام تكنولوجيا المعلومات والاتصالات لتمكين المرأة في دول الإسكوا، الأمم المتحدة، اللجنة الاقتصادية والاجتماعية لغربي آسيا- الإسكوا.
- El Kharouf, Amal, (2000), Factors Influencing The Employment of Women, From The View of Employed And Non-Employed Women And Managers In Amman City, Jordan, UNIFEMN & UNESCO.
- United Nations, & League of Arab Status, (2010), The Third Arab Report on the Millennium Development Goals 2010, and the Impact of the Global Economic Crises.
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| Course Outcomes |
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GR118 المهارات الحياتية
(3) Credit Hours
يهدف هذا المقرر إلى تنمية قدرة المتعلم على ما يلي:
أ) التعامل بنجاح مع المتغيرات المختلفة للحياة.
ب) حل المشكلات الحياتية التي تواجهه.
ج) التفاعل الاجتماعي والتواصل مع الأخر.
د) الاستدلال المنطقي والتفكير العلمي.
| Course Code |
GR118 |
| Course Title |
المهارات الحياتية |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
يهدف هذا المقرر إلى تنمية قدرة المتعلم على ما يلي:
أ) التعامل بنجاح مع المتغيرات المختلفة للحياة.
ب) حل المشكلات الحياتية التي تواجهه.
ج) التفاعل الاجتماعي والتواصل مع الأخر.
د) الاستدلال المنطقي والتفكير العلمي.
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| Course Objectives |
GR118 المهارات الحياتية
اسم المقرر | المهارات الحياتية | رقم المقرر | GR118 | عدد الساعات المعتمدة | 3 ساعات | نوع المقرر | اختياري | المتطلبات السابقة | لا يوجد | مدرس المقرر | أ/ وفاء الحذيفي، whuthaifi@aou.edu.kw | أهداف المقرر | - يهدف هذا المقرر إلى تنمية قدرة المتعلم على ما يلي:
- التعامل بنجاح مع المتغيرات المختلفة للحياة.
- حل المشكلات الحياتية التي تواجهه.
- التفاعل الاجتماعي والتواصل مع الأخر.
- الاستدلال المنطقي والتفكير العلمي.
| مخرجات التعلم المقصودة | - المعرفة والفهم (Knowledge & Understanding) :
من المتوقع أن يتمكن الطالب بعد الانتهاء من دراسة هذا المقرر قادراً على: - التعرف على القدرات التي تمكنه من القيام بسلوك تكيفي وإيجابي.
- التعامل الفعال مع متطلبات الحياة وتحدياتها.
- مواجهة المشاكل الحياتية.
من المتوقع أن يكتسب الطالب بعد دراسته المقرر بعض المهارات الحياتية ومنها: - مهارات التواصل.
- مهارات التفاوض.
- مهارات التعاون.
- مهارات التفكير الناقد.
- مهارات إدارة التعامل مع الضغوط.
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الوصف والمحتوى | - أولاً: التعريف بالمهارات:
- ثانياً: مهارات التواصل الخاصة بالعلاقات الإنسانية:
- ثالثاً: مهارات التفاوض:
- رابعاً: مهارات التعاون وعمل الفريق:
- خامساً: مهارات صنع القرار وحل المشكلات
- سادساً: مهارات التفكير الناقد:
- سابعاً: مهارات التعامل وإدارة الذات:
- ثامناً: مهارات إدارة المشاعر:
- تاسعاً: مهارات إدارة التعامل مع الضغوط:
- عاشراً: مهارات السلوكيات الصحية السليمة:
- الحادي عشر: مهارات التطوع لأجل التنمية:
| أساليب التدريس | - التفاعل عبر المنتديات في نظام LMS
- العروض التوضيحية.
- المناقشة والحوار خلال اللقاءات الصفية.
- حضور المحاضرات المسجلة والمنشورة على موقع إدارة التعلم.
| أساليب القياس والتقويم | - الواجبات الدراسية (20) درجة مع تغذية راجعة لإجابات الطلاب.
- الاختبارات نصف فصلية (30) درجة مع تغذية راجعة لإجابات الطلاب.
- الاختبار النهائي (50) درجة.
| المادة التعليمة الأساسية | - أحمد أبو أسعد وعبدالله الجراح، 2015، المهارات الحياتية، الكويت، مكتبة الفلاح.
| المراجع والمواد التعليمية | - الحايك، صادق والبطاينة أحمد ( 2007 ) "مدى توظيف المهارات الحياتية في مناهج كلية التربية الرياضية في الجامعة الأردنية". المؤتمـــر العلمي الدولي الثـــاني، المستجدات العلمية في التربية البدنية والرياضــة. م 51.1 - 64 . كلية التربية الرياضية، جامعة اليرموك.
- السوطري، حسن وباتيس، أحمد والعنزي، حمود والدوسري، نواف. ( 2009 ) (ب). "تدريس مهارات تطوير الذات من وجهة نظر طلاب السنة التحضيرية في جامعة الملك سعود". المؤتمر العلمي السادس، الرياضة والتنمية. م 2 . 444-436 . كلية التربية الرياضية، الجامعة الأردنية.
- السوطري، حسن والواصل، أكرم والمقرن، عبد العزيز والغامدي، فهد. ( 2009 ) (أ). "مدى توظيف المهارات الحياتية في مناهج السنة التحضيرية في جامعة الملك سعود". المؤتمر العلمي السادس، الرياضة والتنمية. م 1 . 283-273 . كلية التربية الرياضية، الجامعة الأردنية.
- حسين، أسامة ( 2006 ) المهارات الحياتية، 2009/2/25, www.hs.gov.sa .
- صبحي، شيماء ( 2006 ) تنمية بعض المهارات الحياتية والاتجاه نحو مادة العلوم لدى تلاميذ المرحلة الإعدادية باستخدام مصادر التعلم المجتمعية، 2006/2/12, Http//www.scieceednetor.jeeran
- عبد الله، معتز محمد ( 2004 ): برنامج إرشادي لتنمية مهارات الحياة لدى المراهق الكفيف، رسالة ماجستير غير منشورة، جامعة عين شمس، القاهرة
- عبد الموجود، محمد، وأسكاروس، فيليب ( 2005 ) تنمية المهارات الحياتية لدى طلاب التعليم الثانوي في إطار منهاج المستقبل، القاهرة: المركز القومي لبحوث التربية والتنمية.
- عليوة، السيد ( 2005 ) تنمية المهارات القيادية والإدارية والسلوكية، دار الأمين مصر.
- عمارة، محمد ( 2006 ): المهارات الحياتية، 2006/11/1, www.amrkaled.net .
- غازي، إبراهيم توفيق ( 2002 ): العصف الذهني الجماعي في تدريس المهارات الحياتية والبيئية لتنمية مهارات طرح الأسئلة، المؤتمر العلمي السادس، الجمعية المصرية للتربية العلمية.
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| - اللولو، فتحية صبحي؛ قشطه، عوض سليمان ( 2006 ): مستوى المهارات الحياتية لدى الطلبة خريجي كلية التربية بالجامعة الإسلامية بغزة، مجلة المناهج وطرق التدريس، الجمعية المصرية للمناهج وطرق التدريس.
- مازن، حسام محمد 1 ( 2002 ): نموذج مقترح لتضمين بعض المهارات الحياتية في منظومة المنهج التعليمي في إطار مفاهيم الأداء والجودة الشاملة، المؤتمر العلمي الرابع عشر "مناهج التعليم في ضوء الأداء" ( 25-24 يوليو) دار الضيافة، الجمعية المصرية للمناهج وطرق التدريس، جامعة عين شمس، القاهرة، المجلد الأول.
- مازن، حسام محمد 2 ( 2002 ): التربيـــة العلميـــة وأبعاد التنمية التكنولوجية والمهــارات الحياتيــة والثقافة العلمية اللازمة للمواطن العربي، المؤتمر العلمـــي السادس "التربية العلمية وثقافـــة المجتمع" ( 25-24 يوليو)، فندق بالما، جامعة عين شمس، القاهرة، المجلد الأول.
- محمود، عبد الرزاق ( 2006 ): أهمية المهارات الحياتية، 2006/1/18, www.almuale.net .
- يونيسيف ( 2006 ): المهارات الحياتية، 25-1-1427, www.unicef.org/Arabic/life skills .
- يونيسيف ( 2006 ): مشروع اليونيسيف للمهارات الحياتية في أرمينيا،.
8/7/2006, www.unicef.org/Arabic/life skills . |
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| Course Outcomes |
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GR121 التربية البيئية والصحية
(3) Credit Hours
- التعرف على مفهوم البيئة واهم مكوناتها والعوامل المؤثرة فيها . ودور الإنسان في تكامل أو هدر عناصرها.
- الوعي بالمخاطر البيئية المحيطة . ودور الإنسان في الحد منها.
- نشر الوعي لدى المواطنين حول أهم المشاكل البيئة وما يترتب عليها من مشاكل صحية واجتماعية واقتصادية.
- تحديد دور كل فرد في المجتمع في حماية البيئة.
| Course Code |
GR121 |
| Course Title |
التربية البيئية والصحية |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
- التعرف على مفهوم البيئة واهم مكوناتها والعوامل المؤثرة فيها . ودور الإنسان في تكامل أو هدر عناصرها.
- الوعي بالمخاطر البيئية المحيطة . ودور الإنسان في الحد منها.
- نشر الوعي لدى المواطنين حول أهم المشاكل البيئة وما يترتب عليها من مشاكل صحية واجتماعية واقتصادية.
- تحديد دور كل فرد في المجتمع في حماية البيئة.
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| Course Objectives |
GR121 التربية البيئية والصحية اسم المقرر | التربية البيئية والصحية | رقم المقرر | GR121 | عدد الساعات المعتمدة | 3 ساعات | نوع المقرر | إلزامي | المستوى | الأول | المتطلبات السابقة | - | مدرس المقرر | أ/ وفاء الحذيفي، whuthaifi@aou.edu.kw | أهداف المقرر | - التعرف على مفهوم البيئة واهم مكوناتها والعوامل المؤثرة فيها . ودور الإنسان في تكامل أو هدر عناصرها.
- الوعي بالمخاطر البيئية المحيطة . ودور الإنسان في الحد منها.
- نشر الوعي لدى المواطنين حول أهم المشاكل البيئة وما يترتب عليها من مشاكل صحية واجتماعية واقتصادية.
- تحديد دور كل فرد في المجتمع في حماية البيئة.
| الوصف والمحتوى | يشمل المقرر أهم المواضيع التالية:-
- مفهوم البيئة.
- مفهوم الصحة العامة.
- التنمية وعلاقتها بالتطور.
- أهم معوقات التنمية البيئية.
- المشاكل البيئية واهمية معالجتها.
- اهمية المحافظة على البيئة
- مفهوم الصحة العامة و خدمات الصحة المدرسية و برنامج الصحة المدرسية |
مخرجات التعلم المقصودة | - المعرفة والفهمKnowledge & Understanding ) )
بعد دراسة هذا المقرر يتوقع من الطالب أن يتمكن من معرفة وفهم:
أ1- المفاهيم المتعلقة بالبيئة والصحة العامة.
أ2- أهم المشاكل البيئية وأساليب الوقاية منها ومواجهتها.
أ3 - أهمية المحافظة على البيئة ودور المعلم والمدرسة في ذلك. ب- المهارات العقلية ( Cognitive skills )
بعد دراسة هذا المقرر يتوقع من الطالب أن يكون قادرا على:
ب1- جمع البيانات الخاصة بالمشكلات البيئية وتحليلها وتفسيرها.
ب2 - إدراك أهمية المحافظة على البيئة. ج- المهارات المهنية التطبيقية( Practical Professional Skills )
بعد دراسة هذا المقرر يتوقع من الطالب أن يكون قادرا على:
ج1- عمل بحوث ميدانيا عن مشكلات البيئية المحلية.
ج2- اتخاذ القرار حول أهم المشكلات البيئية المحلية والتأكيد على القيم المتضمنة بالقرار. د- المهارات الأساسية / المفتاحية (Key or transferable Skills )
بعد دراسة هذا المقرر يتوقع من الطالب أن يكون قادرا على:
د1- المساهمة في خدمة البيئة.
د2- العمل ضمن الفريق والتحلي بالروح التعاونية. | أساليب التدريس | - التفاعل عبر المنتديات في نظام LMS .
- العروض التوضيحية باستخدام Power-Point
- المناقشة والحوار خلال اللقاءات الصفية ( الحلقات النقاشية ).
- زيارة المواقع للتعرف على أهم المشاكل البيئية المحلية ..
- حلقات نقاشية (لمناقشة وتحليل ثم نقد أهم الموضوعات البيئية ذات الصلة).
- استخدام أسلوب المحاكاة باستخدام لحاسوب .
| أساليب القياس والتقويم | - الواجبات الدراسية – TMA والاختبارات الفصلية وتقديم التغذية الراجعة.
- مشاريع . بحوث ميدانية.
- كتابة مقالة –مطوية- لقاء صحفي – موقع الكتروني
الاختبارات النهائية . | المادة التعليمية الأساسية | مهدي السيد إبراهيم وآخرون .(2004): العلوم البيئية والصحية ط2 2018، الكويت، الجامعة العربية المفتوحة. | المادة التعليمية المساندة | - Course books, other printed materials, CD-ROMs, DVD, audio
- CDs, website, online forums .
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| Course Outcomes |
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GR131 تاريخ وحضارة الكويت
(3) Credit Hours
1. معرفة تاريخ الكويت منذ النشأة الى التاريخ المعاصر.
2. ان يتفهم النظام السياسي في الكويت.
3. معرفة السلطات المختلفة في الكويت ( التنفيذية والتشريعية والقضائية ) والعلاقة فيما بينهم.
4. الاطلاع على مسيرة الديمقراطية في الكويت ومراحل تطورها .
5. معرفة نبذة عن الساحة السياسية في الكويت بما فيها من التنظيمات والتيارات السياسية.
6. معرفة النظام الاقتصادي الكويتي في الماضي والحاضر.
7. معرفة الجانب الاجتماعي في الكويت والعلاقة مع العمالة الوافدة.
8. الاطلاع على مراحل تطور المسيرة التعليمية والثقافية في الكويت.
| Course Code |
GR131 |
| Course Title |
تاريخ وحضارة الكويت |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
1. معرفة تاريخ الكويت منذ النشأة الى التاريخ المعاصر.
2. ان يتفهم النظام السياسي في الكويت.
3. معرفة السلطات المختلفة في الكويت ( التنفيذية والتشريعية والقضائية ) والعلاقة فيما بينهم.
4. الاطلاع على مسيرة الديمقراطية في الكويت ومراحل تطورها .
5. معرفة نبذة عن الساحة السياسية في الكويت بما فيها من التنظيمات والتيارات السياسية.
6. معرفة النظام الاقتصادي الكويتي في الماضي والحاضر.
7. معرفة الجانب الاجتماعي في الكويت والعلاقة مع العمالة الوافدة.
8. الاطلاع على مراحل تطور المسيرة التعليمية والثقافية في الكويت.
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| Course Objectives |
GR131 تاريخ وحضارة الكويت
اسم المقرر | تاريخ وحضارة الكويت | رقم المقرر | GR131 | عدد الساعات المعتمدة | 3 ساعات | طبيعة المقرر | اختياري | المتطلبات السابقة | لا يوجد | مدرس المقرر | أ/ بتال المطيري، batal@aou.edu.kw | أهداف المقرر | - معرفة تاريخ الكويت منذ النشأة الى التاريخ المعاصر.
- ان يتفهم النظام السياسي في الكويت.
- معرفة السلطات المختلفة في الكويت ( التنفيذية والتشريعية والقضائية ) والعلاقة فيما بينهم.
- الاطلاع على مسيرة الديمقراطية في الكويت ومراحل تطورها .
- معرفة نبذة عن الساحة السياسية في الكويت بما فيها من التنظيمات والتيارات السياسية.
- معرفة النظام الاقتصادي الكويتي في الماضي والحاضر .
- معرفة الجانب الاجتماعي في الكويت والعلاقة مع العمالة الوافدة.
- الاطلاع على مراحل تطور المسيرة التعليمية والثقافية في الكويت.
| الوصف والمحتوى | - يتناول هذا المقرر ثمان وحدات تعليمية وهي كالاتي:
- نشأة الكويت .
- السلطة التنفيذية في الكويت.
- السلطة التشريعية في الكويت.
- المشاركة السياسية في الكويت.
- التنظيمات والتيارات السياسية في الكويت.
- السلطة القضائية في الكويت.
- التحديات الاقتصادية والاجتماعية في الكويت.
- التطورات التعليمية والثقافية والعلمية في الكويت .
| مخرجات التعلم المقصودة | - من المتوقع أن يتمكن الدارس بعد إتمام دراسة هذا المقرر بأن يكون قادراً على:
- الإلمام بأدوار السلطات التشريعية والتنفيذية المختلفة بدولة الكويت.
- الإلمام بالتحديات الاقتصادية والاجتماعية التي تواجه الكويت.
| أساليب التدريس | - التفاعل عبر المنتديات في نظام LMS .
- العروض التوضيحية.
- المناقشة والحوار خلال اللقاءات الصفية.
- حضور المحاضرات المسجلة والمنشورة على موقع إدارة التعلم.
|
|
| Course Outcomes |
|
GT101 Learning and Information Technology
(3) Credit Hours
Learning and Information Technology is a fundamental module for all students enrolled in Arab Open University. It provides students a college level academic experiences that develop self-learning skills. It also provides students with a broad introduction to computing and Information Technology concepts and principles.
| Course Code |
GT101 |
| Course Title |
Learning and Information Technology |
| Pre-requisite |
- |
| Credit Hours |
3 |
| Course Description |
Learning and Information Technology is a fundamental module for all students enrolled in Arab Open University. It provides students a college level academic experiences that develop self-learning skills. It also provides students with a broad introduction to computing and Information Technology concepts and principles. |
| Course Objectives |
The module aims to:
- Introduce e-Learning concepts such as meaning, accessibility, skills, and resources.
- Help students to develop their understanding about flexible learning.
- Prepare the student for further academic studies by helping them develop their study skills.
- Enhance student’s knowledge about basic computer system applications, big data, IoT and AI.
- Familiarize with the basic concepts of Information Technology: Internet, Web, and Systems.
- Introduce students to the concepts of security and ethics.
|
| Course Outcomes |
A. Knowledge and understanding
Students will be able to:
- Define the different learning styles.
- Describe the differences between conventional and blended-learning education systems.
- Understand how to create learning opportunities that are adapted to learners.
- Understand the development of learning strategies to promote effective learning.
- Explain the Web and Internet inventions.
- Explain different parts in computer system.
- Explain different terms in digital communication such as network, connectivity, wireless, server, client and IoT.
- Describe the e-commerce and big data.
- Understand clearly the difference between privacy and security.
- Describe what are computer ethics and computer crime.
B. Cognitive skills
Students will be able to: - Learn by themselves and describe the difference between learning styles.
- Apply problem-solving techniques.
- Compare different learning strategies.
- Apply skills needed for effective learning.
- Use an understanding of individual and group behavior to create an active learning environment.
- Deal with computer problems.
- Describe the Web and search engines.
Students will be able to:
- Read analytically and critically for learning and avoid plagiarisms.
- Connect and surf the internet, search using the search engines and send and receive email, and share files in a secure way, and avoid computer crime and use computer ethically.
- Organize and manage a plan for optimal learning.
- Enhance the learning environment by incorporating the use of technological equipment.
- Operate the computer system properly and interact with applications and programs confidently.
- Communicate with others electronically (Email, instant messaging, blogs, microblogs and wikis) and Initiate a transaction electronically (e-commerce) in a secure way and use the social media in the process of learning and communication with others.
Students will be able to:
- Interact effectively within a group using social media and electronic conferencing techniques.
- Working in groups using the LMS system and course forum online and contribute to discussions on a conference using instant messaging.
- Improve own learning and performance.
- Work independently, scheduling (schedule) tasks and mange time effectively.
- Utilize effective environments for learning.
- Take responsibility for personal and professional learning.
- Manage learning time effectively.
|
GT101 Learning and Information Technology
(3) Credit Hours
Learning and Information Technology is a fundamental module for all students enrolled in Arab Open University. It provides students a college level academic experiences that develop self-learning skills. It also provides students with a broad introduction to computing and Information Technology concepts and principles.
| Course Code |
GT101 |
| Course Title |
Learning and Information Technology |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
Learning and Information Technology is a fundamental module for all students enrolled in Arab Open University. It provides students a college level academic experiences that develop self-learning skills. It also provides students with a broad introduction to computing and Information Technology concepts and principles. |
| Course Objectives |
GT101 Module Specification
1. Factual information | Module title | GT101: Learning and Information Technology التعلم وتقنية المعلومات | Level | 1 | Module tutor | Ms. Intisar Othman | Credit Hours | 3 | Module type | Taught | Notional learning hours | |
2. Rationale for the module and its links with other modules | Learning and Information Technology is a fundamental module for all students enrolled in Arab Open University. It provides students a college level academic experiences that develop self-learning skills. It also provides students with a broad introduction to computing and Information Technology concepts and principles. |
3. Aims of the module | The module aims to: - Introduce e-Learning concepts such as meaning, accessibility, skills, and resources.
- Help students to develop their understanding about flexible learning.
- Prepare the student for further academic studies by helping them develop their study skills.
- Enhance student’s knowledge about basic computer system applications, big data, IoT and AI.
- Familiarize with the basic concepts of Information Technology: Internet, Web, and Systems.
- Introduce students to the concepts of security and ethics.
|
4. Pre-requisite modules or specified entry requirements | No previous knowledge is required. |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | Students will be able to: Define the different learning styles.
Describe the differences between conventional and blended-learning education systems.
Understand how to create learning opportunities that are adapted to learners.
Understand the development of learning strategies to promote effective learning.
Explain the Web and Internet inventions.
Explain different parts in computer system.
Explain different terms in digital communication such as network, connectivity, wireless, server, client and IoT.
Describe the e-commerce and big data.
Understand clearly the difference between privacy and security.
Describe what are computer ethics and computer crime. | - Knowledge and understanding are acquired at all levels through specially prepared course manuals, resource books, videos and CD-ROMs, self-assessment exercises, group tutorials, individual tutor support, specially prepared research exercises, library study days and internet-based educational research activities. A selection of these media is used in each course that makes up the degree.
- Knowledge and understanding are assessed by means of tutor-marked assignments (TMAs), written examinations (MTAs and Finals). In addition, students are encouraged to assess themselves informally by means of activities and exercises contained in the course manuals, and through reflection on the comments received on TMAs and examinations.
- 25% face-to-face tutorial sessions.
- Office hours.
- Forums on the LMS.
|
B. Cognitive skills | Learning and teaching strategy | Students will be able to: - Learn by themselves and describe the difference between learning styles.
- Apply problem-solving techniques.
- Compare different learning strategies.
- Apply skills needed for effective learning.
- Use an understanding of individual and group behavior to create an active learning environment.
- Deal with computer problems.
- Describe the Web and search engines.
| - 25% face-to-face tutorial sessions.
- TMA work.
- Course learning booklets and e-learning support material.
- Office hours.
- Case studies.
- Learning from the feedback on the continuous assessment components (TMA work + MTA).
- Forums on the LMS.
- Cognitive skills are developed and practiced through the learning and teaching methods and the courses’ resources, through a range of activities including self-assessment and practical exercises and observations. Students will also have the opportunity to learn and practice these through group or individual tutorial work supported by tutor feedback. Each of the programme courses provides students with the opportunity to identify their strengths and weaknesses in respect of each of the cognitive skills, to reflect on their progress in addressing their weaknesses and improving and consolidating their strengths.
- These skills are assessed by the formal and informal means identified above. Particular emphasis is placed in the courses on enabling the student to assess his own progress by means of structured activities and exercises, and through self-assessment of progress at the end-of-course units.
|
C. Practical and professional skills | Learning and teaching strategy | Students will be able to: - Read analytically and critically for learning and avoid plagiarisms.
- Connect and surf the internet, search using the search engines and send and receive email, and share files in a secure way, and avoid computer crime and use computer ethically.
- Organize and manage a plan for optimal learning.
- Enhance the learning environment by incorporating the use of technological equipment.
- Operate the computer system properly and interact with applications and programs confidently.
- Communicate with others electronically (Email, instant messaging, blogs, micro-blogs and wikis) and Initiate a transaction electronically (e-commerce) in a secure way and use the social media in the process of learning and communication with others.
| - 25% face-to-face tutorial sessions.
- TMA work.
- Course learning booklets and e-learning support material.
- Case studies.
- Office hours.
- Learning from the feedback on the continuous assessment components (TMA work + MTA).
- Forums on the LMS.
- Practical and professional skills refer to the professional and vocational relevance of the degree. They are developed through the learning method and resources identified in relation to knowledge and understanding. Throughout each course emphasis is placed on developing a reflective and coherent approach to central professional issues, through the use of both ’problem-type’ and ’essay-type’ questions.
- Students are assessed on these skills through a range of activities and exercises, projects.
|
D. Key transferable skills | Learning and teaching strategy | Students will be able to: - Interact effectively within a group using social media and electronic conferencing techniques.
- Working in groups using the LMS system and course forum online and contribute to discussions on a conference using instant messaging.
- Improve own learning and performance.
- Work independently, scheduling (schedule) tasks and mange time effectively.
- Utilize effective environments for learning.
- Take responsibility for personal and professional learning.
- Manage learning time effectively.
| - 25% face-to-face tutorial sessions.
- TMA work.
- Course learning booklets and e-learning support material.
- Case studies.
- Office hours.
- Learning from the feedback on the continuous assessment components (TMA work + MTA).
- Forums on the LMS.
- Key skills are taught and developed throughout the program by a combination of published teaching materials, textbooks, detailed tutor feedback on written work, participation in tutorials and practical activities and exercises, projects.
- Students are assessed throughout their period of study and are supported by tutor feedback and assignments as well as assessment of peers, of tutors.
|
6. Indicative content | - Open Education and e-learning
- Communication and Thinking Skills
- Examinations in Flexible Learning
- System Software and Hardware
- Information Technology, Internet, Web and Basic Application Software
- Communications and Networks
- Privacy, Security, and Ethics
|
7. Assessment strategy, assessment methods and their relative weightings | TMA Work: 20% (Face-2-Face and Online Activities)
MTA: 30% (Online)
Final Exam: 50% (Online) |
8. Mapping of assessment tasks to learning outcomes | Assessment Tasks | Learning outcomes | A1 | A2 | A3 | A4 | A5 | A6 | A7 | A8 | A9 | A10 | B1 | B2 | B3 | B4 | B5 | B6 | B7 | TMA | P | P | P | P | P | P | P | P | P | P | P | P | P | P | P | P | P | MTA | P | P | P | P | P | P | P | P | P | P | | | P | | | P | P | Final Exam | P | P | P | P | P | P | P | P | P | P | | | P | | | P | P | Assessment Tasks | Learning outcomes | C1 | C2 | C3 | C4 | C5 | C6 | D1 | D2 | D3 | D4 | D5 | D6 | D7 | TMA | P | P | P | P | P | P | P | P | P | P | P | P | P | MTA | | | | | | | | | | | | | | Final Exam | | | | | | | | | | | | | |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Ms. Intisar Othman, iothman@aou.edu.kw | TBA |
10. Key reading list | Author | Year | Title | Publisher | Location | Customized version supported by McGraw Hill connect facilities | 2019 | Information Technology and learning at a distance | McGraw-Hill | USA | Daniel Mittleman and Douglas Druckenmille | 2018 | Annual Editions: Technologies, Social Media, and Society, 23rd edition | McGraw-Hill | USA | Timothy O'Leary and Linda O'Leary and Daniel O'Leary | 2019 | Computing Essentials, 27th edition | McGraw-Hill | USA | Michael W. Allen | 2016 | Michael Allen's Guide to e-Learning | Wiley; 2 edition | | Gary Miller | 2013 | Leading the e-Learning Transformation of Higher Education | Stylus Publishing | | Michael Simonson | 2014 | Teaching and Learning at a Distance: Foundations of Distance Education, 6th Edition 6th edition | Information Age Publishing | | Michael G. Moore | 2011 | Distance Education: A Systems View of Online Learning (What’s New in Education) 3rd edition | Cengage Learning | | Ryan Watkins | 2013 | E-Learning Companion: Student's Guide to Online Success 4th edition | Cengage Learning | | Caroline Haythornthwaite | 2011 | E-learning Theory and Practice 1st edition | SAGE Publications Ltd | | Peter Hollins | 2018 | The Science of Self-Learning: How to Teach Yourself Anything, Learn More in Less Time, and Direct Your Own Education | Independently published | | Todd Stanley | 2018 | Authentic Learning: Real-World Experiences That Build 21st-Century Skills | Prufrock Press | | Kaye Shelton | 2005 | An Administrator's Guide to Online Education (PB) (USDLA Book Series on Distance | Information Age Publishing | | Gary Miller | 2013 | Leading the e-Learning Transformation of Higher Education: Meeting the Challenges of Technology and Distance Education | Stylus Publishing | | Timothy J. Cleary | 2018 | The Self-Regulated Learning Guide 1st Edition | Routledge | | Linda B. Nilson | 2013 | Creating Self-Regulated Learners: Strategies to Strengthen Students’ Self-Awareness and Learning Skills | Stylus Publishing | | Michael Kallet | 2014 | Critical Thinking to Improve Problem –Solving and Decision – Making Skills | Wiley | |
11. Other indicative text (e.g. websites) | |
13. Academic Honesty | All AOU students should be committed to uphold the AOU's Honour Code which states that AOU students should - accept responsibility for learning
- conduct themselves with honour and integrity at all times
- not deceive
- not plagiarize
- not fabricate
- not commit professional misconduct
- not lie
- not cheat
- not steal
- not personate
- not accept the actions of those who plagiarize, cheat, lie, or steel
- report violations of the Honour Code
Students should know that ignorance of the university rules and regulations will not be accepted as an excuse for violation of the AOU's Honour Code
For additional information please visit: |
|
| Course Outcomes |
|
M109 .NET Programming
(3) Credit Hours
This module is intended to introduce and present the fundamental skills that are required to design and develop object-oriented programs and applications in .NET Framework
| Course Code |
M109 |
| Course Title |
.NET Programming |
| Pre-requisite |
- |
| Credit Hours |
3 |
| Course Description |
This module is intended to introduce and present the fundamental skills that are required to design and develop object-oriented programs and applications in .NET Framework |
| Course Objectives |
Module Specification 1. 1. Factual information | Module title | M109: NET Programming | Level | 1 | Module tutor | TBA | Credit value | 10 | Module type | Taught | Notional learning hours | 3 |
2. Rationale for the module and its links with other modules | This module is intended to introduce and present the fundamental skills that are required to design and develop object-oriented programs and applications in .NET Framework. |
3. Aims of the module | - To understand the .NET framework architecture.
- To provide students with a range of skills to analyze a problem and construct a .NET program that solves it.
- To provide the principles of object oriented programming.
- To implement object-oriented concepts in .NET environment.
- To understand the Visual Studio Integrated Development Environment
- To develop .NET applications using the selected programming language.
|
4. Pre-requisite modules or specified entry requirements | Students are expected to complete EL111 before taking this module. |
5. Intended learning outcomes | A. Knowledge and understanding | Learning teaching and assessment strategy | Upon completing this module, students will be able to: - Explain .NET Platform.
- Describe data types, variables, constants, operators and built-in functions in the selected .NET programming language.
- Discuss decision-making and looping statements.
- Explain object oriented concepts such as classes, objects and methods.
- Describe the features of object oriented programming such as Inheritance and Polymorphism.
- Explain the concept of arrays.
- Identify errors and different types of exceptions in a .NET program.
| Knowledge and understanding is acquired from specially prepared teaching texts supported by self-assessment and in-text questions, reference texts, multi -media packages, directed reading, computer mediated conferencing and web-based resources. - 25% face-to-face tutorial sessions
- TMA , MTA and Final examination
- Module learning booklets and support material
|
B. Cognitive skills | Learning teaching and assessment strategy | Upon completing this module, students will be able to: - Develop appropriate programs in .NET framework.
- Apply object oriented concepts in .NET framework.
- Test and debug a .NET program.
| Cognitive skills are promoted in the teaching materials via a range of activities including self-assessment exercises, multi-media tasks and computer-based investigations. - 25% face-to-face tutorial sessions
- TMA , MTA and Final examination
- Module learning booklets and support material
|
C. Practical and professional skills | Learning teaching and assessment strategy | Upon completing this module, students will be able to: - Develop programming skills in .NET platform.
- Use variables, constants, operators, built-in functions, methods and arrays in a .NET program.
- Write codes in a .NET programming language that make use of structured programming constructs of sequence, selection and repetition.
- Apply classes, objects and other object oriented concepts such as inheritance and polymorphism in a .NET program.
- Test and debug .NET programs.
- Use the Visual Studio IDE to build .NET applications using the selected .NET programming language.
| - Practical Sessions
- TMA work
- Module learning booklets and support material
|
D Key transferable skills | Learning teaching and assessment strategy | Upon completing this module, students will be able to: - Collaborate effectively within a group using electronic conferencing techniques.
- Facilitate discussions in a conference.
- Develop self- learning and performance.
- Discuss about testing strategies, design, and code.
- Use electronic media (the web and electronic conferencing) for information retrieval and communication.
| Key skills are taught and developed within the teaching materials and are supported by tutor feedback and guidance on tutor marked assignments.
Assessment – key skills are assessed by tutor marked assignments and examinable component - 25% face-to-face tutorial sessions
- TMA work
- Module learning booklets and support material
|
6. Indicative content | Unit 1 Understanding .NET Framework Architecture
Unit 2 Overview of .NET programming languages
Unit 3 Visual Studio Integrated Development Environment
Unit 4 Data Types and Variables
Unit 5 Operators and Expressions
Unit 6 Control Structures
Unit 7 Classes and Objects
Unit 8 Methods
Unit 9 Arrays
Unit 10 Inheritance and Polymorphism
Unit 11 Exception Handling |
7. Assessment strategy, assessment methods and their relative weightings | TMA Work: 20%
MTA: 30%
Exam: 50% |
8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning Outcomes | A1 | A2 | A3 | A4 | A5 | A6 | A7 | B1 | B2 | B3 | C1 | C2 | C3 | C4 | C5 | C6 | D1 | D2 | D3 | D4 | D5 | TMA | P | P | P | P | P | P | | P | P | P | P | P | P | P | P | P | | | P | P | P | MTA | P | P | P | P | P | | | P | P | P | P | P | P | P | P | | | | | | | Final Exam | P | P | P | P | P | P | P | P | P | P | P | P | P | P | | | | | | P | |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | TBA | |
10. Key reading list | Author | Year | Title | Publisher | Location | Rod Stephens | 2011 | Start Here! Fundamentals of Microsoft .NET Programming 1st Edition | O'Reilly Media, Inc. | | Paul Deitel & Harvey Deitel | 2011 | Visual C# 2010 How to Program | Pearson | | Andrew Troelsen, Philip Japikse | 2015 | C# 6.0 and the .NET 4.6 Framework 7th ed. Edition | Apress | | David Chappell | 2006 | Understanding .NET | Addison Wesley | |
11. Other indicative text (e.g. websites) | - AOU Learning Management System
|
 M109.pdf
|
| Course Outcomes |
|
M110 Python Programming
(8) Credit Hours
This module is an introductory level programming module that is meant to provide a foundation in computer programming to students. Students will learn how to develop solutions (algorithms) using pseudocode to solve problems. Thereafter, students will learn how to implement these solutions using a programming language (Python). This module serves as the foundation for higher-level modules.
| Course Code |
M110 |
| Course Title |
Python Programming |
| Pre-requisite |
|
| Credit Hours |
8 |
| Course Description |
This module is an introductory level programming module that is meant to provide a foundation in computer programming to students. Students will learn how to develop solutions (algorithms) using pseudocode to solve problems. Thereafter, students will learn how to implement these solutions using a programming language (Python). This module serves as the foundation for higher-level modules. |
| Course Objectives |
This module aims to: • Help student to develop their
understanding of the available techniques of designing / solving
different problems using pseudocode. • Explore a variety of algorithmic thinking and problem-solving skills using examples from everyday life. • Enhance student’s knowledge about implementing solutions to problems in a visual programming using Python. • Provide the students with the required skills to possess the programming skills. • Prepare the student for further academic study by helping him develop his study skills.
|
| Course Outcomes |
| A. Knowledge and understanding | After studying the module, learners will be able to: - Understand the design and programming processes.
- Know how to implement solutions to problems using Python programming language.
- Understand the techniques used in developing a medium Python application.
- Understand of the basic data structures.
- Appreciate the implications of object-oriented software analysis and design.
| | B. Cognitive skills | At the end of the module, learners will be able to: - Describe and apply key concepts and techniques in software design and development.
- Design and formulate an appropriate solution to a problem and evaluate it.
- Deal professionally with the basic data structures.
- Carry
out a project in computing and IT that applies and extends student's
knowledge and understanding, and critically reflect on the processes
involved and the outcomes of learner's work
| | C. Practical and professional skills | At the end of the module, learners will be able to: - Assemble, program, develop, and evaluate software systems.
- Use software tools for good design and programming practice.
- Use appropriate numerical and mathematical skills to carry out calculations and analyze data.
- Work independently, planning, monitoring, reflecting on and improving learner's own learning.
| | D Key transferable skills | At the end of the module, learners will be able to: - Evaluate computing and IT systems, using appropriate simulation and modelling tools where appropriate
- Use a range of resources to help him develop as an independent learner.
- Use information literacy skills, computers, and software packages appropriate to the workplace.
- Use appropriate numerical, mathematical and abstraction skills.
|
|
M251 Object Oriented Programming using Java
(8) Credit Hours
This module is intended to provide students a good understanding of object-oriented principles, including inheritance, polymorphism, class libraries, interacting objects, and the unified modelling language (UML). It uses the JAVA language to illustrate theses principles.
| Course Code |
M251 |
| Course Title |
Object Oriented Programming using Java |
| Pre-requisite |
- |
| Credit Hours |
8 |
| Course Description |
This module is intended to provide students a good understanding of object-oriented principles, including inheritance, polymorphism, class libraries, interacting objects, and the unified modelling language (UML). It uses the JAVA language to illustrate theses principles. |
| Course Objectives |
Module Specification 1. 1. Factual information | Module title | M251: Object Oriented Programming using Java | Level | 2 | Module tutor | Ms. Amal Al Sayed | Credit value | 30 | Module type | Taught | Notional learning hours | 8 |
2. Rationale for the module and its links with other modules | This module is intended to provide students a good understanding of object-oriented principles, including inheritance, polymorphism, class libraries, interacting objects, and the unified modelling language (UML). It uses the JAVA language to illustrate theses principles. |
3. Aims of the module | The module aims to: Introduce all aspects of object-oriented principles Identifying and implementing class relationships using abstract classes, interfaces and inheritance Provide knowledge in using simple UML class diagrams Describe how these concepts are implemented in java Provide knowledge in how to explore the JAVA API and to develop your own Provide the knowledge necessary to construct java programs Describe a number of the advanced facilities of java including exceptions Show how java can be used in developing non-trivial programs Introduce good design and programming practice |
4. Pre-requisite modules or specified entry requirements | Normally, students are expected to have completed study of their Level-1 TM105 module before they can undertake this module. |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | After studying the module, the student will be able to demonstrate: - An understanding of the object-oriented principles
- Some knowledge of the main constructs and mechanisms in Java
- An appreciation of the implications of object oriented software analysis and design
- An understanding of the techniques used in developing a large Java program
| - 25% face-to-face tutorial sessions
- TMA work
- Module learning booklets and support material
|
B. Cognitive skills | Learning and teaching strategy | After studying the module, the student will be able to: - Describe and apply key concepts and techniques in software design and development
- Analyze and abstract away from the details of a problem
- Design and formulate an appropriate solution to a problem and evaluate it
| - 25% face-to-face tutorial sessions
- TMA work
- Module learning booklets and support material
|
C. Practical and professional skills | Learning and teaching strategy | After studying the module, the student will be able to: - Assemble, program, develop, debug, test and evaluate software systems
- Use software tools such as a Java IDE
- Use good design and programming practice
- Develop and implement class relationships
| - 25% face-to-face tutorial sessions
- TMA work
- Module learning booklets and support material
|
D Key transferable skills | Learning and teaching strategy | After studying the module, the student will be able to: - Find information from a range of sources to support a task
- Plan complex tasks
- Use new Java libraries
- Use appropriate numerical, mathematical and abstraction skills
- Progress to more advanced level studies
| - 25% face-to-face tutorial sessions
- TMA work
- Module learning booklets and support material
|
6. Indicative content. | Unit 1 Introduction to object orientated programming
Unit 2 The unified modelling language (UML)
Unit 3 Inheritance and method overriding
Unit 4 Object roles and the importance of polymorphism
Unit 5 Overloading
Unit 6 Object oriented software analysis and design
Unit 7 The collections framework
Unit 8 Java development tools
Unit 9 Creating and using exceptions
Unit 10 Agile programming
Unit 11 Case study |
7. Assessment strategy, assessment methods and their relative weightings | TMA Work: 20%
MTA: 30%
Exam: 50% |
8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning Outcomes | A1 | A2 | A3 | A4 | B1 | B2 | B3 | C1 | C2 | C3 | C4 | D1 | D2 | D3 | D4 | D5 | TMA | P | P | P | P | P | P | P | P | P | P | P | P | P | P | P | P | MTA | P | P | | P | | | P | P | | P | P | | | | P | | Final | P | P | | P | | | P | P | | P | P | | | | P | |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Ms. Amal Al Sayed, asayed@aou.edu.kw | |
10. Key reading list | Author | Year | Title | Publisher | Location | Simon Kendal | 2009 | Object Oriented Programming using Java | Ventus | Free online:
https://sunsreynat.files.wordpress.com/2014/06/object-oriented-programming-using-java.pdf |
|
| Course Outcomes |
|
M269 Algorithms, Data structures and Computability.
(8) Credit Hours
One of the basic pillars of advanced computing projects consists of the set of proper algorithms used to solve not only traditional but also unconventional IT problems. With the huge amount of data embedding the new data science, being skilled in setting proper data structure, managing and understanding computability techniques become a must nowadays. M269 is one of the most important modules for information technologies and computing related majors and tracks. The underlying concepts of this module are implemented using the python programming language.
| Course Code |
M269 |
| Course Title |
Algorithms, Data structures and Computability. |
| Pre-requisite |
- |
| Credit Hours |
8 |
| Course Description |
One of the basic pillars of advanced computing projects consists of the set of proper algorithms used to solve not only traditional but also unconventional IT problems. With the huge amount of data embedding the new data science, being skilled in setting proper data structure, managing and understanding computability techniques become a must nowadays. M269 is one of the most important modules for information technologies and computing related majors and tracks. The underlying concepts of this module are implemented using the python programming language. |
| Course Objectives |
Module Specification
1. 1. Factual information | Module title | M269: Algorithms, Data structures and Computability . | Level | 2 | Module tutor | Dr. Radwan Abujassar | Credit value | 30 | Module type | Taught | Notional learning hours | 8 |
2. Rationale for the module and its links with other modules | One of the basic pillars of advanced computing projects consists of the set of proper algorithms used to solve not only traditional but also unconventional IT problems. With the huge amount of data embedding the new data science, being skilled in setting proper data structure, managing and understanding computability techniques become a must nowadays. M269 is one of the most important modules for information technologies and computing related majors and tracks. The underlying concepts of this module are implemented using the python programming language. | |
3. Aims of the module | This module aims to - Provide the students with the required skills to possess the computational thinking. These skills start by proper understanding and analyzing the problems to be solved and end by providing computer programs that solve these problems.
- One of the important aspects of this module is to provide the students with the awareness of the limits of computation and the ability to decide which problems can and which cannot be solved efficiently with computers.
|
4. Pre-requisite modules or specified entry requirements | This module is offered in 4 tracks: WD, CS, ITC and CwB. Studying this module requires a certain basic knowledge in prgramming and maths. Pre-requisites are TM105 & MT131 |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | Upon completing this module, students will be able to: - Identify and define the sets, functions and logic, and their application in the design, implementation and analysis of computer-based systems.
- Define and recognize Data structure and computational problematic.
| - 25% face-to-face tutorial sessions
- TMA work
- Module learning booklets and support material
- Support material on LMS
|
B. Cognitive skills | Learning and teaching strategy | Upon completing this module, students will be able to: - Explain, construct and use algorithms and data structures to solve computational problems.
- Describe and assess the difficulty of computational problems.
- Analyse algorithms and computational problems making use of several informal proof techniques
| - 25% face-to-face tutorial sessions
- TMA work
- Module learning booklets and support material
- Support material on LMS
|
C. Practical and professional skills | Learning and teaching strategy | Upon completing this module, students will be able to: - Use the Python programming language to implement algorithms.
- Write a short report which is based on one or more sources and which has a well-argued conclusion.
| - 25% face-to-face tutorial sessions
- TMA work
- Module learning booklets and support material
- Support material on LMS
|
D Key transferable skills | Learning and teaching strategy | Upon completing this module, students will be able to: - Apply appropriate computational problem-solving techniques to a range of problems;
- Apply computational thinking skills to solve problems across a range of application areas.
- Discuss the questions ‘What is computation?’ and ‘What are its limits?’, and explain how the answers to these questions have important implications for the practical use of computer-based systems.
| - 25% face-to-face tutorial sessions
- TMA work
- Module learning booklets and support material
- Support material on LMS
|
6. Indicative content. | Unit 1 | Introduction
Introduction
What is computation?
Introducing Python
Introduction
Come fly with Python
Basic Python
Why Python?
Computational thinking | Unit 2 | From problems to programs
From problem to program
Getting the inputs and outputs
Getting the algorithm
Getting the ADT
A taste of formal logic
Iteration and logic
Pre- and post-conditions
Correctness and clarity
Getting data structures right
How do we know it is right?
Dividing and conquering | Unit 3 | Sorting
What is sorting?
Naive sorting
Bubble sort
Selection sort
Insertion sort
Complexity of straight sorting algorithms
Inducing, reducing and recusing
Induction
Reduction and recursion
Recursive sorting
Sorting smart
Dividing and conquering
Trees and heaps
Sorting – two final thoughts | Unit 4 | Searching
Searching lists
Searching for patterns
Basic string search
The quick search algorithm
The Knuth–Morris–Pratt algorithm
Other algorithms
Maps
Hashing and hash tables
Search trees
Binary search trees
AVL trees | Unit 5 | Optimisation
Optimisation and optimisation problems
Graphs and greed
Dynamic programming | Unit 6 | Sets, logic and databases
Sets and propositional logic
Predicate logic, or first order logic
Database retrieval using simple queries
The cardinality of infinite sets | Unit 7 | The limits of computation
Computability
Logic revisited
Computational complexity
Physics and computing |
|
7. Assessment strategy, assessment methods and their relative weightings | TMA Work: 20%
MTA: 30%
Exam: 50% |
8. Mapping of assessment tasks to learning outcomes | Assessments tasks | Learning Outcomes | A1 | A2 | B1 | B2 | B3 | C1 | C2 | D1 | D2 | D3 | TMA | P | P | P | | P | P | | P | P | | MTA | P | P | | P | P | P | | | P | | Final | P | | P | P | | P | P | P | P | P |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Dr. Radwan Abujassar, r.abujassar@aou.edu.kw | |
10. Key reading list | Author | Year | Title | Publisher | Location | Module adopted from OU, UK. | | | | | The Open University | 2015 | Logic and the limit of computing | The open university | | Magnus Lie Hetland | 2010 | Python Algorithms: Mastering Basic Algorithms in the Python Language | Apress | | Allen Downey | 2012 | Think Python | Green Tea Press | |
11. Other indicative text (e.g. websites) | https://lms.arabou.edu.kw
M269.pdf
|
|
| Course Outcomes |
|
M277 Introduction to Competitive Programming
(3) Credit Hours
This module aims to prepare students for competitive problem-solving. It covers the fundamental algorithmic solving techniques like brute force, greedy and dynamic programming. Domain-specific techniques like number theory, computational geometry, string processing and graph theory will also be covered. In addition, the module also covers algorithmic and programming language toolkits used in problem-solving supported by the solution of representative or well-known problems in the various algorithmic paradigms.
| Course Code |
M277 |
| Course Title |
Introduction to Competitive Programming |
| Pre-requisite |
M251 and M269 |
| Credit Hours |
3 |
| Course Description |
This module aims to prepare students for competitive problem-solving. It covers the fundamental algorithmic solving techniques like brute force, greedy and dynamic programming. Domain-specific techniques like number theory, computational geometry, string processing and graph theory will also be covered. In addition, the module also covers algorithmic and programming language toolkits used in problem-solving supported by the solution of representative or well-known problems in the various algorithmic paradigms. |
| Course Objectives |
This module aims to: • Introducing all aspects of competitive problem-solving • Covering the fundamental algorithmic solving techniques like brute force, greedy and dynamic programming • Presenting domain-specific techniques like number theory and computational geometry, string processing and graph theory • Providing knowledge of using algorithmic and programming language toolkits used in problem-solving • Explaining the solution of representative or well-known problems in the various algorithmic paradigms • Preparing students to participate in competitive programming contests
|
| Course Outcomes |
| . Knowledge and understanding | At the end of the module, learners will be expected to: - have a good understanding of the fundamental algorithmic solving techniques
- have some knowledge of domain-specific techniques
- have a good knowledge of using algorithmic and programming language toolkits
- have some knowledge of the advanced features in programming languages (especially Java)
|
B. Cognitive skills | At the end of the module learners will be expected to: - estimate the difficulty of computational problems quickly
- apply problem-solving techniques to solve complicated problems
|
| C. Practical and professional skills | At the end of the module, learners will be expected to: - use the programming languages (especially Java) professionally
- analyze the complexity of a given algorithm quickly
- write efficient algorithms using the appropriate data structures to solve complicated problems
- work efficiently under pressure
|
| D Key transferable skills | At the end of the module, learners will be expected to: - find information from a range of sources to support a task
- plan complex tasks
- use appropriate numerical, mathematical and abstraction skills
- progress to more advanced level studies
|
|
MS102 Physics
(3) Credit Hours
An understanding of the physical phenomena underlying the operation of devices involved in information processing and transmission can lead to better understanding of those devices. In addition, software developers of computer games frequently require knowledge of the behavior of physical objects in order to produce realistic games. Finally, as a fundamental science, a good understanding of physics and its techniques will help students develop a better understanding of nature and how to approach studying it. The module has implicit links to computer communication and software development modules, in addition to the final year project.
| Course Code |
MS102 |
| Course Title |
Physics |
| Pre-requisite |
- |
| Credit Hours |
3 |
| Course Description |
An understanding of the physical phenomena underlying the operation of devices involved in information processing and transmission can lead to better understanding of those devices. In addition, software developers of computer games frequently require knowledge of the behavior of physical objects in order to produce realistic games. Finally, as a fundamental science, a good understanding of physics and its techniques will help students develop a better understanding of nature and how to approach studying it. The module has implicit links to computer communication and software development modules, in addition to the final year project. |
| Course Objectives |
Module Specification 1. 1. Factual information | Module title | MS102: Physics | Level | 1 | Module tutor | TBA | Credit value | 10 | Module type | Taught | Notional learning hours | 3 |
2. Rationale for the module and its links with other modules | An understanding of the physical phenomena underlying the operation of devices involved in information processing and transmission can lead to better understanding of those devices. In addition, software developers of computer games frequently require knowledge of the behavior of physical objects in order to produce realistic games. Finally, as a fundamental science, a good understanding of physics and its techniques will help students develop a better understanding of nature and how to approach studying it. The module has implicit links to computer communication and software development modules, in addition to the final year project. | |
3. Aims of the module | - To impart knowledge and understanding of fundamental concepts of physics likely to be needed by the students for later modules and future careers.
- To develop an appreciation of physics’ tools and techniques for understanding the real world.
- To develop transferrable problem-solving skills that can be applied in other areas.
|
4. Pre-requisite modules or specified entry requirements | This is 4-credit hour level 1 module and no pre-requisite is required for its study beyond basic high school math. Students are also expected to have English proficiency in reading and writing equivalent to EL111. |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | Upon completing this module, students will be able to: - Explain the various important units of physics and the concept of dimensional analysis and the representation and manipulation of physical quantities
- Outline the laws of classical mechanics
- Contrast and differentiate among the different types of waves and summarize their properties
- Explain electric forces and fields and summarize their properties
- Illustrate and explain basic passive electric circuits
| - 25% face-to-face tutorial sessions
- TMA work
- Module learning text book and support material
- Group discussions
|
B. Cognitive skills | Learning and teaching strategy | Upon completing this module, students will be able to: - Identify concepts and quantities in physics precisely beyond what is used in everyday language.
- Apply strategies for solving problems in physics in different situations.
- Use vector algebra to the study of mechanics in two dimensions.
- Analyze passive electric circuits.
- Analyze wave propagation in different materials.
| - 25% face-to-face tutorial sessions
- TMA work
- Module learning textbook and support material
- Group in-class practice
|
C. Practical and professional skills | Learning and teaching strategy | Upon completing this module, students will be able to: - Use and interpret different types of graphs to display the relationship between variables
- Analyze the forces of static and dynamic bodies in simple mechanical systems
- Calculate the velocity and acceleration of bodies in different types of plane motion
- Determine basic parameters of waves propagating in different materials
- Calculate voltages and currents in passive electric circuits
| - 25% face-to-face tutorial sessions
- TMA work
- Module learning textbook and support material
- Group problem solving
|
D. Key transferable skills | Learning and teaching strategy | Upon completing this module, students will be able to: - Use the learning Management System (LMS) effectively to improve own learning performance.
- Demonstrate active participation and contribution to classroom discussions.
- Improve own learning and performance through self-reflection.
- Demonstrate effective communicate about technical matters.
| - 25% face-to-face tutorial sessions
- TMA work
- Module learning booklets and support material
- Interactions with and through the LMS
|
6. Indicative content. | - General introduction
- Force
- Acceleration and Newton's second law of motion
- Motion with constant acceleration
- Circular motion
- Linear momentum
- Waves
- Electric forces and fields
- Electric current and circuits
- Diffraction and refraction
|
7. Assessment strategy, assessment methods and their relative weightings | TMA Work: 20%
MTA: 30%
Exam: 50% |
8. Mapping of Assessment Tasks to learning outcomes | Learning outcomes | Assessment tasks | A1 | A2 | A3 | A4 | A5 | B1 | B2 | B3 | B4 | B5 | C1 | C2 | C3 | C4 | C5 | D1 | D2 | D3 | D4 | TMA | P | P | P | | | P | P | P | | | P | P | P | | | P | | P | P | MTA | P | P | P | | | P | P | P | | | P | P | P | | | P | | P | P | Final Exam | | P | P | P | P | | P | P | P | P | | P | P | P | P | | | | P |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | TBA | Email: nkamel@aou.edu.eg | 10. Key reading list | Author | Year | Title | Publisher | Location | Giambattista, A., Richardson, B. M., Richardson, R. C. | 2013 | College Physics | McGrawHill | USA | Narciso Garcia and Arthur Damask | 1991 | Physics for Computer Science Students | Springer Link | USA | Hugh D. Young, Roger A. Freedman and A. Lewis Ford | 2011 | University Physics with Modern Physics | Addison Wesley | USA | David Halliday, Robers Resnick and Jearl Walker | 2010 | Fundamentals of Physics, | Wiley | USA |
|
| Course Outcomes |
|
MST129 Applied Calculus
(4) Credit Hours
This module introduces some fundamental topics of differential and integral calculus, with an emphasis on applications. Among the topics covered are functions (including exponential and logarithmic), limits, the concept of derivative, computing the derivative, maxima and minima of functions, and integration. Emphasis will be placed upon the use of calculus in defining and solving problems from areas including computing, data science and natural sciences
| Course Code |
MST129 |
| Course Title |
Applied Calculus |
| Pre-requisite |
|
| Credit Hours |
4 |
| Course Description |
This module introduces some fundamental topics of differential and integral calculus, with an emphasis on applications. Among the topics covered are functions (including exponential and logarithmic), limits, the concept of derivative, computing the derivative, maxima and minima of functions, and integration. Emphasis will be placed upon the use of calculus in defining and solving problems from areas including computing, data science and natural sciences |
| Course Objectives |
The module aims to:
• Provide the knowledge of elementary functions to calculus concepts for
students in all of the ITC programs.
• Use mathematical techniques to find solutions to simple optimization
problems.
• Increase academic proficiency in expression of mathematical solutions.
• Introduce definition of the derivative and make students acquainted
with computing the derivative of polynomials, rational, radical,
trigonometric, exponential, and logarithmic functions.
• Make students acquainted with evaluating the integrals of polynomials,
rational, radical, trigonometric, exponential, and logarithmic
functions.
• Introduces applications of integrals such as area, average value of a
function.
• Enable students to compute the partial derivatives of several variable
functions.
|
| Course Outcomes |
| A. Knowledge and understanding | At the end of the module, learners will be expected to: - Acquire the fundamental concepts and basic knowledge of calculus.
- Find and interpret the derivatives of power, exponential, logarithmic and trigonometric functions.
- Get the intuitive knowledge of critical points of a function and optimization problems.
- Find and interpret the integral of functions.
- Use application integration to obtain the area between curves and the average value of functions.
|
| B. Cognitive skills | At the end of the module, learners will be expected to: - Develop techniques of problem solving.
- Apply differentiation to problems such as related rates, graphing and optimization.
- Manipulate the integration techniques theoretically and numerically.
|
| C. Practical and professional skills | At the end of the module, learners will be expected to: - Carry out calculations orally and mentally.
- Analyze
mathematical models such as equations, formulas, graphs, tables,
functions, and/or figures, and draw inferences from them related to
applied calculus.
- Apply the mathematical skills required in performing operations and/or problem solving related to applied calculus.
- Write a verbal interpretation of the derivative as a rate of change in the context of an application.
|
| D. Key transferable skills | At the end of the module, learners will be expected to: - Build their understanding of mathematical modeling and/or use functions and data to model real-world situations.
- Learn both the skills and techniques of calculus, as well as the applications of calculus.
- Communicate more effectively with peers and teaching staff.
|
|
MT101 General Mathematics
(3) Credit Hours
Rationale for the module and its links with other modules :
General Mathematics provides students a college level academic experience that emphasizes the use of algebra and functions in problem solving and modelling. It also provides a foundation in quantitative literacy, supplies the algebra and other mathematics needed in partner and subsequent disciplines. This module is an introductory level course, in specific, reviews various areas of college mathematics such as linear equation, quadratic equations, rational expressions, analytic geometry, solving and graphing inequalities, imaginary numbers and sets. The course also introduces elementary functions such as linear, quadratic, polynomial, exponential, and logarithmic.
| Course Code |
MT101 |
| Course Title |
General Mathematics |
| Pre-requisite |
- |
| Credit Hours |
3 |
| Course Description |
Rationale for the module and its links with other modules :
General Mathematics provides students a college level academic experience that emphasizes the use of algebra and functions in problem solving and modelling. It also provides a foundation in quantitative literacy, supplies the algebra and other mathematics needed in partner and subsequent disciplines. This module is an introductory level course, in specific, reviews various areas of college mathematics such as linear equation, quadratic equations, rational expressions, analytic geometry, solving and graphing inequalities, imaginary numbers and sets. The course also introduces elementary functions such as linear, quadratic, polynomial, exponential, and logarithmic. |
| Course Objectives |
Module Specification 1. 1. Factual information | Module title | MT101: General Mathematics | Module tutor | Ms. Amal EL Sayed | Level | 1 (AOU) / 3 (OU) | Module type | Taught | Credit value / points | 3 / 12 | Mode of delivery | 25% face-to-face and 75% self-learning | | Notional learning hours | Lectures, tutorials, and independent learning | |
2. Rationale for the module and its links with other modules | General Mathematics provides students a college level academic experience that emphasizes the use of algebra and functions in problem solving and modelling. It also provides a foundation in quantitative literacy, supplies the algebra and other mathematics needed in partner and subsequent disciplines. This module is an introductory level course, in specific, reviews various areas of college mathematics such as linear equation, quadratic equations, rational expressions, analytic geometry, solving and graphing inequalities, imaginary numbers and sets. The course also introduces elementary functions such as linear, quadratic, polynomial, exponential, and logarithmic. |
3. Aims of the module | The module aims to : - Develop students’ mastery of those algebraic techniques necessary for problem-solving and mathematical modelling.
- Strengthen students’ algebraic and quantitative abilities useful in the study of other subsequent disciplines.
- Improve students’ ability to communicate mathematical ideas clearly in oral and written forms.
- Involve students in a meaningful and positive, intellectually engaging, mathematical experience.
- Provide students’ with tools to use technology for understanding and doing mathematics.
- Encourage students to take additional coursework in the mathematical sciences.
|
4. Pre-requisite modules or specified entry requirements | No previous knowledge is required. |
5. Is the module compensatable? | NA. |
6. Are there any PSRB requirements regarding the module? | No. |
7. Intended learning outcomes | | A. Knowledge and understanding | Programme Learning Outcome(s) this maps against | Learning and teaching strategy | At the end of the module, learners will be expected to:
A.1. Solve linear, absolute value, quadratic, polynomials, radical, rational, exponential and logarithmic equations; and solve linear, polynomial, rational and absolute value inequalities.
A.2. Recognize, define, and classify simple real-life applications
. A.3. Realize simple geometric structure and sketch simple graphs.
A.4. Be familiar with different algebraic structures and system types; and their standards.
A.5. Grasp the mathematical technique for solving problems. | ITC | CS | N&S | WD | CwB | Cys | DS | AI | A1 | A1 | A1 | A1 | A1 | A1 | A1 | A1 | A2 | A3 | A2 | A2 | A2 | A2 | A2 | A2 | A4 | A4 | A6 | A4 | A4 | A3 | A3 | A3 |
| - Knowledge and understanding are acquired from a teaching textbook, reference textbooks, directed reading, multi -media packages computer mediated, web-based resources.
- 25% face-to-face tutorial sessions.
- TMA work.
- Office hours.
- Learning from the feedback on the continuous assessment components (TMA work + MTA).
- Forums on the LMS
|
B. Cognitive skills | Programme Learning Outcome(s) this maps against | Learning and teaching strategy | At the end of the module learners will be expected to: - Investigate connections between roots, factors, graphs and symbolic representations of polynomial functions, and to be able to create polynomial functions when given information about the function’s roots and/or factors and/or graph.
- Extract correct information from the standard forms for equations of lines, circles, parabolas, exponential and logarithmic.
- B.3. State symbolical functions whose graphs are given and that are related through translations and/or reflections.
| ITC | CS | N&S | WD | CwB | CyS | DS | AI | B1 | B1 | B1 | B1 | B1 | B2 | B1 | B1 | B4 | B2 | B2 | B2 | B2 | B3 | B3 | B2 | | B3 | B5 | | B4 | | B4 | B4 |
| - 25% face-to-face tutorial sessions.
- TMA work.
- Course learning booklets and e-learning support material
- Office hours.
- Case studies.
- Learning from the feedback on the continuous assessment components (TMA work + MTA).
- Forums on the LMS.
|
C. Practical and professional skills | Programme Learning Outcome(s) this maps against | Learning and teaching strategy | At the end of the module, learners will be expected to: - Explain mathematical ideas from the study units in writing, using appropriate terminology, notation and style.
- Develop skills in learning independently – manage study time, learn actively, reflect on progress and plan further learning.
- Use General Mathematics to investigate more ITC applications; effectively present and objectively evaluate them.
- . Utilize General Mathematics tools and technology to solve some simple problems related to ITC.
| ITC | CS | N&S | WD | CwB | CyS | DS | AI | C1 | C1 | C1 | C2 | C1 | C1 | C1 | C1 | C2 | C3 | C2 | C3 | C2 | C4 | C3 | C3 | C3 | | | | | | C4 | |
| - • 25% face-to-face tutorial sessions.
- TMA work.
- Course learning booklets and e-learning support material.
- Case studies.
- . Office hours.
- . Learning from the feedback on the continuous assessment components (TMA work + MTA).
- Forums on the LMS.
|
D Key transferable skills | Programme Learning Outcome(s) this maps against | Learning and teaching strategy | At the end of the module, learners will be expected to: - Have an awareness of the implications of General Mathematics in other ITC subjects.
- Identify information, reasoning and creative processes gained from the course to achieve the goals of ITC program.
- Present course objectives and outcomes effectively to a group of which they are a member.
| ITC | CS | N&S | WD | CwB | CyS | DS | AI | D1 | D2 | D2 | D2 | D2 | D1 | D1 | D1 | D2 | D3 | D3 | D3 | D4 | D3 | D2 | D2 | D3 | D4 | D4 | D4 | D5 | D4 | D3 | D4 | D5 | D5 | | | | | D4 | | | | | | | | D5 | |
| -
- 25% face-to-face tutorial sessions.
- TMA work.
- Course learning booklets and e-learning support material.
- Case studies.
- Office hours.
- Learning from the feedback on the continuous assessment components(TMA work +MTA)
- Forums on LMS.
|
8. Indicative content. | • Real numbers and their properties
• Linear equations and inequalities in one variable
• Linear equations in two variables and their graphs
• Exponents and polynomials
• Factoring
• Rational Expressions
• System of linear equations
• Radicals and rational exponents
• Quadratic equations and inequalities
• Functions and their graphs
• Exponential and logarithmic functions
• Complex numbers |
9. Assessment strategy, assessment methods, their relative weightings and mapping to module learning outcomes | Assessment Strategy:
Weighting of the assessment components is as follow:
• TMA: 20%
• MTA: 30%
• Final Exam: 50%
To pass this module the following conditions should take place:
• Continuous assessment (TMA + MTA): at least 30%
• Final Exam: at least 40%
• In total at least 50% of the overall mark (TMA + MTA + Final). | Assessment Task | Weighting | Week submitted | Grading
(Pass / Fail / %) | Module Learning Outcome(s) the assessment task maps to | MTA | 30% | | Min 15 / 50 (30%) | A1, A2, A3, B1,B2, C1, C2, D2 | TMA | 20% | | A1, A2, B1, B2, C2, D1 | Final Exam | 50% | | Min 20 / 50 (40%) | A1, A2, A3, A4, B1,B2, B3, C2, C4, D1, D4 |
10. Teaching staff associated with the module | Name and contact details | Ms. Amal EL Sayed, asayed@aou.edu.kw |
11. Key reading list | Author | Year | Title | Publisher | Location | M. Dogopoloski | 2012 | Elementary & intermediate Algebra, 4/E | McGraw Hill | USA | R.N Aufmann & J.S. Lockwood | 2012 | Beginning Algebra with applications, 8/E | Brooks/Cole | Australia | E. Haeussler, R. Paul, R. Wood & S. Khouyibaba | 2012 | Introductory Mathematical Analysis, 1/E | Pearson | England | J. Goldstein, D.C. Lay & D.I. Schneider | 2011 | Calculus & Its Applications, 5/E | Prentice Hall | USA | M.L. Lial, N. R. Greenwell & N.P. Ritchey | 2012 | Finite Mathematics, 10/E | Pearson | England | Bittinger, Ellenbogen & Surgent | 2012 | Calculus and Its Applications, 10/E | Pearson | England | D. Hughes-Hallett, A.M. | 2014 | Applied calculus, 5/E | Wiley | USA |
13. List of amendments since last (re)validation | Area amended | Details | Date Central Quality informed | Validation 2021 | | |
MT101.pdf
|
| Course Outcomes |
|
MT129 Calculus and Probability
(4) Credit Hours
This module introduces the concepts of differentiation and integration as well as some applications of differential and integral calculus. Moreover, the module offers a clear and comprehensive survey of the of data sampling, measurements of central tendency and spread, organizing and visualizing categorical and numerical data. It also includes topics in the basic probability such as events, simple probability, conditional probability, and Bayes’ rule. Finally, it provides an introduction to fundamental basis and concepts of statistical inferences, normal distribution. The module has direct links to computing, programming and communication modules, in addition to the numerical analysis module.
| Course Code |
MT129 |
| Course Title |
Calculus and Probability |
| Pre-requisite |
- |
| Credit Hours |
4 |
| Course Description |
This module introduces the concepts of differentiation and integration as well as some applications of differential and integral calculus. Moreover, the module offers a clear and comprehensive survey of the of data sampling, measurements of central tendency and spread, organizing and visualizing categorical and numerical data. It also includes topics in the basic probability such as events, simple probability, conditional probability, and Bayes’ rule. Finally, it provides an introduction to fundamental basis and concepts of statistical inferences, normal distribution. The module has direct links to computing, programming and communication modules, in addition to the numerical analysis module. |
| Course Objectives |
Module Specification Module title | MT129 : Calculus and Probability | Level | 1 | Module tutor | Ms. Amal Al Sayed | Credit value | 15 | Module type | Taught | Notional learning hours | 4 |
2. Rationale for the module and its links with other modules | This module introduces the concepts of differentiation and integration as well as some applications of differential and integral calculus. Moreover, the module offers a clear and comprehensive survey of the of data sampling, measurements of central tendency and spread, organizing and visualizing categorical and numerical data. It also includes topics in the basic probability such as events, simple probability, conditional probability, and Bayes’ rule. Finally, it provides an introduction to fundamental basis and concepts of statistical inferences, normal distribution. The module has direct links to computing, programming and communication modules, in addition to the numerical analysis module. |
3. Aims of the module | The module aims to: - Apply the knowledge of elementary functions to calculus concepts.
- To compute the derivative of polynomials, rational, radical, trigonometric, exponential, and logarithmic functions.
- Evaluate the integrals of polynomials, rational, radical, trigonometric, exponential, and logarithmic functions.
- Introduce the terms and concept of probability, and the idea of discrete and continuous random variables.
- Ensure the understanding of mathematical expectations and moment generating functions concepts.
- Equip students with some important discrete and continuous probability distributions in technology and communication modules.
|
4. Pre-requisite modules or specified entry requirements | EL099 |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | Students will be able to: - Use derivative rule to find derivatives of power, exponential, logarithmic and trigonometric functions.
- Solve simple definite and indefinite integrals.
- Use applications of differentiation and integration in sketching graphs, obtain area between curves and average value of functions.
- Define and identify random variables for any well- defined probability problems.
- Realize mathematical expectations and variances for different continuous and discrete distribution.
| - Knowledge and understanding are acquired from a teaching textbook, reference textbooks, directed reading, multi -media packages computer mediated, web-based resources.
- 25% face-to-face tutorial sessions.
- TMA work.
- Office hours.
- Learning from the feedback on the continuous assessment components (TMA work + MTA).
- Forums on the LMS.
|
B. Cognitive skills | Learning and teaching strategy | Students should be able to: - Produce descriptions and explanations of the different types of elementary functions and apply their understanding of the studied functions to information systems.
- Display deep knowledge gained from the course and use it to solve optimization problems.
- Utilize knowledge gained from the course to help them to understand new unfamiliar probability distributions.
| - 25% face-to-face tutorial sessions.
- TMA work.
- Course learning booklets and e-learning support material.
- Office hours.
- Case studies.
- Learning from the feedback on the continuous assessment components (TMA work + MTA).
- Forums on the LMS.
|
C. Practical and professional skills | Learning and teaching strategy | - Students will be able to:
- Apply the practical skills gained from differential and integral calculus ITC problems.
- Cultivate the capacity to be leaders in their professional and personal communities.
- Develop some technical statistical materials; effectively present and objectively evaluate them.
- Deal with statistical computer applications such as spread sheets and MATLAB statistics toolbox.
| - 25% face-to-face tutorial sessions.
- TMA work.
- Course learning booklets and e-learning support material.
- Case studies.
- Office hours.
- Learning from the feedback on the continuous assessment components (TMA work + MTA).
- Forums on the LMS.
|
D. Key transferable skills | Learning and teaching strategy | - Students will be able to:
- Be aware of the implications of information technology in daily lives and on society as a whole, and the ability to utilize IT to communicate and solve problems .
- Use information, reasoning, and creative processes to solve problems and achieve goals.
- Implement global issues gained from module and their implications on their daily lives.
| - 25% face-to-face tutorial sessions.
- TMA work.
- Course learning booklets and e-learning support material.
- Case studies.
- Office hours.
- Learning from the feedback on the continuous assessment components (TMA work + MTA).
- Forums on the LMS.
|
6. Indicative content | - Functions and their graphs
- Introduction to the derivative and techniques of differentiation
- Applications of the derivative
- The integral and further integration techniques
- Applications of definite integrals
- Probability
- Discrete and continuous random variables and distributions
|
7. Assessment strategy, assessment methods and their relative weightings | TMA Work: 20%
MTA: 30%
Exam: 50% |
8. Mapping of assessment tasks to learning outcomes | Assessment Tasks | Learning outcomes | | A1 | A2 | A3 | A4 | A5 | B1 | B2 | B3 | C1 | C2 | C3 | C4 | D1 | D2 | D3 | TMA | P | P | P | P | P | P | P | P | P | P | P | P | P | P | P | MTA | P | P | P | P | P | | P | P | | | | | | | | Exam | P | P | P | P | P | | P | P | | | | | | | |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Ms. Amal Al Sayed, asayed@aou.edu.kw | |
10. Key reading list | Author | Year | Title | Publisher | Location | J. Goldstein, D.C. Lay & D.I. Schneider | 2011 | Calculus & Its Applications | Prentice Hall | USA | Lial, Greenwell & Ritchey | 2012 | Calculus with Applications, 10/e | Pearson | USA | Bittinger, Ellenbogen & Surgent | 2012 | Calculus and Its Applications, 10/e | Pearson | USA | D. Hughes-Hallett, A.M. Gleason | 2011 | Applied calculus | Wiley | USA |
11. Other indicative text (e.g. websites) | |
12. Disability Accommodation | Enquiries for academic accommodations by students with a documented disability and /or learning difficulties should be directed to the module tutor. |
13. Academic Honesty | All AOU students should be committed to uphold the AOU's Honour Code which states that AOU students should - accept responsibility for learning
- conduct themselves with honour and integrity at all times
- not deceive
- not plagiarize
- not fabricate
- not commit professional misconduct
- not lie
- not cheat
- not steal
- not personate
- not accept the actions of those who plagiarize, cheat, lie, or steel
- report violations of the Honour Code
Students should know that ignorance of the university rules and regulations will not be accepted as an excuse for violation of the AOU's Honour Code For additional information please visit: |
MT129.pdf
|
| Course Outcomes |
|
MT131 Discrete Mathematics
(4) Credit Hours
This is an elementary level module which introduces various topics in discrete mathematics. It offers a clear and comprehensive survey of logic operations, predicates, quantifiers, sets, functions, relations. Also, the module provides the concept of permutations, combinations and counting techniques which are needed as prerequisite in most of technology and communication modules. Moreover, the module gives some knowledge of relevant algorithmic ideas in number theory and cryptography that are widely used in data structure, data base, programming, data communication and in scientific research.
| Course Code |
MT131 |
| Course Title |
Discrete Mathematics |
| Pre-requisite |
- |
| Credit Hours |
4 |
| Course Description |
This is an elementary level module which introduces various topics in discrete mathematics. It offers a clear and comprehensive survey of logic operations, predicates, quantifiers, sets, functions, relations. Also, the module provides the concept of permutations, combinations and counting techniques which are needed as prerequisite in most of technology and communication modules. Moreover, the module gives some knowledge of relevant algorithmic ideas in number theory and cryptography that are widely used in data structure, data base, programming, data communication and in scientific research. |
| Course Objectives |
MT131 Module Specification
1. Factual information
| Module title | MT131: Discrete Mathematics | Level | 1 | Module tutor | Ms. Amal Al Sayed | Credit value | 15 | Module type | Taught | Notional learning hours | 4 |
2. Rationale for the module and its links with other modules | This is an elementary level module which introduces various topics in discrete mathematics. It offers a clear and comprehensive survey of logic operations, predicates, quantifiers, sets, functions, relations. Also, the module provides the concept of permutations, combinations and counting techniques which are needed as prerequisite in most of technology and communication modules. Moreover, the module gives some knowledge of relevant algorithmic ideas in number theory and cryptography that are widely used in data structure, data base, programming, data communication and in scientific research. |
3. Aims of the module | The course aims to: - Introduce basic notations used in discrete Mathematics associated with information and communication technology
- Teach the rudiments of elementary mathematical reasoning.
- Prepare students for the theoretical parts of further courses in information technology.
- Explain logic from a mathematical perspective and relating it to computer applications.
- Introduce set theory, relations, functions, graphs, equivalence relations, and partial orderings.
- Provide concepts of permutation, combination and any other counting techniques.
|
4. Pre-requisite modules or specified entry requirements | EL111 |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | Students will be able to: - Identify propositional logic, logical equivalence, predicates and quantifiers.
- Describe the Integers and division functions, prime number and prime factorization, least common multiple and highest common factors.
- Define sets, functions and binary relations, their properties and representations. Know the major types of binary relations on a set, equivalence relations and partial orderings.
- Use matrices to represent relations, graphs and trees.
- Recognize basic properties of counting techniques using permutation and combination properties.
| - Knowledge and understanding are acquired from a teaching textbook, reference textbooks, directed reading, multi -media packages computer mediated, web-based resources.
- 25% face-to-face tutorial sessions.
- TMA work.
- Office hours.
- Learning from the feedback on the continuous assessment components (TMA work + MTA).
- Forums on the LMS.
|
B. Cognitive skills | Learning and teaching strategy | Students will be able to: - Deal with mathematical and logical arguments and carry out mathematical and logical manipulations.
- Acquire a good understanding of the concepts and methods of discrete mathematics described in detail in the syllabus.
- Be familiar with mathematical notations related to computer science.
| - 25% face-to-face tutorial sessions.
- TMA work.
- Course learning booklets and e-learning support material.
- Office hours.
- Case studies.
- Learning from the feedback on the continuous assessment components (TMA work + MTA).
- Forums on the LMS.
|
C. Practical and professional skills | Learning and teaching strategy | Students will be able to: - Prove any simple mathematical theory using logic laws
- Use any or all of the previous tools in a significant information and communication technology application such as cryptography.
- Apply combinatorial principles and discrete mathematical structures that are central to mathematics and information technology.
| - 25% face-to-face tutorial sessions.
- TMA work.
- Course learning booklets and e-learning support material.
- Case studies.
- Office hours.
- Learning from the feedback on the continuous assessment components (TMA work + MTA).
- Forums on the LMS.
|
D. Key transferable skills | Learning and teaching strategy | Students will be able to: - Demonstrate study skills at a level appropriate to higher education, such as timetabling study; read critically for meaning and take effective notes; and use study aids such as dictionaries and glossaries;
- Present and communicate basic mathematical and logical arguments; communicate appropriately with their tutor and other students using email and online conferences;
- Locate information on a given subject from the World Wide Web.
| - 25% face-to-face tutorial sessions.
- TMA work.
- Course learning booklets and e-learning support material.
- Case studies.
- Office hours.
- Learning from the feedback on the continuous assessment components (TMA work + MTA).
- Forums on the LMS.
|
6. Indicative content | - Propositional logic
- Propositional equivalences
- Predicates and quantifiers
- Sets
- Set operations
- Integers, division and algorithms
- Cryptography and Hashing functions
- Primes and greatest common divisors
- Permutation and combination
- Counting techniques
- Matrices (zero-one only)
- Functions and relations
- Relations representation as set, graph and matrix
- Closures of relations
- Equivalence relations
- Partial orderings
|
7. Assessment strategy, assessment methods and their relative weightings | TMA Work: 20%
MTA: 30%
Exam: 50% |
8. Mapping of assessment tasks to learning outcomes | Assessment Tasks | Learning outcomes | | A1 | A2 | A3 | A4 | A5 | B1 | B2 | B3 | C1 | C2 | C3 | D1 | D2 | D3 | TMA | P | P | P | P | P | P | P | P | P | P | P | P | P | P | MTA | P | P | P | P | P | | | P | | | P | | | | Exam | P | P | P | P | P | | | P | | | P | | | |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Ms. Amal Al Sayed, asayed@aou.edu.kw | |
10. Key reading list | Author | Year | Title | Publisher | Location | Kenneth H. Rosen | 2013 | Discrete Mathematics and its Applications, 7th ed. | McGraw Hill | USA | Johnsonbaugh | 2009 | Discrete Mathematics, 7th ed. | Pearson | USA | Dossey, Otto, Spence & Vanden Eynden | 2006 | Discrete Mathematics, 5th ed. | Pearson | USA | Washburn, Marlowe & Ryan | 2000 | Discrete Mathematics, 1st ed. | Pearson | USA | Stein, Drysdale & Bogart | 2011 | Discrete Mathematics for Computer Scientists | Addison-Wesley | USA |
13. Academic Honesty | All AOU students should be committed to uphold the AOU's Honour Code which states that AOU students should - accept responsibility for learning
- conduct themselves with honour and integrity at all times
- not deceive
- not plagiarize
- not fabricate
- not commit professional misconduct
- not lie
- not cheat
- not steal
- not personate
- not accept the actions of those who plagiarize, cheat, lie, or steel
- report violations of the Honour Code
Students should know that ignorance of the university rules and regulations will not be accepted as an excuse for violation of the AOU's Honour Code For additional information please visit: |
|
| Course Outcomes |
|
MT132 Linear Algebra
(4) Credit Hours
The course introduces a range of ideas concerning matrices and its applications, matrix operations that are widely used in data structure, programming, data communication, digital signal processing and in scientific research. The course shows algorithmic method to solve systems of linear equations. Moreover, it includes concept of vector spaces and subspace that are used to construct algebraic codes. Also, it introduces the meaning of basis and dimension of a subspace the vector space Rn. The concept of linear transformation between two vector spaces together with null space and rank are also included. Finally, the course introduce the idea of characteristic values/vectors and diagonalization.
| Course Code |
MT132 |
| Course Title |
Linear Algebra |
| Pre-requisite |
- |
| Credit Hours |
4 |
| Course Description |
The course introduces a range of ideas concerning matrices and its applications, matrix operations that are widely used in data structure, programming, data communication, digital signal processing and in scientific research. The course shows algorithmic method to solve systems of linear equations. Moreover, it includes concept of vector spaces and subspace that are used to construct algebraic codes. Also, it introduces the meaning of basis and dimension of a subspace the vector space Rn. The concept of linear transformation between two vector spaces together with null space and rank are also included. Finally, the course introduce the idea of characteristic values/vectors and diagonalization. |
| Course Objectives |
MT132 Module Specification | Module title | MT132 : Linear Algebra | Level | 1 | Module tutor | Ms. Amal Al Sayed | Credit value | 15 | Module type | Taught | Notional learning hours | 4 |
2. Rationale for the module and its links with other modules | The course introduces a range of ideas concerning matrices and its applications, matrix operations that are widely used in data structure, programming, data communication, digital signal processing and in scientific research. The course shows algorithmic method to solve systems of linear equations. Moreover, it includes concept of vector spaces and subspace that are used to construct algebraic codes. Also, it introduces the meaning of basis and dimension of a subspace the vector space Rn. The concept of linear transformation between two vector spaces together with null space and rank are also included. Finally, the course introduce the idea of characteristic values/vectors and diagonalization. |
3. Aims of the module | The course aims to: - Extend the students' basic mathematical awareness and skills in matrices and matrix operations.
- Give the study skills necessary for students to be able to solve system of linear equations.
- Provide a range of useful ideas such as linear combinations and linear independence.
- Present some important mathematical terms such as span, basis and dimensions.
- Upgrade the concept of linear transformation necessary for other compulsory technology and communication modules.
- Give a feeling for the mathematical approach to the study of computer science.
|
4. Pre-requisite modules or specified entry requirements | EL111 |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | - Student will be able to:
- Define and classify type of matrices and perform matrix operations.
- Solve problems in information systems and communication using matrix techniques.
- Use and apply linear algebra knowledge and concepts to information technologies and computing.
- Be familiar with different terminologies in linear algebra and matrix transformation.
- Acquire technical material, effectively present it and objectively evaluate other technical materials in linear algebra.
| - Knowledge and understanding are acquired from a teaching textbook, reference textbooks, directed reading, multi -media packages computer mediated, web-based resources.
- 25% face-to-face tutorial sessions.
- TMA work.
- Office hours.
- Learning from the feedback on the continuous assessment components (TMA work + MTA).
- Forums on the LMS.
|
B. Cognitive skills | Learning and teaching strategy | Students should be able to demonstrate that they can: - Produce descriptions and explanations of the different types of matrices and linear operations.
- Apply their understanding of the studied ideas in linear algebra to coding problems, encryption and decryption.
- Use knowledge gained from the module to help them to understand new unfamiliar matrix operations.
| - 25% face-to-face tutorial sessions.
- TMA work.
- Course learning booklets and e-learning support material.
- Office hours.
- Case studies.
- Learning from the feedback on the continuous assessment components (TMA work + MTA).
- Forums on the LMS.
|
C. Practical and professional skills | Learning and teaching strategy | - Students should be able to:
- Communicate effectively in English and Arabic in a variety of contexts and media.
- Analyze a mass of information and carry out an appropriate analysis of the problem material.
- Express a problem in mathematical terms and carry out an appropriate analysis.
- Reason critically and interpret information in a manner that can be communicated effectively.
- Integrate and link information across course components.
| - 25% face-to-face tutorial sessions.
- TMA work.
- Course learning booklets and e-learning support material.
- Case studies.
- Office hours.
- Learning from the feedback on the continuous assessment components (TMA work + MTA).
- Forums on the LMS.
|
D. Key transferable skills | Learning and teaching strategy | Students should be able to demonstrate that they can: - Communicate complex information, arguments and ideas effectively and without plagiarism on a range of topics relating to linear operations.
- Perform calculations to find inverse of a matrix, use and manipulate simple algebraic calculations to solve linear system of equations.
- Use technology to find a span and a basis for a vector space.
- Enhance existing numerical ability.
- Work effectively as part of a group in solving any complicated mathematical problems.
| - 25% face-to-face tutorial sessions.
- TMA work.
- Course learning booklets and e-learning support material.
- Case studies.
- Office hours.
- Learning from the feedback on the continuous assessment components (TMA work + MTA).
- Forums on the LMS.
|
6. Indicative content | - Systems of linear equations and matrices:
- Solving systems of linear equations
- Matrix algebra
- Inverse of a matrix
- Matrix equations
- Determinants
- Vectors in Rn:
- n-vectors
- Vector operations
- Linear combinations
- Linear independence
- Vector spaces:
- Vector spaces
- Subspaces
- Spans
- Bases and dimensions
- Linear transformations:
- Linear transformations
- Null spaces and ranges
- Eigenvalues, Eigenvectors and diagonalization
|
7. Assessment strategy, assessment methods and their relative weightings | TMA Work: 20%
MTA: 30%
Exam: 50% |
8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | A1 | A2 | A3 | A4 | A5 | B1 | B2 | B3 | C1 | C2 | C3 | C4 | C5 | D1 | D2 | D3 | D4 | D5 | TMA | P | P | P | P | P | P | P | P | P | P | P | P | P | P | P | P | P | P | MTA | P | P | P | P | P | | P | | | | P | | | | | | P | | Exam | P | P | P | P | P | | P | | | | P | | | | | | P | |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Ms. Amal Al Sayed, asayed@aou.edu.kw | |
11. Other indicative text (e.g. websites) | |
12. Disability Accommodation | Enquiries for academic accommodations by students with a documented disability and /or learning difficulties should be directed to the module tutor. |
13. Academic Honesty | All AOU students should be committed to uphold the AOU's Honour Code which states that AOU students should: - accept responsibility for learning
- conduct themselves with honour and integrity at all times
- not deceive
- not plagiarize
- not fabricate
- not commit professional misconduct
- not lie
- not cheat
- not steal
- not personate
- not accept the actions of those who plagiarize, cheat, lie, or steel
- report violations of the Honour Code
Students should know that ignorance of the university rules and regulations will not be accepted as an excuse for violation of the AOU's Honour Code
For additional information please visit: |
|
| Course Outcomes |
|
MT390 Image Processing
(3) Credit Hours
Image Processing is an important field of study and MT390 is meant to provide students with the basic knowledge of this field. Along with the importance of Image Processing in traditional areas such as Medical Diagnosis, Industrial Inspections, Security Systems, Robotics etc., the pervasiveness of smart phones equipped with powerful cameras has increased the need for Image Processing due to the availability of large amount of image data. This module is intended to provide students the opportunity to study the basics of the important field of Image Processing.
| Course Code |
MT390 |
| Course Title |
Image Processing |
| Pre-requisite |
- |
| Credit Hours |
3 |
| Course Description |
Image Processing is an important field of study and MT390 is meant to provide students with the basic knowledge of this field. Along with the importance of Image Processing in traditional areas such as Medical Diagnosis, Industrial Inspections, Security Systems, Robotics etc., the pervasiveness of smart phones equipped with powerful cameras has increased the need for Image Processing due to the availability of large amount of image data. This module is intended to provide students the opportunity to study the basics of the important field of Image Processing. |
| Course Objectives |
The aims of this module are to:
- Introduce students to the important field of Image Processing.
- Teach students the fundamental concepts related to image Representations and Enhancements.
- Impart to the students knowledge about Intensity Transformations and Spatial Domain Filtering.
- Introduce students to the concepts of 2-D Fourier Transform and the basics of Frequency Domain Filtering.
- Introduce students to the topics of Image Segmentation, Image Coding and their related techniques.
- Enable students to implement basic image processing algorithms using the Matlab Programming environment.
|
| Course Outcomes |
A. Knowledge and understanding
On successful completion of this course, the student will be able to demonstrate knowledge and understanding of: - Basic image representation concepts.
- Spatial domain image processing techniques of intensity transformation and filtering.
- Frequency domain image processing techniques of filtering and masking.
- Data reduction and image coding methods.
- Basic image segmentation concepts and techniques.
B. Cognitive skills
On successful completion of this course, the student will be able to:
- Critically evaluate and suggest spatial domain processing techniques for image enhancement purposes.
- Analyse and suggest appropriate frequency domain filtering techniques suitable for image processing tasks.
- Critically interpret histogram data of images and suggest appropriate image processing techniques for image enhancement.
- Analyze various image coding techniques and select the appropriate one for a particular task.
- Evaluate and interpret image segmentation results.
C. Practical and professional skills
On successful completion of this course, the student will be able to: - Apply skills and concepts from the course to develop practical image processing projects.
- Develop, Interpret and Implement image enhancement techniques both in the spatial and frequency domains.
- Perform Matlab simulations of practical image processing algorithms including image enhancement, coding and segmentation.
D. Key transferable skills
On successful completion of this course, the student will be able to: - Apply the mathematical and algorithmic skills acquired in this course to other areas of study and work.
- Carry out independent learning on topics related to image processing and computing.
- Communicate ideas and concepts about image processing techniques effectively both in writing as well as in any group discussion or environment.
|
SP101 SP101 SPANISH 101
() Credit Hours
Welcome to SP 101 Spanish. This course guide provides you with an overall view of what you are required to do in order to complete the course smoothly and successfully. It also has a weekly Study Calendar that offers a step-by step breakdown of your tasks for each unit.
SP 101 is a three-credit-hour course that runs for one semester (or term) of 15 weeks. It is a University elective course, for all AOU disciplines.
| Course Code |
SP101 |
| Course Title |
SP101 SPANISH 101 |
| Pre-requisite |
|
| Credit Hours |
|
| Course Description |
Welcome to SP 101 Spanish. This course guide provides you with an overall view of what you are required to do in order to complete the course smoothly and successfully. It also has a weekly Study Calendar that offers a step-by step breakdown of your tasks for each unit.
SP 101 is a three-credit-hour course that runs for one semester (or term) of 15 weeks. It is a University elective course, for all AOU disciplines.
|
| Course Objectives |
SP101 SPANISH 101 Course Guide September 2014 Academic Year 2014-2015 Prepared by Professor Teresa Quesada Course Chair: Dr. Chekra Allani
callani@aou.edu.kw Welcome to SP 101 Spanish. This course guide provides you with an overall view of what you are required to do in order to complete the course smoothly and successfully. It also has a weekly Study Calendar that offers a step-by step breakdown of your tasks for each unit.
SP 101 is a three-credit-hour course that runs for one semester (or term) of 15 weeks. It is a University elective course, for all AOU disciplines.
Speaking Spanish will allow you to communicate with more than 500 million people worldwide. Knowing Spanish will also greatly increase your employment options with many of the world's leading economies demanding Spanish speakers. Knowing Spanish will make traveling to any of the 21 countries where Spanish is an official language easier, not to mention the many countries where Spanish is widely spoken: The United States, Canada, Brazil...
The importance of speaking and understanding Spanish is becoming increasingly crucial in terms of the global economy, it can also play a major role in your own personal development.
This course guide is a basic component of your course. We advise you to use it regularly in conjunction with the main course books, namely the Student Book and Workbook.
You should read this part carefully before you begin with your course books.
The guide also contains: - Study calendar in which course units are evenly distributed over the semester weeks and if you follow it, you will have no problems in covering the course material in good time and in a comfortable manner.
- Tips on how to revise the teaching materials, and
- Information on the structure of the continuous assessment and the Final Examination.
Textbook: Nuevo ELE inicial 1, Virgilio Borobio, Beginners. Week 1 | A.- Introducing the course - Objectives
- Assessment methods
- Learning support resources
B.- Unit 1 - Greetings
- Introductions
- Farewells
- The alphabet:
- Spanish pronunciation, and
- South American peculiarities
| Video:
Me llamo Sergio Song:
¡Viva España! | Week 2 | Unit 1 - First names and surnames
- Ask for and give names
- Class expressions in Spanish
- Spell words
- Cognates and loan words
- Subject pronouns: yo/tú
- Verbs: llamarse/ser
- Days of the week
- Months
| Song:
Marta, Sebas , Guille y los demás.Amaral Audio:
Alphabet with names | Week 3 | Unit 2 - Countries and nationalities
- Gender of adjectives
- Languages
- Ask for places you are from
- More class expressions in Spanish
| Spanish traditional song:
Uno de enero… | Week 4 | Unit 2 - Subject pronouns: él/ella
- Verbs: hablar/vivir/aprender
- Numbers 0-20
- Reading comprehension:
- Descubre España y América Latina
- Latinoamerican map
| Song:
Muévete
Ruben Blades | Week 5 | Unit 3 - Professions and occupations
- The workplace
| Spanish and Latin-American celebrities First graded (in class) writing task 10 %=10 marks | Week 6 | Unit 3 - Numbers 20-100
- Address
- Gender of nouns
- Indefinite articles: un/una
- Questions words: qué/dónde/cuál/en qué
| Song:
Quiero ser bombero
Alberto Cortés | Week 7 | Unit 3 - Agreement of adjectives
- Ask and answer personal information
- Verbs: tener/trabajar/ estudiar/
- The preposition /in/ to indicate location
- Culture topics:
| Revision units 1-3 | Week 8 | Listening and writing midterm exam | MTA (25 %) | Week 9 | Unit 4 - Formal and informal of address /tú/usted
- Formal and informal introductions
- Verbs with Usted
- Definite articles: el/la
- The contraction /al/
- Demonstrative adjectives, singular /este/esta
| | Week10 | Unit 5 - Vocabulary: the family
- The verb /tener/ to express relationship, possession and ownership
- Interrogative expressions quién/cuantos(as)/cómo
| Video:
Dime como es tu familia. | Week11 | Unit 5 - Verb tener: to express age
- Marital status and verb /estar/
- Negative statements
- Plural forms for the verbs ser/tener
| Second graded (in class) writing task 10 %=10 marks | Week12 | Unit 5 - Plural for regular verbs /ar/ present tense
- Plural nouns and adjectives
- Agreement adjectives and nouns
- Colors
| Extra material for colors | Week13 | Unit 5 - Possessive adjectives mi(s)/tu(s)/su(s)
- Physical characteristics
- Agreement of adjectives and nouns, numbers and gender
- Personality traits
- Some parts of the body
- The use of the definite article (parts of the body)
| Picture description:
La familia.
Fernando Botero (Colombian artist). | Week14 | Unit 5 - Write an e-mail
- Reading comprehension:
- La población de América latina
| Revision units 1-5 | Week15 | Speaking exam: role play | Final exam
(listening & writing) |
For academic assistance, please meet your tutor Ms. Teresa Quesada on Saturday 2 to 3 par times Room or by appointment through LMS. SP 101 has two equally weighted assessment components: a continuous assessment components and examinable component.
Continuous assessment: 2 (in class) writing tasks 20 %
1 MTA (listening and Writing) 25 %
Participation 5% Examinable component FE: Speaking (20 marks) listening (10 marks)
Writing & reading (20 marks) 50 % If you do not score a minimum of 20/50 on your final exam, you will fail the course regardless of the marks you have obtained in the continuous assessment. Final examination
Your Final Examination which carries 50 points (i.e. 50% of the overall grade) will consist of the following sections/components: Speaking (20 points) Listening (10 points) Writing and reading (20 points) Speaking examination
This section consists of one role play. Two students ask and answer questions about her/himself and her/his family. Each student can talk about her/himself or a Spanish famous person, artist, sport player, singer… Listening examination
You listen to some short audios, and answer: choosing from alternatives, fill in blanks or check. Writing & Reading examination - Know the meaning of important vocabulary covered in the SP 101.
- Transform sentences (e.g. number and gender).
- Write questions or answers.
- Fill in gaps (verbs, articles) in a sentence or a text.
- Identifying (circle) the correct answer (choosing from alternatives).
- Write a short e-mail.
Nuevo Ele inicial 1,
Virgilio Borobio, SMEle
Student’s Book & Workbook, With 2 CDs
Additional Teacher’s material, in LMS (Learning Management System)
This course guide - For further practice, and to keep your language skills well-honed, it is important that you surround yourself with the language, be it the DVD, radio, TV, Internet or any form of media. It is recommended that you listen to Spanish media like TVE International, BBC in Spanish and the following link (debutant)
http://spanish.about.com/ - Arrive on time.
- You should have all your material with you: textbook, workbook, pencil, pen and notebook.
- Participate in class with enthusiasm and positive attitude. Come prepared to class with all your homework answers, so you may get your bonus!
- Try to speak only Spanish in class, say greetings and take leave in Spanish.
- The class is almost entirely conducted in Spanish.
- If you don’t understand every word, don’t panic, is normal. Listen carefully to the new expressions in class. Simply keep listening for words that you recognize or that are similar in your language. Most of the time, these words will provide you with the clues you need to understand.
- Keep your mobiles switched off in your bag at the beginning of the class, if you are seen using your mobile in class it will affect your participation grade. You are also not allowed to go out of the class to receive any phone calls.
- Your participation grade will be affected if you arrive late or if you are absent.
Listen to your CD regularly and listen also Spanish songs or Spanish radio.
You are expected to spend up to 3 hours on homework outside of class for every one hour you are in class.
One of the greatest keys to acquiring a foreign language is to make an habit. Practice, practice, practice with a classmate, a friend or a relative.
Make your language review a frequent habit.
We advise you to have a vocabulary notebook or at least a list that you review on regular basis.
During week 14 and the following week we expect you to do three things: - Listen to CD unit 1 to 5 from the Student book and from the workbook
- Revise teaching material, book and workbook and LMS.
- Examine the structure of the Final Examination on page 7.
|
| Course Outcomes |
|
SP102 Spanish for Beginners (II)
(3) Credit Hours
The course builds on what the student has learnt in level (1). Toward this end, it introduces the student to more everyday expressions, more widely-used short sentences, some compound and complex sentences, medium-size dialogues, and short passages. While the skills of listening and speaking will be receiving adequate attention, more emphasis is to be placed on the skills of reading and writing. Face-to-face tutorials will be communicative and students will be empowered to learn on their own.
| Course Code |
SP102 |
| Course Title |
Spanish for Beginners (II) |
| Pre-requisite |
|
| Credit Hours |
3 |
| Course Description |
The course builds on what the student has learnt in level (1). Toward this end, it introduces the student to more everyday expressions, more widely-used short sentences, some compound and complex sentences, medium-size dialogues, and short passages. While the skills of listening and speaking will be receiving adequate attention, more emphasis is to be placed on the skills of reading and writing. Face-to-face tutorials will be communicative and students will be empowered to learn on their own. |
| Course Objectives |
SP102: Spanish for Beginners (II) [3 credits] The course builds on what the student has learnt in level (1). Toward this end, it introduces the student to more everyday expressions, more widely-used short sentences, some compound and complex sentences, medium-size dialogues, and short passages. While the skills of listening and speaking will be receiving adequate attention, more emphasis is to be placed on the skills of reading and writing. Face-to-face tutorials will be communicative and students will be empowered to learn on their own. Tutor’s name: Dr. Chekra Allani
Contact details: callani@aou.edu.kw
|
| Course Outcomes |
|
T215A Communication and Information Technologies A
(8) Credit Hours
Students will begin with Communication and information technologies (T215) – learning about the core principles upon which new technologies are built. They will gain an understanding of the ways in which data is stored, manipulated and transmitted; and discover how new processes and services are transforming our lives.
Digital communication and information technologies have become fundamental to the operation of modern societies. New products and services are rapidly transforming our lives, both at work and at play.
This module will help students learn more about these developments, and will equip them with the understanding and skills to continue learning about new developments in the future. Students will study the core principles on which the technologies are built and, through a range of online and offline activities, investigate new topics and technologies.
After studying this module, students will be in a better position to appreciate the potential of developments in communication and information technologies.
| Course Code |
T215A |
| Course Title |
Communication and Information Technologies A |
| Pre-requisite |
- |
| Credit Hours |
8 |
| Course Description |
Students will begin with Communication and information technologies (T215) – learning about the core principles upon which new technologies are built. They will gain an understanding of the ways in which data is stored, manipulated and transmitted; and discover how new processes and services are transforming our lives.
Digital communication and information technologies have become fundamental to the operation of modern societies. New products and services are rapidly transforming our lives, both at work and at play.
This module will help students learn more about these developments, and will equip them with the understanding and skills to continue learning about new developments in the future. Students will study the core principles on which the technologies are built and, through a range of online and offline activities, investigate new topics and technologies.
After studying this module, students will be in a better position to appreciate the potential of developments in communication and information technologies.
|
| Course Objectives |
Module Specification
1. 1. Factual information | Module title | T215A: COMMUNICATION AND INFORMATION TECHNOLOGIES | Level | 2 | Module tutor | Dr. Yahia Hassan | Credit value | 30 | Module type | Taught | Notional learning hours | |
2. Rationale for the module and its links with other modules | Communication and information systems have become part of everyday life and their study is of great importance and significance.
|
3. Aims of the module | - To introduce students to modern topics in ICTs.
- To develop students skills in managing technologies of data storage and computer networks.
- To develop students skills in the technologies of mobile communication systems with an emphasis on mobile telephony.
- To enable students to explore how personal and private data can be protected.
|
4. Pre-requisite modules or specified entry requirements | Normally, students are expected to have completed study of their level 1 T175A course before they can undertake the T215A course. |
5. Intended learning outcomes A. Knowledge and understanding | Learning and teaching strategy | Students should: - understand key principles and concepts of digital communication and information systems and their component devices, including such topics as LANs, WLANs, mobile communication networks, encoding, modulation, multiplexing, routing, switching, protocols, and standards
- understand key principles and concepts relating to digital data including the storage, manipulation and transmission of digital data, and the associated privacy and security issues.
- be aware of major trends in communication and information technologies
| - 25% face-to-face tutorial sessions
- TMA work
- Course learning booklets and support material
|
B. Cognitive skills | Learning and teaching strategy | Students should be able to demonstrate that they can: - produce descriptions and explanations of the communication and information systems that feature in the course and of their underlying technologies and component devices
- apply their understanding of the communication and information systems that feature in the course, their underlying technologies and component devices in specified contexts, updating themselves about the systems, technologies and devices as necessary
- use knowledge gained from the course to help them to understand new or unfamiliar communication and information systems in specified situations; describe and explain such systems and their technologies and devices; apply their understanding in specified contexts
- describe and discuss some of the technological, social, legal, ethical and personal issues that relate to communication and information systems, technologies and devices
- evaluate or compare communication and information systems suggested for a particular need and give a justified recommendation on their appropriateness
| - 25% face-to-face tutorial sessions
- TMA work
- Course learning booklets and support material
|
C. Practical and professional skills | Learning and teaching strategy | Students should be able to demonstrate that they can: - critique draft materials in order to improve them
- use standard office and communication software effectively to support their work, both as an individual and in collaboration with others in a distance setting
- use specialised software tools to communicate information and to model, analyse and evaluate communication and information systems.
| - 25% face-to-face tutorial sessions
- TMA work
- Course learning booklets and support material
|
D Key transferable skills | Learning and teaching strategy | Students should be able to demonstrate that they can: - communicate complex information, arguments and ideas effectively and without plagiarism on a range of topics relating to communication and information systems through a variety of different media, using styles, language and images appropriate to purpose, audience and medium
- perform simple calculations relating to communication and information systems, use and manipulate simple algebraic equations and interpret and produce graphical and tabular data
- use information technology to find information from various sources and evaluate that information
- develop a range of skills as an independent learner to support them in learning through the course materials and through other resources that they seek out
| - 25% face-to-face tutorial sessions
- TMA work
- Course learning booklets and support material
|
6. Indicative content. | The content of the course is split into three 10-point blocks: Block 1, 2 and 4. The content of these blocks is briefly: - Block 1 - Storing and Sharing. This block introduces students to the technologies of data storage and computer networks and helps them to develop their skills in managing these technologies efficiently and safely. It also helps them to develop their skills in finding information on-line and evaluating it. Finally it develops students’ skills in sharing their knowledge with others by writing technological documents.
- Block 2 – Exploring and Enquiring. This block looks at the technologies of mobile communication systems with an emphasis on mobile telephony. This block picks up on the ‘exploring and enquiring’ themes of the title in its skills development – exploring through visualisation and enquiring through the use of technical documents. Both these ideas come together to develop the skills of engaging with ‘difficult’ documents.
- Block 4 – Protecting and prying. All citizens of developed countries have a digital profile created by the collection and storage of personal information by government agencies, commercial organisations and the monitoring and surveillance cameras that pervade our public spaces. This block explores how personal and private data can be protected, identifies measures that individuals can take to safeguard their identities, and discusses some of the issues arising from mass surveillance, monitoring and data collection.
|
7. Assessment strategy, assessment methods and their relative weightings | TMA Work: 20%
MTA: 30%
Exam: 50% |
Assessment tasks | | A1 | A2 | A3 | B1 | B2 | B3 | B4 | B5 | C1 | C2 | C3 | D1 | D2 | D3 | D4 | TMA | P | P | P | P | P | P | | P | P | P | | P | P | P | P | MTA | P | | | P | | P | | | | | P | | P | | | Exam | P | P | | P | | P | P | | | | P | | P | | |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Dr. Yahia Hassan, yahia@aou.edu.kw | |
10. Key reading list | Author | Year | Title | Publisher | Location | Course adopted from OU, UK. | | | | |
11. Other indicative text (e.g. websites) | http://arabou.edu.kw/ |
12. Disability Accommodation | Enquiries for academic accommodations by students with a documented disability and /or learning difficulties should be directed to the module tutor. |
13. Academic Honesty | All AOU students should be committed to uphold the AOU's Honor Code which states that AOU students should: - accept responsibility for learning
- conduct themselves with honor and integrity at all times
- not deceive
- not plagiarize
- not fabricate
- not commit professional misconduct
- not lie
- not cheat
- not steal
- not personate
- not accept the actions of those who plagiarize, cheat, lie, or steel
- report violations of the Honor Code
Students should know that ignorance of the university rules and regulations will not be accepted as an excuse for violation of the AOU's Honor Code For additional information please visit: - http://www.arabou.edu.kw
- https://arabou.edu.kw/files/plagiarism_mat.pdf
- http://en.wikipedia.org/wiki/Academic_dishonesty
|
T215A.pdf
|
| Course Outcomes |
|
T215B COMMUNICATION AND INFORMATION TECHNOLOGIES
(8) Credit Hours
Digital communication and information technologies have become fundamental to the operation of modern societies. New products and services are rapidly transforming our lives, both at work and at play. This module will help you to learn more about these developments through studying the core principles on which the technologies are built and, through a range of online and offline activities, investigate new topics and technologies.
This module will also help you to raise students’ awareness of some of the technologies and issues associated with safeguarding the privacy of digital information and the people who are affected by its use – hence the themes ‘protecting’ and ‘prying’.
These themes are explored through case studies and practical examples. A recurring approach is the use of an analytical framework that uses five themes to examine the technologies and issues: convenience, identity, reliability, acceptability and consequences.
| Course Code |
T215B |
| Course Title |
COMMUNICATION AND INFORMATION TECHNOLOGIES |
| Pre-requisite |
- |
| Credit Hours |
8 |
| Course Description |
Digital communication and information technologies have become fundamental to the operation of modern societies. New products and services are rapidly transforming our lives, both at work and at play. This module will help you to learn more about these developments through studying the core principles on which the technologies are built and, through a range of online and offline activities, investigate new topics and technologies.
This module will also help you to raise students’ awareness of some of the technologies and issues associated with safeguarding the privacy of digital information and the people who are affected by its use – hence the themes ‘protecting’ and ‘prying’.
These themes are explored through case studies and practical examples. A recurring approach is the use of an analytical framework that uses five themes to examine the technologies and issues: convenience, identity, reliability, acceptability and consequences.
|
| Course Objectives |
Module Specification
1. 1. Factual information | Module title | T215B: COMMUNICATION AND INFORMATION TECHNOLOGIES | Level | 2 | Module tutor | Ms. Fatma Hussain | Credit value | 30 | Module type | Taught | Notional learning hours | |
2. Rationale for the module and its links with other modules | Communication and information systems have become part of everyday life and their study is of great importance and significance.
|
3. Aims of the module | - To help students to develop on-line collaboration skills.
- To give students experience of practical web development.
- To help students to develop an understanding of audio and video encoding and editing.
- To provide an opportunity for students to deepen the knowledge and understanding they have developed throughout the course.
|
4. Pre-requisite modules or specified entry requirements | Normally, students are expected to have completed study of their T215A before they can undertake the T215B course. |
5. Intended learning outcomes A. Knowledge and understanding | Learning and teaching strategy | Students should: - Understand key concepts, issues and technologies associated with online communication and collaboration.
- Understand key elements of web development.
- Understand key elements of audio and video encoding and editing
| - 25% face-to-face tutorial sessions
- TMA work
- Course learning booklets and support material
|
B. Cognitive skills | Learning and teaching strategy | Students should be able to demonstrate that they can: - produce descriptions and explanations of the communication and information systems that feature in the course and of their underlying technologies and component devices
- apply their understanding of the communication and information systems that feature in the course, their underlying technologies and component devices in specified contexts, updating themselves about the systems, technologies and devices as necessary
- use knowledge gained from the course to help them to understand new or unfamiliar communication and information systems in specified situations; describe and explain such systems and their technologies and devices; apply their understanding in specified contexts
- describe and discuss some of the technological, social, legal, ethical and personal issues that relate to communication and information systems, technologies and devices
- evaluate or compare communication and information systems suggested for a particular need and give a justified recommendation on their appropriateness
| - 25% face-to-face tutorial sessions
- TMA work
- Course learning booklets and support material
|
C. Practical and professional skills | Learning and teaching strategy | Students should be able to demonstrate that they can: - critique draft materials in order to improve them
- use standard office and communication software effectively to support their work, both as an individual and in collaboration with others in a distance setting
- use specialised software tools to communicate information, to develop webs and encode and edit audio and video
| - 25% face-to-face tutorial sessions
- TMA work
- Course learning booklets and support material
|
D Key transferable skills | Learning and teaching strategy | Students should be able to demonstrate that they can: - communicate complex information, arguments and ideas effectively and without plagiarism on a range of topics relating to communication and information systems through a variety of different media, using styles, language and images appropriate to purpose, audience and medium
- use information technology to find information from various sources and evaluate that information
- develop a range of skills as an independent learner to support them in learning through the course materials and through other resources that they seek out
- work effectively as part of a group in a distance setting where collaboration is undertaken via computer-mediated communication
| - 25% face-to-face tutorial sessions
- TMA work
- Course learning booklets and support material
|
6. Indicative content. | The content of the course is split into three 10-point blocks: 3, 5 and 6. Blocks 3 and 5 being taught material, and block 6 being a self-directed project that forms the end-of-course assessment. The content of these blocks is briefly: - Block 3 – Creating and Collaborating. The theme of this block is online collaboration, which students study through a range of third-party reader papers intended to be supplied to students in a co-published book. As well as studying the topics associated with this theme, students develop their own on-line collaboration skills as they work together in small subsets of their tutor-group. A secondary aim of the block is to give students experience of practical web development work.
- Block 5 – Entertaining and explaining. In this block the themes of entertaining and explaining are explored by using digital media to present a topic in an entertaining way. It focuses on the production of a short film clip using a sequence of still images with embedded audio and screen captions. During their work students will develop an understanding of audio and video encoding and editing.
- Block 6 – Project, This block builds on the technological knowledge and understanding students have developed throughout the course by outlining a ‘problem’ that requires them to research a specific communication technology or technologies not explicitly covered in the course. Students present their findings in the form of a report, which forms the major component of the ECA, written for a specified audience and purpose. Thus the block provides an opportunity for students to deepen their knowledge and understanding of communication and information systems and to showcase the skills they have developed throughout the course.
|
7. Assessment strategy, assessment methods and their relative weightings | TMA Work: 20%
MTA: 30%
Exam: 50% |
8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | A1 | A2 | A3 | B1 | B2 | B3 | B4 | B5 | C1 | C2 | C3 | D1 | D2 | D3 | D4 | TMA | P | P | P | P | P | P | | P | P | P | | P | P | P | P | MTA | P | P | | P | | P | | | | | P | | | | | Exam | P | P | P | P | | P | P | | | | P | | | | P |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Ms. Fatma Hussain, fhussain@aou.edu.kw | |
10. Key reading list | Author | Year | Title | Publisher | Location | Course adopted from OU, UK. | | | | |
11. Other indicative text (e.g. websites) | http://arabou.edu.kw/ |
12. Disability Accommodation | Enquiries for academic accommodations by students with a documented disability and /or learning difficulties should be directed to the module tutor. |
13. Academic Honesty | All AOU students should be committed to uphold the AOU's Honor Code which states that AOU students should: - accept responsibility for learning
- conduct themselves with honor and integrity at all times
- not deceive
- not plagiarize
- not fabricate
- not commit professional misconduct
- not lie
- not cheat
- not steal
- not personate
- not accept the actions of those who plagiarize, cheat, lie, or steel
- report violations of the Honor Code
Students should know that ignorance of the university rules and regulations will not be accepted as an excuse for violation of the AOU's Honor Code For additional information please visit: - http://www.arabou.edu.kw
- https://arabou.edu.kw/files/plagiarism_mat.pdf
- http://en.wikipedia.org/wiki/Academic_dishonesty
|
|
| Course Outcomes |
|
T216A Cisco networking (CCNA)-A
(8) Credit Hours
Students will begin with Cisco networking (CCNA) (T216). This will give them
the knowledge, understanding, and skills needed to configure a LAN/WAN using Cisco equipment (which should also leave you well prepared for the industry-standard CCNA certification examination) They will also gain hands-on practical experience of configuring networks at four compulsory day schools.
Cisco Systems are market leaders in supplying networking equipment for the internet. They also have a well-established educational programme for network professionals.
The Arab Open University offers the Cisco Certified Network Associate “CCNA” (ICND1) Version 5 curriculum, which provides the knowledge, understanding, and skills needed to configure a LAN/WAN using Cisco equipment.
The module is composed of two modules:
• Introduction to Networks
• Routing and switching essentials
| Course Code |
T216A |
| Course Title |
Cisco networking (CCNA)-A |
| Pre-requisite |
- |
| Credit Hours |
8 |
| Course Description |
Students will begin with Cisco networking (CCNA) (T216). This will give them
the knowledge, understanding, and skills needed to configure a LAN/WAN using Cisco equipment (which should also leave you well prepared for the industry-standard CCNA certification examination) They will also gain hands-on practical experience of configuring networks at four compulsory day schools.
Cisco Systems are market leaders in supplying networking equipment for the internet. They also have a well-established educational programme for network professionals.
The Arab Open University offers the Cisco Certified Network Associate “CCNA” (ICND1) Version 5 curriculum, which provides the knowledge, understanding, and skills needed to configure a LAN/WAN using Cisco equipment.
The module is composed of two modules:
• Introduction to Networks
• Routing and switching essentials |
| Course Objectives |
- Provide the student with the knowledge, understanding, and skills needed to configure a LAN/WAN using Cisco equipment.
- Provide the student with hands-on experience of configuring networks.
|
| Course Outcomes |
A. Knowledge and understanding
After studying the module the student will be able to:
- Describe the role of protocol layers in data networks, and describe the devices and services used to support communications in data networks and the Internet
- Describe the importance of addressing and naming schemes at various layers of data networks in IPv4 and IPv6 environments
- Describe Ethernet and basic switching concepts, as well as the operation of Cisco switches
- Explain enhanced switching technologies such as VLANs, VLAN Trunking Protocol (VTP), Rapid Spanning Tree Protocol (RSTP), Per VLAN Spanning Tree Protocol (PVSTP), and 802.1q
- Describe the purpose, nature, and operations of a router, routing tables, and the route lookup process
- Describe how VLANs create logically separate networks and how routing occurs between them
- Describe dynamic routing protocols, distance vector routing protocols, and link-state routing protocols
- Describe the operations and benefits of access control lists (ACLs) Dynamic Host Configuration Protocol (DHCP) and Domain Name System (DNS), and Network Address Translation (NAT)
B. Cognitive skills
After studying the module the student will be able to: - Design, calculate, and apply subnet masks and addresses to fulfil given requirements in IPv4 and IPv6 network
- Build simple Ethernet network using routers and switches
- Troubleshoot and monitor networks
C. Practical and professional skills
After studying the module the student will be able to: - Build a simple Ethernet network using routers and switches
- Use Cisco command-line interface (CLI) commands to perform basic router and switch configurations
- Utilize common network utilities to verify small network operations and analyze data traffic
- Configure, monitor and troubleshoot: basic operations of a small switched network, static routing, default routing, basic operations of routers in a small routed network (RIPv1, RIPv2 and OSPF protocols (single-area OSPF)), VLANs, inter-VLAN routing, ACLs for IPv4 and IPv6, and NAT
D. Key transferable skills
After studying the module the student will be able to: - Build simple LANs, perform basic configurations for routers and switches, and implement IP addressing schemes.
- Configure and troubleshoot routers and switches, and resolve common issues with RIPv1, RIPv2, virtual LANs, and inter-VLAN routing in both IPv4 and IPv6 networks.
|
T216B Cisco networking (CCNA)-B
(8) Credit Hours
Cisco Systems are market leaders in supplying networking equipment for the internet. They also have a well-established educational programme for network professionals.
The Arab Open University offers the Cisco Certified Network Associate “CCNA” (ICND2) Version 5 curriculum, which provides the knowledge, understanding, and skills needed to configure a LAN/WAN using Cisco equipment.
The module is composed of two modules:
• Scaling Networks
• Connecting networks
| Course Code |
T216B |
| Course Title |
Cisco networking (CCNA)-B |
| Pre-requisite |
- |
| Credit Hours |
8 |
| Course Description |
Cisco Systems are market leaders in supplying networking equipment for the internet. They also have a well-established educational programme for network professionals.
The Arab Open University offers the Cisco Certified Network Associate “CCNA” (ICND2) Version 5 curriculum, which provides the knowledge, understanding, and skills needed to configure a LAN/WAN using Cisco equipment.
The module is composed of two modules:
• Scaling Networks
• Connecting networks
|
| Course Objectives |
- Provide the student with knowledge, understanding, and skills needed to configure a LAN/WAN using Cisco equipment.
- Provide the student with hands-on experience of configuring networks.
|
| Course Outcomes |
A. Knowledge and understanding After studying the module the student will be able to: - Describe the operations and benefits of the Spanning Tree Protocol (STP)
- Describe the operations and benefits of link aggregation and Cisco VLAN Trunk Protocol (VTP)
- Describe the operations and benefits of EtherChannel and HSRP.
- Explain the operations and benefits of Open Shortest Path First (OSPF) protocol (single-area OSPF and multi-area OSPF)
- Explain the operations and benefits of Enhanced Interior Gateway Routing Protocol (EIGRP)
- Describe the different WAN technologies and their benefits
- Explain the operations and benefits of Standard and Extended Access control list (ACL).
- xplain the common LAN security threats and how to mitigate them
B. Cognitive skills
After studying the module the student will be able to:
- Troubleshoot networks
- Design network architectures for borderless networks, data centers and virtualization, and collaboration technology and solutions.
C. Practical and professional skills
After studying the module the student will be able to: - Configure and troubleshoot STP, RSTP, VTP, Extended VLAN, DTP, EtherChannel, HSRP, First Hop Redundancy Protocol, basic operations of routers in a complex routed network for IPv4 and IPv6, advanced operations of routers for IPv4 and IPv6, OSPF, and EIGRP .
- Configure and troubleshoot serial connections, broadband connections, ACL and IPSec tunnelling operations
- Monitor and troubleshoot network operations using syslog, SNMP, and NetFlow
D. Key transferable skills
After studying the module the student will be able to: - Configure and troubleshoot routers and switches. He will also resolve common issues with OSPF, EIGRP, STP, and VTP in both IPv4 and IPv6 networks. In addition, he will also develop the knowledge and skills needed to implement an EtherChannel.
- Understand the selection criteria of network devices and WAN technologies to meet network requirements. Furthermore, he will learn how to configure and troubleshoot network devices and resolve common issues with data link protocols. Finally, he will also develop the knowledge and skills needed to implement IPSec and virtual private network (VPN) operations in a complex network.
|
TM103 Computer Organization and Architecture
(4) Credit Hours
This module offers a clear and comprehensive survey about computer organization and architecture. It introduces the inner workings of a modern digital computer through an integrated presentation of fundamental concepts and principles
| Course Code |
TM103 |
| Course Title |
Computer Organization and Architecture |
| Pre-requisite |
- |
| Credit Hours |
4 |
| Course Description |
This module offers a clear and comprehensive survey about computer organization and architecture. It introduces the inner workings of a modern digital computer through an integrated presentation of fundamental concepts and principles |
| Course Objectives |
Module Specification
1. 1. Factual information
| Module title | TM103: Computer Organization and Architecture |
| Level | 1 | Module tutor | Ms. Amal Ghazi | Credit value | 15 | Module type | Taught | Notional learning hours | 4 |
2. Rationale for the module and its links with other modules | This module offers a clear and comprehensive survey about computer organization and architecture. It introduces the inner workings of a modern digital computer through an integrated presentation of fundamental concepts and principles. |
3. Aims of the module | To emphasize on the concept of computer organization.
To emphasize on the concept computer architecture.
To comprehend the different core concepts behind the hardware layer of a computer system.
To recognize the mathematical concepts of the low level computer structure (circuits and gates).
To know the processor’s instruction sets architecture and implementation.
To recognize the memory organization concept and methods. |
4. Pre-requisite modules or specified entry requirements | EL111 is a mandatory Pre-requisite for TM103 Module. |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | The module provides student with an understanding of: - Historical developments of computers.
- The Von-Neumann Model.
- Data representation and arithmetic in Computer Systems.
- Boolean Algebra and Digital Logic.
- Assembly language of an intuitive architecture (MARIE).
- Memory organization and addressing modes.
- Cache memory mapping Schemes.
| - 25% face-to-face tutorial sessions
- Quiz and Take Home Project
- Module learning text book and support material
|
B. Cognitive skills | Learning and teaching strategy | To be able to - Identify the different parts of any computer system and understand their roles.
- Understand the instruction set of any modern computer system.
- Evaluate the performance of modern computer systems.
| - 25% face-to-face tutorial sessions
- Quiz and Take Home Project
- Module learning booklets and support material
|
C. Practical and professional skills | Learning and teaching strategy | To be able to - Have an awareness of the process of designing, writing and testing MARIE assembly programs.
- Use low level programming skills appropriate to a task.
- Ability to use the MARIE and data path simulator software.
| - 25% face-to-face tutorial sessions
- Project
- Module learning booklets and support material
|
D Key transferable skills | Learning and teaching strategy | To be able to - Interact effectively within a group using electronic conferencing techniques.
- Contribute to discussions on a conference.
- Improve own learning and performance.
- Communicate effectively about testing strategies, design and low level codes.
- Use electronic media (the web and electronic conferencing) for information retrieval and communication.
| - 25% face-to-face tutorial sessions
- Quiz and Take Home Project
- Module learning booklets and support material
|
6. Indicative content. | CHP1.: Introduction to Computer Organization & Architecture
CHP2 : Data Representation in Computer Systems
CHP3 : Boolean Algebra and Digital Logic
CHP4 : MARIE - An Introduction to a Simple Computer
CHP5 : A Closer Look at Instruction Set Architectures (short summery)
CHP6 : Memory |
7. Assessment strategy, assessment methods and their relative weightings | Quiz: 10%
Project: 10%
MTA: 30%
Exam: 50% |
8. Mapping of assessment tasks to learning outcomes | Assessment tasks | A1 | A2 | A3 | A4 | A5 | A6 | A7 | B1 | B2 | B3 | C1 | C2 | C3 | D1 | D2 | D3 | D4 | D5 | Quiz | P | P | P | P | P | | | | | | | | | | | | | | Project | | | | | | | | P | P | P | P | P | P | P | P | P | P | P | MTA | P | P | P | P | | | | P | | P | | | | | | P | P | | Exam | P | P | P | P | P | P | P | P | P | P | | P | | | | P | P | |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Name: Ms. Amal Ghazi
Email ID: aghazi@aou.edu.kw | |
10. Key reading list | Author | Year | Title | Publisher | Location | Linda Null & Julia Lobur | 2015
4th Edition | The essentials of computer organization and architecture | Jones and Bartlett Publishers | UK |
11. Other indicative text (e.g. websites) | https://lms.arabou.edu.kw/
http://computerscience.jbpub.com/ecoa/2e/student_resources.cfm |
Module specification 1. 1. Factual information | Module title | TM105: Introduction to Programming | Level | 1 | Module tutor | Ms. Amal Naji | Credit value | 15 points
| Module type | Taught | Notional learning hours | 4 credit hours |
2. Rationale for the module and its links with other modules | This module is an introductory level programming module and it is meant to provide basic foundation in computer programming to students. Students will learn how to develop solutions (algorithms) using pseudocode to solve simple problems. Thereafter, they will learn how to implement these solutions using a programming language (Java). This module serves as foundation for second level programming modules. |
|
3. Aims of the module | The module aims to: - Introduce the technique of solving simple problems using pseudocode.
- Introduce Java programming via writing, compiling and executing simple programs.
- Present how to store and deal with data including variables, constants, and expressions.
- Cover deeply the concepts of program control structure and illustrate each concept with a diagrammatic notation using UML.
- Present how these concepts are implemented in Java.
- Introduce the concept of modularization and how to write Java methods.
- Present how to deal with basic data structures like strings, arrays and two dimensional arrays.
|
4. Pre-requisite modules or specified entry requirements | Students are expected to have completed study of EL111 module before they can undertake this module. |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | After studying the module, the student will be able to: - Understanding of the design and programming processes
- Knowledge of the main constructs and mechanisms in programming using Java language.
- Understanding of the techniques used in developing a medium Java application.
- Understanding of the basic data structures like strings, arrays and two dimensional arrays.
| - 25% face-to-face tutorial sessions
- Video recorded sessions
- TMA
- MTA and final exam
- Text book and supporting material
|
B. Cognitive skills | Learning and teaching strategy | After studying the module, the student should be able to: - Describe and apply key concepts and techniques in software design and development.
- Analyse and abstract away from the details of a problem.
- Design and formulate an appropriate solution to a problem and evaluate it.
- Deal professionally with the basic data structures.
| - 25% face-to-face tutorial sessions
- Video recorded sessions
- TMA
- MTA and final exam
- Text book and supporting material
|
C. Practical and professional skills | Learning and teaching strategy | After studying the module, the student should be able to: - Create, develop and trace Java programs.
- Use software tools such as a Java IDE and an On-line Java compiler.
- Use appropriate programming skills.
- Traverse data in the basic data structures in a professional way.
| - 25% face-to-face tutorial sessions
- Video recorded sessions
- TMA
- MTA and final exam
- Text book and supporting material
|
D Key transferable skills | Learning and teaching strategy | After studying the module, the student should be able to: - Find information from a range of sources to support a task.
- Plan medium tasks.
- Use Java libraries.
- Use appropriate numerical, mathematical and abstraction skills.
| - 25% face-to-face tutorial sessions
- Video recorded sessions
- TMA
- MTA and final exam
- Text book and supporting material
|
6. Indicative content. | Chapter 1: Introduction to Computers, Programming, and Java
Chapter 2: Elementary Programming
Chapter 3: Selections
Chapter 4: Mathematical Functions, Characters, and Strings
Chapter 5: Loops
Chapter 6: Methods
Chapter 7: Single-Dimensional Arrays
Chapter 8: Multidimensional Arrays |
7. Assessment strategy, assessment methods and their relative weightings | MTA: 30%
Final Exam: 50% |
8. Mapping of assessment tasks to learning outcomes | | Learning outcomes | Assessment tasks | A1 | A2 | A3 | A4 | B1 | B2 | B3 | B4 | C1 | C2 | C3 | C4 | D1 | D2 | D3 | D4 | TMA - Online Quiz | P | P | P | | P | P | P | | P | P | P | | P | P | P | P | TMA - Small Project | P | P | P | | P | P | P | | P | P | P | | P | P | P | P | MTA | P | P | | | P | P | P | | P | | P | | | | P | P | Final Exam | P | P | | P | P | P | P | P | P | | P | P | | | P | P |
9. Teaching staff associated with the module | Name and contact details | Ms. Amal Naji, anaji@aou.edu.kw |
TM103.pdf
|
| Course Outcomes |
|
TM105 Introduction to Programming
(4) Credit Hours
This module is an introductory level programming module and it is meant to provide basic foundation in computer programming to students. Students will learn how to develop solutions (algorithms) using pseudocode to solve simple problems. Thereafter, they will learn how to implement these solutions using a programming language (Java). This module serves as foundation for second level programming modules.
| Course Code |
TM105 |
| Course Title |
Introduction to Programming |
| Pre-requisite |
- |
| Credit Hours |
4 |
| Course Description |
This module is an introductory level programming module and it is meant to provide basic foundation in computer programming to students. Students will learn how to develop solutions (algorithms) using pseudocode to solve simple problems. Thereafter, they will learn how to implement these solutions using a programming language (Java). This module serves as foundation for second level programming modules. |
| Course Objectives |
Module specification 1. 1. Factual information | Module title | TM105: Introduction to Programming | Level | 1 | Module tutor | Ms. Amal Naji | Credit value | 15 points
| Module type | Taught | Notional learning hours | 4 credit hours |
2. Rationale for the module and its links with other modules | This module is an introductory level programming module and it is meant to provide basic foundation in computer programming to students. Students will learn how to develop solutions (algorithms) using pseudocode to solve simple problems. Thereafter, they will learn how to implement these solutions using a programming language (Java). This module serves as foundation for second level programming modules. |
|
3. Aims of the module | The module aims to: - Introduce the technique of solving simple problems using pseudocode.
- Introduce Java programming via writing, compiling and executing simple programs.
- Present how to store and deal with data including variables, constants, and expressions.
- Cover deeply the concepts of program control structure and illustrate each concept with a diagrammatic notation using UML.
- Present how these concepts are implemented in Java.
- Introduce the concept of modularization and how to write Java methods.
- Present how to deal with basic data structures like strings, arrays and two dimensional arrays.
|
4. Pre-requisite modules or specified entry requirements | Students are expected to have completed study of EL111 module before they can undertake this module. |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | After studying the module, the student will be able to: - Understanding of the design and programming processes
- Knowledge of the main constructs and mechanisms in programming using Java language.
- Understanding of the techniques used in developing a medium Java application.
- Understanding of the basic data structures like strings, arrays and two dimensional arrays.
| - 25% face-to-face tutorial sessions
- Video recorded sessions
- TMA
- MTA and final exam
- Text book and supporting material
|
B. Cognitive skills | Learning and teaching strategy | After studying the module, the student should be able to: - Describe and apply key concepts and techniques in software design and development.
- Analyse and abstract away from the details of a problem.
- Design and formulate an appropriate solution to a problem and evaluate it.
- Deal professionally with the basic data structures.
| - 25% face-to-face tutorial sessions
- Video recorded sessions
- TMA
- MTA and final exam
- Text book and supporting material
|
C. Practical and professional skills | Learning and teaching strategy | After studying the module, the student should be able to: - Create, develop and trace Java programs.
- Use software tools such as a Java IDE and an On-line Java compiler.
- Use appropriate programming skills.
- Traverse data in the basic data structures in a professional way.
| - 25% face-to-face tutorial sessions
- Video recorded sessions
- TMA
- MTA and final exam
- Text book and supporting material
|
D Key transferable skills | Learning and teaching strategy | After studying the module, the student should be able to: - Find information from a range of sources to support a task.
- Plan medium tasks.
- Use Java libraries.
- Use appropriate numerical, mathematical and abstraction skills.
| - 25% face-to-face tutorial sessions
- Video recorded sessions
- TMA
- MTA and final exam
- Text book and supporting material
|
6. Indicative content. | Chapter 1: Introduction to Computers, Programming, and Java
Chapter 2: Elementary Programming
Chapter 3: Selections
Chapter 4: Mathematical Functions, Characters, and Strings
Chapter 5: Loops
Chapter 6: Methods
Chapter 7: Single-Dimensional Arrays
Chapter 8: Multidimensional Arrays |
7. Assessment strategy, assessment methods and their relative weightings | MTA: 30%
Final Exam: 50% |
8. Mapping of assessment tasks to learning outcomes | | Learning outcomes | Assessment tasks | A1 | A2 | A3 | A4 | B1 | B2 | B3 | B4 | C1 | C2 | C3 | C4 | D1 | D2 | D3 | D4 | TMA - Online Quiz | P | P | P | | P | P | P | | P | P | P | | P | P | P | P | TMA - Small Project | P | P | P | | P | P | P | | P | P | P | | P | P | P | P | MTA | P | P | | | P | P | P | | P | | P | | | | P | P | Final Exam | P | P | | P | P | P | P | P | P | | P | P | | | P | P |
9. Teaching staff associated with the module | Name and contact details | Ms. Amal Naji, anaji@aou.edu.kw |
TM105.pdf
|
| Course Outcomes |
|
TM111 Introduction to Computing and Information Technology 1
(8) Credit Hours
This is an introductory level 1 module, which provides students with a broad introduction to Computing and Information Technology concepts, principles and theories.
| Course Code |
TM111 |
| Course Title |
Introduction to Computing and Information Technology 1 |
| Pre-requisite |
- |
| Credit Hours |
8 |
| Course Description |
This is an introductory level 1 module, which provides students with a broad introduction to Computing and Information Technology concepts, principles and theories. |
| Course Objectives |
Module specification 1. 1. Factual information | Module title | TM111: Introduction to Computing and Information Technology 1 | Level | Undergraduate | Module tutor | Ms. Amal Ghazi | Credit value | 30 | Module type | Taught | Notional learning hours | 8 |
2. Rationale for the module and its links with other modules | This is an introductory level 1 module, which provides students with a broad introduction to Computing and Information Technology concepts, principles and theories. |
3. Aims of the module | This module aims to: - Help students to develop their understanding about the significant role of computers in our lives.
- Explore some processes by which sound and images in the real world are captured and stored and may be shared with peers and the wider world through social networking sites.
- Introduce students to algorithmic thinking and problem-solving skills using examples from everyday life.
- Enhance student’s knowledge about implementing solutions to simple problems in a visual programming.
- Introduce students to the key concepts and technologies underpinning the communication networks.
- Prepare the student for further academic study by helping him develop his study skills.
|
4. Pre-requisite modules or specified entry requirements | EL111 |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | - Understand the fundamental principles, concepts and techniques underlying Computing and IT.
- Explore various situations in which Computing and IT systems are used, the ways in which people interact with them, and the possibilities and limitations of such systems
- Be aware of the ethical, social and legal issues that can be associated with the development and deployment of Computing & IT systems.
- Demonstrate an understanding of algorithmic thinking and problem-solving skills using examples from everyday life.
- Understand the general principles, roles of various components, and the challenges involved in sending data across communication networks.
- Know how to find, rank and reference information; how to build your information literacy skills and how to interpret data in different forms.
| The methods of instruction may include, but are not limited to : - 25% face-to-face tutorial sessions
- Class discussions
- Topic-related activities
- Independent study
- Forums on the LMS
- Office hour discussions
- Feedback and guidance on TMA and MTA
- Module textbook and support video material
|
B. Cognitive skills | Learning and teaching strategy | - Evaluate key computing and IT concepts in a range of contexts.
- Apply appropriate techniques and tools for abstracting, modelling, problem solving, designing and testing computing and IT systems.
- Compare, contrast, critically analyze and refine specifications and implementations of software systems and/or simple hardware systems.
- Identify situations in which different network technologies may be used.
| - 25% face-to-face tutorial sessions
- Class discussions
- Independent study
- Forums on the LMS
- Feedback and guidance on TMA and MTA
- Module textbook and support video material
| |
C. Practical and professional skills | Learning and teaching strategy | - Communicate information, arguments, ideas and issues clearly and in appropriate ways, bearing in mind the audience for and the purpose of your communication.
- Use appropriate numerical and mathematical skills to carry out calculations and analyze data.
- Work independently, planning, monitoring, reflecting on and improving your own learning
- Demonstrate study skills at a level appropriate to higher education, such as study planning, learning from feedback and reading actively
| The methods of instruction may include, but are not limited to : - 25% face-to-face tutorial sessions
- Class discussions
- Independent study
- Forums on the LMS
- Feedback and guidance on TMA and MTA
- Module textbook and support video material
|
D Key transferable skills | Learning and teaching strategy | - Evaluate computing and IT systems, using appropriate simulation and modelling tools where appropriate
- Use a range of resources to help you develop as an independent learner.
- Use information literacy skills, computers and software packages appropriate to the workplace.
- Communicate appropriately with your tutor and other students using email, online conferences and forums.
| The methods of instruction may include, but are not limited to : - 25% face-to-face tutorial sessions
- Class discussions
- Independent study
- Forums on the LMS
- Feedback and guidance on TMA and MTA
- Module textbook and support video material
|
6. Indicative content. | Block 1 Part 1: Introduction to Computing and IT
Part 2: Key milestones in the development of computer and the internet; Binary logic; Bits and bytes
Part 3: Capturing sound and vision; Analogue to digital conversion
Part 5: Human Computer Interaction; HCI design; usability; accessibility/inclusivity issues
Part 6: Developing algorithmic thinking; problem-solving and other employability skills Block 2 Part 1: Programming with sequencing, variables, expressions, strings & input/output.
Part 2-3: Programming with selection.
Part 4-5: Programming with repetition Block 3 Part 1: Introduction to networks and how the internet works
Part 2: The internet: IP addresses; packets; routing; gateways. Internet protocols, layers and stacks
Part 3: Wireless communication: WiFi, BlueTooth, RFID, LANs, PANs.
Part 4: The Internet of Things - Smart cities, smart cars; ‘smart’ technologies
Part 6: The information society |
7. Assessment strategy, assessment methods and their relative weightings | TMA Work: 20%
MTA: 30%
Final Exam: 50% |
8. Mapping of assessment tasks to learning outcomes | | Assessment tasks | Learning outcomes | A1 | A2 | A3 | A4 | A5 | A6 | B1 | B2 | B3 | B4 | C1 | C2 | C3 | C4 | D1 | D2 | D3 | D4 | TMA’S | P | P | P | P | | P | P | P | P | P | P | P | P | P | P | P | P | P | MTA | P | P | P | P | | | P | P | P | P | | P | | P | P | | | | End of Semester Exam | P | P | P | P | P | P | P | P | P | P | | P | | P | P | | | |
9. Teaching staff associated with the module | Name and contact details | Ms. Amal Ghazi, aghazi@aou.edu.kw |
10. Key reading list | Author | Year | Title | Publisher | Location | Module adopted from OU, UK. It will be finalised by OU, UK by October 2017. Suggested /Preferred books : | | Using Information Technology | McGraw Hill | 2015 |
11. Other indicative text (e.g. websites) | https://lms.arabou.edu.kw TM111.pdf
|
|
| Course Outcomes |
|
TM112 Introduction to Computing and Information Technology 2
(8) Credit Hours
This module will further develop and extend the skills and knowledge that students will have built up by studying its partner module TM111. The overall focus of TM112 is on developing the students’ problem solving skills.
| Course Code |
TM112 |
| Course Title |
Introduction to Computing and Information Technology 2 |
| Pre-requisite |
- |
| Credit Hours |
8 |
| Course Description |
This module will further develop and extend the skills and knowledge that students will have built up by studying its partner module TM111. The overall focus of TM112 is on developing the students’ problem solving skills. |
| Course Objectives |
Module specification 1. 1. Factual information | Module title | TM112: Introduction to Computing and Information Technology 2 | Level | Undergraduate | Module tutor | Ms. Intisar Othman | Credit value | 30 | Module type | Taught | Notional learning hours | 8 |
2. Rationale for the module and its links with other modules | This module will further develop and extend the skills and knowledge that students will have built up by studying its partner module TM111. The overall focus of TM112 is on developing the students’ problem solving skills. |
3. Aims of the module | This module aims to: - Help students to practice the use of computing and information technologies to solve problems.
- Explore a variety of information technologies, from basic computer architecture, cloud computing, mobile/wireless and location-based computing Introduces the students to algorithmic thinking and problem-solving skills using examples from everyday life.
- Enhance student’s knowledge about implementing solutions to simple problems in a visual programming.
- Focus on how to examine computing and information technology problems and solutions in their real-world context, with a focus on information security
- Develop numeracy skills (including algebra) in the context of information technologies and programming activities
- Prepare the student for further academic study by helping him develop his study skills.
|
4. Pre-requisite modules or specified entry requirements | The student should have completed the study of the TM111 module. |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | - Understand the fundamental principles, concepts and techniques underlying Computing and IT.
- Identify a range of models to support the analysis and design of Computing and IT systems
- Know how to implement solutions to simple problems using Python programming language.
- Be aware of the of the range of situations in which Computing and IT systems are used, the ways in which people interact with them, and the possibilities and limitations of such systems
- Understand the ethical, social and legal issues that can be associated with the development and deployment of Computing & IT systems
- Describe major trends in Computing and IT and of the implications of these trends
| The methods of instruction may include, but are not limited to : - 25% face-to-face tutorial sessions
- Class discussions
- Topic-related activities
- Independent study
- Forums on the LMS
- Office hour discussions
- Feedback and guidance on TMA and MTA
- Module textbook and support video material
|
B. Cognitive skills | Learning and teaching strategy | - Evaluate key computing and IT concepts in a range of contexts.
- Apply appropriate techniques and tools for abstracting, modelling, problem solving, designing and testing computing and IT systems.
- Compare, contrast, critically analyze and refine specifications and implementations of software systems and/or simple hardware systems.
- Carry out a project in computing and IT that applies and extends student’s knowledge and understanding, and critically reflect on the processes involved and the outcomes of student’s work.
| - 25% face-to-face tutorial sessions
- Class discussions
- Independent study
- Forums on the LMS
- Feedback and guidance on TMA and MTA
- Module textbook and support video material
| |
C. Practical and professional skills | Learning and teaching strategy | - Communicate information, arguments, ideas and issues clearly and in appropriate ways, bearing in mind the audience for and the purpose of your communication.
- Use appropriate numerical and mathematical skills to carry out calculations and analyze data.
- Work independently, planning, monitoring, reflecting on and improving your own learning
- Demonstrate study skills at a level appropriate to higher education, such as study planning, learning from feedback and reading actively
| The methods of instruction may include, but are not limited to : - 25% face-to-face tutorial sessions
- Class discussions
- Independent study
- Forums on the LMS
- Feedback and guidance on TMA and MTA
- Module textbook and support video material
|
D Key transferable skills | Learning and teaching strategy | - Evaluate computing and IT systems, using appropriate simulation and modelling tools where appropriate
- Use a range of resources to help you develop as an independent learner.
- Use information literacy skills, computers and software packages appropriate to the workplace.
- Communicate appropriately with your tutor and other students using email, online conferences and forums.
| The methods of instruction may include, but are not limited to : - 25% face-to-face tutorial sessions
- Class discussions
- Independent study
- Forums on the LMS
- Feedback and guidance on TMA and MTA
- Module textbook and support video material
|
6. Indicative content. | The module is delivered by means of three interleaved themes. Each of the themes fits in with the overall problem solving narrative, but with a focus on a particular knowledge area and skills set.
Theme 1: The first theme, ‘Essential information technologies’, focuses on key concepts in hardware, cloud, mobile and wireless computing. Throughout this theme, numerical problem-solving skills are central.
Theme 2: The second theme, ‘Problem solving with Python’, rehearses key programming concepts (variables, selection, iteration, …, functions, …) in the context of the text-based Python programming language. Analytical problem-solving skills are at the heart of this theme.
Theme 3: The third theme, ‘Information technologies in the real world’ investigates ethical, social and legal implications of Computing and IT solutions. Communication skills, including the ability to understand and construct arguments, are at the heart of this theme. |
7. Assessment strategy, assessment methods and their relative weightings | TMA Work: 20%
MTA: 30%
Final Exam: 50% |
8. Mapping of assessment tasks to learning outcomes | | Assessment tasks | Learning outcomes | A1 | A2 | A3 | A4 | A5 | A6 | B1 | B2 | B3 | B4 | C1 | C2 | C3 | C4 | D1 | D2 | D3 | D4 | TMA’S | P | P | P | P | | P | P | P | P | P | P | P | P | P | P | P | P | P | MTA | P | P | P | P | | | P | P | P | P | | P | | P | P | | | | End of Semester Exam | P | P | P | P | P | P | P | P | P | P | | P | | P | P | | | |
9. Teaching staff associated with the module | Name and contact details | Ms. Intisar Othman, iothman@aou.edu.kw |
10. Key reading list | Author | Year | Title | Publisher | Location | Module adopted from OU, UK. It will be finalised by OU, UK by October 2017. Suggested /Preferred books : | | Using Information Technology Introduction to Computation and Programming using Python | McGraw Hill MIT Press. | 2015 Second edition, 2016 |
11. Other indicative text (e.g. websites) | https://lms.arabou.edu.kw TM112.pdf
|
|
| Course Outcomes |
|
TM255 Communication and Information Technologies
(8) Credit Hours
The module is designed to be a broad level 2 ICT module covering subjects such as wireless communications, collaborative working, interaction design and computer security. It particularly supports the ITC pathway of the IT and Computing qualification. The module is specifically designed to progress students towards their study of level 3 ICT modules such as TM355 Communications technology. This is achieved through the choice of technological topics introduced and the development of appropriate study skills and communication skills.
| Course Code |
TM255 |
| Course Title |
Communication and Information Technologies |
| Pre-requisite |
|
| Credit Hours |
8 |
| Course Description |
The module is designed to be a broad level 2 ICT module covering subjects such as wireless communications, collaborative working, interaction design and computer security. It particularly supports the ITC pathway of the IT and Computing qualification. The module is specifically designed to progress students towards their study of level 3 ICT modules such as TM355 Communications technology. This is achieved through the choice of technological topics introduced and the development of appropriate study skills and communication skills. |
| Course Objectives |
Module basic aims:
• Increase students’ knowledge of the basic principles of communication
and information systems and technologies, and the issues relating to
their use
• Develop students’ ability to apply their understanding of
communication and information technologies to learn about new or
unfamiliar systems and technologies
• develop a variety of skills appropriate to a practitioner in
information and communication technologies
• teach student work as a group, where the collaboration is via
communication technologies.
|
| Course Outcomes |
A. Knowledge and understanding At the end of the module, learners will have knowledge and
understanding of: A1.Understand the key principles and concepts of digital
communication and information systems and be aware of their
major trends and developments. A2.Have a clear understanding of the key principles of interaction
design, its processes and the importance of user centred
design. A3.Understand the key concepts, issues and technologies
associated with online communication and collaboration. A4.Be able to demonstrate your understanding of the key
principles and methods of securing digital data an
B. Cognitive skills
At the end of the module learners will have developed the following
cognitive skills: B1.Apply your understanding of the communication and
information systems that feature in the module in specified
contexts and updating yourself about these systems and
technologies as necessary. B2.Use knowledge gained from the module to help you to
describe and explain the technologies of communication and
information systems and to understand new or unfamiliar
communication and information systems in specified
situations B3.Evaluate or compare communication and information systems
suggested for a particular need and give a justified
recommendation on their appropriateness. B4.Select, adapt and apply suitable interaction design
approaches and techniques towards the design of an
interactive product.
C. Practical and professional skills
At the end of the module, learners will be able to:
C1.Critique draft materials in order to improve them C2.Use standard office and specialised software effectively to
support your work, both as an individual and in
collaboration with others in a distance setting. C3.Describe and discuss some of the technological, social, legal,
ethical and personal issues that relate to communication and
information systems and technologies
D Key transferable skills
At the end of the module, learners will be able to:
D1.Communicate complex information, arguments and ideas
effectively on a range of topics relating to communication and
information systems through a variety of different media, using
styles, language and images appropriate to purpose and
audience. D2.Use numerical skills to perform basic calculations relating to
communication and information systems and analyse data. D3.Work effectively as part of a group in a distance setting where
collaboration is undertaken via computer-mediated
communication. D4.Communicate effectively about requirements, design, and evaluation activities relating to interactive products.
|
TM260 Security, ethics and privacy in IT and Computing
(4) Credit Hours
The ITC specialists must conduct ethically by adhering to the ITC code of conduct and understand the social, professional and legal context of IT and computing,
| Course Code |
TM260 |
| Course Title |
Security, ethics and privacy in IT and Computing |
| Pre-requisite |
- |
| Credit Hours |
4 |
| Course Description |
The ITC specialists must conduct ethically by adhering to the ITC code of conduct and understand the social, professional and legal context of IT and computing, |
| Course Objectives |
Module specification 1. 1. Factual information | Module title | TM260 Security, ethics and privacy in IT and Computing | Level | 2 | Module tutor | Dr. Shafi Al Dousari | Credit value | 15 | Module type | Taught | Notional learning hours | 4 |
2. Rationale for the module and its links with other modules | The ITC specialists must conduct ethically by adhering to the ITC code of conduct and understand the social, professional and legal context of IT and computing, |
3. Aims of the module | The module aims to: increase students awareness of the ethical, professional and legal issues of IT and computing and the responsible use of ITC.
Upon the successful completion of this module students will be able to: - Consider the ethical issues related to ITC systems.
- Act ethically while making any profession related decisions.
- Apply all legal principles to intellectual property and ITC related situation.
- understand the emerging issues related to ethics in cyberspace
- Develop a sound methodology in resolving ethical conflicts and crisis.
- Understand the social and ethical issues in the professional practice of computing and technology and their impact on the society..
- Look up relevant ethical standards as developed by the ACM.
- State several examples of important ethical principles as they apply to computer science related situations.
- Identify the ethical issues that relate to computer science in real situations they may encounter and decide whether a given action is ethical as regards computer science professional ethics, and justify that decision.
- Research and write a professional-quality paper about a topic relating to social, legal, and ethical implications of computer science.
|
4. Pre-requisite modules or specified entry requirements | Students are expected to have completed the study of TM112 module. |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | After completing this module, students will be able to: - Understand how ITC could raise social issues and ethical dilemmas
- Understand the historical background of some social, legal, philosophical, political, constitutional and economical issues related to ITC
- Describe current social and legal developments related to computers and computer crime
- Recognize the existence of computer abuse cases , laws pertaining to them
- Appreciate the value of technology and identify the ethical and moral situations that must be faced and dealt with.
- Deepen their understanding of technology and its effects on society.
| - 25% face-to-face tutorial sessions
- TMA work
- Module learning booklets and support material
|
B. Cognitive skills | Learning and teaching strategy | After completing this module, students will be able to:
B1. Evaluate the legal and professional impact of ITC in real life contexts
B2: Analyse the effect of ethical issues on IT industry and society | - 25% face-to-face tutorial sessions
- TMA work
Module learning booklets and support material | |
C. Practical and professional skills | Learning and teaching strategy | After completing this module, students will be able to:
C1. Effectively identify and analyze professional and legal issues;
C2. Promote an ethics of computing in practice;
C3. Resolve dilemmas related to ethical, professional and legal ITC issues | - 25% face-to-face tutorial sessions
- TMA work
- Module learning booklets and support material
|
D Key transferable skills | Learning and teaching strategy | After completing this module, students will be able to: - Communicate effectively in writing about ethical, legal and professional issues in the ITC context
- Become an independent learner.
| - 25% face-to-face tutorial sessions
- TMA work
- Module learning booklets and support material
|
6. Indicative content. | The topics covered in this module are: - History of ITC
- An overview of Ethics
- Morality and Ethical Theories
- Ethics, Technology and Value
- Ethics for IT Professionals and IT Users
- Anonymity, Security, Privacy and Civil Liberties
- Invasion of privacy. Privacy in the Workplace and on the Internet
- Freedom of Expression
- Intellectual Property Rights and Computer Technology
- Software Issues: safety, risks, reliability and liabilities
- Computer crime and computer security.
- Computer and information system failure.
- Social implications of the Internet
- Cyber Security
- Information security
- Legal issues in ITC
|
7. Assessment strategy, assessment methods and their relative weightings | TMA Work: 20%
MTA: 30%
Final Exam: 50% |
8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | A1 | A2 | A3 | A4 | A5 | A6 | B1 | B2 | C1 | C2 | C3 | D1 | D2 | TMA’S | P | P | P | P | P | P | P | P | P | P | P | P | P | MTA | P | P | P | | P | P | P | P | | P | | P | P | Final | P | P | P | P | P | P | P | P | P | P | | | P |
9. Teaching staff associated with the module | Name and contact details | Dr. Shafi Al Dousari, saldousery@aou.edu.kw |
10. Key reading list | Author | Year | Title | Publisher | Location | George Reynolds | 2015 | Ethics in information technology | Cengage Learning
ISBN-10: 1285197151 | ISBN-13: 9781285197159 | http://www.cengage.com/search/productOverview.do;jsessionid=4739D94ADCB331B54954D8DA59A53D9E?N=14+4294922389&Ntk=P_EPI&Ntt=97161446214803553881476373155676755624&Ntx=mode%2Bmatchallpartial | Michael J. Quinn | 2011 | Ethics for the Information Age
(fourth edition) | Addison Wesley | ISBN-10: 0-13-213387-3, ISBN-13: 978-0-13-213387-6 | Sara Baase | 2013 | A Gift of Fire:
Social, Legal, and Ethical Issues for Computing Technology
(fourth edition) | Prentice Hall | www.pearsonhighered.com/educator/product/Gift-of-Fire-A-Social-Legal-and-Ethical-Issues-for-Computing-Technology/9780132492676.page | Deborah Johnson | 2009 | Computer Ethics, 4/E | Pearson | http://www.pearsonhighered.com/educator/product/Computer-Ethics/9780131112414.page | Robert N. Barger | 2008 | Computer Ethics
A Case-based Approach | Cambridge University Press
ISBN: 9780521709149 | http://www.cambridge.org/cl/academic/subjects/computer-science/computing-and-society/computer-ethics-case-based-approach?format=HB | Joseph M. Kizza | 2013 | Ethical and Social Issues in the Information Age
(Fifth edition) | ISBN: 978-1-4471-4989-7 (Print) 978-1-4471-4990-3 (Online) | http://link.springer.com/book/10.1007%2F978-1-4471-4990-3 |
11. Other indicative text (e.g. websites) | - http://computingcases.org/
- https://lms.arabou.edu.kw/
- Using the new ACM code of ethics in decision making, Communications of the ACM, 36(2) 1993 pp.98-107. http://www.acm.org/about/code-of-ethics
- CSCE 390: Professional Issues in Computer Science and Engineering (Spring 2010), http://www.cse.sc.edu/~mgv/csce390sp10/index.html
- http://web2.aabu.edu.jo/syllabus.jsp?id=9&dept=0&co=904380
- ECE 481 Ethics in Electrical and Computer Engineering, http://www2.ece.ohio-state.edu/~passino/ee481.html
- Ethical and Social Issues in Information Systems, http://www.santarosa.edu/~ssarkar/cs66sp09/notes/ch4notes.htm
- CSI 2911 W2012 Professional Practice in Computer Science, http://www.site.uottawa.ca/~stan/csi2911/
- CSC 1200 Ethics in computing, http://csc.lsu.edu/~busch/
|
TM260.pdf
|
| Course Outcomes |
|
TM297 Compression Methods for Multimedia
(3) Credit Hours
Data compression aims at finding new ways of representing data so that it takes very little storage, while still being able to reconstruct the original data from the compressed version. Compression is applied namely when storage space is at a premium or when data needs to be transmitted and bandwidth is at a premium (which always is the case). The most important thing about compression is that it is not ``one size fits all'' approach: essentially, compression aims at specifying the characteristics of the data that needs to be compressed (mainly looking for patterns to be explored in order to achieve compact data representation). This module defines a variety of data modeling and representation techniques, which is at the heart of compression. Recently, the convergence in the field of communications, computing and entertainment industries enabled data compression to be a part of everyday life (e.g. MP3, DVD and Digital TV) and has created a number of exciting new opportunities for new applications of compression technologies.
| Course Code |
TM297 |
| Course Title |
Compression Methods for Multimedia |
| Pre-requisite |
- |
| Credit Hours |
3 |
| Course Description |
Data compression aims at finding new ways of representing data so that it takes very little storage, while still being able to reconstruct the original data from the compressed version. Compression is applied namely when storage space is at a premium or when data needs to be transmitted and bandwidth is at a premium (which always is the case). The most important thing about compression is that it is not ``one size fits all'' approach: essentially, compression aims at specifying the characteristics of the data that needs to be compressed (mainly looking for patterns to be explored in order to achieve compact data representation). This module defines a variety of data modeling and representation techniques, which is at the heart of compression. Recently, the convergence in the field of communications, computing and entertainment industries enabled data compression to be a part of everyday life (e.g. MP3, DVD and Digital TV) and has created a number of exciting new opportunities for new applications of compression technologies. |
| Course Objectives |
Module specification 1. 1. Factual information | Module title | TM297: Compression Methods for Multimedia | Level | 2 | Module tutor | TBA | Credit value | 10 | Module type | Taught | Notional learning hours | 3 |
2. Rationale for the module and its links with other modules | Data compression aims at finding new ways of representing data so that it takes very little storage, while still being able to reconstruct the original data from the compressed version. Compression is applied namely when storage space is at a premium or when data needs to be transmitted and bandwidth is at a premium (which always is the case). The most important thing about compression is that it is not ``one size fits all'' approach: essentially, compression aims at specifying the characteristics of the data that needs to be compressed (mainly looking for patterns to be explored in order to achieve compact data representation). This module defines a variety of data modeling and representation techniques, which is at the heart of compression. Recently, the convergence in the field of communications, computing and entertainment industries enabled data compression to be a part of everyday life (e.g. MP3, DVD and Digital TV) and has created a number of exciting new opportunities for new applications of compression technologies. |
3. Aims of the module | The aims of this module are to illustrate methods for handling and compressing different kinds of data, such as text, images, audio and video data and show data compression techniques for multimedia and other applications, especially the once used in the Internet.
After finishing successfully this Module you should be able to: - Compute basic statistics of data.
- Apply nontrivial algorithms to real-world problems.
- Outline the principles of data compression.
- Discover different compression methods for text, image, audio, and video data.
- Extend different compression methods and their applications in different aspects of computing.
|
4. Pre-requisite modules or specified entry requirements | TM112 & MT131 |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | Upon completing this module, students will be able to:
A1. Develop a well-founded knowledge in the field of study.
A2. Relate other disciplines to the field of study.
A3. Develop an international perspective on the field of study. | - 25% face-to-face tutorial sessions.
- TMA, MTA and final exam.
- Text Book and support material.
|
B. Cognitive skills | Learning and teaching strategy | Upon completing this module, students will be able to: | - 25% face-to-face tutorial sessions.
- TMA, MTA and final exam.
- Text Book and support material.
| B1. Analyse and explore information and ideas and to convey those ideas clearly and fluently, in both written and spoken forms.
B2. Experiment effectively with others in order to work towards a common outcome.
B3. Select and make use of appropriate level, style and means of communication.
B4. Experiment appropriately with information and communication technologies. |
C. Practical and professional skills | Learning and teaching strategy | Upon completing this module, students will be able to:
C1. Apply different compression methods for text, image, audio, and video data
C2. Examine nontrivial algorithms to real-world problems
C3. Extend different compression methods and their applications in different aspects of computing. | - 25% face-to-face tutorial sessions.
- TMA, MTA and final exam.
- Text Book and support material.
| D Key transferable skills | Learning and teaching strategy | Upon completing this module, students will be able to:
D1. Analyse and conclude independently.
D2. Develop ideas and adapt innovatively to changing environments.
D3. Identify problems constructs solutions, innovate and improve current practices. | - 25% face-to-face tutorial sessions.
- TMA, MTA and final exam.
- Text Book and support material.
|
6. Indicative content. | - Unit 1-2: Raw multimedia data representation, Transmission medium characteristics, Data compression, Adaptive and non-adaptive methods, Lossy and lossless compression, Introduction to information theory and Theoretical limits of compressibility
- Unit 3-4: Compressing symbolic data: Run-length coding, Entropy coders: Huffman coding, arithmetic coding, Dictionary coders: LZ77, LZW, Other text compression methods: Block-sorting. Standard text compression utilities: compress, zip
- Unit 5-6: Image compression: Monochrome, facsimile and grayscale compression, GIF compression, JPEG compression, Video compression: Frame-by-frame compression: M-JPEG. Inter-frame compression: MPEG. Audio compression: Speech coding: ADPCM; CD-quality audio: MPEG layer 3
- Unit 7-8: Raw multimedia data representation, Transmission medium characteristics, Data compression, Adaptive and non-adaptive methods, Lossy and lossless compression, Introduction to information theory and Theoretical limits of compressibility
- Unit 9-10: Compression applications: Computer system applications, Communication network applications, Broadcast media applications, Consumer electronics applications, Publishing applications, Entertainment applications, Healthcare applications
- Unit 11-12: Managing compressed data: Self-identifying compressed data, Error-proofing compression algorithms, Interaction between compression and other functions, Interaction between compression algorithms, Operating on compressed data, Archiving compressed data.
|
7. Assessment strategy, assessment methods and their relative weightings | TMA Work: 20% ( 2 on-line TMA as practical session)
MTA: 30%
Final Exam: 50% |
8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | A1 | A2 | A3 | B1 | B2 | B3 | B4 | C1 | C2 | C3 | D1 | D2 | D3 | TMA’S | | | | | | | | | | | | | | MTA | | | | | | | | | | | | | | Final | | | | | | | | | | | | | |
9. Teaching staff associated with the module | Name and contact details | TBA |
10. Key reading list | Author | Year | Title | Publisher | Location | Roy Hoffman (Author) | (1997) | Data compression in digital systems | Chapman and Hall Digital Multimedia Standards Series | |
TM297.pdf
|
| Course Outcomes |
|
TM351 Data management and analysis
(8) Credit Hours
Data management and analysis (TM351) – an overview of the concepts, techniques, and tools of modern data management and analysis. The requirements of data management continually evolve. Recently those requirements have surpassed the capabilities of traditional data management. So, in order to better prepare our graduates for the new demands of the job market, it is necessary to address both the traditional concepts of data management as well as the increasingly important area of data analytics.
| Course Code |
TM351 |
| Course Title |
Data management and analysis |
| Pre-requisite |
- |
| Credit Hours |
8 |
| Course Description |
Data management and analysis (TM351) – an overview of the concepts, techniques, and tools of modern data management and analysis. The requirements of data management continually evolve. Recently those requirements have surpassed the capabilities of traditional data management. So, in order to better prepare our graduates for the new demands of the job market, it is necessary to address both the traditional concepts of data management as well as the increasingly important area of data analytics. |
| Course Objectives |
Module specification 1. 1. Factual information | Module title | TM351: Data management and analysis | Level | 3 | Module tutor | Dr. Luai AlShalabi | Credit value | 30 | Module type | Taught | Notional learning hours | 8 |
2. Rationale for the module and its links with other modules | Data management and analysis (TM351) – an overview of the concepts, techniques, and tools of modern data management and analysis. The requirements of data management continually evolve. Recently those requirements have surpassed the capabilities of traditional data management. So, in order to better prepare our graduates for the new demands of the job market, it is necessary to address both the traditional concepts of data management as well as the increasingly important area of data analytics. |
3. Aims of the module | This module aims to address some of the key concepts required for the traditionally important area of data management, and the increasingly important area of data analytics. The module will compare traditional relational databases with an alternate model (a NoSQL database), and will enable students to choose between the alternatives to select an appropriate means of storing and managing data, depending on the size and structure of a particular dataset and the use to which that data will be put. Students will be introduced to preliminary techniques in data analysis, starting from the position that data is used to answer a question, and introduced to a range of data visualisation and visual analysis techniques that will instil an understanding of how to start exploring a new data set.
To ensure that students are comfortable with handling datasets, they will explore a range of openly licensed real-world datasets (either downloaded from their host websites, or provided as snapshots) to illustrate the key concepts in the course. Sources such as data.gov.uk, the World Bank, and a range of other national and international agencies will be used to provide appropriate data. The module will aim to divide approximately equally between issues in data management (technical and socio-legal issues in storing and maintaining datasets), and issues in data analytics (using data to answer questions). Students are not expected to have a background in statistics, but should be comfortable working with mathematical concepts and will need to be competent programmers.
The module will be framed around a narrative that looks at how to manage and extract value and insight from a range of increasingly large data collections. At each stage, a comparison will be drawn between different ways of representing the data (for example, using different sorts of charts or geographical mapping techniques), and limitations of the mechanisms presented. To enable students to get a feel for the use of data, each stage will also include an overview of some data analysis techniques, including summary reporting and exploratory data visualisation. The module will be driven by Richard Hamming's famous quote: The purpose of computing is insight, not numbers.
Some of the key ideas are: - Introducing data analysis. Starting with a text based data file such as comma separated variable (CSV) document, this unit will provide a brief introduction to some basic operations on simple data files. This will give an opportunity to provide an outline of the key ideas in the module, to ensure that the students have installed the module software correctly, and to begin to familiarise themselves with that software.
- Concepts in data management. The module will look at three key areas in data management: data architectures and data access (CRUD), data integrity, and transaction management (ACID). Each of these will be illustrated using a relational database, and one non-relational alternative, and the advantages and limitations of each model discussed.
- Legal and ethical issues. The module will consider the legal and ethical issues involved in managing data collections. Students will be required to obtain and read (parts of) the Data Protection Act and the Freedom of Information Act, and demonstrate how these apply to issues in data management. They will also consider privacy, ownership, intellectual property and licensing issues in data collection, management, retrieval and reuse.
- Concepts in data analytics. These sections will focus on using data to answer a real question; the focus will be on exploratory techniques (such as visualisation) and formulating a question into a form which can realistically be answered using the data that is available. Issues in processing techniques for large and real-time streamed data collections will also be addressed along with techniques and technologies (such as mapreduce) for handling them. This part will use a statistical package such as the python scientific libraries and/or ggplot to visualise the data and carry out appropriate analyses. It is not anticipated that students will need to understand statistical methods in depth.
|
4. Pre-requisite modules or specified entry requirements | Students should have completed Module M269 & M251 before taking this module. |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | Upon completing this course, students will be able to: - Discuss and describe the similarities and differences between at least two different database models, and how they are used to manage data collections.
- Identify and explain the legal issues surrounding data collection, usage and retention.
- Explain the stages and process of database design
| - Lectures
- face-to-face teaching
- Take-home assignments
- Final project
|
B. Cognitive skills | Learning and teaching strategy | Upon completing this course, students will be able to: - Select an appropriate database model for a data collection.
- Use data to answer a practical question.
- Analyse a simple scenario to produce a conceptual model.
| - Lectures
- face-to-face teaching
- Take-home assignments
- Final project
| |
C. Practical and professional skills | Learning and teaching strategy | Upon completing this course, students will be able to: - Use a query language to extract information from a database.
- Use a statistical package to explore a data set
- Present an analysis of a dataset to a variety of audiences.
| - Lectures
- face-to-face teaching
- Take-home assignments
- Final project
|
D Key transferable skills | Learning and teaching strategy | Upon completing this course, students will be able to: - Write a report detailing a systematic approach to analysing a data set.
- Gain Active listening to the stakeholders regarding their data analysis needs
- Communicate the results of data analysis to stakeholders at appropriate level
| - Lectures
- face-to-face teaching
- Take-home assignments
- Final project
|
6. Indicative content. | - Introducing data management and analysis
- Acquiring and representing data
- Data preparation
- Data analysis
- Presentation: telling the story
- With data comes responsibility
- When spreadsheets fail
- Databases
- Relational databases I
- Normalisation
- Relational databases II
- Data integrity
- Alternatives to relational databases
- Document databases
- Complex queries and analysis
- Scaling out: replication and sharding
- Distributed transactions
- Sample data investigation and report
- Data warehousing
- Data mining I: classification tasks
- Data mining II: clustering tasks
- Data mining III: semi-supervised techniques for investigating a data warehouse
- With data comes responsibility II: keeping data safe
- Linked Data on the Semantic Web
- Querying and manipulating linked data
- Applications of Semantic Web data
- End-of-module project: data investigation and report
- Finish and submit project
|
7. Assessment strategy, assessment methods and their relative weightings | One TMA (could be broken into a number of quizzes and/or computer-based exercises) – 20%
One MTA – 30%
One Final (in the form of a project) – 50% |
8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning Outcomes | A1 | A2 | A3 | B1 | B2 | B3 | C1 | C2 | C3 | D1 | D2 | D3 | TMA | x | x | x | x | x | | x | x | x | | | | MTA | | | x | x | x | x | x | | | | x | x | Final | | | x | x | x | | x | x | x | x | | | 9. Teaching staff associated with the module | Name and contact details | Dr. Luai AlShalabi, lshalabi@aou.edu.kw |
10. Key reading list | Author | Year | Title | Publisher | Location | Open University Course Materials for TM351 | 2016 | M351: data management and analysis | Open University | UK |
11. Other indicative text (e.g. websites) | |
|
| Course Outcomes |
|
TM352 Web, mobile and cloud technologies
(8) Credit Hours
Cloud computing and mobile technologies offer new possibilities for the production and distribution of IT applications and services. Rapid, elastic and scalable provisioning of IT resources allows organisations to be more innovative, agile and cost effective. In our personal lives, cloud and mobile technologies allow us to store, access and share information online. Storing and processing information with no clear physical location or legal authority raises important concerns around governance and security. In this module students will learn about the technical and social aspects of cloud computing and mobile technologies, and they will gain hands-on experience of these technologies.
| Course Code |
TM352 |
| Course Title |
Web, mobile and cloud technologies |
| Pre-requisite |
- |
| Credit Hours |
8 |
| Course Description |
Cloud computing and mobile technologies offer new possibilities for the production and distribution of IT applications and services. Rapid, elastic and scalable provisioning of IT resources allows organisations to be more innovative, agile and cost effective. In our personal lives, cloud and mobile technologies allow us to store, access and share information online. Storing and processing information with no clear physical location or legal authority raises important concerns around governance and security. In this module students will learn about the technical and social aspects of cloud computing and mobile technologies, and they will gain hands-on experience of these technologies. |
| Course Objectives |
- Provide knowledge to students about foundations of the internet and the mechanisms of web services and applications provisioning.
- Teach students about the cloud model and the associated resources of a cloud infrastructure.
- Impart knowledge to students about the business case for cloud and the different ways to distributing the cloud infrastructure.
- Create awareness in students concerning the various challenges involved in mobile application development and the combined use of mobile technology and cloud technology.
- Enable students to develop and deploy web services to an application server and perform exploration of toolkits for developing mobile applications.
|
| Course Outcomes |
A. Knowledge and understanding
Knowledge and understanding of: - The different approaches to providing network applications and services including the architectures and protocols involved.
- The security and legal issues related to the adoption and use of cloud services, data and applications.
- The risks and benefits of adopting cloud and mobile technology for a range of business models.
B. Cognitive skills
Upon completing this module, students will be able to: - Analyse and critique an organisation's approach to IT infrastructure and delivery of applications and services.
- Design an effective approach to IT infrastructure for an organisation utilising cloud technology appropriately.
- Create prototypes of cloud services and mobile applications.
C. Practical and professional skills
Upon completing this module, students will be able to: - Implement IT solutions to address legal, ethical and security issues related to cloud based resources and access to data, applications and services.
- Deploy, demonstrate and utilise a cloud infrastructure
- Create a mobile application and adapt this to utilise cloud based resources.
D. Key transferable skills
Upon completing this module, students will be able to: - Research and analyse an organisation's IT infrastructure and identify opportunities for cloud technology adoption.
- Plan and produce a structured technical report detailing an approach for an organisation which is adopting cloud and mobile technologies.
- Produce a presentation to convey the means, risks and benefits for an organisation to adopt cloud and mobile technologies
|
TM354 Software Engineering
(8) Credit Hours
Software engineering (TM354) – the intellectual tools needed to design, build, and test software systems. This module aims to provide you with an understanding of software engineering concepts and a view of practical software development. It follows a disciplined approach to the development of software systems to meet specified requirements. You will become familiar with a wide range of techniques to support the dialogue between software engineers and an organisation’s stakeholders, and the work of the developers. You will also develop a good understanding of the different approaches to, and practices of, software development, including those followed by agile methods.
| Course Code |
TM354 |
| Course Title |
Software Engineering |
| Pre-requisite |
- |
| Credit Hours |
8 |
| Course Description |
Software engineering (TM354) – the intellectual tools needed to design, build, and test software systems. This module aims to provide you with an understanding of software engineering concepts and a view of practical software development. It follows a disciplined approach to the development of software systems to meet specified requirements. You will become familiar with a wide range of techniques to support the dialogue between software engineers and an organisation’s stakeholders, and the work of the developers. You will also develop a good understanding of the different approaches to, and practices of, software development, including those followed by agile methods. |
| Course Objectives |
Module Specification
1. 1. Factual information | Module title | TM354: Software Engineering | Level | 3 | Module tutor | Dr. Moneef Jazzar | Credit value | 30 | Module type | Taught | Notional learning hours | 8 |
2. Rationale for the module and its links with other modules | Software engineering (TM354) – the intellectual tools needed to design, build, and test software systems. This module aims to provide you with an understanding of software engineering concepts and a view of practical software development. It follows a disciplined approach to the development of software systems to meet specified requirements. You will become familiar with a wide range of techniques to support the dialogue between software engineers and an organisation’s stakeholders, and the work of the developers. You will also develop a good understanding of the different approaches to, and practices of, software development, including those followed by agile methods. |
3. Aims of the module | - To understand the business domain for a problem requiring a software solution or a change to an existing solution
- To acquire the tools and knowledge to analyse and design such a solution or change
- To understand how any chosen software architecture will impact on the satisfaction of all users requirements and expectations
- To apply and reuse design expertise from a set of design patterns
- To develop the skills for testing outputs of all activities throughout the development process.
|
4. Pre-requisite modules or specified entry requirements | M251 |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | Upon completing this module, students will be able to: - Understand concepts of software development and maintenance, specialising in such topics as Web and Internet design and programming, advanced database techniques or human computer interaction
- Acquire the methods and tools used to develop a range of software systems
- Identify a range of situations in which computer systems are used, the ways in which people interact with them, and the ethical, social and legal problems that computer software can create.
| - 25% face-to-face tutorial sessions
- TMA work
- Module learning booklets and support material
|
B. Cognitive skills | Learning and teaching strategy | Upon completing this module, students will be able to: - Explain advanced software development concepts and apply them to practical problems, including in an extended piece of work
- Analyse problems, and design and evaluate realistic solutions to them
- Compare and contrast a variety of computing methods and tools, identifying the best choices to apply to specific problems
- Explain the various roles, functions and interactions of members of a software development team.
| - 25% face-to-face tutorial sessions
- TMA work
- Module learning booklets and support material
|
C. Practical and professional skills | Learning and teaching strategy | Upon completing this module, students will be able to: - Work independently, planning, monitoring, reflecting on and improving your own learning and working practices
- Work in a group, communicating computing ideas effectively in speech and in writing
- Find, assess and apply information from a variety of sources, using information technology where necessary, in a number of assignments, including at least one significant piece of work
- Use numerical and analytical techniques confidently to solve complex problems.
| - 25% face-to-face tutorial sessions
- TMA work
- Module learning booklets and support material
|
D Key transferable skills | Learning and teaching strategy | Upon completing this module, students will be able to: - Design, program, test and evaluate software systems
- Use modern software tools, both within and outside your workplace
- Identify and handle the ethical, social and legal issues that may arise during software development and use.
| - 25% face-to-face tutorial sessions
- TMA work
- Module learning booklets and support material
|
6. Indicative content. | Block 1: From domain to requirements
Unit1
Approaches to Software Development
Unit2
Requirements Concepts
Unit3
From Domain Modelling to Requirements Analysis
Unit4
The Case Study: Part 1
Block 2 – From Analysis to Design
Unit5
Classes and Associations (Structural modelling of domain versus the solution)
Unit6
Interactions (Dynamic modelling)
Unit7
State and Activities (More dynamic modelling)
Unit8
The Case Study: Part 2
Block 3 – From Architecture to Product
Unit9
From Model to Implementation (architecture, patterns and reuse)
Unit10
Components, Patterns and Architecture (building blocks and enterprise architectures)
Unit11
Product Quality: Metrics, Verification, Validation, Testing
Unit12
The Case Study: Part 3
Unit13
Process Quality Management, Human Resources, Quality Assurance
Unit14
Human Factors and Professional Issues
|
7. Assessment strategy, assessment methods and their relative weightings | TMA Work: 20%
MTA: 30%
Exam: 50% |
8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning Outcomes | A1 | A2 | A3 | B1 | B2 | B3 | B4 | C1 | C2 | C3 | C4 | D1 | D2 | D3 | TMA | x | x | x | x | x | x | x | x | x | x | x | x | x | x | MTA | x | x | x | x | x | | | | | | x | x | | x | Final | x | x | x | x | x | x | x | | | | x | x | | x |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Dr. Moneef Jazzar, mjazzer@aou.edu.kw | |
10. Key reading list | Author | Year | Title | Publisher | Location | Module adopted from OU, UK. | | | | |
11. Other indicative text (e.g. websites) | https://lms.arabou.edu.kw/ |
TM354.pdf
|
| Course Outcomes |
|
TM355 Communications Technology
(8) Credit Hours
Communications technology (TM355) – looks at the underlying technologies of modern electronic communications, such as mobile data and telephony, broadband, Wi-Fi, and optical fiber. Electronic communication is ubiquitous in homes, offices and urban environments. This module gives students an insight into these and other questions, by looking at the fundamental principles of communications technologies. Through these principles students will gain an insight into the possibilities and constraints of modern communications technology. This module complements other modules relating to networking (e.g., T215A/B, T216A/B and T316).
| Course Code |
TM355 |
| Course Title |
Communications Technology |
| Pre-requisite |
- |
| Credit Hours |
8 |
| Course Description |
Communications technology (TM355) – looks at the underlying technologies of modern electronic communications, such as mobile data and telephony, broadband, Wi-Fi, and optical fiber. Electronic communication is ubiquitous in homes, offices and urban environments. This module gives students an insight into these and other questions, by looking at the fundamental principles of communications technologies. Through these principles students will gain an insight into the possibilities and constraints of modern communications technology. This module complements other modules relating to networking (e.g., T215A/B, T216A/B and T316). |
| Course Objectives |
Module specification 1. 1. Factual information | Module title | TM355- Communications Technology | Level | 3 | Module tutor | Dr. Naser Zaeri | Credit value | 30 | Module type | Taught | Notional learning hours | 8 |
2. Rationale for the module and its links with other modules | Communications technology (TM355) – looks at the underlying technologies of modern electronic communications, such as mobile data and telephony, broadband, Wi-Fi, and optical fiber. Electronic communication is ubiquitous in homes, offices and urban environments. This module gives students an insight into these and other questions, by looking at the fundamental principles of communications technologies. Through these principles students will gain an insight into the possibilities and constraints of modern communications technology. This module complements other modules relating to networking (e.g., T215A/B, T216A/B and T316). |
3. Aims of the module | TM355 is framed fairly precisely by its areas of interest: layers 1 and 2 of the OSI seven-layer model, that is the Physical Layer (layer 1) and the Data Link Layer (layer 2); and the three access technologies of optical fibre, DSL broadband and wireless.
Within this framing, TM355 is concerned to reveal and explore commonalities that cut across these technologies, such as Shannon’s law, multiple access (which increasingly means orthogonal frequency division multiple access, or OFDMA), modulation techniques (in the digital world, almost synonymous with quadrature amplitude modulation, or QAM), error detection and correction, and coding. A thorough understanding of the principles of these common technologies will equip students to understand a range of communication technologies, and to understand their potential and limitations. |
4. Pre-requisite modules or specified entry requirements | T215B for ITC track students. |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | Upon completing this course, students will be able to: - Have a sound grasp of the essential vocabulary of communications technology, be able to deploy it appropriately, and be able to explain them
- Understand the main principles and constraints of digital communications technology at the physical and data link layers, and employ them to analyse and assess communication scenarios.
- Understand the essential limits and trade-offs that are inherent in practical communication systems
| - The different Learning outcomes are covered in the study materials which are covered during the face-to-face meetings.
- The LOs will be assessed through a number of formative and summative assessments
- Formative assessments include activities within module components; Activities are designed to enable students to apply the concepts that have been taught, or to explore issues that extend students’ knowledge and skills. These frequently involve reading parts of the module book or other documents. Some of the activities are done during the module meetings and others are done at students’ own time and discussed with each other’s and the module tutor during the module meetings. Formative assessments are also in the form of feedback on the tutor marked assignment (TMA) provided by the module tutor.
- Summative assessments in the form of continuous assessment provided by the midterm assessment (MTA) and the tutor marked assessment (TMA) and the final exam
|
B. Cognitive skills | Learning and teaching strategy | Upon completing this course, students will be able to: - Use relevant data related to a communication system to model its behaviour and assess performance and resource requirements.
- Explain how and why particular communications configurations and systems are used, discuss their potential and limitations.
| - The module blocks include a number of activities that provides students with the mentioned cognitive skills and at the same time constitute a formative assessment of these skills. In addition, the TMA assesses and validates the cognitive skills related learning outcomes (LOs). The other assessments (MTA and Final exam) are also means for validation of the LOs.
|
C. Practical and professional skills | Learning and teaching strategy | Upon completing this course, students will be able to: - Write a short report or essay discussing applications of communications technology.
- Be able to use third-party material critically.
- Be able to incorporate copyrighted material appropriately
| - The module material exposes students to real world examples of applications of communication technologies. These examples are analyzed and discussed as part of the module activities during the face-to-face meetings (some of them are done at student’s own time but discussed during the tutorial sessions).
- The practical and professional skills are mainly assessed in the TMA, where students apply the taught concepts by writing short report/essay discussing the applications of communications technology.
|
D Key transferable skills | Learning and teaching strategy | Upon completing this course, students will be able to: - Assess and synthesise information from a range of sources in order to offer an informed judgement on applications of communication technology.
- Develop your own learning skills in topics related to communications technology.
- Be able to learn independently from third-party materials, in order to keep up to date in communications technology.
| - Some of the module activities require students to do scientific search to collect, assess and synthesize information from various reliable resources (research articles, magazine articles, etc.). These activities are mainly done at student’s own time but under the guidance of the module tutor.
- The transferrable skills are mainly assessed in the TMA (formative and summative).
|
6. Indicative content. | The module is organised in three major blocks:
Block 1
Properties of optical fibre and copper cable; the radio spectrum and propagation in a variety of environments; time-domain and frequency-domain representation; digitisation and modulation; multiplexing and multiple access; Shannon’s law; the regulation and use of radio spectrum.
Block 2
Data coding and compression, including audio and video coding; motion compensation; error detection and correction; audio-visual streaming; medium access mechanism of IEEE 802.11; quality-of Service (QoS) and related issues, latency.
Block 3
Distinction between core network and access network; optical fibre in the core and access network; wavelength division multiplexing and passive optical networks; DSL broadband, how it works and why it persists; wireless and cellular communication; scheduling of resource allocation; some higher-layer protocols for authentication, confidentiality and security. |
7. Assessment strategy, assessment methods and their relative weightings | MTA 30%
TMA 20%
Final exam 50 % |
8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | A1 | A2 | A3 | B1 | B2 | C1 | C2 | C3 | D1 | D2 | D3 | TMA | X | X | X | X | X | X | X | X | X | X | X | MTA | X | X | X | X | X | | | | | | | End of Semester Exam | X | X | X | X | X | | | | | | |
9. Teaching staff associated with the module | Name and contact details | Dr. Naser Zaeri, n.zaeri@aou.edu.kw |
10. Key reading list | Author | Year | Title | Publisher | Location | Course adopted from OU, UK. | | | | |
11. Other indicative text (e.g. websites) | https://lms.arabou.edu.kw |
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| Course Outcomes |
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TM356 Interaction design and user experience
(8) Credit Hours
Interaction design and the user experience (TM356) – in this module the students will learn the importance of user-centred design, and acquire practical skills for designing the interactive products for everyday life.
From apps, phones and business systems to wearables, the web and the Internet of Things, interactive products are the stuff of everyday life. But how can interactions be designed to best meet their purposes, offer good user experiences, and be easy, satisfying and enjoyable to use? How can interactions be evaluated effectively when their users, purposes and contexts of use vary so widely? In this module we take a user-centred approach through which the student will learn about the factors, techniques, tools and theories that affect interaction design and acquire practical skills that will equip the student to analyse, design, and evaluate the interactive products of everyday life. Why are some interactive products so popular? How do you create products that everybody wants? One of the fundamental things the student will learn in this module is the importance of user-centred design. In this context, this module complements the rest of Web Development modules.
| Course Code |
TM356 |
| Course Title |
Interaction design and user experience |
| Pre-requisite |
- |
| Credit Hours |
8 |
| Course Description |
Interaction design and the user experience (TM356) – in this module the students will learn the importance of user-centred design, and acquire practical skills for designing the interactive products for everyday life.
From apps, phones and business systems to wearables, the web and the Internet of Things, interactive products are the stuff of everyday life. But how can interactions be designed to best meet their purposes, offer good user experiences, and be easy, satisfying and enjoyable to use? How can interactions be evaluated effectively when their users, purposes and contexts of use vary so widely? In this module we take a user-centred approach through which the student will learn about the factors, techniques, tools and theories that affect interaction design and acquire practical skills that will equip the student to analyse, design, and evaluate the interactive products of everyday life. Why are some interactive products so popular? How do you create products that everybody wants? One of the fundamental things the student will learn in this module is the importance of user-centred design. In this context, this module complements the rest of Web Development modules.
|
| Course Objectives |
The student will learn the value of moving away from his/her desk and 'stepping out into the world' to involve potential users in his/her early design ideas for interactive products. It is all too easy to assume that other people think, feel and behave in the same way as the designer or developer, do. It is essential to take into account the diversity among users and their different perspectives and getting their feedback will help to avoid any errors and misunderstandings that may not have thought of. Involving users in the process is vital to creating great products and makes good business sense. Through hands-on activities the student will work through the design process on a topic chosen by himself/herself (with tutor's guidance). The student will develop skills that will be important to him/her in a variety of employment settings – whether working as a developer as part of a large software development team, as a partner in a small start-up, or in some other role involved in the managing of, or decision making around interactive products that will be used by people
|
| Course Outcomes |
A. Knowledge and understanding
After studying the module students will have knowledge and understanding of: - What interaction design is about and the importance of user centred design and methods that take into account activities and tasks, context of use and user experiences;
- The sensory, cognitive and physical capabilities of users and how these inform the design of interactive products;
- The process of interaction design including requirements elicitation, prototyping, evaluation and the need for iteration.
B. Cognitive skills
After studying the module students will be able to: - Analyse and critique the design of interactive products;
- Select, adapt and apply suitable interaction design approaches and techniques towards the design of an interactive product;
- Construct prototypes for diverse purposes using appropriate materials or tools;
- Analyse and critique how interaction design activities have been conducted.
C. Practical and professional skills
After studying the module students will be able to: - Define a suitable programme of user involvement that treats users ethically and fairly.
D. Key transferable skills
After studying the module students will be able to: - Construct and convey an argument from a variety of sources to persuade a non-specialist audience of the importance of user-centred design when designing interactive products;
- Communicate effectively about requirements, design, and evaluation activities relating to interactive products;
- To progress your own learning independently using materials and publications from a wide variety of sources.
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TM366 Artificial intelligence
(8) Credit Hours
Basic concepts in artificial intelligence are being used in huge research projects all over the world for the last three decades. This includes research and development at the industrial and academic levels. The module introduces the students to the basics natural intelligence where AI has been inspired and presents the AI concepts and techniques that are being used in advanced AI projects.
| Course Code |
TM366 |
| Course Title |
Artificial intelligence |
| Pre-requisite |
- |
| Credit Hours |
8 |
| Course Description |
Basic concepts in artificial intelligence are being used in huge research projects all over the world for the last three decades. This includes research and development at the industrial and academic levels. The module introduces the students to the basics natural intelligence where AI has been inspired and presents the AI concepts and techniques that are being used in advanced AI projects. |
| Course Objectives |
To provide the students
with an understanding of the fundamental concepts involved in natural and
artificial intelligence (ASO, PSO, neural networks, evolutionary computing,
robotics and genetic computing).
|
| Course Outcomes |
A. Knowledge and understanding
Upon completion of this module the student will gain knowledge and understanding of: - The aims of, and motivations for, artificial intelligence;
- The principal techniques used in traditional approaches to artificial intelligence, i.e. knowledge representation and search;
- The four key principles of nouvelle AI: interaction, emergence, adaptation and selection;
- The biological basis of modern techniques in AI;
- Key concepts and methods in artificial neural networks;
- Key concepts and methods in evolutionary computation.
B. Cognitive skills
Upon completion of this module the student will be able to: - Analyse a problem in terms of its amenability to solution by various computational methods;
- Formulate computational solutions to diverse problems;
- Select and use appropriate mathematical representations for a range of problem solving systems;
- Compare, contrast and evaluate competing approaches to computational problem solving and the simulation of intelligence;
- Synthesise the main concepts of the module into a clear and critical view of the strengths, weaknesses and future direction of AI.
C. Practical and professional skills
Upon completion of this module the student will be able to: - Analyse, design and evaluate computer simulations;
- Construct computer systems using an appropriate tool;
- Carry out experiments, with careful recording, analysis and evaluation of results;
- Use basic research techniques
D. Key transferable skills
Upon completion of this module the student will be able to: - Apply appropriate computational problem-solving techniques to a range of problems;
- Communicate computational ideas relating to AI in clear and concise written English;
- Use appropriate graphical, logical and mathematical representations to characterize various types of AI system;
- Exercise general numeracy and problem-solving skills.
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TM391 E-Commerce
(3) Credit Hours
Technologies of the Internet are essential for conducting businesses in this information age and this module is meant to provide the foundations for e-Commerce Technologies, help in selecting appropriate technology infrastructure and security measures.
| Course Code |
TM391 |
| Course Title |
E-Commerce |
| Pre-requisite |
- |
| Credit Hours |
3 |
| Course Description |
Technologies of the Internet are essential for conducting businesses in this information age and this module is meant to provide the foundations for e-Commerce Technologies, help in selecting appropriate technology infrastructure and security measures. |
| Course Objectives |
The module aims to provide an understanding of e-business and its associated technologies. The basics of online commerce will be introduced along with the elements that are particular to an electronic marketplace.
The module aims to provide students with: - An understanding and the nature of e-Commerce, recognize the business impact and potential of e-Commerce.
- Basic understanding of internet technologies and network infrastructure.
- Major business and revenue models and how to do marketing online, communicating with different market segments.
- Strategies that business uses to improve purchasing, logistics and other support activities, including how Electronic Data Interchange (EDI) works.
- Understanding key characteristics of different major auction types, strategies for web auction sites and auction-related businesses.
- Web server basics, software for web servers and web server hardware.
- Finding and evaluating web hosting services, basic and advance functions of e-commerce software.
- Online security issues, security for communication channels between computers, networks and major servers offering web and e-commerce services.
- The basic function of online payment systems, the use of payment cards in electronic commerce. History and function of electronic cash, including electronic wallets and other internet payment technologies and the banking industry.
|
| Course Outcomes |
A. Knowledge and understanding
On completion of the module students will be able to:
- Discuss the relationships between e-business and technological developments on the Internet, familiarity with e-business models, B2B, B2C, C2C, comprehend Supply-Chain and Value-Chain concepts.
- Describe a set of e-business models, relationships and strategic issues that arise from the deployment of e-business systems
- Describe various revenue models and how to market on the web, and what e-marketers are doing in the real world.
- Describe the function of protocols and standards used in data exchange
- Describe various auction models; perform virtual communications and interacting with web portals.
- Describe the use of HTML, XML, syntax, properties and processing of XML documents, DTDs and schemas
- Describe the architecture, operation, standards, protocols, and technologies used in the construction, discovery, and use of web services.
- Describe the key dimension of e-commerce security.
- Describe the features of e-commerce payment systems in use.
B. Cognitive skills
On completion of the module students will be able to:
- Relate the business with the technology opportunities and challenges afforded by e-business.
- Critically evaluate an e-business strategy using a suitable framework, appropriate models and current terminology.
- Construct a sound argument that makes use of an appropriate vocabulary with critical use of relevant supporting references.
- Analyse design, develop, implement and manage secure e-commerce systems using a range of tools and techniques, across a range of business contexts to meet various stakeholders requirements.
C. Practical and professional skills
On completion of the module students will be able to:
- Utilize the key protocols of the Internet (especially http, ftp and email), create and edit, HTML XML documents, basics of scripting languages such as PHP, able to create web based data driven applications.
- Choose hardware and software, required for setting up e-commerce business.
- Apply the various e-commerce models and on-line marketing, including auctions and web selling.
- Compare the various on-line payment systems.
- Utilize the various security mechanisms to protect e-commerce systems.
D. Key transferable skills
On completion of the module students will be able to:
- Plan, monitor and evaluate own learning and seek ways to improve the performance.
- Develop secure, flexible, information and communication architectures that support the changing needs of the business.
- Evaluate, and use information or data accurately in complex contexts.
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TM471 The Telematics project CS
(8) Credit Hours
The objective of this module is to provide the students with the opportunity to apply the theoretical and the practical concepts they have learnt during the lower level courses to a real and tangible project. During their last year, students are required in this module to submit a project proposal consistent with the computer science track. They need to use the skills they have acquired in order to accomplish their presumptive proposal. Beside the deliverable and the assessments, each student has to submit a report that sums up the plan-do-review cycle of his/her work and has to present the findings in front of a faculty committee.
| Course Code |
TM471 |
| Course Title |
The Telematics project CS |
| Pre-requisite |
- |
| Credit Hours |
8 |
| Course Description |
The objective of this module is to provide the students with the opportunity to apply the theoretical and the practical concepts they have learnt during the lower level courses to a real and tangible project. During their last year, students are required in this module to submit a project proposal consistent with the computer science track. They need to use the skills they have acquired in order to accomplish their presumptive proposal. Beside the deliverable and the assessments, each student has to submit a report that sums up the plan-do-review cycle of his/her work and has to present the findings in front of a faculty committee. |
| Course Objectives |
On successful completion of this course, students will be able to: - Undertake practical projects to solve problems in the area of ITC.
- Perform literature search on a selected topic of interest.
- Apply what they have learnt to plan a project and develop a deliverable.
- Produce project plans for successful undertaking of practical projects.
- Write a detailed project report and communicate their ideas clearly.
- Present their ideas and work formatively before an audience while progressing in their project.
- Present their findings, outcome and deliverable before an audience
|
| Course Outcomes |
A. Knowledge and understanding
Upon completing this course, students will be able to: - Demonstrate understanding of the fundamental technical concepts and principles relevant to their project
- Apply a systematic approach towards the practical implementation of their project
- Plan a project while preparing a detailed schedule of the project tasks and milestones for 8 months.
B. Cognitive skills
Upon completing this course, students will be able to: - Identify and refine the goals and content of their project
- Identify, list and justify the resources, skills and activities needed to carry out the project successfully
- Conduct a proper literature search. Gather, analyse and evaluate relevant information to complete the project successfully
- Critically review how they have tackled the project
C. Practical and professional skills
Upon completing this course, students will be able to:
- Plan and organize their project work appropriately, and keep systematic records of plans, progress and outcomes
- Identify and address the ethical, social and legal issues that may arise during the development and use of Computing and IT systems
- Analyse a practical problem and devise and implement a solution building on the knowledge and skills developed throughout their earlier OU studies and experience.
- Provide a tangible solution by accomplishing their deliverable according to their project requirements.
D. Key transferable skills
Upon completing this course, students will be able to: - Make effective use of a variety of information sources, including the internet, e-library and demonstrating awareness of the credibility of the source
- Communicate information, ideas, problems and solutions clearly
- Learn independently and reflect on what has been done, with a view to improving skills and knowledge
- Present their work in a professional manner while addressing the audience in the domain.
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TM471 The Telematics project CwB
(8) Credit Hours
TM471 is a final year projects course. Students are expected to select topics of their projects consistent with their track that is, directly related to the computing with business track, and also, make use of the skills they have learnt throughout their studies in lower level modules to plan a project, develop it and submit a report on completion of the project. They are expected to do a presentation and perform a working demonstration of their selected project.
| Course Code |
TM471 |
| Course Title |
The Telematics project CwB |
| Pre-requisite |
- |
| Credit Hours |
8 |
| Course Description |
TM471 is a final year projects course. Students are expected to select topics of their projects consistent with their track that is, directly related to the computing with business track, and also, make use of the skills they have learnt throughout their studies in lower level modules to plan a project, develop it and submit a report on completion of the project. They are expected to do a presentation and perform a working demonstration of their selected project. |
| Course Objectives |
On successful completion of this course, students will be able to:
- Undertake practical computing projects to solve problems in the area of business.
- Perform literature search on a selected topic of interest.
- Apply what they have learnt to plan a project and develop a deliverable.
- Produce project plans for successful undertaking of practical projects.
- Write a detailed project report and communicate their ideas clearly.
- Present their ideas and work formatively before an audience while progressing in their project.
- Present their findings, outcome and deliverable before an audience
|
| Course Outcomes |
A. Knowledge and understanding
Upon completing this course, students will be able to: - Demonstrate understanding of the fundamental technical concepts and principles relevant to their project
- Apply a systematic approach towards the practical implementation of their project
- Plan a project while preparing a detailed schedule of the project tasks and milestones for 8 months.
B. Cognitive skills
Upon completing this course, students will be able to: - Identify and refine the goals and content of their project
- Identify, list and justify the resources, skills and activities needed to carry out the project successfully
- Conduct a proper literature search. Gather, analyse and evaluate relevant information to complete the project successfully
- Critically review how they have tackled the project
C. Practical and professional skills
Upon completing this course, students will be able to:
- Plan and organize their project work appropriately, and keep systematic records of plans, progress and outcomes
- Identify and address the ethical, social and legal issues that may arise during the development and use of Computing and IT systems
- Analyse a practical problem and devise and implement a solution building on the knowledge and skills developed throughout their earlier OU studies and experience.
- Provide a tangible solution by accomplishing their deliverable according to their project requirements.
D. Key transferable skills
Upon completing this course, students will be able to: - Make effective use of a variety of information sources, including the internet, e-library and demonstrating awareness of the credibility of the source
- Communicate information, ideas, problems and solutions clearly
- Learn independently and reflect on what has been done, with a view to improving skills and knowledge
- Present their work in a professional manner while addressing the audience in the domain
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TM471 The Telematics project ITC
(8) Credit Hours
TM471 is a final year projects course. Students are expected to select topics of their projects consistent with their track that is, directly related to the information technology and computing track, and also, make use of the skills they have learnt throughout their studies in lower level modules to plan a project, develop it and submit a report on completion of the project. They are expected to do a presentation and perform a working demonstration of their selected project.
| Course Code |
TM471 |
| Course Title |
The Telematics project ITC |
| Pre-requisite |
- |
| Credit Hours |
8 |
| Course Description |
TM471 is a final year projects course. Students are expected to select topics of their projects consistent with their track that is, directly related to the information technology and computing track, and also, make use of the skills they have learnt throughout their studies in lower level modules to plan a project, develop it and submit a report on completion of the project. They are expected to do a presentation and perform a working demonstration of their selected project. |
| Course Objectives |
Module Specification
1. 1. Factual information
| Module title | TM471: The Telematics project ITC | Level | 3 | Module tutor | Dr. Luai AlShalabi | Credit value | 30 | Module type | Project | Notional learning hours | 8 |
2. Rationale for the module and its links with other modules | TM471 is a final year projects course. Students are expected to select topics of their projects consistent with their track that is, directly related to the information technology and computing track, and also, make use of the skills they have learnt throughout their studies in lower level modules to plan a project, develop it and submit a report on completion of the project. They are expected to do a presentation and perform a working demonstration of their selected project. |
3. Aims of the module | On successful completion of this course, students will be able to: - Undertake practical projects to solve problems in the area of ITC.
- Perform literature search on a selected topic of interest.
- Apply what they have learnt to plan a project and develop a deliverable.
- Produce project plans for successful undertaking of practical projects.
- Write a detailed project report and communicate their ideas clearly.
- Present their ideas and work formatively before an audience while progressing in their project.
- Present their findings, outcome and deliverable before an audience
|
4. Pre-requisite modules or specified entry requirements | Normally, students are expected to have completed successfully the module TM355 or TM354 or TM351 before they can undertake TM471. |
5. Intended learning outcomes | A. Knowledge and understanding | Learning and teaching strategy | Upon completing this course, students will be able to: - Demonstrate understanding of the fundamental technical concepts and principles relevant to their project
- Apply a systematic approach towards the practical implementation of their project
- Plan a project while preparing a detailed schedule of the project tasks and milestones for 8 months.
| This module will give students skills and experience for individual contribution in a project. Students will be assigned project advisors who will guide the students during the project. Students will work closely with their project advisor and provide evidence of progress through: - TMA Work (2 TMAs): 20%
- Preliminary presentation: 10 %
- Project Report: 40%
- Project Presentation: 10%
- Project deliverable: 20%
|
B. Cognitive skills | Learning and teaching strategy | Upon completing this course, students will be able to: - Identify and refine the goals and content of their project
- Identify, list and justify the resources, skills and activities needed to carry out the project successfully
- Conduct a proper literature search. Gather, analyse and evaluate relevant information to complete the project successfully
- Critically review how they have tackled the project
| This module will give students skills and experience for individual contribution in a project. Students will be assigned project advisors who will guide the students during the project. Students will work closely with their project advisor and provide evidence of progress through: - TMA Work (2 TMAs): 20%
- Preliminary presentation: 10 %
- Project Report: 40%
- Project Presentation: 10%
- Project deliverable: 20%
| C. Practical and professional skills | Learning and teaching strategy | Upon completing this course, students will be able to: - Plan and organize their project work appropriately, and keep systematic records of plans, progress and outcomes
- Identify and address the ethical, social and legal issues that may arise during the development and use of Computing and IT systems
- Analyse a practical problem and devise and implement a solution building on the knowledge and skills developed throughout their earlier OU studies and experience.
- Provide a tangible solution by accomplishing their deliverable according to their project requirements.
| This module will give students skills and experience for individual contribution in a project. Students will be assigned project advisors who will guide the students during the project. Students will work closely with their project advisor and provide evidence of progress through:
TMA Work (2 TMAs): 20%
Preliminary presentation: 10 %
Project Report: 40%
Project Presentation: 10%
Project deliverable: 20% |
D Key transferable skills | Learning and teaching strategy | Upon completing this course, students will be able to: - Make effective use of a variety of information sources, including the internet, e-library and demonstrating awareness of the credibility of the source
- Communicate information, ideas, problems and solutions clearly
- Learn independently and reflect on what has been done, with a view to improving skills and knowledge
- Present their work in a professional manner while addressing the audience in the domain.
| This module will give students skills and experience for individual contribution in a project. Students will be assigned project advisors who will guide the students during the project. Students will work closely with their project advisor and provide evidence of progress through: - TMA Work (2 TMAs): 20%
- Preliminary presentation: 10 %
- Project Report: 40%
- Project Presentation: 10%
- Project deliverable: 20%
| 6. Indicative content. | Students are able to select a topic that meets their own experience and background. They are expected to work independently on the project and submit a project report, demonstrate a project deliverable and do a project presentation. |
7. Assessment strategy, assessment methods and their relative weightings | TMA Work (2 TMAs): 20%
Preliminary presentation: 10 %
Project Report: 40%
Project Presentation: 10%
Project deliverable: 20% |
8. Mapping of assessment tasks to learning outcomes | Assessment tasks | Learning outcomes | A1 | A2 | A3 | B1 | B2 | B3 | B4 | C1 | C2 | C3 | C4 | D1 | D2 | D3 | D4 | TMA1 | | | P | P | P | P | | P | P | P | | P | | P | | TMA2 | P | P | | P | P | P | P | | P | | | | | P | | Preliminary presentation | | | P | P | P | | P | | P | P | | | P | P | P | Project deliverable | P | P | | | | | | | P | P | P | P | | | | Project report | P | P | P | | | P | | P | P | | P | P | P | | | Project presentation | P | P | | | | P | | | P | P | P | P | P | | P |
9. Teaching staff associated with the module | Tutor’s name and contact details | Contact hours | Dr. Luai AlShalabi, lshalabi@aou.edu.kw | |
10. Key reading list | Author | Year | Title | Publisher | Location | Course adopted from OU, UK. | | | | | | | | | |
11. Other indicative text (e.g. websites) | https://lms.arabou.edu.kw |
TM471.pdf
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| Course Outcomes |
|
TM471 The Telematics project NS
(8) Credit Hours
Networking track students need to develop projects where they can integrate what they have seen throughout their study in lower level module in on project. This can be achieved through the TM471 module where practical proposals are to be developed during two semesters that solve or at least simulate real life networking projects. The module is assessed through formative assessments where supervisors provide their students with feedback on their progress, and, through formative assessments where the students have to defend their finding in front of a faculty committee where the presentation skills and the project deliverable are evaluated. The students are required as well to provide a scientific project report.
| Course Code |
TM471 |
| Course Title |
The Telematics project NS |
| Pre-requisite |
- |
| Credit Hours |
8 |
| Course Description |
Networking track students need to develop projects where they can integrate what they have seen throughout their study in lower level module in on project. This can be achieved through the TM471 module where practical proposals are to be developed during two semesters that solve or at least simulate real life networking projects. The module is assessed through formative assessments where supervisors provide their students with feedback on their progress, and, through formative assessments where the students have to defend their finding in front of a faculty committee where the presentation skills and the project deliverable are evaluated. The students are required as well to provide a scientific project report. |
| Course Objectives |
On successful completion of this course, students will be able to: - Undertake practical projects to solve problems in the area of ITC.
- Perform literature search on a selected topic of interest.
- Apply what they have learnt to plan a project and develop a deliverable.
- Produce project plans for successful undertaking of practical projects.
- Write a detailed project report and communicate their ideas clearly.
- Present their ideas and work formatively before an audience while progressing in their project.
- Present their findings, outcome and deliverable before an audience
|
| Course Outcomes |
A. Knowledge and understanding
Upon completing this course, students will be able to: - demonstrate understanding of the fundamental technical concepts and principles relevant to their project
- Students should be able to apply a systematic approach towards the practical implementation of their project
- Students should be able to plan a project while preparing a detailed schedule of the project tasks and milestones for 8 months.
B. Cognitive skills
Upon completing this course, students will be able to: - Identify and refine the goals and content of their project
- Identify, list and justify the resources, skills and activities needed to carry out the project successfully
- Conduct a proper literature search. Gather, analyse and evaluate relevant information to complete the project successfully
- Critically review how they have tackled the project
C. Practical and professional skills
Upon completing this course, students will be able to: - Plan and organize their project work appropriately, and keep systematic records of plans, progress and outcomes
- Identify and address the ethical, social and legal issues that may arise during the development and use of Computing and IT systems
- Analyse a practical problem and devise and implement a solution building on the knowledge and skills developed throughout their earlier OU studies and experience.
- Provide a tangible solution by accomplishing their deliverable according to their project requirements.
D. Key transferable skills
Upon completing this course, students will be able to: - Make effective use of a variety of information sources, including the internet, e-library and demonstrating awareness of the credibility of the source
- Communicate information, ideas, problems and solutions clearly
- Learn independently and reflect on what has been done, with a view to improving skills and knowledge
- Present their work in a professional manner while addressing the audience in the domain.
|
TM471 The Telematics project WD
(8) Credit Hours
In this module, students will have the opportunity to develop a project and learn to produce the professional documentation accompanying any project implementation. Focusing on web development, this module will help students to be more prepared for the market, because, they are required to plan and implement a web development project that is, at the same level, or higher, than the web systems based on latest web development techniques. Students work is assessed through tutor marked assessments where continuous feedback is provided from the students’ supervisor, and, the final product will be judged by a faculty committee. Students are required to work on their project presentation skill as well, because, this skill will be evaluated by the faculty committee as well during the project defense.
| Course Code |
TM471 |
| Course Title |
The Telematics project WD |
| Pre-requisite |
- |
| Credit Hours |
8 |
| Course Description |
In this module, students will have the opportunity to develop a project and learn to produce the professional documentation accompanying any project implementation. Focusing on web development, this module will help students to be more prepared for the market, because, they are required to plan and implement a web development project that is, at the same level, or higher, than the web systems based on latest web development techniques. Students work is assessed through tutor marked assessments where continuous feedback is provided from the students’ supervisor, and, the final product will be judged by a faculty committee. Students are required to work on their project presentation skill as well, because, this skill will be evaluated by the faculty committee as well during the project defense. |
| Course Objectives |
On successful completion of this course, students will be able to: - Undertake practical projects to solve problems in the area of ITC.
- Perform literature search on a selected topic of interest.
- Apply what they have learnt to plan a project and develop a deliverable.
- Produce project plans for successful undertaking of practical projects.
- Write a detailed project report and communicate their ideas clearly.
- Present their ideas and work formatively before an audience while progressing in their project.
- Present their findings, outcome and deliverable before an audience
|
| Course Outcomes |
A. Knowledge and understanding
Upon completing this course, students will be able to: - demonstrate understanding of the fundamental technical concepts and principles relevant to their project
- Students should be able to apply a systematic approach towards the practical implementation of their project
- Students should be able to plan a project while preparing a detailed schedule of the project tasks and milestones for 8 months.
B. Cognitive skills
Upon completing this course, students will be able to: - Identify and refine the goals and content of their project
- Identify, list and justify the resources, skills and activities needed to carry out the project successfully
- Conduct a proper literature search. Gather, analyse and evaluate relevant information to complete the project successfully
- Critically review how they have tackled the project
C. Practical and professional skills
Upon completing this course, students will be able to: - Plan and organize their project work appropriately, and keep systematic records of plans, progress and outcomes
- Identify and address the ethical, social and legal issues that may arise during the development and use of Computing and IT systems
- Analyse a practical problem and devise and implement a solution building on the knowledge and skills developed throughout their earlier OU studies and experience.
- Provide a tangible solution by accomplishing their deliverable according to their project requirements.
D. Key transferable skills
Upon completing this course, students will be able to: - Make effective use of a variety of information sources, including the internet, e-library and demonstrating awareness of the credibility of the source
- Communicate information, ideas, problems and solutions clearly
- Learn independently and reflect on what has been done, with a view to improving skills and knowledge
- Present their work in a professional manner while addressing the audience in the domain
|
TT284 Web technologies
(8) Credit Hours
This module is meant to introduce students to the foundations of web applications, including protocols, standards and content handling.
| Course Code |
TT284 |
| Course Title |
Web technologies |
| Pre-requisite |
- |
| Credit Hours |
8 |
| Course Description |
This module is meant to introduce students to the foundations of web applications, including protocols, standards and content handling. |
| Course Objectives |
- give students an insight into architectures, protocols, standards, languages, tools and techniques;
- give students an understanding of approaches to more dynamic and mobile content;
|
| Course Outcomes |
A. Knowledge and understanding
After completing this module, students will be able to: - Describe how the development of the Web has enabled the creation of new forms of information systems and impacted commerce and public services.
- Explain different architectural approaches to application design and contrast traditional approaches with the underlying client–server model of Web applications.
- Describe the roles of the range of protocols and standards associated with Web applications and their communications, for the development of web applications.
- Explain the operation and properties of service, distributed and mobile approaches to web architecture.
- Demonstrate knowledge of a range of different programming languages and explain their differing roles and properties for web applications.
- Discuss issues of web design including, accessibility, usability, localisation and globalisation and the nature of static and dynamic content and different content delivery approaches
- Explain a range of security issues including secure protocols, use of certificates, authentication, authorisation, and firewalls
B. Cognitive skills
After completing this module, students will be able to: - Analyse requirements to produce a design for a simple web application, applying an understanding of requirements for aspects such as usability and accessibility.
- Describe a suitable architecture, components and standards as the basis for implementation of a web application for a public or business organisation.
- Construct, using appropriate code, a simple web application selecting and reusing code etc where appropriate. , transforms content and integrates services to produce a mobile application
C. Practical and professional skills
After completing this module, students will be able to: - Outline the importance of standards and standardisation bodies.
- Maintain an up-to-date view of ongoing developments in web technology including standards and techniques.
- Produce and manage design and development plans for a specific technical solution to a challenge in Web application development.
D. Key transferable skills
After completing this module, students will be able to: - Find, select and use information from a range of sources to support analysis, design and implementation tasks.
- Plan and produce a well-structured and researched quality report as part of a project.
- Plan and manage effort and progress whilst undertaking a substantial project.
|
TU170 Computing Essentials
(3) Credit Hours
This is an introductory course which introduces students to the essential concepts related to computing essentials. This is a fundamental course for all students enrolled in AOU.
| Course Code |
TU170 |
| Course Title |
Computing Essentials |
| Pre-requisite |
- |
| Credit Hours |
3 |
| Course Description |
This is an introductory course which introduces students to the essential concepts related to computing essentials. This is a fundamental course for all students enrolled in AOU. |
| Course Objectives |
- To develop basic skills of “Learning"
- To know e-Learning: meaning, accessibility, skills, and resources
- To familiarize with the basic concepts of Information Technology: Internet, Web, and Systems
- To familiarize with basic computer system applications: software and hardware
- To learn some practical skills for using computers
- To introduce the concepts of: Security and Ethics
|
| Course Outcomes |
A. Knowledge and understanding
After studying the course, the student will be able to:
- Understand terminologies related to IT and computer
- Understand the different learning styles
- Describe the difference between Conventional and blended-learning education systems
- Understand how to read and take notes in the process of learning
- Describe the social media types and facilities
- Have a background about the Web and Internet inventions
- Understand and explain what is information system and technology
- Know the types of applications
- Describe the e-commerce
- Explain different part in computer system (Hardware such as system unite, input and output, memory and processor)
- Explain different terms in communication such as network, connectivity, wireless, server, client)
- Understand clearly what is the difference between privacy and security)
- Describe what are computer ethics and computer crime
B. Cognitive skills
After studying the course, the student will be able to:
- Learn by himself
- Deal with computer problems
- Describe the difference between different learning styles
- Describe the web and search engines
C. Practical and professional skills
To be able to
- Operate the computer system properly
- Interact with applications and programs such as (MS office) confidently
- Communicate with others electronically (Email, instant messaging, blogs, micro-blogs and wikis)
- Read analytically and critically for the purpose of learning
- Avoid plagiarisms
- Initiate a transaction electronically (e-commerce) in a secure way
- Use the social media in the process of learning and communication with others.
- Connect and surf the internet
- Search using the search engines.
- Send and receive email, and share files in a secure way.
- Avoid computer crime
- Use computer ethically
D Key transferable skills
To be able to - Interact effectively within a group using social media and electronic conferencing techniques.
- Working in groups using the LMS system and course forum online.
- Contribute to discussions on a conference using instant messaging.
- Improve own learning and performance
|
