This document provides information for new students starting a Bachelor's Degree in Techniques for Software Development. It outlines the program structure, required courses, teaching methods, and enrollment details. The program consists of basic courses, compulsory courses, optional courses, and a final project, totaling 180 ECTS credits. Courses are taught online and assessed through continuous evaluation activities. Students can study full-time over 3 years or part-time over 6 years, and can receive credit for prior studies or professional experience.
This document provides an overview and guide for new students beginning the Bachelor's Degree in Techniques for Software Development. It outlines the key information about the program, including its presentation, language requirements, enrollment calendar, program of study, teaching methods and assessment, enrollment planning recommendations, and specifications for internship and final project courses. The appendix notes that under a new royal decree, the program will no longer accept new students after 2024 but will continue teaching current students through 2030.
The MSc Computing program offered by the University of Wales, Newport is a 180-credit program that can be completed full-time in one year or part-time over two years. The program aims to equip graduates from any discipline with IT skills for a career in computing. It includes modules in areas like data structures, algorithms, information systems development, and programming. Students can exit with a Postgraduate Certificate after 60 credits, a Postgraduate Diploma after 120 credits, or an MSc degree upon completion of a 60-credit dissertation. The program uses various teaching methods like lectures, seminars, and workshops and aims to develop both academic and professional skills.
This document provides information about the Bachelor of Applied Computer Science program offered by the Faculty of Information and Communication Technologies at the University of Mauritius. The 3-year full-time program provides skills in areas like software development, web/mobile development, systems analysis, and network administration. Coursework is assessed through exams, projects, and presentations. Graduates will be qualified for jobs in IT fields in both public and private sectors. The program includes an industrial placement between the taught modules and final project.
The Career Center is introducing ProfessioNole Ready, a program to teach students nine professional competencies desired by employers. Students will complete modules and activities to display skills to employers. They can earn digital badges - ProfessioNole Ready Black, Garnet, or Gold - to showcase their skills. Instructors are encouraged to incorporate the Black badge into courses by having students complete introductory modules on topics like career management, communication, and networking.
This 3-sentence summary provides the high-level and essential information from the document:
This document outlines a course on scripting for design at Durham College, including prerequisites, course description, learning outcomes, evaluation methods, and policies. Students will learn JavaScript programming and how to use it to enhance web page design and interactivity. Evaluation will include in-class coding reviews, assignments, tests, and individual coding projects assessed based on function, documentation, and style. Course policies address attendance, communication, and academic honesty.
This 3-sentence summary provides the high-level and essential information from the document:
This document outlines a course on scripting for design at Durham College, including prerequisites, course description, learning outcomes, evaluation methods, and policies. Students will learn JavaScript programming and how to use it to enhance web page design and interactivity. Evaluation will include in-class coding reviews, assignments, tests, and individual coding projects assessed based on function, documentation, and style. Course policies address attendance, communication, and academic honesty.
Outcome Based Education (OBE) - A practitioner's experienceRavindra Dastikop
In this webinar the presenter shares his experience of designing , developing and delivering an engineering course based on the principles of OBE. The webinar has two parts. In the first part, it will discuss the experience gained in delivering a OBE enabled course and the second part demonstrates how to implement the course on a cloud-based system that supports the entire life-cycle of implementing OBE process
This document discusses Aston University's degree apprenticeship program in digital and technology solutions. It begins with an overview of what a degree apprenticeship is and then discusses Aston's specific program, which allows students to earn a BSc while working full-time. The program includes both technical and business-focused pathways and incorporates both online and in-person learning. It is designed collaboratively with industry partners to provide real-world skills. The document outlines the program structure, delivery approach, and benefits of the program before concluding with next steps for prospective students and employer partners.
This document provides an overview and guide for new students beginning the Bachelor's Degree in Techniques for Software Development. It outlines the key information about the program, including its presentation, language requirements, enrollment calendar, program of study, teaching methods and assessment, enrollment planning recommendations, and specifications for internship and final project courses. The appendix notes that under a new royal decree, the program will no longer accept new students after 2024 but will continue teaching current students through 2030.
The MSc Computing program offered by the University of Wales, Newport is a 180-credit program that can be completed full-time in one year or part-time over two years. The program aims to equip graduates from any discipline with IT skills for a career in computing. It includes modules in areas like data structures, algorithms, information systems development, and programming. Students can exit with a Postgraduate Certificate after 60 credits, a Postgraduate Diploma after 120 credits, or an MSc degree upon completion of a 60-credit dissertation. The program uses various teaching methods like lectures, seminars, and workshops and aims to develop both academic and professional skills.
This document provides information about the Bachelor of Applied Computer Science program offered by the Faculty of Information and Communication Technologies at the University of Mauritius. The 3-year full-time program provides skills in areas like software development, web/mobile development, systems analysis, and network administration. Coursework is assessed through exams, projects, and presentations. Graduates will be qualified for jobs in IT fields in both public and private sectors. The program includes an industrial placement between the taught modules and final project.
The Career Center is introducing ProfessioNole Ready, a program to teach students nine professional competencies desired by employers. Students will complete modules and activities to display skills to employers. They can earn digital badges - ProfessioNole Ready Black, Garnet, or Gold - to showcase their skills. Instructors are encouraged to incorporate the Black badge into courses by having students complete introductory modules on topics like career management, communication, and networking.
This 3-sentence summary provides the high-level and essential information from the document:
This document outlines a course on scripting for design at Durham College, including prerequisites, course description, learning outcomes, evaluation methods, and policies. Students will learn JavaScript programming and how to use it to enhance web page design and interactivity. Evaluation will include in-class coding reviews, assignments, tests, and individual coding projects assessed based on function, documentation, and style. Course policies address attendance, communication, and academic honesty.
This 3-sentence summary provides the high-level and essential information from the document:
This document outlines a course on scripting for design at Durham College, including prerequisites, course description, learning outcomes, evaluation methods, and policies. Students will learn JavaScript programming and how to use it to enhance web page design and interactivity. Evaluation will include in-class coding reviews, assignments, tests, and individual coding projects assessed based on function, documentation, and style. Course policies address attendance, communication, and academic honesty.
Outcome Based Education (OBE) - A practitioner's experienceRavindra Dastikop
In this webinar the presenter shares his experience of designing , developing and delivering an engineering course based on the principles of OBE. The webinar has two parts. In the first part, it will discuss the experience gained in delivering a OBE enabled course and the second part demonstrates how to implement the course on a cloud-based system that supports the entire life-cycle of implementing OBE process
This document discusses Aston University's degree apprenticeship program in digital and technology solutions. It begins with an overview of what a degree apprenticeship is and then discusses Aston's specific program, which allows students to earn a BSc while working full-time. The program includes both technical and business-focused pathways and incorporates both online and in-person learning. It is designed collaboratively with industry partners to provide real-world skills. The document outlines the program structure, delivery approach, and benefits of the program before concluding with next steps for prospective students and employer partners.
This document outlines the development of an online training course for university instructors on using communication tools in Blackboard. It follows the ADDIE instructional design model, which includes the phases of analysis, design, development, implementation and evaluation. The document focuses on the development phase, providing details on the objectives, standards, strategies and assessment for a sample lesson on creating announcements and voice emails in Blackboard. The goal is to generate and validate learning resources to teach instructors effective online communication skills to enhance student engagement.
1. The document provides information about the Master of Arts in Economics distance learning program offered by JAIN (Deemed-to-be University), including an overview of the program, academic approach, assignments, course materials, and guidelines.
2. The 2-year MA Economics program follows the CBCS system and includes 19 courses across 4 semesters. Learning involves a combination of online lectures, e-content, discussions, assignments, and a dissertation.
3. Assignments comprise an online MCQ section and descriptive questions. Students must score a minimum of 12 out of 30 marks in each assignment to be eligible for the end-semester exams.
Georgian College offers two- and three-year co-op programs in Computer Programming and Computer Programming Analysis. Through co-op education, students gain real-world work experience by alternating academic terms with paid work terms in industry. Employers benefit from hiring motivated students who can take on projects and help during busy periods. Students develop job-ready skills, and employers can assess students as potential future hires. The document provides details on student competencies, contact information, and program highlights.
This presentation will outline an effective model for a Hybrid Statistics course. The course continues to be very successful, incorporating on-line instruction, testing, blogs, and, above all, a data analysis project based on real up-to-date easily understood data.The course follows a project driven trajectory motivating students
to engage more aggressively in the class and rise up to the challenge of writing an original research paper. Obstacles, benefits and successes of this endeavor will be addressed.
HND Assignment Brief Session: September 2015
Programme title
BTEC HND in Computing and Systems Development
Unit number and title
41
Programming in Java (L5)
Assignment number & title
1 of 1
Programming in Java (L5)
Unit Leader
DR Gebremichael
Assessor (s)
Yonas Gebremichael and Hassan Baajour
Issue Date
30 Sept 2015
Final assignment submission deadline
28 May 2015 – 09 Sept 2015
Late submission deadline
11 – 16 September 2015
The learners are required to follow the strict deadline set by the
College for submissions of assignments in accordance with the BTEC level 4 – 7 submission guidelines and College policy on submissions. They should also refer to Merit and Distinction criteria that require evidence of meeting agreed timelines and ability to plan and organise time effectively without which the learner may not expect to receive a higher grade.
Resubmission deadline
TBA
Feedback
In-class feedback will be available from draft submissions on a taskby-task basis as a formative feedback and also for initial submission. Final feedback will be available within 2 – 3 weeks of the assignment submission date.
General
Guidelines
1. The work you submit must be in your own words. If you use a quote or an illustration from somewhere you must give the source.
2. Include a list of references at the end of your document. You must give all your sources of information.
3. Make sure your work is clearly presented and that you use readily understandable English.
4. Wherever possible use a word processor and its “spell-checker”.
Internal verifier
Dr. Hasan
Signature (IV of the brief) *
Dr. Hasan
Date
06/05/15
ICON College of Technology and Management
BTEC HND in Computing and Systems Development
(CSD)
Unit41: Programming in Java (L5)
Session: May\Sept 2015
Coursework
Recommended maximum words: 4,000
This Unit will be assessed by assignment and Presentation.
You are strongly recommended to read “Preparation guidelines of the Coursework Document” before answering/solving your assignment.
Scenario:
White Chapel Academy has asked you to develop a Student Information Management System (SIMS). The system shall hold the details of every student and tutor and admin staff in the school as well as storing information about the courses that are available at the school. It shall enable the school staff to enrol students to the school and manage student’s fee payments.
Once the students are enrolled, a system administrator will create classes in the system and allocate date, time and tutor for each class to enrol students to. The system shall also be used for managing students’ class attendance as well as track their progress in the course. The system shall have a facility for registered parents to login and check their sons’ or daughters’ attendance, academic progress, behaviour at school.
When a student first enrols at the school, he or she will receive a timetable with a list of classe ...
This document outlines the Computer Programmer program offered at Georgian College from 2016-2017. The two-year diploma program includes four semesters of courses plus two co-op work terms. Graduates will be prepared for careers in programming, systems analysis, database design, and other computer-related roles. The program covers topics such as programming fundamentals, object-oriented programming, web development, databases, and project management. It aims to develop skills in problem solving, communication, and teamwork.
This document provides details of the BSc (Hons) Applied Computing (Level 6 Top Up) programme, including its aims, intended learning outcomes, structure, admissions criteria, and progression routes. The programme is a one-year top up course that allows students who have completed a Higher National Diploma in Computing and Systems Development to progress to a full BSc Honours degree. It focuses on developing both technical and professional skills relevant to the computing industry through lectures, seminars, workshops and an independent research project. The target student number is 15-20 students per intake, and progression is possible onto postgraduate study if entry criteria are met.
Pawan Kumar completed a Coursera course on web design and developed a coaching institute management system as the capstone project. The 5-course specialization covered HTML, CSS, JavaScript, responsive design, and developing a professional web portfolio. For the project, Pawan created a website using HTML, CSS, Bootstrap and JavaScript to manage student registration, attendance, fees payment and course updates for a coaching institute. The website is responsive for use on mobile, tablet and laptop browsers.
This course provides an introduction to learning analytics through four units focused on common techniques in the field. Students will gain hands-on experience using various analytics tools like Tableau, NodeXL, Topic Modeling Tool, and RapidMiner. The course aims to help students better understand how to leverage educational data to improve online and blended learning environments. Students will complete small data analysis projects corresponding to each unit to develop skills in collecting, analyzing, and reporting education data.
Abstract Students in distance education at the KATHO (University college in Flanders, Belgium, www.katho.be) only need to come to the campus for assessment. Since September 2008, the center of excellence in e-learning, MAD (Mad About Distance) of KATHO organized a small project with 5 students located in five different countries all over the world. One student nearby the desert in Dubai inspired us to call this research “the Camel project”. The people involved in the project explored new methodologies and new technical tools to enable teachers to assess those students online. The project is still running and inspiring teachers of the KATHO to develop particular settings about online assessment, but also about online coaching. This paper is meant to share some of our experiences and conclusions concerning the online assessment and evaluation.
EUR-ACE Accreditation and informationn gathering : PORTFOLIO DESIGN .pptxMezhoudiNesrine
The document discusses accreditation portfolios and their contents. An accreditation portfolio contains evidence that demonstrates an academic program meets accreditation standards. It includes course syllabi, materials, assessments, evaluations and other documentation for individual courses. The portfolio checklist outlines all required components for each course, such as exams, assignments, solutions, student samples and evaluation forms. Learning outcomes must be written to clearly articulate the skills and knowledge students will gain. Faculty are expected to submit high quality, complete portfolios and continuously improve courses based on assessment results and recommendations.
Presentation for wbl event on 28 june 2011 v2balham
The document describes a pilot project using a Work-Based Maturity Toolkit to inform the design, development, and delivery of a Bachelor of Arts in Youth Work between Edinburgh Napier University, Edinburgh's Telford College, and Edinburgh City Council. Key outcomes of applying the toolkit included strengthening partnership roles and responsibilities, offering multiple entry and exit points aligned with qualifications frameworks, integrating recognition of prior learning, and identifying needs for accessible technologies and digital literacy support for students and staff.
Univtop.com | PhD program in France | Brochure Dba project management | Skema...EUROASIA GLOBAL EDUCATION
The document summarizes a Doctorate in Business Administration (DBA) in Project and Programme Management program offered by SKEMA Business School. The 3-year blended program aims to provide advanced research skills and competencies to help students' future careers in project/program management, consulting, research, or academia. The program is divided into two parts: part one focuses on developing a research proposal, while part two involves conducting research and writing a thesis. Key elements include coursework, mentoring workshops, a doctoral seminar, and a thesis defense. The total fees for the 3-year program are €29,000.
Important Tips for Developing a Quality Online Coursemjrobertson
The document discusses developing quality online courses. It outlines several key characteristics of quality online courses including scaffolding learning styles, promoting higher-level thinking, emphasizing individual and social learning, incorporating diverse media formats, and reflecting simplicity in organization. The document then covers important aspects of pedagogy, technology, and the course development process. It emphasizes the importance of student-instructor and student-student interaction, avoiding information overload, and ensuring navigation and design are clear and consistent.
This document provides information about a CIS 170 Introduction to Computer Information Systems course at Valley City State University. The course will introduce students to basic computer concepts like file management, software applications, computer ethics, and Microsoft Office programs. Students will learn to use Word, PowerPoint, and Excel through completing assignments. The final project will incorporate work from individual units into a comprehensive project to demonstrate skills learned throughout the course. The course aims to help students advance their technology knowledge and abilities.
This document provides information about a Computer Information Systems and Applications (CISA) 101 course being offered at College of Western Idaho (CWI) in the fall of 2013. The course is designed to help students develop computer literacy skills and will cover hardware, operating systems, email, internet, networks and application software. The course will be online and focus on basic computer skills and using Microsoft Office 2013, including Word, Excel and PowerPoint. Students will need to pass skills assessments in general computer technology, internet/email, Word, Excel and PowerPoint to demonstrate competency as required for graduation from CWI. Grades will be based on assignments, projects and assessments, and students must earn a C or better to pass the course.
Basic Concepts Of Programming Language - EdukiteEduKite
This course teaches theoretical background and common concepts in programming languages. The main focus of this course is to make students familiar with different paradigms including functional, object-oriented and logic programming paradigms. Addition to that, to establish an understanding of the programming language design quality and give an idea of how concepts in programming languages including syntax are implemented will be discussed in this course.
See More: https://bit.ly/2LEFTHM
This document provides information about a class orientation at Universidad De Manila for the BSDS 21 course. It includes the course schedule, institutional vision and goals, information about the College of Engineering and Technology, and details about the specific ITE212 Fundamentals of Database Management course. The course objectives, requirements, grading system, textbook, and class policies are outlined. Students will work in groups to design a database, which is a major course requirement. Attendance and following proper online etiquette are emphasized.
The document introduces 15 new courses released by the National Academy Foundation between 2007-2009 covering topics such as information technology, hospitality, accounting, business, and more. It provides an overview of the key elements and structure of the courses, which are designed to support a range of thinking skills through project-based learning and real-world applications. Academies are encouraged to utilize the new courses and provide feedback to help further develop the curriculum.
Convocatoria de becas de Caja Ingenieros 2024 para cursar el Máster oficial de Ingeniería de Telecomunicacion o el Máster oficial de Ingeniería Informática de la UOC
Se convocan ocho [8] becas de estudio en el Máster Universitario
en Ciberseguridad y Privacidad de la UOC, destinadas a financiar
los gastos derivados, en primera matrícula, de un máximo de 18
créditos ECTS, equivalente al importe total de la matrícula del
referido Máster.
Todas las asignaturas tienen un valor de 6 créditos ECTS cada
una y una duración de 1 semestre académico (septiembre 2024 -
enero 2025).
More Related Content
Similar to BTSD Guide for new students 20231 Sep'23.docx.pdf
This document outlines the development of an online training course for university instructors on using communication tools in Blackboard. It follows the ADDIE instructional design model, which includes the phases of analysis, design, development, implementation and evaluation. The document focuses on the development phase, providing details on the objectives, standards, strategies and assessment for a sample lesson on creating announcements and voice emails in Blackboard. The goal is to generate and validate learning resources to teach instructors effective online communication skills to enhance student engagement.
1. The document provides information about the Master of Arts in Economics distance learning program offered by JAIN (Deemed-to-be University), including an overview of the program, academic approach, assignments, course materials, and guidelines.
2. The 2-year MA Economics program follows the CBCS system and includes 19 courses across 4 semesters. Learning involves a combination of online lectures, e-content, discussions, assignments, and a dissertation.
3. Assignments comprise an online MCQ section and descriptive questions. Students must score a minimum of 12 out of 30 marks in each assignment to be eligible for the end-semester exams.
Georgian College offers two- and three-year co-op programs in Computer Programming and Computer Programming Analysis. Through co-op education, students gain real-world work experience by alternating academic terms with paid work terms in industry. Employers benefit from hiring motivated students who can take on projects and help during busy periods. Students develop job-ready skills, and employers can assess students as potential future hires. The document provides details on student competencies, contact information, and program highlights.
This presentation will outline an effective model for a Hybrid Statistics course. The course continues to be very successful, incorporating on-line instruction, testing, blogs, and, above all, a data analysis project based on real up-to-date easily understood data.The course follows a project driven trajectory motivating students
to engage more aggressively in the class and rise up to the challenge of writing an original research paper. Obstacles, benefits and successes of this endeavor will be addressed.
HND Assignment Brief Session: September 2015
Programme title
BTEC HND in Computing and Systems Development
Unit number and title
41
Programming in Java (L5)
Assignment number & title
1 of 1
Programming in Java (L5)
Unit Leader
DR Gebremichael
Assessor (s)
Yonas Gebremichael and Hassan Baajour
Issue Date
30 Sept 2015
Final assignment submission deadline
28 May 2015 – 09 Sept 2015
Late submission deadline
11 – 16 September 2015
The learners are required to follow the strict deadline set by the
College for submissions of assignments in accordance with the BTEC level 4 – 7 submission guidelines and College policy on submissions. They should also refer to Merit and Distinction criteria that require evidence of meeting agreed timelines and ability to plan and organise time effectively without which the learner may not expect to receive a higher grade.
Resubmission deadline
TBA
Feedback
In-class feedback will be available from draft submissions on a taskby-task basis as a formative feedback and also for initial submission. Final feedback will be available within 2 – 3 weeks of the assignment submission date.
General
Guidelines
1. The work you submit must be in your own words. If you use a quote or an illustration from somewhere you must give the source.
2. Include a list of references at the end of your document. You must give all your sources of information.
3. Make sure your work is clearly presented and that you use readily understandable English.
4. Wherever possible use a word processor and its “spell-checker”.
Internal verifier
Dr. Hasan
Signature (IV of the brief) *
Dr. Hasan
Date
06/05/15
ICON College of Technology and Management
BTEC HND in Computing and Systems Development
(CSD)
Unit41: Programming in Java (L5)
Session: May\Sept 2015
Coursework
Recommended maximum words: 4,000
This Unit will be assessed by assignment and Presentation.
You are strongly recommended to read “Preparation guidelines of the Coursework Document” before answering/solving your assignment.
Scenario:
White Chapel Academy has asked you to develop a Student Information Management System (SIMS). The system shall hold the details of every student and tutor and admin staff in the school as well as storing information about the courses that are available at the school. It shall enable the school staff to enrol students to the school and manage student’s fee payments.
Once the students are enrolled, a system administrator will create classes in the system and allocate date, time and tutor for each class to enrol students to. The system shall also be used for managing students’ class attendance as well as track their progress in the course. The system shall have a facility for registered parents to login and check their sons’ or daughters’ attendance, academic progress, behaviour at school.
When a student first enrols at the school, he or she will receive a timetable with a list of classe ...
This document outlines the Computer Programmer program offered at Georgian College from 2016-2017. The two-year diploma program includes four semesters of courses plus two co-op work terms. Graduates will be prepared for careers in programming, systems analysis, database design, and other computer-related roles. The program covers topics such as programming fundamentals, object-oriented programming, web development, databases, and project management. It aims to develop skills in problem solving, communication, and teamwork.
This document provides details of the BSc (Hons) Applied Computing (Level 6 Top Up) programme, including its aims, intended learning outcomes, structure, admissions criteria, and progression routes. The programme is a one-year top up course that allows students who have completed a Higher National Diploma in Computing and Systems Development to progress to a full BSc Honours degree. It focuses on developing both technical and professional skills relevant to the computing industry through lectures, seminars, workshops and an independent research project. The target student number is 15-20 students per intake, and progression is possible onto postgraduate study if entry criteria are met.
Pawan Kumar completed a Coursera course on web design and developed a coaching institute management system as the capstone project. The 5-course specialization covered HTML, CSS, JavaScript, responsive design, and developing a professional web portfolio. For the project, Pawan created a website using HTML, CSS, Bootstrap and JavaScript to manage student registration, attendance, fees payment and course updates for a coaching institute. The website is responsive for use on mobile, tablet and laptop browsers.
This course provides an introduction to learning analytics through four units focused on common techniques in the field. Students will gain hands-on experience using various analytics tools like Tableau, NodeXL, Topic Modeling Tool, and RapidMiner. The course aims to help students better understand how to leverage educational data to improve online and blended learning environments. Students will complete small data analysis projects corresponding to each unit to develop skills in collecting, analyzing, and reporting education data.
Abstract Students in distance education at the KATHO (University college in Flanders, Belgium, www.katho.be) only need to come to the campus for assessment. Since September 2008, the center of excellence in e-learning, MAD (Mad About Distance) of KATHO organized a small project with 5 students located in five different countries all over the world. One student nearby the desert in Dubai inspired us to call this research “the Camel project”. The people involved in the project explored new methodologies and new technical tools to enable teachers to assess those students online. The project is still running and inspiring teachers of the KATHO to develop particular settings about online assessment, but also about online coaching. This paper is meant to share some of our experiences and conclusions concerning the online assessment and evaluation.
EUR-ACE Accreditation and informationn gathering : PORTFOLIO DESIGN .pptxMezhoudiNesrine
The document discusses accreditation portfolios and their contents. An accreditation portfolio contains evidence that demonstrates an academic program meets accreditation standards. It includes course syllabi, materials, assessments, evaluations and other documentation for individual courses. The portfolio checklist outlines all required components for each course, such as exams, assignments, solutions, student samples and evaluation forms. Learning outcomes must be written to clearly articulate the skills and knowledge students will gain. Faculty are expected to submit high quality, complete portfolios and continuously improve courses based on assessment results and recommendations.
Presentation for wbl event on 28 june 2011 v2balham
The document describes a pilot project using a Work-Based Maturity Toolkit to inform the design, development, and delivery of a Bachelor of Arts in Youth Work between Edinburgh Napier University, Edinburgh's Telford College, and Edinburgh City Council. Key outcomes of applying the toolkit included strengthening partnership roles and responsibilities, offering multiple entry and exit points aligned with qualifications frameworks, integrating recognition of prior learning, and identifying needs for accessible technologies and digital literacy support for students and staff.
Univtop.com | PhD program in France | Brochure Dba project management | Skema...EUROASIA GLOBAL EDUCATION
The document summarizes a Doctorate in Business Administration (DBA) in Project and Programme Management program offered by SKEMA Business School. The 3-year blended program aims to provide advanced research skills and competencies to help students' future careers in project/program management, consulting, research, or academia. The program is divided into two parts: part one focuses on developing a research proposal, while part two involves conducting research and writing a thesis. Key elements include coursework, mentoring workshops, a doctoral seminar, and a thesis defense. The total fees for the 3-year program are €29,000.
Important Tips for Developing a Quality Online Coursemjrobertson
The document discusses developing quality online courses. It outlines several key characteristics of quality online courses including scaffolding learning styles, promoting higher-level thinking, emphasizing individual and social learning, incorporating diverse media formats, and reflecting simplicity in organization. The document then covers important aspects of pedagogy, technology, and the course development process. It emphasizes the importance of student-instructor and student-student interaction, avoiding information overload, and ensuring navigation and design are clear and consistent.
This document provides information about a CIS 170 Introduction to Computer Information Systems course at Valley City State University. The course will introduce students to basic computer concepts like file management, software applications, computer ethics, and Microsoft Office programs. Students will learn to use Word, PowerPoint, and Excel through completing assignments. The final project will incorporate work from individual units into a comprehensive project to demonstrate skills learned throughout the course. The course aims to help students advance their technology knowledge and abilities.
This document provides information about a Computer Information Systems and Applications (CISA) 101 course being offered at College of Western Idaho (CWI) in the fall of 2013. The course is designed to help students develop computer literacy skills and will cover hardware, operating systems, email, internet, networks and application software. The course will be online and focus on basic computer skills and using Microsoft Office 2013, including Word, Excel and PowerPoint. Students will need to pass skills assessments in general computer technology, internet/email, Word, Excel and PowerPoint to demonstrate competency as required for graduation from CWI. Grades will be based on assignments, projects and assessments, and students must earn a C or better to pass the course.
Basic Concepts Of Programming Language - EdukiteEduKite
This course teaches theoretical background and common concepts in programming languages. The main focus of this course is to make students familiar with different paradigms including functional, object-oriented and logic programming paradigms. Addition to that, to establish an understanding of the programming language design quality and give an idea of how concepts in programming languages including syntax are implemented will be discussed in this course.
See More: https://bit.ly/2LEFTHM
This document provides information about a class orientation at Universidad De Manila for the BSDS 21 course. It includes the course schedule, institutional vision and goals, information about the College of Engineering and Technology, and details about the specific ITE212 Fundamentals of Database Management course. The course objectives, requirements, grading system, textbook, and class policies are outlined. Students will work in groups to design a database, which is a major course requirement. Attendance and following proper online etiquette are emphasized.
The document introduces 15 new courses released by the National Academy Foundation between 2007-2009 covering topics such as information technology, hospitality, accounting, business, and more. It provides an overview of the key elements and structure of the courses, which are designed to support a range of thinking skills through project-based learning and real-world applications. Academies are encouraged to utilize the new courses and provide feedback to help further develop the curriculum.
Similar to BTSD Guide for new students 20231 Sep'23.docx.pdf (20)
Convocatoria de becas de Caja Ingenieros 2024 para cursar el Máster oficial de Ingeniería de Telecomunicacion o el Máster oficial de Ingeniería Informática de la UOC
Se convocan ocho [8] becas de estudio en el Máster Universitario
en Ciberseguridad y Privacidad de la UOC, destinadas a financiar
los gastos derivados, en primera matrícula, de un máximo de 18
créditos ECTS, equivalente al importe total de la matrícula del
referido Máster.
Todas las asignaturas tienen un valor de 6 créditos ECTS cada
una y una duración de 1 semestre académico (septiembre 2024 -
enero 2025).
La Universitat Oberta de Catalunya ofrece becas de 3.000€ cada una para estudiar el Máster en Ingeniería Informática o el Máster en Ingeniería de Telecomunicación. Los solicitantes deben presentar su expediente académico, CV y carta de motivación antes del 17 de julio para optar a las becas, cuyos ganadores se anunciarán entre el 18 y el 22 de julio.
La convocatoria ofrece 2 becas de 3.000€ cada una para cursar el Máster en Ingeniería Informática o el Máster en Ingeniería de Telecomunicación en la Universitat Oberta de Catalunya. Los solicitantes deben tener una nota media superior a 6 en su titulación de grado, comprometerse a finalizar el máster en 5 semestres, e inscribirse antes del 17 de julio adjuntando su expediente y CV. Las becas se resolverán del 18 al 22 de julio y los resultados se publicarán el 22 y 27 de jul
La UOC ofrece 2 becas valoradas en 3.000 euros para cursar el Máster de Ingeniería Informática y el Máster de Ingeniería de Telecomunicación para el curso 2022-23.
Este documento presenta la información clave sobre el Máster Universitario de Diseño y Programación de Videojuegos de la UOC. El máster dura un mínimo de 1 año y consta de asignaturas obligatorias, optativas y un trabajo final. Los estudiantes pueden especializarse en Diseño de Experiencias de Juego o Programación Avanzada. El máster se imparte en línea y proporciona las habilidades necesarias para trabajar en la industria de los videojuegos.
Esta guía proporciona información sobre el Máster Universitario de Ciberseguridad y Privacidad de la UOC, incluyendo detalles sobre el calendario, plan de estudios, asignaturas, especializaciones y equipo docente. El máster es eminentemente práctico y permite especializarse en gestión, sistemas o tecnologías de la ciberseguridad. Cubre temas como legislación, privacidad, análisis forense, seguridad de sistemas, protocolos, software y blockchain. La UOC tiene experiencia en este
Este documento presenta la guía para nuevos estudiantes del Máster Universitario en Ingeniería Informática de la UOC. El máster dura un año y está compuesto por 11 asignaturas obligatorias y un trabajo final de máster, para un total de 78 créditos ECTS. Las asignaturas cubren temas como gestión de proyectos TIC, dirección estratégica de sistemas de información, inteligencia artificial, simulación, y desarrollo de aplicaciones móviles. Los estudiantes son evaluados a través de evaluación contin
El máster ofrece formación teórica y práctica en telecomunicaciones, con el objetivo de capacitar a los estudiantes para el ejercicio de la profesión de ingeniero de telecomunicaciones. El máster está compuesto por 12 asignaturas obligatorias y el trabajo final de máster a lo largo de 72 créditos ECTS.
This document provides information about a Joint University Master's Degree in Computational and Mathematical Engineering offered by URV and UOC universities. It outlines the program details including courses, credits, enrollment dates, teaching methodology and more. Key courses include Simulation, Numerical Methods in Engineering, High-Performance Computing, Data Analysis in Big Data Environments, and Multivariate Data Analysis. The program aims to prepare students for R&D positions through interdisciplinary training in engineering and applied sciences fields.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Pride Month Slides 2024 David Douglas School District
BTSD Guide for new students 20231 Sep'23.docx.pdf
1. Bachelor's Degree in
Techniques for
Software Development
Guide for new students
Contents
Introduction 2
Presentation 2
Language 3
Enrolment calendar and start of the academic year 3
Programme of study 3
Teaching methods and assessment 5
Enrolment planning 7
Credit recognition for prior studies and professional
experience 8
Enrolment specifications: Internship and Final Project
courses 9
Teaching figures 10
2. Bachelor's Degree
Techniques for Software Development
Guide for new students
Introduction
This guide offers you all the key information you need to begin the bachelor's
degree programme.
Throughout your studies, whenever you feel the need for some advice or
guidance, you can always turn to your tutor. Contact them at any time by email or
via the tutor's classroom on the Campus.
The tutors are:
● First-year tutor: Jordi Pueyo (jpueyob@uoc.edu)
● Follow on tutor: Eduard Capell (ecapell@uoc.edu)
Presentation
Today's world has many automated processes, with intelligent and interconnected
new devices opening doors to novel ways of interacting with our surroundings.
Thanks to software we are able to control these activities and devices, making
the most of their potential.
This has created high levels of demand for software developers; indeed, this role
is among those that companies worldwide are keenest to recruit.
In this context, the Bachelor's Degree in Techniques for Software Development
will provide students with expertise to develop software, applications and
services for any field. It will also train them as administrators of the devices,
networks, and systems in which the applications are used.
3. Students will learn the software engineering techniques used to build programs
as well as the programming languages, tools and technologies most commonly
used to develop software for different platforms. Furthermore, they will develop
their knowledge of web programming and standards, databases,
human-computer interactions, networks and operating systems, all of which
are key factors in the creation and administration of usable, efficient and scalable
apps.
Language
The language of instruction for this bachelor's degree is English. This is the
language that is used in communications with teaching staff, in learning
resources and in the continuous assessment process.
This use of English is one of the programme's strong points, as it will sharpen
your abilities in a language that is essential in the world of programming,
preparing you for a job market that is increasingly globalized.
For admission to the programme you must provide proof of English level B2 (as
per the Common European Framework of Reference for Languages).
Enrolment calendar and start of the academic year
Course enrolments and the teaching of courses are based on a calendar of two
semesters per year:
1. From September to January
2. From March to July
Key dates
Start of the semester: 27 September 2023
End of the semester: 9 February 2024
Programme of study
This bachelor's degree comprises 8 basic courses, 16 compulsory courses,
8 optional courses (from which you will choose 4 or, if you choose to do an
internship, 3) and a final project. In total, you must pass 180 ECTS credits.
4. BASIC COURSES
ECTS credits * First offered Semester taught
Algebra 6 September 2021 Both
Logic 6 September 2021 Both
Web-Based Teamwork 6 September 2021 Both
Fundamentals of Programming 6 September 2021 Both
Programming in Practice 6 September 2021 Both
Web Programming 6 September 2021 Both
Software Engineering 6 September 2021 Both
Computer Structure 6 September 2021 Both
COMPULSORY COURSES
ECTS credits * First offered Semester taught
Entrepreneurship 6 February 2022 Both
Object-Oriented Programming 6 September 2022 Both
Data Structures 6 September 2022 Both
Web Standards and Languages 6 September 2021 Both
Advanced Web Programming 6 February 2022 Both
Software Design Patterns 6 February 2022 Both
Software Architecture 6 February 2022 Both
Human-Computer Interaction 6 February 2022 Both
Introduction to Databases 6 September 2022 Both
Database Design 6 March 2023 Both
Operating Systems 6 September 2022 Both
Networks and Internet Applications 6 September 2022 Both
Network and System Administration 6 March 2023 Both
Cloud Computing 6 September 2022 Both
Mobile App Development 6 September 2022 Both
5. Business and IT Management 6 September 2022 Both
Final Project 12 March 2023 Both
OPTIONAL COURSES
ECTS credits * First offered Semester taught
Communication Skills for ICT Professionals 6 March 2023 March to July
Distributed Systems 6 March 2023 March to July
Security in Computer Networks 6 March 2023 March to July
E-commerce 6 September 2022 September to
February
Fundamentals of Computers 6 March 2023 March to July
Embedded Systems 6 September 2023 September to
February
Fundamentals of Information Systems 6 September 2023 September to
February
Internship 12 March 2023 Both
* Each credit represents 25 hours' study or work.
Teaching methods and assessment
For each course you'll have a course instructor who will guide your learning
process and provide answers to any queries. In the online classrooms there are
various communication channels, used to set tasks which will help you keep
up-to-date throughout the course and to share information with fellow students.
To pass the courses you must complete continuous assessment activities. These
include tasks such as practical work, debates, giving online presentations,
answering tests, or preparing projects or deliverables. The learning resources
required for these activities (teaching materials, information sources, support
tools, etc.) will be found in the classroom.
Detailed and up-to-date information on each course (general details, course
description, contents, materials and assessment model) will be found in the
course plan. The course plans can be found on the Campus:
More UOC > Programmes of Study > Bachelor's Degree in Techniques for
Software Application Development > Courses.
6. Assessment model
Algebra CA+EX or EX
Computer Structure CA
Fundamentals of Programming CA
Logic CA+ST or EX
Software Engineering CA+EX
Programming in Practice CA+ST
Web Programming CA
Web-Based Teamwork CA
Network and Systems Administration CA
Software Design Patterns CA
Software Architecture CA
Cloud Computing CA
Mobile App Development CA
Database Design CA
Data Structures CA
Object-Oriented Programming CA
Business and IT Management CA
Entrepreneurship CA
Human-Computer Interaction CA
Web Standards and Languages CA
Advanced Web Programming CA
Operating Systems CA
Final Project CA
Introduction to Databases CA+EX
Network and Internet Applications CA
E-Commerce CA
Communication Skills for ICT Professionals AWAITING DECISION
Fundamentals of Computers AWAITING DECISION
Fundamentals of Information Systems CA
Internship CA
Security in Computer Networks CA
Distributed Systems AWAITING DECISION
Embedded Systems CA+ST
● CA = Continuous assessment.
● ST = Synthesis test *
● EX = Exam
7. * Assessment of whether the course's objectives have been accomplished, its competencies developed and
its contents learned. To take it, you need to have passed the continuous assessment. It will last no longer
than one hour.
Enrolment planning
This bachelor's degree programme can be studied full-time over three academic
years (six semesters) or part-time over six years (twelve semesters).
However, there is no time limit for finishing the programme; each student can
adjust the length and pace of their studies to fit in with their other commitments
and the time they have available.
Therefore, it's important to plan the courses that you enrol on each semester
carefully, taking into account the time you'll be able to dedicate to them.
a) Enrolment recommendations and general recommendations
● Your tutor will provide you with personalized guidance to help you plan your
course enrolments based on your needs, interests, availability and existing
knowledge.
● Some courses may be recognised due to your prior studies or professional
experience (see the Credit recognition section of this guide).
● Part-time students usually enrol on two or three courses, whereas full-time
students typically enrol on five.
● For the first semester of the programme, we recommend choosing one of
these two course packages and only enrolling courses from that package:
o Package 1 - Software Development: Fundamentals of
Programming, Software Engineering, Web Standards and
Languages
o Package 2 - Fundamentals of Mathematics: Algebra, Business
and IT Management, Web-Based Teamwork
These packages have been specially designed for your first enrolments.
You don't have to do all three courses from the package during the same
semester; you can do just one or two. If you want to do two, we recommend
the ones that have been underlined above.
b) Course enrolment recommendations diagram
The diagram below shows which courses build upon content learned in other
courses and, because of this, should be taken in a set order. If there is an arrow
leading from course X to course Y, it means that you need some of the content
learned in course X before you can do course Y. Therefore, these are 'strong'
recommendations to do one course before the other.
It is possible to enrol on courses without following these recommendations (for
example, you might do this based on your professional experience or existing
8. knowledge). However, in general you are expected to follow these guidelines. If
you have any doubts, your tutor can provide advice.
[Click the following link to access a larger version of this diagram (PDF format).]
Credit recognition for prior studies and
professional experience
If you have professional experience or have completed other studies (partially or
fully) that relate to the content of this bachelor's programme, demonstrating
evidence of this may provide you with credits for this bachelor's degree.
● Prior studies: if you have done advanced-level vocational training in
9. Spain (CFGS) or studied on another bachelor's degree (completed or not),
you can request credit transfers for courses you have already passed.
● Professional experience: if your experience clearly relates to the content
covered in this bachelor's programme, you can obtain credit recognition for
up to 15% of the 180 credits. That works out as a maximum of four
courses (or three courses if one of them is the Internship course).
You can check all the details and the calendar for requesting credit recognitions in
the Virtual Campus sections Procedures / Recognitions and validations / Request
prior studies assessment and Procedures / Recognitions and validations /
Request the recognition of professional experience.
If your credit recognition request is validated, you must then enrol on the courses
before completing the programme in order for them to be included in your
academic record. The price of courses passed by means of credit recognition is
lower than the normal price.
Enrolment specifications: Internship and Final Project
courses
Typically, people studying the programme full-time would enrol on the Internship
course (which is optional) in the fifth semester and the Final Project course in the
sixth semester.
It is important to know that these two courses cannot be taken until you have
passed at least 120 ECTS credits.
In general, very few exceptions can be made to this rule; any such special cases
would have to be discussed first with the tutor and would then require
authorization from the programme director.
For the Final Project course, you will have to choose a field of study in which to
do your project. In some cases, the teaching staff will propose fields of study; in
other cases, you can come up with your own.
In any case, we recommend that each student should contact their tutor before
enrolling on the Final Project course so that they can receive advice on fields of
interest before making their decision.
You will receive more information on the enrolment process, the process for
choosing where to do the internship and the focus of your final project in the
future.
Teaching figures
Tutor
10. Your tutor is the first person to turn to if you have any doubts or questions about
your studies. They will provide you with guidance and advice throughout your time
studying this programme. Contact them at any time by email or via the tutor's
classroom on the Campus. You will have a First year tutor who’ll guide you
through your firsts semesters, and then switch to a Follow-on tutor who will stay
with you through the rest of the programme.
Coordinating professors and course instructors
Coordinating professors organize and integrate each course's contents, focusing
on students' learning processes. They contribute expertise in the field of study and
are responsible for coordinating the course instructors.
For each course you will have a course instructor, and this is the person who you
will encounter on a day-to-day basis for matters relating to the course (the learning
process, answering questions, and messages in the forums or directly via email).
As such, the course instructor is the main teaching figure who will provide you with
a personalized learning experience as well as continuous and final assessment for
each course.
Programme director
The programme director is in charge of the programme as a whole. Their
academic responsibilities include managing the courses' coordinating professors
and ensuring that the resources and teaching quality are up to standard.
Student Help Service
If you have any queries or problems with academic or administrative procedures,
you should go to the Help Service (found at the top of the Virtual Campus).
Follow us:
● Website: http://eimt.uoc.edu
● Tecnología++ blog https://blogs.uoc.edu/informatica/
● Mosaic magazine http://mosaic.uoc.edu/
● Facebook https://www.facebook.com/eimtuoc
● Twitter @UOCeimt