This document outlines the key aspects of an introductory JavaScript course, answering the five critical questions:
1. The course will cover the JavaScript language, programming concepts, and agile software projects.
2. Instruction will be delivered in weekly lectures and focus on language learning, programming, and project development. Students will have flexibility in their learning.
3. Students must complete assigned work regularly, practice what they learn, and build a support network to succeed in the course. Participation, quizzes, essays, and projects will be graded.
4. Grades will be based on participation (33%), programming exercises and essays (33%), and projects (33%).
5. While
Programming in Java: Introduction. Last delivered in 2016. All educational material listed or linked to on these pages in relation to King's College London may be provided for reference only, and therefore does not necessarily reflect the current course content.
Programming in Java: Introduction. Last delivered in 2016. All educational material listed or linked to on these pages in relation to King's College London may be provided for reference only, and therefore does not necessarily reflect the current course content.
How to Smash Your First Tutoring SessionLudo Millar
In this workshop, we will give you a 5-Step Plan that will allow you to assess your student whilst they work towards a concrete outcome in a high challenge, low risk environment. The plan will work in any subject, for any student of any age or level
This is a stand-alone course for tutors of any level of expertise - from beginners to advanced
To access the workshop recording, visit https://www.youtube.com/watch?v=je7WJ74Oxxk
Upon completion of this workshop, we invite you to join us for the 4-part Qualification for Tutors by following https://www.qualifiedtutorcommunity.org - continue the learning journey in our collaborative environment and gain the tools you need to become a successful and enabling tutor
Close Reading with Annotations and Text Codes: During ReadingJonathan Pickles
Boost reading comprehension in your classroom and explore the close-reading strategy of annotating and text-coding.
This is the quick start guide to use during reading. It is presentation 2 of 3.
Have you ever dreamed of teaching a pre-calculus level course where the algebraic manipulation is de-emphasized and the emphasis is shifted to conceptual understanding and practical skills that directly apply to transfer classes? Learn how your wishes can come true by making simple changes around curriculum, pedagogy, and technology.
This is one of my orientation eLectures I designed with PowerPoint and LecShare Pro. This allows me to create eLectures with my notes in the PowerPoint notes section.
Great design patterns are reusable, modular expressions of what’s going on in your code. They allow you to communicate to other developers simply by the way you code, in addition to being easily maintainable themselves. Put simply, patterns are the available tools in the developer’s toolbox.
In this presentation, I review a few common patterns, their advantages/disadvantages, and how they can be implemented.
The source for this presentation can be found here: https://github.com/derekbrown/designpatterns
How to Smash Your First Tutoring SessionLudo Millar
In this workshop, we will give you a 5-Step Plan that will allow you to assess your student whilst they work towards a concrete outcome in a high challenge, low risk environment. The plan will work in any subject, for any student of any age or level
This is a stand-alone course for tutors of any level of expertise - from beginners to advanced
To access the workshop recording, visit https://www.youtube.com/watch?v=je7WJ74Oxxk
Upon completion of this workshop, we invite you to join us for the 4-part Qualification for Tutors by following https://www.qualifiedtutorcommunity.org - continue the learning journey in our collaborative environment and gain the tools you need to become a successful and enabling tutor
Close Reading with Annotations and Text Codes: During ReadingJonathan Pickles
Boost reading comprehension in your classroom and explore the close-reading strategy of annotating and text-coding.
This is the quick start guide to use during reading. It is presentation 2 of 3.
Have you ever dreamed of teaching a pre-calculus level course where the algebraic manipulation is de-emphasized and the emphasis is shifted to conceptual understanding and practical skills that directly apply to transfer classes? Learn how your wishes can come true by making simple changes around curriculum, pedagogy, and technology.
This is one of my orientation eLectures I designed with PowerPoint and LecShare Pro. This allows me to create eLectures with my notes in the PowerPoint notes section.
Great design patterns are reusable, modular expressions of what’s going on in your code. They allow you to communicate to other developers simply by the way you code, in addition to being easily maintainable themselves. Put simply, patterns are the available tools in the developer’s toolbox.
In this presentation, I review a few common patterns, their advantages/disadvantages, and how they can be implemented.
The source for this presentation can be found here: https://github.com/derekbrown/designpatterns
Microservices are small services with independent lifecycles that work together. There is an underlying tension in that definition – how independent can you be when you have to be part of a whole? I’ve spent much of the last couple of years trying to understand how to find the right balance, and in this talk/tutorial I’ll be presenting the core seven principles that I think represent what makes microservices tick.
After a brief introduction of what microservices are and why they are important, we’ll spend the bulk of the time looking at the principles themselves, wherever possible covering real-world examples and technology:
- Modelled around business domain – using techniques from domain-driven design to find service boundaries leads to better team alignment and more stable service boundaries, avoiding expensive cross-service changes.
- Culture of automation – all organisations that use microservices at scale have strong cultures of automation. We’ll look at some of their stories and think about which sort of automation is key.
- Hide implementation details – how do you hide the detail inside each service to avoid coupling, and ensure each service retains its autonomous nature?
- Decentralize all the things! – we have to push power down as far as we can, and this goes for both the system and organisational architecture. We’ll look at everything from autonomous self-contained teams and internal open source, to using choreographed systems to handle long-lived business transactions.
- Deploy independently – this is all about being able to deploy safely. So we’ll cover everything from deployment models to consumer-driven contracts and the importance of separating deployment from release.
- Isolate failure – just making a system distributed doesn’t make it more stable than a monolithic application. So what do you need to look for?
- Highly observable – we need to understand the health of a single service, but also the whole ecosystem. How?
In terms of learning outcomes, beginners will get a sense of what microservices are and what makes them different, whereas more experienced practitioners will get insight and practical advice into how to implement them.
This is an intermediate conversion course for C++, suitable for second year computing students who may have learned Java or another language in first year.
Workplace Simulated Courses - Course Technology Computing Conference
Presenter: Angie Rudd & Kelly Hinson, Gaston College
What do our students need to learn to be productive in the workplace, to get a job, what skills do they need? The workplace has changed, leadership has changed, and the future is collaboration. This presentation will discuss the methods and tools used in two online project classes. We will show you how we take our learning outcomes and design online classes to simulate a workplace environment. These courses are designed to give students the most realistic workplace environment that we can in an academic setting. One course teaches Emerging Technologies by using teamwork and collaboration environments. The other course uses the System Development Lifecycle as a guide for students to complete an individual project with feedback and brainstorming from other students. The goals for the session are: demonstrating and discussing collaboration, showing how to include useful teamwork in an online environment, working as a collective team, sharing information and knowledge, encouraging suggestions and ideas, brainstorming, building in frustration on purpose, using peer feedback in projects, enabling team resources, and embracing roles and responsibilities. Attendees will walk away with a template of how to design a course for a workplace environment while meeting the learning objectives of the course.
Sheltered Instruction is a way to teach English Language Learners within the context of their academic classes. The SIOP model is the only research based method that effectively ensures that all students have equal access to the curriculum.
VSS 2005 - Evaluation of the IVHS Course Development ProcessMichael Barbour
Barbour, M. K. (2005, October). Evaluation of the IVHS course development process. Paper presentation at the annual Virtual School Symposium, Denver, CO.
Lesson planning is the rudiment factor for success in execution of teaching a topic in class. It makes the class effective and the teacher comfortable. It is the tool for forward thinking and reflection for your next lesson. Lesson planning gives concrete shapes to ideas. Infact if you do not plan you are planning to fail,
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
2. The Five Critical Questions
1. What material will this course cover?
2. How will this course be presented?
3. What will be required of me?
4. How will my work be graded?
5. What will I be able to do after having
taken this course?
2
3. “It’s in the Syllabus”
• All five of these questions are simultaneously
answered in the course Syllabus but in a more
formalized manner and language.
• You may think of the Syllabus as a contractual
document, wherein I tell you what is required.
This is why it is important that you read it.
• Shortly I will be asking you to read it in detail and
then to confirm to me that you have read it.
• In the mean time, this presentation will serve as
an easy to understand guide to get you started.
4. What material will this course cover?
This course covers the following subjects…
1. Basic JavaScript Language
2. Basic Programming Concepts
3. Basic Agile Software Projects
4
5. How will this course be presented?
This is an INTRODUCTORY course:
• It is specifically designed for non-computer
science majors or those just entering the
computer science major
• If you are new to JavaScript and programming,
we will give you lots of guidance and support.
• If you already have some JavaScript experience
we will put you to work assisting those who do
not—but in situations that will give you practice
with what you already know.
5
6. How will this course be presented?
Instruction will be divided into 3 phases:
• The first phase emphasizes language
Weeks 2-6
learning, i.e., Javascript coding, syntax, objects
• The second phase Weeks 7-11 emphasizes
programming, i.e., using the language we have
learned to make useful things happen
• The third phase Weeks 12-16 emphasizes project
development, i.e., student collaboration in the
design & construction of programming projects
6
7. How will this course be presented?
There will be 3 “lectures” each week:
• Lectures will consist of one or more VoiceThread
presentations, supporting materials and resources,
as well as appropriate outside links.
• One lecture (with supporting materials) will be
posted in the evening of each Sunday, Tuesday and
Thursday of the week.
• You may respond to each lecture at any point during
the week—individually or en masse—but all lectures
must be viewed and all work completed no later
than Sunday by 11:59 PM.
7
8. How will this course be presented?
The reasoning behind 3 “lectures” format:
• Language learning—and JavaScript is a language—is
most effective when taken in smaller digestible
bites presented in a steady progression followed by
regular and consistent practice.
• It reduces the intimidation factor. Make no
mistake, JavaScript is a very big, complex language.
When taken in small, manageable bites it is much
more approachable and less daunting.
• This format will also allow you to adapt the learning
process to one that best fits your own work style
and learning habits.
8
9. How will this course be presented?
Week One: Preliminaries and Set Up
• How to use VoiceThread
• The Five Critical Questions
• The Syllabus (downloaded, read, confirmed)
• Eloquent JavaScript (text and support apps)
• Notepad++, TextWrangler, text editors
• The Toolbox Concept and Process
9
10. What will be required of me?
There are 3 keys to success in this course:
• Do the work
• Stay in practice
• Build an active support
network
10
11. What will be required of me?
Bottom Line
If you do the work in a regular and timely
manner; if you return to and practice what
you have learned; and if you reach out for
assistance as the need arises…
you will do well in this course.
11
12. How will my work be graded?
• As previously stated, this course will be
divided into 3 phases.
• In the first phase there will be little in the
way of grading other than evidence of
participation.
• Please note that the course materials are
all set up so that I can track your level of
participation. Given its importance, and
the nature of the language learning
process, participation will account for
33% of your final grade.
12
13. How will my work be graded?
• In the second phase there will be a number of
programming exercises.
• Time and direction will be provided for you to
practice these exercises before submitting
them. The submissions will act as quizzes and
will each be graded.
• Additionally, during this phase the “Toolbox”
you began populating in the first phase will be
submitted several times and will act as an
ongoing “essay” which will be graded.
• Taken together these quizzes and essay will
also account for
33% of your final grade.
13
14. How will my work be graded?
• In the third phase there will be a number of
projects.
• Again, time and direction will be provided for
you to practice these projects before
submitting them. The submissions will act as
quizzes and will each be graded.
• A final project will be assigned towards the end
of the semester. You will be asked to work in
small teams. This final project will act as test.
• Taken together these quizzes and test will also
account for
33% of your final grade.
14
15. What will I be able to do after having
taken this course?
It is not the intention of this course to make
you all JavaScript programmers. This is an
introductory course.
What you learn here will, however…
o give you sufficient knowledge to appreciate
the value of both the JavaScript language
and programming to your career,
o firmly position you to continue either
JavaScript or programming studies if you
have either the need or the interest.
15
Editor's Notes
From my experience over many years of teaching I believe there are 5 critical questions that need to be answered by an instructor in any course setting. Additionally, I believe these questions should be answer in a clear, concise manner so that students themselves develop a clear, concise understanding of the course and its contents.
The five critical questions that you as a student should have answered upon starting a course are…What material will this course cover?How will this course be presented?What will be required of me?How will my work be graded?What will I be able to do after having taken this course?
All five of these questions are answered in the Syllabus in detail. This presentation serves as an overview. If you have specific questions, refer the syllabus (In fact, you should have a copy readily at hand). It is absolutely vital that you read and have a clear understanding of the syllabus. I have chosen the wording of both to be both as accessible and as accurate as possible.
We will start with language learning. Like any language, you will need to learn words and their meaning, the syntax or how those words work together and under what conditions, and then how to apply both in a meaningful and useful way.We will then show how these language components can be organized to produce a more effective and efficient result.Finally, we will have the opportunity to develop projects that realize the oriented and organized language’s full potential. This will give you practice in using and understanding the language and the programming as a unified experience.
This is an INTRODUCTORY course:It is specifically designed for computer and non-computer science majors alike. It is also designed to accommodate a range of skill levels. If you are new to JS and to programming, we will give you lots of guidance and support.If you already have some Javascript experience we will put you to work assisting those who do not—but in situations that will give you practice with what you already know.
Notes
Notes
Notes
We will use the first week, the week you are now in, to introduce you to the course learning format and to give you the necessary background information to succeed. We will let you know what resources you will need and how to access them. You can see from this list there are six tasks you will need to accomplish this week.VoiceThread you have already been introduced to – it is how this lecture is being presented. The Five Critical Questions you are currently processing.You will then need to download, read and confirm your understanding of the Syllabus. We will then introduce the course text and related resources.Next comes text editors. These will be important in the writing of code and the development of programs. Finally we will introduce you to the Toolbox Concept. This will play an important role in the WAY that you will be learning.
Do the work This course is intensively progressive. What that means is that each week requires you to learn a number of concepts. Knowing what you learned this week will be critical to being able to learn the following week’s lessons. This process continues throughout the entire 16 weeks. If you do not do this week’s work you will fall behind. Falling behind puts you in a difficult position. Yes, this course will require work from you each week, but it is designed not to be unrealistic. If you put a few hours in each week you will be able to stay on track. But you have got to DO THE WORK.2. Stay in practiceOnce you have taken the time to learn the material it is a good idea to keep coming back to practice it. Because the learning is progressive, you cannot expect to learn something this week, for this week only, and then only worry about the next week’s lesson once this week is done. Think of it terms of verbal language learning. You can’t afford to forget what you learned last week if you expect to keep improving your ability to communicate. Javascript is a language that let’s you keep on improving your conversation with the working web.3. Build an active support network. Start with your instructor… that is why I am here… to be your primary support. But you will also be encourage to work together, to build your knowledge as a community of learners. This is the way the web works and JavaScript is the language web behavior. I will give you more information about this process of network building as we progress in the course.
It really is that straight forward. I know that most of you have little to no computer language or programming background. I have taken this into account in the design and development of this particular course. And, I am more than willing to assist you with your own on-going development. But having said this, the fact remains that you CANNOT learning computer languages or programming without putting in the time and effort.
As previously stated, this course will be divided into 3 phases. In the first phase there will be little in the way of grading other than evidence of participation. Please note that the course materials are all set up so that I can track your level of participation. Given its importance, and the nature of the language learning process, participation will account for 33% of your final grade
In the second phase there will be a number of programming exercises. Time and direction will be provided for you to practice these exercises before submitting them. The submissions will act as quizzes and will each be graded.Additionally, during this phase the “Toolbox” you began populating in the first phase will be submitted several times and will act as an ongoing “essay” which will be graded. Taken together these quizzes and essay will also account for 33% of your final grade
In the third phase there will be a number of projects. Again, time and direction will be provided for you to practice these projects before submitting them. The submissions will act as quizzes and will each be graded.A final project will be assigned towards the end of the semester. You will be asked to work in small teams. This final project will act as test.Taken together these quizzes and test will also account for 33% of your final grade.
It is not the intention of this course to make you all JavaScript programmers. This is an introductory course. What you learn here will, however…give you sufficient knowledge to appreciate the value of both the JavaScript language and programming to your career,firmly position you to continue either JavaScript or programming studies if you have either the need or the interest.
So that’s it for the Five Critical Questions. Go ahead and read these JavaScript in the Future quotes and then head over to the Syllabus section of Week One’s activities