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THE UNIVERSITY OF DODOMA

COLLEGE OF EDUCATION

SCHOOL OF CURRICULUM AND TEACHER EDUCATION

THE PROPOSED PROGRAMME: DIPLOMA IN EDUCATION, SCIENCE,

MATHEMATICS AND INFORMATION COMMUNICATION

TECHNOLOGIES

Dip. Ed (Sc, Maths, ICT)

Offering Institution: College of Education (The University of Dodoma)

University Qualification Level 6: Ordinary Diploma in Education, Science

Mathematics and Information Communication Technologies

ICT COURSES

September, 2014

1. ICT courses

The courses for the 3 years of ICT.

Year Semester Code Course name Credits 1st I IT 0111

Essentials of Information and Communication Technology 7.5

IT 0113 Basics of Computer Programming 7.5IT 0114 Introduction to Database Systems 10

II IT 0122 Educational Technologies 10IT 0125 Computer Information Systems and E-

commerce 10IT 0126 Advanced Information Communication

Technologies7.5

IT 0127 Computer Control and Maintenance 102nd I IT 0213 Introduction to Computer Architecture 7.5

IT 0214 Network System and System Security 10II IT 0222 Educational Games and Simulation

Technologies7.5

IT 0225 Computer Programming with Procedural Languages

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IT 0226 Web Page Design 7.5IT 0227 Data Structures and Algorithms 10

3rd I IT 0313 Database Management Systems 10IT 0314 Introduction to Systems Design and Analysis 10

II IT 0325 Web Programming 10IT 0326 Computer Programming with Objective-oriented

Programming Languages10

Table 5: The grading system of the Dip Ed (Sc, Maths & ICT)

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Grade Definition Points Score range

A Excellent 5 75%-100%

B+ Very Good 4 65%-74%

B Good 3 55%-64%

C Average 2 45%-54%

D Poor 1 35%-44%

Failure Failure 0 0%-34%

Table 6: Award classification of the Dip Ed (Sc, Maths & ICT)

Class of Award Cumulative GPA

First Class 4.4-5.0

Upper Second Class 3.5-4.3

Lower second 2.7-3.4

Pass 2.0-2.6

9 Subject specializationsStudent teachers shall choose one of the following subject specializations:

a) Physics, Mathematics and Education-PMEb) Chemistry, Mathematics and Education-CMEc) Chemistry, Biology and Education-CBEd) Physics, Chemistry and Education-PCEe) Physics, ICT and Education-PIEf) Biology, ICT and Education-BIEg) Mathematics, ICT and Education-MIEh) Chemistry, ICT and Education-CIE

ICT COURSES

1. IT 0111: Essentials of Information and Communication Technology (7.5 Credits)

Course description

This course is designed to orient student teachers to the fundamentals of Information and Communication Technologies (ICTs) and their applications in education. The course provides practical knowledge and skills prerequisite for technology integration in teaching and learning

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process. Students will also become familiar with system security and gain reflective experiences in assuring smooth use of Computer in teaching and learning. In general students will cover basics of computer and application software for word processing and presentation software necessary for teaching and learning.

Course objectives

At the end of this course a student is expected to:1. Identify traditional ICTs such as transistor radios, video, telephony and analogue

televisions2. Identify of modern ICTs such as Computer and its peripherals3. Analyze basics computer network and its application in education.4. Be able to demonstrate understanding of Computer system security5. Type using computer keyboard in relative high speed. 6. Use Microsoft word application in education.7. Use Microsoft PowerPoint application in education.

Expected learning outcomes

Graduates are expected to:1. Prepare ICT-based teaching and learning materials 2. Identify teaching and learning methods that facilitate application and implementation of

ICT-based lessons in classrooms3. Integrate ICT tools and resources in teaching and learning4. Store ICT-based teaching and learning materials for future use.

Course content

Introduction to traditional ICTs

Introduction to signal transmission technologies:- Transistor radios, video, telephony and analogue TVs

Analogue transmission technology:- Analogue ICT tools, The use of traditional ICTs in education

Introduction to modern ICTs (Computer and its peripherals) Digital technology:- Merits of digital technology, Digital ICT tools, Computer as a

special digital ICT tool History of computer:- computer generations, computer types and computer

classifications. Basic computer operations,:- computer hardware and software with their basic functions

Basic computer networks and its application Introduction to computer networks: - History of networking, components of network and

basic functions of network. Categories of computer networks:- Clint-server network, Peer-to-Peer network and LAN,

WAN, MAN INTERNET. Computer network design:- network transmission and basic technologies that is star

topology, ring topology and bus topology. Network application programs:- browsers e.g. internet explorer, downloader managers

etc.

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Search engines and their application:- types of search engines, basic search techniques, advanced search techniques, open/free source books and journals, open digital libraries, Wikipedia and blogs.

Emails use and creation:- General architecture of electronic mail and protocols, E-mail addresses(Primary domain and secondary domain )

Computer system and network security Introduction to computer system and network security: - meaning, goals and functions of

computer system and network security, vulnerability of computer and network system. Threats and attacks: - Network, computer, and web attack and attackers, Perceive and

active attack. Important security precautions/defense.:- Safety computing procedure Computer security service, policies and mechanisms:- Protection of files, documents,

folders, programs and other software against attacks from virus, worms or Trojan horse, inscription, secure networks, social engineering,

Microsoft word application Typing skills:- Creating of documents Using Microsoft office word:- Editing, formatting, layout,

creating mail merge, changing views and referencing that insert citation and bibliography Microsoft equation editor: - Creating mathematics expression using Microsoft Equation

editor.

Microsoft PowerPoint application

Creating presentations using Microsoft office PowerPoint: - Editing, formatting, layout of slides, inserting objects, animating, creating out presentations and customize animation using master slide, combine presentation with audio and video.

Course delivery mode 30 Lecture hours 7.5 Seminars hours 7.5 Practical hours 7.5 Assignment hours 15 independent studies hours

Course assessment mode

The course will be assessed through:

Coursework 50%

End of semester University Examination 50%

References

Aduwa-Ogiegbaen, S. E., &Iyamu, E. O. S. (2005). Using Information and Communication Technology in Secondary Schools in Nigeria: Problems and Prospects. Educational Technology and Society, 8 (1), 104-112.

Jonassen, D. H. (1999). Computer as mind tool for schools: Engaging critical thinking, Englewood Cliffs, NJ, Prentice Hall.

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UNESCO. (2008). ICT competency standards for teachers: Implementation guidelines. Version 1.0.deFontenoy: UNESCO.

URT.(2007). Information and Communication Technology Academic Syllabus for Certificate Course in Primary Education.MOEVT: Dar es Salaam.

URT (2007).Information and Communication Technology policy for basic education. Dar es Salaam: Mture Press.

Sugiyama, M. (2005). Exploring the Practical use of ICT tools by Teachers for Making Supplemental Teaching/Learning Materials in Secondary Schools in Tanzania, as an Effort of Supporting Students Learning in Science and Mathematics. Unpublished, Master’s Dissertation. Enschede: University of Twente.

2. IT 0122: Educational Technologies (10 Credits)

Course Description

This course is designed to orient student teachers to technologies which are used in education. Students will become familiar with how to use social networks as a teaching and learning platform. On other hand this course will enable them to use excel to prepare results reports, administration/managerial work and even in prepare statistical data and graphs for teaching and learning. They will also learn the techniques of editing pictures and creating graphics for teaching and learning. Students will be familiarized with E-learning technologies and online learning and teaching platforms like Learning Management System. Students will also get chance to practice online teaching techniques.

Course objectives

By the end of this course students are expected to:1. Analyze different theories supporting using of education technologies in education 2. Use educational technologies in enhancing teaching and learning 3. Use learning management systems in distributing instructional and for conducting

online classes.4. Create a platform for learning using social networks as a technological tools5. Demonstrate ability of using excel in Education management, administration and

prepare mathematics or statistical instructional material6. Prepare graphics and edit still pictures for developing multimedia instructions.

Expected Learning outcomes

Learners are expected to:1. Demonstrate ability to use Learning Management System 2. Demonstrate ability to use social networks as a teaching and learning platform3. Schedule and conduct online live charting video/teleconferencing4. Creating online interactive learning environment using social media and LMS. 5. Evaluate and choose best technologies which can be used in educations. 6. Uses excel in preparing students result and other school administrative work. 7. Edit and animate still picture us and other graphs for teaching

Course content

Introduction of education technology

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History of Educational technologies: -form abacus, sliding rule, analog and digital calculator, teaching machines, TV-podcast and digital computer etc.

Microsoft Excel application for education Introduction to Microsoft excel: - excel book and sheet, Formatting cells, Inserting

column row, Insert data in cell, insert objects etc. Performing computations using Microsoft office excel:- Insert formula, Perform

some, average, using excel, mathematics formula, Managing students learning:- Using excel to register students, creating students result,

calculating class mean, mode, median and other statistical calculation, drawing graphs, calculating students division, grade and or GPA. etc.

Image and graphics technologies to education Microsoft picture manager:-Simple editing of image adding more color, more light

and balancing color etc. Microsoft snipping tool:- capture pictures on screen, Adobe photo Shop:- Editing and creating graphics, adding motion to still picture,

Editing back ground, changing picture formatting, creating still picture and animate them for developing instructions.

Visio, Dia or ConceptDraw: - Creating graphics like graphs for subject specific instructions, drawing physic circuit.

E-learning Technologies Video conferencing:- How to prepare and conduct video conferencing, Using video

conferencing for teaching Tele-conferencing:- Conducting Tele-conferencing using mobile phone, Using

computer software to conduct Tele-conferencing. Tablets: - Introducing tablets, using tablets to insert digital books, how to read a

digital book in a tablet. Google products:- Google drive, Google map, Google maple and Drop-box LMS (Moodle, Canvas, In-structure and Wik-space), Practical training on how to use

LMS e.g. Moodle. Online tutoring;- conducting online classes, conducting live chart, evaluating online

learner etc.

Using social networks as a teaching and learning platform Blogs, creating blogs, using blogs for education purposes Facebook / Twitter and whatsApp:- creating online community of learners etc.



The course will be assessed through:

Coursework 50%

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ReferencesArmatas, C, Holt, D, & Rice, M. (2003). “Impacts of an Online-Supported, Resource-Based

Learning Environment: Does One Size Fit All?” Distance Education, 24(2), 141-158.Dillard-Eggers, J, Wooten, T, Childs, B, & Coker, J. (2008). “Evidence on the effectiveness of

on-line homework” College Teaching Methods & Styles Journal, 4(5), 9-16.Donovan, W, & Nakhleh, M. (2007). “Student Use of Web-Based Tutorial Materials and

Understanding of Chemistry Concepts” Journal of Computers in Mathematics and Science Teaching, 26(4), 291-327.

Grabe, M., & Christopherson, K. (2008). “Optional Student Use of Online Lecture Resources: Resource Preferences, Performance and Lecture Attendance” Journal of Computer Assisted Learning, 24(1), 1-10.

Guthrie, C. (2010). “Towards Greater Learner Control: Web Supported Project-Based Learning” Journal of Information Systems Education, 21(1), 121-130.

Inglis, M., Palipana, A., Trenholm, S., & Ward, J. (2011). “Individual differences in students' use of optional learning resources” Journal of Computer Assisted Learning, 27(6), 490-502.

Kazlauskas, A, & Robinson, K. (2011). “Podcasts are not for everyone” British Journal of Educational Technology, 43(2), 321-330.

3. IT 0211 Audio and Video Editing Technologies (7.5 Credits)

Course Description

This course is designed to familiarize student teachers with skills on how to edit audio and video material for teaching and learning purposes. Students will be able to use and edit readymade educational audios and videos and create their own instructional audios and videos. Several technologies for producing and editing audio and video material will be discussed during the course. Students will get chance to capture and edit their own video ready to be used for teaching/learning or as part of multimedia content production. During the course learners will also learn how to search free instructional audio-video material in websites or social networks such as YouTube.

Course objectives1. To enable student teachers to use educational video for enhancing teaching and learning 2. To help student teachers understand how to edit readymade education video and use them

in teaching3. To enable students teachers to produce their own audio/video material for teaching4. To enhance teachers ability to evaluate audio/video material which may be used in

educational instructions


Students are expected to:

1. Be able to use audio and video production tools 2. Be able to use audio/video editing technologies 3. Demonstrate higher ability of editing audio-videos

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4. Identify, customize , edit and use ready educational audio or video material5. Create their own education audio-videos material for teaching and learning6. Evaluate audio/video material for educational instructional purposes.

Course content

Audio production in education Audio capturing tools and technology: - audio capturing devices: Microphone, mixers

etc. audio format and audio capturing software. Audio capturing:- Capture sound using microphone and other tools Audio editing technologies:- Open source technologies for sound editing,( Cool editing,

Audacity etc.) Sound editing (practicum):- using open source technology to edit sound. (Audacity or

cool editing or others)

Video production in education Types of Camera – Parts of Camera – Mounting Equipments – Lenses: Types, Optical

Characteristics – Filters, Video capturing tools and technology and video formats Video editing technologies: - Open source technologies for editing video, (iMovie

MovieMaker, QuickTime, pinnacle and Picassa). Video editing (practicum):- Using open source technology to edit video, (iMovie or

MovieMaker or QuickTime or pinnacle or Picassa). Create education video from Drawings, Photography, Digital video and Digital audio. Evaluating video for education purpose using evaluation framework.


Course assessment mode Coursework 50% End of semester University Examination 50%

References David Austerberry (2004): The Technology of Video and Audio Streaming, Second Edition.

McGraw-Hill.Gerald Millerson (2001), Video Production Handbook, Third Edition. Focal Press.Pohlmann, K. (2010): Principles of Digital Audio, 6th ed., McGraw-Hill. Adobe Press Audition CS6, Classroom in a Book (2013).Adobe Press Premiere Pro CS6, Classroom in a Book (2013).Video Production Handbook, Third Edition, Gerald Millerson, Focal Press, 2001.Bartlett, Jenny Bartlett(2005). Practical Recording Techniques,(4th Ed), Bruce, Elsevier

Publication.

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4. IT0222: Educational Games and Simulation Technologies (7.5 Credits)

Course DescriptionThis course is created to familiarize students with knowledge on how to create science simulate contents. Students will discuss technologies that are used in simulating scientific natural like events. Students will be able to use the content developed from simulation in this course to create courseware. On other hand students will familiarize with type of games that can be used in facilitating learning. Students will also learn how to search, customize and use readymade simulation material in websites and in social networks.

Course objectives1. To help students be able to identify scientific natural events which need simulations 2. To equip students with knowledge on how to simulate simple natural events for purpose

of using them in teaching/learning3. To analyze how games and simulation material can be used in motivating learning. 4. To enable them to use readymade educational games in teaching and learning 5. To prepare students teachers so that they can use subject specific simulation technologies

to create instructional material. 6. To equip students with knowledge on how to evaluate simulated materials/educational

games for teaching.

Expected Learning outcomesLearners are expected to:

1. Be able to create simple simulation 2. Identify and use educational games 3. Create contents teaching and learning from simulation or educational games. 4. Use education games for teaching scientific concepts5. Be able to analyze how and when to use simulation for purpose of motivating learning. 6. To evaluate educational simulation and educational games if they meet standards.

Course content

Introduction of simulation Understanding the concept of simulations and theories supporting educational simulation

in teaching:- Types (Physical, Iterative, Procedural, Situational), Purpose of using simulation in teaching and learning Example of simulation Acquisitions of educational simulations Criteria for selecting educational simulations Befits and limitations of simulations Ways of using simulation.

Creating educational simulations Simulation technologies

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Creating Physics simulation using Physion or COMSOL-Multi-physics (Physics simulation software).

Creating Biology simulation using PhET Simulation (Biology/Math Simulation ) Creating chemistry simulation using CHEMCAD simulation (Chemistry Simulation )

Educational Games Understanding the concept of educational/Instructional games: Game types (Rules,

Elements of competition and challenge, Amusing or entertaining formats) Purpose of educational/Instructional games Example of games (Science educational games ) Acquisitions of educational games Benefits and limitation of educational games Tools and technologies for creating educational games.



Coursework which include individual practice, group assignment, group project, quizzes, test, performance assessment etc 50%


References Alclrich, C. (2004). Simulation and the future of learning. An innovative (and perhaps

revolutionary) approach to e learning . San Francisco, CA: Pfeiffer publishing.Chen, C. & Howard, B. (2010). Effect of live simulation on middle school students attitudes and

learning towards science . Journal of Educational Technology Society 13(1) 133-139.

Institute of Simulation and Training (IST)(2002). Types of Simulations. Florida; University of Florida.

Chen, C. & Howard, B. (2010). Effect of live simulation on middle school students and learning towards science. Journal of Educational Technology and Society 13(1) 133-139.

Poripo, J.P.(2012). Effects of simulations on male and female students achievement. Nigeria, Izontimi publishers.

5. IT 0311: Instructional Design (7.5 Credits)

Course Description

This course is designed to orient students with methodologies of design and develop technological enhanced instructions. Students’ teachers will understand how to use technologies in developing instructions by following researched instructional models. In this course students will also discuss relationship between teaching face to face and online teaching. Different

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descriptive and prescriptive theories for design technological instruction will be introduced. Students will get chance to design and evaluate interactive instructions.

Course objectives

By the end of this course students are expected to:1. Demonstrate clearly understand of instructional design models and how/when to use

them2. Analyze history of instruction design as a field and the major theories. 3. Prepare Instruction Design document.4. Evaluate instructions using instructional design evaluation framework. 5. Familiarized with instructional delivery systems6. Prepare difference technological instruction base on delivery system e.g. CBI

Computer Based Instruction.


Learners are expected to:

1. Understand instruction procedures which are prescribed in deferent instruction design models

2. Have higher ability in choosing exactly type of instruction delivery model appropriate to the cognitive skill/ level to be taught.

3. Have higher ability in design and develop instructional delivery document4. Evaluate instructions that followed researched instructional theories 5. Creating subject specific instruction.

Course content

Introduction of Instructional design field

History of Instruction design and Founder:- Systems design, B.F. Skinner, Benjamin Bloom, Robert Mager, Rebert Glaser , Roebert Gagne , Dr.J. Marvin cook

Descriptive and Prescriptive learning theories

Learning theories and Information processing theories:- Behaviorism, Cognitive, constructivism and social constructivism, information processing theory (Descriptive theories)

Instruction design models (Prescriptive theories), ARCS (John Keller), ASSURE (Heinich, Molenda, Russel, and Smaldino), Backward Design (Wiggins & McTighe), Conditions of Learning (Robert Gagne), Component Display Theory (David Merrill), Criterion Referenced Instruction (Robert Mager), Dick and Carey, Elaboration Theory, Hannafin-Peck Model, Kirk and Gustafson Model etc

IDD, (Instructional design document)-Subject Specific: - How to design Instructional design document Elements involve in instructional design document, Objectives, Mastering objectives

etc, specific objective, Instructional strategies etc. Instructional Delivery Systems Design (ADDIE),

Introduction to instructional delivery system( Overhead projector, CBT, WBT. etc ) Discuss different models which can be used in design Instructional delivery system Using ADDIE Model to design instructional delivery system.

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http://www.instructionaldesign.org/models/arcs.html

http://www.instructionaldesign.org/models/dick_carey_model.html

http://www.instructionaldesign.org/models/backward_design.html

http://www.instructionaldesign.org/models/assure.html

Example of instructional delivery System. Instructional design-practicum

Design science instruction for mathematics, Physics, Biology and chemistry instructions.



Coursework 50% End of semester University Examination 50%

References Driscoll, M. (2005). Psychology of learning for instruction (3rd. ed.). Boston: Allyn & Bacon.Naughton, J. (1984). Soft systems analysis: An introductory guide. Milton Keynes: The Open

University Press. Gagne R.M., Wager .W.W, Golas K. , & Keller J.M. (2004). Principles of Instructional Design

(5th Edition). Wadsworth Publishing Company Mashburn D., Neill J. (1997). Instructional Design and Planning. Wisconsin Technical College

System FoundationBest, J.W. & Kahn, J.V. (1993). Research in Education. Allyn and Bacon, Boston. Duffy, T.M. & Jonassen, D.H. (1992). Constructivism and the Technology of Instruction.

Lawrence, New York Dick, Walter & Carey, Lou. (1996).The Systematic Design of Instruction. Fourth Edition. Harper

Collins

6. IT0 322: Instructional Content Development (10 Credits) Course Description

The course IT032 is designed to orient students with course authorizing tools for development of courseware. Students will be able to develop subject specific multimedia content for teaching specific topics or assisting them in delivery face to face instructions. The course will be technological based where student teachers will learn many technologies for developing multimedia contents based using different instruction models. The course will also familiarize students with Courseware development projects procedures. Generally student teachers will learn instructional development theories and through individual/group project they will develop courseware subject specific.

Course objectives

By the end of this course students are expected to:

1. Using different technologies in preparing multimedia educational content. 2. Demonstrate understanding in using Content authorizing tools.

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3. Relate instruction design theories with multimedia instructional content development4. Conduct project of Multimedia content development based on delivery system and or

subject specific. 5. Deliver content using instructional delivery system or LMS, CD or DVD etc.

Expected Learning outcomesLearners are expected to:

1. Be able to use Course authorizing tools to develop courseware 2. Produce subject specific multimedia content3. create multi-media content of different type/standard according to their delivery modes 4. Follow content production standards e.g. SCROM standard in content production. 5. Customize readymade multimedia content for use in teaching and learning6. Evaluate developed content using educational/Instructional content evaluation standards.

Course content

Multimedia Theory of Learning Principles of multimedia theory of learning Application of the principles of Multimedia theory of learning in teaching and

learning

General Knowledge of Multimedia Content Development What is content development Content development Standard (e.g. SCROM mode)

Educational Multimedia Content Development Technologies Course Authorizing tools Courseware Develop content for Computer and TV set based instruction (Lectora/Articulate):-

Combine audio, video, image and text to produce computer based multimedia instructional content or home DVD player instructions.

Develop content for WBT (ExeLearning ):- Combine audio, video, image and text to produce web based instructions

Using Content Online Delivery System LMS( crating assignment, quizzes, questions and upload contents)

Multimedia Content Development Projects Develop science subject’s multimedia contents.

Evaluation of Instructions multimedia content Discuss instructional multimedia content evaluation framework. Evaluate different multimedia content using evaluation framework.

Course delivery mode

30 Lecture hours

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7.5 Seminars hours 7.5 Practical hours 7.5 Assignment hours 15 independent studies hours

Course assessment mode Continuous assessment 50% End of University Semester Examination 50%

References

Anglin, G .J. (1995). Instructional technology: Past, present and future (2nd ed.) Englewood, CO: Libraries Unlimited.

Bransford, J. D., Brown, A. L. & Cocking, R. R. (1999). How people learn: Brain, mind, experience, and school National Academy Press.

David Unruh(2004), e-Learning with Macromedia Flash MX, Libraries Unlimited.Ruth Colvin Clark & Richard E. Mayer, e-Learning and the Science of Instruction, 2nd edition,

Jossey-Bass/Pfeiffer 2007.Lisa, L.(1996). Multimedia Design. Peach Pit Press,

7. IT0125 Computer Information Systems and E-commerce [ 7.5 Credits ]

Course Description

The course will introduce student to general system management procedures. The aspects of information system management and procedures that will be discussed include; Information Security Introduction to Information Systems; Introduction to E- commerce; Building an E-commerce website Business to business (B2B) transaction issues M-Commerce; and The e-commerce security environment intermediate. The issue of E-commerce will be discussed in detailed as mention in list above.

Course Objectives:

Objectives of the course are:

(i) To examine and be able to utilize the relationship between computers based information systems, Management and organizations.

(ii) To introduce the general knowledge on E-commerce(iii) To review concepts of management and organizations in the context of

Information Technology.(iv) To describe traditional information support systems for managers.(v) To describe all E-commerce models.

Learning outcomes

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Upon completion of this course students should be able to:

(i) Understand the major issues concerning the management, decision making and computer based applications.

(ii) To analyze management issues and problems and how to formulate realistic, practical plans to resolve them.

(iii) Describe your own view of management, values, ethics, and perception, and what you bring to your role as manager.

(iv) To describe E-commerce and its model

Course Content:

Introduction to Information Systems: Organizational Strategy, Competitive Advantage and Information Systems; Ethics and Privacy;

Information Security: Data and Knowledge Management; Networks;

Information Systems within the Organization: Customer Relationship Management and Supply Chain Management; Business Intelligence; Acquiring Information Systems and Applications;

Introduction to E- commerce: Scope and definition of e-commerce, Origins and Growth of E-commerce, E-commerce Vs Traditional business, E-commerce Vs E- business, Types of E-commerce, E-commerce technologies.Building an E-commerce website: Basics of PHP and MySQL, PHP and Html forms, E-commerce Website analysis, design and implementation (Individual project)The electronic business Environment: The value chain and values chain analysis, competitive advantages, business strategy.Business to business (B2B) transaction issues: Inter-organizational transaction of e-commerce, Electronic market and marketing methods, and Electronic data interchange (EDI).Business to Consumer e-commerce: Consumer trade transaction, Basic internet and intranet tools and connections, The elements of e-commerce and e-business.M-Commerce: Types of M-commerce, M-commerce technologies, Application.E-payment: Debit & credit cards, E-commerce digital payment in B2C arena, E cheque and e-cash, E-Wallet, Pay pal.The e-commerce security environment: Types of threats, Technology solutions, Protecting Internet communications


30 Lecture hours 7.5 Seminars hours 7.5 Practical hours 7.5 Assignment hours 15 independent studies hours


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References

Sadagopan, S (2004), Management Information Systems. 1st edition, PHI Learning Pvt. Ltd,Davis, G. & Olson, M. (1985) Management information systems: conceptual foundations,

structure and development. 2nd edition New York: McGraw HillLaudon, K. & Laudon, J. (2006) Management Information Systems: Managing the Digital Firm,

9th edition Prentice HallTerence, L (2004) Management information systems. 5th edition Cengage Learning EMEA.

8. IT 0314 Introduction to Systems Design and Analysis [10 Credits ]

Course DescriptionThis course aims to develop an understanding of the role and importance of the systems analyst in a rapidly changing world. Approaches to systems analysis and design will be described, including traditional approaches to the system development life cycle and modeling of system requirements and design. In addition, new approaches, such as object-oriented analysis, will be introduced.

Course Objective:The objectives of this course are:

To introduce to students the general concepts of information systems and System Development Life Cycle (SDLC) in real world cases.

It provides general understand to the activities done by systems analyst and system designer.

Finally it provides hand on experience on analysis and design tools/diagrams such as Use Case Diagrams, Data Flow Diagram, and Data Dictionary.

Learning Outcome:Upon completion of this course, students should be able to:

(i) Describe the concept of Systems Development Life Cycle and its importance to software development.

(ii) Discover or elicit requirements using a variety of techniques(iii) Explain and use features of Structured Systems Analysis and Design

Methodology.(iv) Explain and use features of Object Oriented Analysis and Design Methodology.(v) Perform system requirement analysis and design using structured approach and

object oriented approach.(vi) Write Software Requirements Document Specification for software development

project.

Prerequisites:None

Course Content:

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Introduction to System Analysis and Design: Overview of Information System, types of systems, Information System Components, Systems Development Environment (Techniques and tools), Role of business analysts, system analysts and system architects. Project Initiation: concept notes writing for software development project. Software Development Life Cycle: Systems Development Methodology (systems planning, requirement elicitation, analysis, design, implementation, testing, maintenance), Systems Development Life Cycle (Waterfall model, Spiral model and interactive approaches, Prototyping and Incremental models), Evolutionary Model, and Reusable Model Requirements Elicitation and Specification: Introduction to requirements, Importance of Requirements, User Requirements, and System Requirements (functional and non-functional), Requirements Engineering: feasibility study, requirements elicitation (Requirements gathering techniques, Prioritization of requirements, Use of prototyping, particularly as a method of requirements elicitation), Requirements Validation. Requirements management: Handling requirements changes, IEEE Software Requirements Document Specification Structure, introduction to proposal writing for software development project, System Analysis and Design Techniques and Tools: Use cases and Scenarios, Identification of events, actors and use cases, use case realization, use case descriptions, Data Flow Diagram (DFD), Entity relationship modeling (ERM), activity diagrams, Data Dictionaries, SRS writing for software development project. Object Oriented Design: OO concepts (classes and objects, encapsulation, interfaces, inheritance, polymorphism), introduction to UML, static modeling including UML class diagrams, Dynamic modeling including UML interaction diagrams. Logical Data Design: Designing Effective Output (Reports), Designing Effective Input (Forms), Designing Databases (including Conversion of ERM to a relational schema, Normalization, etc.), Designing the User Interfaces, Designing Accurate Data-Entry Procedures and Data migration issues.

Course delivery mode:40 hours lectures + 20 hours tutorials/seminars + 10 hours assignment + 20 hours independent studies, 10 hours practical per semester.


References:Kendall, K. E. and Kendall, J. E., (2008), Systems Analysis and Design, 7th Edition, Prentice-

Hall.Pressman, R, S., (2005), Software Engineering: A Practitioner’s Approach, 6th Edition,

McGraw-Hill.Sommerville, I., (2004), Software Engineering, 7th edition, Addison Wesley.Bennett, S., et al, (2006), Object-Oriented Systems Analysis and Design using UML, 3rd

Edition, McGraw Hill.

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Booch, G., (1998), Object Oriented Analysis and Design with Applications, 2nd Edition, Addison Wesley Longman.

Dennis, A, et al, (2008), Systems Analysis and Design, 4th Edition, John Wiley and Sons.

9. IT 0113 Basics of computer programming [7.5 Units]Course Description

The course will introduce students to general concepts of computer programming and technologies that are used in computer programming. Computer programming concepts and technologies will introduced this include the IDE technologies, compilers and others. On other hand programming learning and teaching technologies will be introduced this include visual technologies (Jeliot) and memory transfer Language (MTL).

Course Objectives

The general course objective is to familiarize students with concepts of computer programming and general methodologies which are used in programming and in teaching and learning programming.

Specific Objectives:

At the end of this course students should be able:

Identify and names computer programming languages and their differenced

Identify and use different technologies which are used in learning and teaching programming

To us UML language to demonstrate the computer programming concept in real life.

To understand the application of different IDE, Notepad and other technologies used for programming.

Course Contents Mathematics concepts behind programming: Sets, Logic, Number in base, etc. Computer programming procedures

Generation of computer programming language:

Examples of computer programming language: High level and low levels, Example of high level language languages, general syntax and semantics programming language etc.

Control structure, Lops and Variables and constants (Actions, Sequence, repetition and conditions)

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UML (Universal Mark-up language): What is UML? Design different simple life cinereous using UML.

Technologies which are used for computer programming the IDE, Jeoliot, MTL; Introduction on how to use, and their difference.

Type of programming: Listing Programming (LISP), Programming in Logic (PROLOG) common business programming (COBOL), LOGO and other types




References:

Storer J.A. and John C. Cherniavsky (2001) An Introduction to Data Structures and Algorithms. Birkhäuser Boston.

Michael T. Goodrich and Roberto Tamassia (2005), Data Structures and Algorithms in Java, Wiley

Mark Allen Weiss, (2006) Data Structures and Algorithm Analysis in C++, Addison Wesley

10. IT 0225 Computer Programming with Procedural Languages [10 CREDITS]

Course DescriptionThis course is geared to introduce students to procedural/structural programming language. In that cluster Visual Basic (VB) has be selected to achieving the objective. Students’ teachers should familiarize with all the basics of the structural language and use it to build simple programs aiming for learning. Instructors are highly recommended to use computer programming instructional tools to teach since the learners are students’ teachers. Visual Basic is a windows development language which can be used to create small utilities for individual or work group, a larger enterprise wide system, or even distributed applications or systems spanning the globe via the internet and that is why its selected as representative.

Course ObjectivesTo enable students develop a working-level knowledge of programming in the Visual Basic language, including: application design, variable declarations, programming constructs, file and database access and user interface

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Learning OutcomesUpon completion of this course students will be able to:

(i) Use the VB application development environment(ii) Use different control structures in event driven programming environment.

(iii) Write, execute and debug basic VB application programs.(iv) Design and develop the VB application programs to meet requirements(v) Design and program window based applications

Course Contents

Introduction to procedural programming language techniques; this include C, Paschal, FORTRAN, etc

Introduction to visual basic: Visual basic concepts, integrated development elements (visual Basic IDE): menu bars, tool bars, toolbox, project explorer window, properties windows, form designer, code editor window, and form layout window. Programming fundamentals: Data types, procedures and control structures.

Windows common controls: Creating or designing interface, creating event procedures, radio buttons, using frame control, selecting controls inside a frame, using list boxes, combo boxes, input and message boxes, creating menus and dialog boxes and other additional controls, File I/O Controls: The File system objects, programming in the File system object, accessing existing drives, folders and file, working with drives, folders and files

Database programming: Accessing Data using Visual basic, Using ActiveX DataObject (ADO), Data Access Object (DAO) and Remote Data Object (RDO).Designing and Printing a Data Report.




References:Zak, D., (2001), Programming with Visual Basic 6.0, Enhanced Edition, Course TechnologyLiberty, J., (2005), Programming Visual Basic 2005, O'Reilly Media.Gaddis, T. and Irvine, K., (2006), Starting Out with Visual Basic 2005, Addison Wesley

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Willis, T. and Newsome, B., (2005), Beginning Visual Basic 2005

11. IT 0227 Introduction to data structure and algorithms [ 10 Credits]

Course Description

The course is design to introduce to students the way computer understand and manipulate data. The abstract data type will be introduced and discussed, this include stacks, queues, linked and other. Students will be given chance to practice how to design abstract data types and how does computer manipulate them. Student will also practice when to use and how to select abstract data types depend on program and algorithm.

Course Objective The main objective of this course is enable students to demonstrate programming skills in solving real life scenarios using accepted data types and algorithms.

L earning Outcomes

Upon completion of this course, students should be able to:

1. Discuss theoretical aspects of data types, structures and algorithms.2. Implement various data structures.3. Implement various algorithms pertinent to operations on structures.4. Choose appropriate data type and algorithms to be used in given situation 5. Evaluate various algorithms against resources

Prerequisites:

IT 025 Computer programming with Procedural programming Language IT 013 Basics of computer programmingIT 027 Computer Programming with Objective Oriented Programming Language

Course Contents

Introduction to data structures and algorithms: Data types, abstract data types. Information and its storage representation, Definition of data structures, Classification of data structures, Algorithms: Definition of algorithms, algorithmic notation, Space and time analysis. Common algorithms used in data manipulation.

Implementation of data structures: arrays and linked lists Revision of arrays, multidimensional arrays, Revision on pointers. Revision of recursion, Introduction to linked list/Queues (single linked list, double linked list), Dynamic memory allocation, Data feeding, data retrieval from linked lists, Creation of lists by recursion, creation of lists by iteration

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Introduction to stacks and their applications: Stack declaration. Stack creation by recursion, stack creation by iteration Stack operations (push, pop). Infix, prefix and postfix expressions, An example of polish notation and stack evaluation.


60 Lecture hours 10 Seminars hours 10 Practical hours 10 Assignment hours 10 independent studies hours


References:

Storer J.A. and John C. Cherniavsky (2001) An Introduction to Data Structures and Algorithms. Birkhäuser Boston.

Michael T. Goodrich and Roberto Tamassia (2005), Data Structures and Algorithms in Java, Wiley

Mark Allen Weiss, (2006) Data Structures and Algorithm Analysis in C++, Addison Wesley

12. IT 0326 Computer Programming with Objective Oriented Programming Languages [10 Credits]

Course DescriptionThis course is designed to familiarize students with fundamental techniques and skill in object oriented programming languages. Based on current stator of computer programming; C++ has being selected to be used (OOP). Instructor may choose any other OOP language. The course is intended to cover all basics concepts of OOP to students. Students will be given enough practical hours to practice these basic concepts. It is highly recommended for instructor to use programming instructional technology in instructing this course bear in mind the learners are students’ teachers.

Course ObjectivesThe main objective of this course is to introduce students’ teachers in all basics of OOP programming using selected OOP language.

Learning Outcomes:Upon completion of this course, students should be able to:

(i) Understand the basic principles of object oriented computer programming.

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(ii) Analyze different elements pertinent to object oriented programming languages (syntax and semantic).

(iii) Using object oriented instructional technologies to show their understanding in computer programming language.

(iv) Write, compile, execute and debug a program written in a selected language.(v) Design and implement simple programs written in a given object oriented programming

language.

Prerequisites:

IT 013 Basics of computer programming

Course ContentIntroduction to C++ programming Language and its Advantage, The Structure of a C++ Program, Writing C++ Program, Compiling and Executing a C++ Program. Programming Errors: syntax, runtime, and logical.

Basic elements of C++: Keywords and identifiers, Constants, Comments, Variables, C++ Data Types, Declaration of Variables and assigning values. C++ Operators and Expressions: Arithmetic Operators, Relational Operators, Logical Operators, Assignment Operators, Increment and Decrement Operators, Bit-wise Operator, Arithmetic Expressions, Precedence of Operators. Input and output management: Reading and Writing a Character (Cin and Cout), formatted input and output.

Write C++ Programs (examples): C++ Libraries, Initializing C++ main function, compiling and executing C++ Programs, Control structures: Decision making statements (If, if…Else, if…Else if…Else), Nested of If…Else, switch statements, GOTO Statements. Loop statements: (For, while and do…while loops), Jumps in Loops, Nesting of Loop.,Array and strings: One dimensional Arrays, Two dimensional Arrays, Declaring arrays, accessing arrays, sorting and searching arrays.

Strings: Declaring and Initializing string, Reading and Writing Strings, String Handling Functions, String manipulation, Introduction to Functions: In-built functions: main() function, User defined functions: Function declaration (function name, return data type, function parameters),

Defining function: function header, function parameters, parameter passing (pass by reference, pass by value), function body, categories of Functions, calling function, mathematical functions, function overloading and recursive functions, Passing Arrays to Functions, Passing String to Functions, Scope, Visibility and Lifetime of Variables,

Fundamentals of the Object-Oriented: Introduction to Classes and Objects.


60 Lecture hours

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10 Seminars hours 10 Practical hours 10 Assignment hours 10 independent studies hours


ReferencesDeitel, H. M. and Deitel, P. J., (2005), C++ How to Program, 5th Edition, Prentice Hall.Lafore, R., (1998), Object-Oriented Programming in C++, 3rd Edition, Macmillan Computer

Publishing.Liberty, J. and Jones, B., (2005), Teach Yourself C++ in 21 Days, 5th Edition, Sams Publishing.David, S. R., (2004), C++ For Dummies, 5th Edition, Wiley Publishing.Skansholm, J., (1997), C++ From the Beginning, Addson-Wesley.Mselle, L. J., (2010), C++ For Novice Programmers, LAP Lambert Academic Publishing.

13. IT 0126 Advanced Information Communication Technologies [7.5 Credits ]

This course is gear to introduce student teacher to advance information communication; the course will also discuss database using Microsoft access as a relational database. The course will also discuss desktop publishing that can assist students in preparation and printing different publication format. Generally this course will enable students’ teachers to become advanced uses of access, excel and desktop publishing technologies. Course Objective

This course aims to help students teachers to become advance uses of information communication technologies as a there teaching subjects. The courses enable students’ teachers to use information technologies to process students’ information and in general school administration.

Specific Objectives

At the end of this course students will able to: Desktop publishing technologies in preparing publication and image editing Using Access(Rational data base ) to create simple database for storing students

information Use excels to process large amount of data and data analysis. Use graphics tools to create basic shapes Develop images for inclusion in a completed document Prepare publication for final print.

Content Design and analyze data using excels in processing data, finding mean, standard

deviation, regression, mode, median etc. Process data especial large amount of data using excel; Excel for analyze research data etc.

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Data base using Microsoft Access Creating Microsoft Access documents, saving data in Microsoft Access document,

Creating data, rational table, using query, create form etc. Desktop publishing using Microsoft publisher.‘

Introduction: Understanding the basic concepts of Desktop Publishing Principles of Layout and Design: Purpose and Audience; Organizing Information;

Getting Their Attention; Balance; Alignment; Repetition; Emphasis; Proximity Elements of Layout: The Style Sheet; Grids: Organizing Your Layout; Layout Tools Elements of Design: Typography; Page Tones: Black, white, and Gray; Readability

Issues Basics of photograph Printing & scanning Basic Designing Software: Windows Paint; Microsoft publisher

Basics Concept making and Implement on Computer; Color knowledge, Generating Ideas,

Basics about Various Software’s in Industry for still image manipulating, knowledge about pixels, measuring units in diff image manipulating software’s.

Working with, Microsoft Publisher current version Working with, Adobe Photoshop current version




References

Digital Desktop Publishing (South-Western/Cengage Learning) Century 21 Computer Applications and Keyboarding 8th Edition (South-Western/Cengage Learning).

Evans, P. (2001). Exploring Publication Design. Australia: Thomson Delmar Learning (required)

Busch, D. Digital photography for dummies. (2000) Hungry Minds, Inc., New York. ISBN: 0-7645-0750-8

Grabe, M., & Grabe, C. Integrating technology for meaningful learning: Third edition.. (2001) Houghton Mifflin Company, Boston, New York ISBN: 0-618-04291-1

14. IT 0127 Computer Control and Maintenance [ 10 Credits ]Course Description:

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Both technical and general uses of computer need regularly maintenance of computer and computer components. In this course students will learn general methods of how to maintain computer hardware and software. Make regularly checkup of computer and regularly checkup of computer hard/software. This will help to have higher computer. Learners will also familiarizes with how to protect their critical information by regularly or troubleshooting.

Course Objective:

To introduce students to how to maintain computer software and hardware, prepare students with knowledge necessary for teaching computer maintenance to young ordinary level secondary schools students.

Specific Objectives

By the end of this course students should able:

1. Procedures on maintaining computer hardware and software2. Backup critical information from computer 3. Perform preventative maintenance on computer software/hardware4. Installing computer operating system5. Be able to perform simple repair of computer hardware.

Prerequisites:

None

Course Contents:

Computer fundamentals: - Computer hardware and peripherals, Basic hardware theories

Basic Electric current theory, Circuit components functionalities, Basic general measuring equipments usage, Integrated circuit and terminologies

Preventative maintenance of hardware components: awareness of the importance of preventive measures in system maintenance and Hardware care diagnostic techniques involved in corrective maintenance. Awareness and understand procedures to repair and restore hardware functionality. The use of maintenance log book, importance of preventative maintenance applied to hardware, properties of drives, such as head alignment, clearance, characteristics, dust prevention procedures, carrying out routine cleaning

Computer installation procedure: awareness and understand the background and procedures needed for system and application software installation.

Protecting loss of data: Learning technologies needed for back-up, How to back-up data and restoring data from backup.


60 Lecture hours 10 Seminars hours

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10 Practical hours 10 Assignment hours 10 independent studies hours


References

Computer Hardware Maintenance: An Is/It Manager's Guide By Stephen C RoodA Guidebook in PC Hardware, Maintenance and Repair William Lloyd, InstructorW. Stalling, Computer Organisation and Architecture, 6th Edition, Prentice-Hall.V. Heuring and H. J. Addison, Computer Systems Design and Architecture, Wesley Book

Company, 1997.D.A. Patterson and J.L. Hennessy, Computer Organization and Design: Hardware/Software

Interface Second Edition, Morgan Kaufmann Publishers, 1997.J.L. Hennessy and D.A. Patterson, Computer Architecture: A Quantitative Approach, Second

Edition, Morgan Kaufmann Publishers, 1995.

15. IT 0213 Introduction to Computer Architecture [ 10 Credits ]

Course Description

The course is specialized in introducing students to the general makeup of computer and organization. Student will discuss general principles used in construct computers. The architectural concepts with consideration of performance, usability, reliability and power management will be discussed. Other hand this course is geared to enhancing student teachers ability to deliver computing architecture knowledge to learners during teaching.

Course Objectives

The objective of this course is to make students;

(i) Appreciate the concept of an instruction set architecture, ISA, and the nature of a machine-level instruction in terms of its functionality and use of resources (registers and memory).

(ii) To understand the relationship between instruction set architecture, micro architecture, and system architecture and their roles in the development of the computer.

(iii) Be aware of the various classes of instruction: data movement, arithmetic, logical, and flow control.

Learning Outcomes

After completion of this course students should:

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(i) Understand the historical perspective on computer architecture(ii) Understand how to represent data in a computer system (iii) Be able to instruct machines to perform arithmetic operation(iv) Be able to describe the architecture and organization of a computer system(v) Be able to use and translate number systems.

Prerequisites

None

Course Contents

Numbering systems: - Data representation, translating number system from one system to another, computer arithmetic.

Digital logic: Boolean algebra, Gates, Combinational circuits, Sequential circuits, Basic function of computer, Introduction to computer architecture: Historical perspective on computer architecture,

Basic operational concepts, Bus structures, Memory location and addresses, Memory operations addressing modes, Design of a computer system, Instruction and instruction sequencing, RISC versus CISC

Microprocessor architecture: CPU structure and functions. Assembly Language: fundamentals of assembly language (A general knowledge) Data types: Defining data, data transfer, addressing modes (General knowledge)




References

Computer Organization and Architecture by William Stallings, Publisher: Prentice Hall, 6th edition (July 15, 2002), ISBN: 0130351199

Computer Systems by J. Stanley Warford, Stanley Warford, Publisher: Jones & Bartlett Pub, 2nd

edition (May 2002)W. Stalling, Computer Organisation and Architecture, 6th Edition, Prentice-Hall.V. Heuring and H. J. Addison, Computer Systems Design and Architecture, Wesley Book

Company, 1997.

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D.A. Patterson and J.L. Hennessy, Computer Organization and Design: Hardware/Software Interface Second Edition, Morgan Kaufmann Publishers, 1997.

J.L. Hennessy and D.A. Patterson, Computer Architecture: A Quantitative Approach, Second Edition, Morgan Kaufmann Publishers, 1995

16. IT 0214 Network Systems and System Security [7.5 Credits]

Course DescriptionThe course introduces students to the principles and practice of computer networking, with emphasis on the Internet. The structure and components of computer networks, packet switching, layered architectures, TCP/IP, physical layer, error control, window flow control, local area networks (Ethernet, Token Ring; FDDI), network layer, congestion control, quality of service, multicast.

Course objectives The objective of this course is to make students;

(i) Be familiar with the basics of data communication; (ii) Be familiar with various types of computer networks;(iii) Have experience in designing communication protocols; (iv) Be exposed to the TCP/IP protocol suite.

Learning OutcomesAfter completion of this course students will be able to;

(i) Explain the basic design and operation of the Internet, including the software and hardware components used to provide Internet services.

(ii) Describe the key industry standards that define the Internet as an “open” communications platform

(iii) Support a broad range of information services(iv) Describe the major security threats associated with computer networking and the

most common tools and techniques used to mitigate these threats.(v) Explain the protocols, tools, and strategies used in the effective management of

modern communication networks.(vi) Describe the relationship between the Internet infrastructure and key networked

application architectures.

Prerequisite:

BT 0115: Introduction to Information Technology.

Course Content

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Introduction to computer networks and the internet:

OSI Network Protocol, Application layer protocol, Transport layer protocol Network layer etc ,

Routing and routing protocols, Networking addressing: IP-address, Masking and sub-masking; Host and number of host

etc Configuration on network cables: RJ45, Termination and configuration of RJ4 etc Network configuration: Installation of servers, switch/hub, installation of router,

configuration of NIC, Wireless network configuration etc Security in computer networks, security in OSI Network model Network Management




ReferencesJames F. Kurose, Keith Ross. Computer Networking: A Top-Down Approach Featuring the

Internet (3rd Edition). Publisher: Pearson Addison Wesley; 3rd edition.Andrew S. Tanenbaum. Computer Networks (4th Edition) Publisher: Prentice Hall.Panko, Raymond R. and Julia L. Panko, (2011), Business Data Networks and

Telecommunications, Eighth Edition, Pearson Education.

17. IT 0228 Computer and Network Systems Security [7.5 Credits]

Course DescriptionThis course discusses the importance of information technology to any modern organization and made the case for Information Technology security.

Course ObjectiveThe main objective of this course is to introduce to students the importance and techniques for ensuring security to information technology (IT) systems.

Learning OutcomesUpon completion of this course, students should:

Explain possible threats and attacks to information technologies.

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Develop awareness of ensuring security measures to secure IT systems against possible attacks and threats.

Have knowledge on different security, i.e., authentication and identification techniques that are commonly used to IT systems and their applications.

Prerequisites:BT 112: Introduction to Information Technology

Course ContentInformation Security Management: Introduction: Basic terminology; Security services; Types of security attacks; Physical security issues; Ethical, legal and regulatory issues. Concepts and principles: Confidentiality, Integrity, Availability, Privacy, Identification and Authentication, Authorization, Monitoring or Auditing, Accountability, Non-repudiation. Security Policy Implementation: Controls and protection methods, Processes, Policies, Standards, Guidelines, Procedures, Best Practices; Roles and responsibilities: Information classification, System ownership Risk Management, Principles and Practices, Risk Assessment, Risk Mitigation Strategies.Access Controls and Audit Trails: Identification and Authentication Techniques: Passwords, biometrics, tokens and tickets; Access Control Techniques: ACLs, Discretionary, mandatory, and non discretionary (role based). Access Control Models: State machine, Bell-LaPadula, biba, Clark-Wilson, Information flow, Noninterference, Take-Grant, Access control matrix.Application Security: Databases and Data Warehousing: Multilevel Security, Aggregation, Inference, Polyinstantiation, Data Mining, Expert systems; Data/Information Storage: Types of Storage, Storage Threats, Backups, SLAs Malicious Codes: Intruders, Intrusion Techniques,Intusion DetectionViruses, Logic Bombs, Trojan Horses, Worms Password Attacks: Password Guessing, Dictionary Attacks, Brute force attacks, Social Engineering. Application Attacks: Buffer Overflows, Trap Doors, Root kits, Security in SDLC.Function of Computer and Network security: - Risk avoidance Deterrence Prevention Detection Recovery:The methods to ensure Internet security: Cryptography, Secure networks, Antivirus software, Firewalls, Safety computer procedures;




ReferencesWilliam Stallings (2002) Cryptography and Network Security, Second Edition.

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Anderson, Ross J. Security Engineering: A Guide to Building Dependable Distributed Systems. J. Wiley.

Amanda Andress (2004). Surviving Security: How to Integrate People, Process, and Technology, Second Edition, Auerbach Publications

Agrawal, R., and Srikant (2000) R. "Privacy-Preserving Data Mining." Proc ACM SIGMOD Conf on Management of Data.

Pfleeger, C (1997). Security in Computing. Prentice Hall.Denning, P (1990). Computers Under Attack: Intruders, Worms, and Viruses. Addison-Wesley.

18. IT 034 Introduction to System design [ 10 Credits ]

Course DescriptionThis course aims to develop an understanding of the role and importance of the systems analyst in a rapidly changing world. Approaches to systems analysis and design will be described, including traditional approaches to the system development life cycle and modeling of system requirements and design. In addition, new approaches, such as object-oriented analysis, will be introduced.

Course Objective:The objectives of this course are to introduce to students the general concepts of information systems and System Development Life Cycle (SDLC) in real world cases. It provides general understand to the activities done by systems analyst and system designer. Finally it provides hand on experience on analysis and design tools/diagrams such as Use Case Diagrams, Data Flow Diagram, and Data Dictionary.

Learning Outcome:Upon completion of this course, students should be able to:

(i) Describe the concept of Systems Development Life Cycle and its importance to software development.

(ii) Discover or elicit requirements using a variety of techniques(iii) Explain and use features of Structured Systems Analysis and Design

Methodology.(iv) Explain and use features of Object Oriented Analysis and Design Methodology.(v) Perform system requirement analysis and design using structured approach and

object oriented approach.(vi) Write Software Requirements Document Specification for software development

project.

Prerequisites:None

Course Content:Introduction to System Analysis and Design: Overview of Information System, types of systems, Information System Components, Systems Development Environment (Techniques and tools), Role of business analysts, system analysts and system architects. Project Initiation: concept notes writing for software development project.

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Software Development Life Cycle: Systems Development Methodology (systems planning, requirement elicitation, analysis, design, implementation, testing, maintenance), Systems Development Life Cycle (Waterfall model, Spiral model and interactive approaches, Prototyping and Incremental models), Evolutionary Model, and Reusable Model Requirements Elicitation and Specification: Introduction to requirements, Importance of Requirements, User Requirements, and System Requirements (functional and non-functional), Requirements Engineering: feasibility study, requirements elicitation (Requirements gathering techniques, Prioritization of requirements, Use of prototyping, particularly as a method of requirements elicitation), Requirements Validation. Requirements management: Handling requirements changes, IEEE Software Requirements Document Specification Structure, introduction to proposal writing for software development project, System Analysis and Design Techniques and Tools: Use cases and Scenarios, Identification of events, actors and use cases, use case realization, use case descriptions, Data Flow Diagram (DFD), Entity relationship modeling (ERM), activity diagrams, Data Dictionaries, SRS writing for software development project. Object Oriented Design: OO concepts (classes and objects, encapsulation, interfaces, inheritance, polymorphism), introduction to UML, static modeling including UML class diagrams, Dynamic modeling including UML interaction diagrams. Logical Data Design: Designing Effective Output (Reports), Designing Effective Input (Forms), Designing Databases (including Conversion of ERM to a relational schema, Normalization, etc.), Designing the User Interfaces, Designing Accurate Data-Entry Procedures and Data migration issues.




References:Kendall, K. E. and Kendall, J. E., (2008), Systems Analysis and Design, 7th Edition, Prentice-

Hall.Pressman, R, S., (2005), Software Engineering: A Practitioner’s Approach, 6th Edition,

McGraw-Hill.Sommerville, I., (2004), Software Engineering, 7th edition, Addison Wesley.Bennett, S., et al, (2006), Object-Oriented Systems Analysis and Design using UML, 3rd

Edition, McGraw Hill.Booch, G., (1998), Object Oriented Analysis and Design with Applications, 2nd Edition,

Addison Wesley Longman.

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Dennis, A, et al, (2008), Systems Analysis and Design, 4th Edition, John Wiley and Sons.

19. IT 0114: Introduction to Database Systems [10 Credits]

Course DescriptionThis course gives introduction to the theory and design of database management systems. Topics covered include internals of database management systems, fundamental concepts in database theory, and database application design and development. In particular, logical design and conceptual modeling, physical database design strategies, relational data model and query languages (DDL and DML), and introduction to transaction management.

Course objectives:At the end of this course a student is expected to;

1. be familiar with the concept of database

2. Identify different database structures

3. Be able to analyze logical design, conceptual design and physical design of the database.

4. Be able to apply UML order to create use case conceptual design

5. Be able to represent database scenarios using ERDs

Learning Outcomes

Upon completion of this course, students are expected to:

i. Demonstrate the understanding of database and database applicationii. Be able to apply database concepts and ideas in real life.

iii. Demonstrate the knowledge on how database is facilitating transaction management, concurrency and recovery.

iv. Be able to use UML and ERD to present database scenarios.

Prerequisite:

No prior knowledge is required for this course

Course ContentIntroduction to database management

Meaning of database and database management systems: Definition, key terms in database.

Purposes of database: why do we need database, advantages, disadvantages Structure of database: levels of database abstraction (physical, logical Conceptual

design). Database applications: ( areas of use)

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Comparing database systems with file systems: similarities, differences, cost benefit analysis

Database users: System Administrator, Other database users. Level of data access. Hardware: Secondary-storage devices, disk access time, Input/Output model of

computation, optimized disk access.

Logical design of database

Meaning of Logical design of database: Definition, key terms used in logical design. Data: meaning, Schemas, instance and physical data independence, data models Creating tables: tables with entity and relational integrity constraints. Relations and keys: Meaning, components and types of keys. Properties of keys. Relations: meaning of relations, components of relation types of relationships, mapping

one relation to the other.

Conceptual design of database

Meaning of Conceptual design of database: Definition, key terms used in Conceptual design.

Entity Relationship Diagram (ERD): Meaning, use, ER model notation, ERD cardinality, ERD example drawn from tables (relations) or scenarios.

ER model: Attributes, Constraints, Mapping cardinality, Keys, Effects of cardinality Constraints on keys.

Simple conceptual design: UML and use case diagrams

Physical design of database

Data models: Entity-Relationship Model. (ERD)

Introduction of database language: Data Definition Language (DDL) and Database manipulation language (DML), Example of DDL and DML.

Introduction to transaction management and concurrence control: the meaning and examples,

Introduction to data warehousing and data mining: meaning and examples




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References:

Hoffer, J. A., Prescott, M. B.& McFadden, F. R., (2005), Modern Database Management, 7th Edition, Prentice-Hall.

Kroenke, D. M., (2006), Database Processing: Fundamentals Design and Implementation, 10th Edition, Prentice-Hall.

Rob, P.& Coronel, C., (2004),Database Systems: Design, Implementation and Management, 6th Edition, Thomson.

Simsion, G. C.& Witt, G. C., (2005),Data Modeling Essentials, 3rd Edition, Morgan Kaufmann.Watson, R. T., (2004), Data Management: Databases and Organizations, Wiley.

20. IT 0313 Database Management Systems (10 Credits)

Course DescriptionThis course is designed to equip learners with skills of creating and designing databases using structured query language (SQL). Also learners will be familiar with the use of database Manipulation Language (DML) to retrieve, update, insert, edit or select entries in the database. In addition to that, students will be capable of using relational algebra and learn how to design security issues and policies in the database.

Course objectivesAt the end of this course a student is expected to;

1. Be familiar with the concept of database management system2. Be able to create databases using a specified tool.3. Be able to process query using relational algebra.4. Be able to select, update, insert or edit database using DML

Learning OutcomesUpon completion of this course, students are expected to:

Demonstrate the understanding of database management System. Be able to create and use database in real life. Demonstrate the knowledge on how relation algebra can be used to facilitate the

understanding of how to use the database. Demonstrate the awareness of security issues in database management system.

PrerequisitesIntroductory course on Databases

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Course ContentIntroduction to database management

Creation database using Data Definition Language (DDL)

Introduction to relational algebra

Manipulation of information established in database using DML

Data security design, (Access level and security polices)




References:Ramakrishan and Gehrke, (2002),Database Management Systems, 3rd Edition,McGraw-Hill.Garcia-Molina, Ullman, Widom, (2008),Database Systems: The Complete Book, 2nd Edition,

Prentice Hall.

21. IT 0226 Web page Design [7.5 Credits]Course description

This course will equip students with a practical knowledge and skills on design and implementation of static and dynamic website using Html, java scripts, cascading style sheet. They will also learn the principles of designing professional website.

Course objective

To arm t he students with the necessary skills to build web pages using html To familiarize the students with the HTML basic concepts as formatting text on web

pages, incorporating images, creating hyperlinks, creating tables and creating forms To arm the students with the necessary skills to use JavaScript language and create

client-side scripts that interact with server-side programs To familiarize the students with JavaScript ’s object -based features

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Create CSS classes that can be re-used throughout a web site

Learning outcomes

Student using the gained html skills to build web pages The student familiarized with the HTML basic concepts like formatting text on web

pages, incorporating images, creating hyperlinks, creating tables and creating forms Student use JavaScript language skills and create client-side scripts that interact with

server-side programs Use JavaScript ’s object -based features to build interactive web application Be able to create CSS classes that can be re-used throughout a web site

Course contentHtml document: Html editors;html document structure;Html tags and attributes; hyperlinks;paragraphs ;colors selection and application.

HTML Text Formatting: font face,style,type,italic,bold,underline.

Embeding Multmedia: Embeding Images,audio,video on a web page.

Tables: table basics, column, row span, cols pan, laying a document using a table(s)

HTML Lists: Ordered and unordered lists

HTML Forms: text fields, checkboxes, radio-buttons, submit buttons ,select lists, textarea, and label elements.

Introduction to cascading style sheets:Rules;selectors;classes;Css types;Application of CSS in ,links,web page layout, formatting html texts.

Introduction JavaScript:JavaScript Basics, Variables and Operators,Conditionals in JavaScript,Functions,Loops, Events




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Recommended BooksRachel Andrew and Criss Ullman(2005) ”Fundamental of web design and development

skills”,Wiley publishing inc,USAJennifer Niederst (2001)”Learning web design”,2nd editition, O’Reilly&associates inc ,USA.Nick Lettileton(2003)”Web design”:Start from here,ILE,United KingdomAvinash Kaushik (2007)”Web analystics”,Wiley Publishing inc,Canada/IndiaJensen J. Zhao (2002)”Web design and development for e-business”,Printice Hall,USA

22. IT 0325 Web and Internet programming [ 10 Credits ]Course Description

Examination of physical infrastructure of local and wide area networks, internet protocol implementation, and world-wide web interface programming.

Course Objective

The course provides:

(i) Basic introduction to web programming(ii) Skills essential to working with the most important web technologies

Learning Outcomes

Upon completion of this course, students should be able to:

(i) Develop database-backed dynamic web sites(ii) Demonstrate JavaScript programming skills for designing dynamic pages(iii) Develop server side scripts using PHP(iv) Install and configure a web server on Windows platforms(v) Manage user’s privileges and roles for databases

PrerequisiteBasic skills of programming suffice to take this course

Course Content

Introduction to XHTML, web based Database applications, C The Basics of JavaScript, JavaScript and HTML Documents, Dynamic Documents with JavaScript, Introduction to PHP, Database Access through the Web, Introduction to Object-Oriented Programming with PHP 5, SQL and MySQL, Querying Web Databases, Writing to Web Databases, Validation with PHP and JavaScript, Sessions, Authentication and Security, Errors, Debugging, and Deployment, Reporting.


60 Lecture hours

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10 Seminars hours 10 Practical hours 10 Assignment hours 10 independent studies hours


References:Bates, C., (2006), Web Programming: Building Internet Applications, WileyDunaev, S., (2001), Advanced Internet Programming: Technologies & Applications, Charles

River MediaMeyer, J., (2003), Creating Database Web Applications with PHP and ASP, Charles River

MediaSebesta, R. W., (2007), Programming the World Wide Web,Addison WesleyWilliams, H. E. and Lane, D., (2004), Web Database Applications with PHP and MySQL, 2nd

Edition, O'Reilly & Associates.Welling, L. and Thomson, L., (2004), PHP and MySQL Web Development, 3rd Edition, Sams.

23. IT 0228 ICT Project Management and Entrepreneurship [7.5 CREDITS]

Course DescriptionThis course introduces to the students the concepts and practices of managing business projects and entrepreneurship.

Course Objective: The main objective of this course is:

(i) To enable the students examine the challenges of and procedures for starting a viable and sustainable new enterprise.

(ii) To enhance students understanding of the different project components and how to go through them.

(iii) To enhance entrepreneurial

Learning Outcomes At the conclusion of the course, the student should be able to:

(i) Generate Project Idea and Plan a New Project(ii) Demonstrate the Information Required for Market and Demand Analysis

(iii) View a Project from Different Points of View(iv) Describe Project Implementation(v) Analyze the feasibility of a new venture business concept

(vi) Evaluate his or her own entrepreneurial tendency and ability

Course Contents

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Introduction: Concept of Project Management, Project and Capital Budgeting, Objectives and Phases of Capital Budgeting, Resource Allocation, Generation and Screening of Project Idea, Environmental Appraisal and Clearance, Forms of Project Organization.Market and Technical Analysis of Project: Market and Demand Analysis for New Ventures, Information Required for Market and Demand Analysis, Sources of Information, Market Survey, Demand Forecasting, Uncertainties in Demand Forecasting, Technical Analysis-Material and Inputs, Production Technology and Product-Mix, Plant Capacity, Location Site, Project Charts and Layouts.Financial Estimates and Projections: Cost of Project, Means of Financing, Cost of Production, Working Capital Requirement, Planning and Capital Structure of a New Project, Financial Projections-Projected Balance Sheet, Projected Sources and Uses of Funds Statement, Projected Cash Flow Statement and Projected Income Statement - Estimation of Sales and Costs.Financial Appraisal of Projects: Components of Cash Flow, Basic Principles of Cash Flow Estimation, Viewing a Project from Different Points of View, Appraisal Criteria - Pay Back Period, Accounting Rate of Return, NPV, IRR and Benefit-Cost Ratio, Rationale for Social Cost- Benefit Analysis, Project Implementation, Entrepreneurship and Entrepreneur: Nature, Types, Functions and Characteristics of Entrepreneur, Theories of Entrepreneurship, Entrepreneur and Manager, Sources and Supply of Entrepreneurship. Skills on how to write a business plan: ICT integration in Entrepreneurship and Entrepreneur.




References:Bryce, M.C., Industrial Development, Int Edition, McGraw Hill, New York.Chandra, P., Project Preparation, Appraisal and implementation, Tata McGraw Hill, Delhi.IDBI: Manual of Industrial Project Analysis in Developing Countries. O.E.C.D., (i) Manual for Preparation of Industrial Feasibility Studies. (ii) Guide to Practical

Project Appraisal. Pitale, R.L., Project Appraisal Techniques, Oxford and IBH. Planning Commission: Manual for

Preparation of Feasibility Report

24. IT 329 Teaching Using Collaborative-Learning Techniques (7.5 credits)

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Course Description

Collaborative learning attracts interest because it addresses major concerns related to improving student learning. First, the predominant conclusion from a half-century of research is that teachers cannot simply transfer knowledge to students. Second, many employers consider willingness and readiness to engage in productive teamwork a requirement for success. Collaborative learning offers students opportunities to learn valuable interpersonal and teamwork skills and dispositions by participating in task-oriented learning groups, thus even beyond enhancing the learning of content or subject matter, collaborative groups develop important skills that prepare for careers.

Course Objectives

The purpose of this course is to encourage teachers and students to experiment with collaborative learning methods in well-informed and reflective way. Informed teaching requires making instructional decisions based on the collected wisdom.

Learning Outcome

Upon completion of this course, students will be able:

1. To grade and evaluate collaborative learning2. To apply collaborative learning techniques in designing instructions3. To exchange information, ideas and opinions in open and provocative discussion4. To apply reciprocal teaching technique as the most effective method of teaching.5. To apply techniques for problem solving in developing problem solving skills

Prerequisites

None

Course Content

Introduction to Collaborative Learning: Meaning of Collaborative Learning, Cooperative Learning, Cooperative Learning versus Collaborative Learning, Defining characteristics of Effective Learning Groups, How Collaborative Learning Promotes and Improves Learning.

Implementing Collaborative Learning: Orienting Students, Forming Groups, Structuring the learning Task, Facilitating Student Collaboration, Grading and Evaluating Collaborative Learning.

Collaborative Learning Techniques: Techniques for Discussion, Techniques for Reciprocal Teaching, Techniques for Problem Solving, Techniques Using Graphic Information Organizers, Techniques Focusing on Writing.

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References:

Barkley, E.F, Cross, K.P and Major, C.H. (2005), Collaborative Learning Techniques, Wiley and Sons,Inc, San Francisco, USA.

Bean, J.C. (1996). Engaging Ideas: The professor’s guide to integrating willing, critical thinking, and active learning in the classroom. San Francisco: Jossey-Bass.

Bruffee, K.A. (1993). Collaborative learning: Higher education, interdependence, and the authority of knowledge. Baltimore, MD: Johns Hopkins University Press.

Barton, M (2008). Collaborative Learning in the College Classroom, University of Michigan Press, USA.

25. IT 0327: Fundamental of Human Computer Interaction [7.5 Credits]

Course Description

Human Computer Interaction field has become the major concerning for most of researchers in the field of computer science. This course is for introducing students to the basic principles and theory of Human computer interaction. Students will study, design, evaluation and implementation of interactive computing systems for the joint performances of tasks by humans and machines, algorithms and programming of the interface, and engineering concerns with design tradeoffs.

Course Objectives

By the end of this course, students should be able to:

To provide a comprehensive vision of user interface design issues and user-computer interaction types.

Learning Outcomes

Upon completing this subject students should be able to;

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(i) Describe the relationship between the cognitive principles and their application to interfaces and products.

(ii) Explain the conceptual terms for analyzing human interaction with products such as affordance, conceptual model, and feedback.

(iii) Analyze different user populations with regard to their abilities and characteristics for using both software and hardware products.

(iv)Explain the importance of the user abilities and characteristics in the usability of products.

(v) Describe several affordances of a web environment that can enhance the usability of a web-based application.

(vi)Describe the connection between the development of a user interface and the user’s knowledge of an application domain.

Prerequisites

None

Course Content

History and overview: Cognitive principles – perception, memory, problem solving, etc., Understanding the user, Designing for humans – affordances, conceptual models, feedback, constraints, mapping, stages of action, etc., Ergonomics , Types of environments, Cognitive models, Approaches, Foundations of human-computer interaction, Graphical user interface

Introduction I/O technologies: Intelligent systems, Human-centered software evaluation, Multimedia systems, Graphics and visualization, Graphical user-interface programming, Interactive graphical user-interface design.

Human-centered software development: Human centered software evaluation & software development, Emerging Technologies, Accessibility, Developing Effective Interfaces.




References:

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Dix, J. Finlay, G. Abowd, and R. Beale, “Human-Computer Interaction”, 3rd Ed., Prentice Hall, 2004.

R. W. Bailey. Human Performance Engineering: A Guide for System Designers. Prentice Hall, Englewood Cliffs, New Jersey, 1982.

T. Boyle. Design for Multimedia Learning. Prentice Hall, 1997.J. Dix. Formal methods for interactive systems, chapter 10. Academic Press, London, 1991.M. Helander, editor. Handbook of Human-Computer Interaction. Part II: User interface design.

North-Holland, Amsterdam, 1988.M. Helander, editor. Handbook of Human-Computer Interaction. Part V: Tools for Design and

Evaluation. North-Holland, Amsterdam, 1988.

26. IT 0328: Introduction to artificial intelligence (7.5 Credits)

Course description

The course is designed to stimulate in students a view of artificial intelligence as knowledge engineering. It introduces representations, techniques and architectures used to build applied systems and to account for intelligence from a computational point of view. Emphasis will be on the applications of rule chaining, heuristic search, constrained search, logic and knowledge representation.

Course objectives

At the end of this course a student is expected to:

To enable students have the capability to use logic programming as problem specification and problem solving paradigm.

To enable students obtain a general view of the capabilities and limitations of artificial intelligence and knowledge based systems

To enable students acquire basic knowledge of Techniques and methods normally used in Artificial Intelligence Programming.

Expected learning outcomes

Graduates are expected to:

1. Demonstrate understanding of artificial intelligence and their application in life

2. Demonstrate understanding of using different search strategies in life

3. Demonstrate understanding of knowledge representation in AI.

Course Prerequisite: Knowledge on physics subject is required

Course content

Artificial Intelligence (AI)

Introduction to Artificial Intelligence: Understanding the basic Techniques in Artificial Intelligence Programming.

Intelligent Agents: Characteristics of Agents and Agents’ Environments.

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Problem-solving agents through Search.

Problem Solving and Search Strategies

Uninformed search

basic heuristic search strategies.

Knowledge Representation

Logic Representations, Propositional Logic, First Order Logic, Automated reasoning.




ReferencesLuger, G.F., Artificial Intelligence: Structures and Strategies for Complex Problem

Solving, 6th edition, Addison-Wesley, 2008Russell, S. and Norvig, P., Artificial Intelligence - A Modern Approach, 2nd edition, Prentice

Hall, 2003.Bratko, I., PROLOG, Programming for Artificial Intelligence, 3rd ed., Addison-Wesley.,

2001.

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