OBL In Computer

OBL #1 and #2:

Outcomes in Computer Science discipline:

One of the most important outcomes in designing computer software engineering discipline is the implementation of a computer software system by graduates. Computer software graduates should be able to apply concepts and techniques of computer science to the design, development, and evaluation of the software and the systems that enable computers to execute their many requests (Pressman, 2001).

Consequently, a computer student is expected to be able to make a decision for a problematic situation and then analyze the issue and finally synthesize the answer when she/he is implementing a software system for a real situation such as library, Bank, ATM services, university etc. So, it is obvious that the higher levels of Bloom’s taxonomy of cognitive learning should be applied (Anderson, 2000).

I believe in preparing my students for their job and career. Most of the time I am pushing my student for finding job and my teaching style is more “project Based Learning”.

Basically, a computer software graduate should be able to apply concept and programing techniques to the design, development and evaluation of the software.

My courses which I have taught are associative with programing languages such as C, C++, C#, Vb.net, Web development, Java, Mobile Apps Programing etc. So, the nature of these courses is related to prepare students for careers.

My focus is never on the evaluations revolving around memorizing instructions and commands in programing language courses and rewriting something already known. Indeed, after teaching subject matter, I provide a case study and new issue so that they can apply what they’ve learned. By this way I developed the ability of student’s critical thinking in various scenarios which is the most important skill for programing and software developing.

In fact, first of all, I teach my students to be able to apply the commands learned in a new and real issue. They become familiar with the programming language at the practical level. By using proper case studies, students are exposed to real situation which may face in their future workplace.

I am very serious in teaching programing language because eventually a computer student should be able a make decision for challenging issues then analyze the problem and finally synthesize the answer for real situation such as library, shops, colleges etc.  These practices will enhance students’ self-esteem and confidence and increase their efficiency as well. Further, prepare students to communicate effectively for future team working.

On the other hand, these kind of practical issues create a positive and friendly space in classroom and promote creativity for both students and instructors.

For instance, a popular example is the development and design of software for a college. So, for more clarification below diagram is drawn and explained completely. This diagram is named “Use Case Diagram” which explains sub-levels of any organization by drawing a diagram.

Analysis of any new situation is my ultimate educational goal and I have divided it into many sub-levels.

At the analytic level, the learners are expected to break the subject into its constituent parts to identify or classify the analyzed elements. For instance, This College has a number of colleges; each college has a code, name, boss and one year of foundation.

Also, each college has a number of fields, each containing a code, a name, and a cross section and in each discipline, a number of students have been registered with a student’s number, first name and surname and other feature. Further, each discipline has a number of professors, although some professors have a number of disciplines. Then use case diagrams, actors and data stream will identify and in the final stage, Codes of different parts are written.

OBL #3:

Assessment in Computer Science discipline:

To work in the field of software, students need to have an innovative approach to problem solving. Usually an analyst and software designer is responsible for the entire process of developing a software program including understanding of the user’s needs, providing an appropriate computer model for coding and program testing, and handling program errors (Leffingwell, 2000).

So, by well-designed of the variety of assessments a computer instructor exposes and challenges students to real world situations that may happen in their future work soon (Herried, 2003). A computer instructor should reinforces and develops the ability of students’ critical thinking by designing various scenarios during the assessment time which is the most important skill for programing and software developing.

Some sample of assessment’s question in my Programing Course which includes the variety level of Bloom’s Taxonomy. They are fully corresponds with the students’ requirements and enhances learners’ critical thinking and creativity.

_______________________________________________________________

  • According to the rules of c ++, define a constant of the type of real numbers with the value of 3.14 (Remembering Level of Bloom’s Taxonomy)

________________________________________________

2- What is the output?   (Understanding Level of Bloom’s Taxonomy)

void main()

{

int n=0;

for(;;)

{

n+=3;

if(n<=10) continue; n+=4; if(n>=25) break;

}

printf(“%d”,n);

}

__________________________________________________________________

3- Find the all answer of quadratic equation ax2+bx+c = 0 (where a, b and c are coefficients)

Roots are given by following the formula.  (Applying Level of Bloom’s Taxonomy)

 

 

4- Does this function work in all cases? If not, when is it wrong? What suggestion do you have for solving this problem?  (Analyzing Level of Bloom’s Taxonomy)

 

int Div(int m , int n){

if(m=0 || n==0)

return 0;

else

return  1+ Div(m-n , n);   }

5- Which of these two codes have improved principles of packaging or hiding? Why?  (Evaluating Level of Bloom’s Taxonomy)

B:

Class time

{ public:

int hour;

int minute;

int seconds;

void getTime();

void AddHours(int hours);

void AddMinutes(int minutes);

};

 A:

Class time

{ int hour;

int minute;

int seconds;

public:

void getTime();

void AddHours(int hours);

void AddMinutes(int minutes);

};

6- Write a project for students in a course with this primary menu. Define a proper function for each of action including displaying all students, adding a student to database, updating the information related a student which is specified by student number and final selection exit from program.

1. Display all records

3. Add records

4. Update records

5. Delete records

6. Exit

Please enter your choice:

OBL #4:

Lesson Plan

A sample of my lesson plan

Lesson Plan: (insert Course Name and/or Topic)

Lesson Plan Introduction:

Write an introduction to the lesson plan in paragraph format (maximum 2 paragraphs).

This includes a description of each of the following:

  • Lesson objective (What the students will be able to do)
  • Where this course is located within a specific program
  • Where this lesson is located within this course
  • What came just before this lesson and what will come after
  • Possible accommodations required for learners in order to ensure an inclusive classroom
  • Your back-up plan in case required technology/equipment and/or resources are not available

 

This course is Programing Language with C++ for first year students of computer science in week four. By the end of this lesson students will be able to:

·       Use If statements in C++ programing language.

·       Apply If – else statements in a C++ program.

·       Use Nested if…else in a hybrid project.

Previous session, the Students learned about relational ,Boolean functions and operators in compound terms and Priority of operators. Next session, after this session they will learn “While Loop”.

In order to being sure that  all student be able to learn the lesson effectively, the variety of strategies have been applied such as discussion, group working, case study, Problem base learning, use of video, verbal and written instruction, extra handout and slide posted in advance.

Regarding to some problems which may happen in the class, many back up plans have been considered including having all necessary materials on USB and email and Cellphone with internet package, copying the students’ handouts at least two days before, carrying personal laptop with all resources and accessories, Having the prints of all materials, resources and lesson plan, access to various or similar link of the desired video, access to online link to compile and run the C++ Program for executing program by students’ phones.

Sample of  my lesson plan 

Click on bellow link:

Lesson Plan

References:

  • Anderson LW, Krathwohl D. (2000), A taxonomy for learning, teaching, and assessing: a revision of bloom’s taxonomy of educational objectives, complete edition. Longman Publishing Group, White Plains, New York.
  • Bonney KM (2015), Case study teaching method improves student performance and perceptions of learning gains. J Micro Biol Education 16(1), 21–28.
  • Dowd, S.B, Davidhizar, R., (1999), Using case study to teach clinical Problem-Solving. 24(5), 42-46.
  • EVANS, K.M. & KING, J.A. (1994) Research on OBE:What we know and don’ t know, Educational Leadership, 51(6) , pp. 12± 17.
  • Herried, C. F. (2004). Can case studied be used to teach critical thinking? Retrieved December 11, 2017 from http://webkelley.com/HBS/Can%20Case%20Studies%20be%20used%20to%20teach%20critical%20thinking.pdf.
  • Leffingwell D., Widrig D. (2000), “Managing Software Requirements: A Unified Approach”, Pearson Education.
  • Nilson, L. B. (2016). Teaching at its best. San Francisco, CA: Jossey-Bass.
  • Pressman, Roger S. (2001), “Software Engineering: A Practitioner’s Approach”, McGraw-Hill Higher Education.

GENERAL ENQURIES