Information Technology Reference
In-Depth Information
the syllabus. The course is designed for IT major and non-major students, and there
are eight modules in this course:
Module 1 — Computing Process and Computer Technology
Module 2 — Network, Internet, and Email
Module 3 — Word Processing
Module 4 — Spreadsheets
Module 5 — Databases Usages
Module 6 — Graphics and Presentations
Module 7 — Database Management and Information Systems Development
Module 8 — Basic E-Commerce and Web Development
Each module also provides 50 multiple-choice questions and three hands-on projects
for students to take. The test modules can be taken in any sequence. If students get a score
of 90% for the test and full completion of the projects will be waived for that module. Modules
1 through 6 are required for non-major IT students. For IT majors, they have to complete all
eight modules. In the class setting, we suggest that different instructors can teach each
module.
3.
Determining the sequence:
a.
There is an overview that provides the structure of the ideas in the
component (both main and supportive ideas), with main ideas in the
component mapped to the module objective from which they are derived.
b.
There are clear descriptions of the component objectives
:
i.
Correspond to the assessment at the end of each component
ii.
Correspond to possible real-world application of each component
objective
c.
There is a motivational segment at the start (and throughout) of each
component, communicating the benefits of learning this material, includ-
ing where this content will be used (for example, on the job) and the real-
world consequences of its use.
d.
There is either a review
or pretest of prerequisites so that students possess
or are alerted to the knowledge or skill needed to successfully learn the
presented material.
e.
There is an agenda (or a schedule), unless the module agenda (schedule)
is clearly indicated on the overall course schedule.
f.
There are complete lists of equipment and tools and time requirements.
4.
Define the learners:
For the selection of modules to fit for different learners, there are some protocols to
issue:
a.
There is a summary for each module, in which the main ideas are summarized.
b.
There is an
integration of information, where the relationship between the
current module and course objectives is communicated.
c.
There is a reorienting assessment that links the module objective to the
student's performance or demonstration of understanding of the module
material.
