Fundamentals of Computer Programming

MIT 503

All students are required to have basic technology skills (word processing, spreadsheet, data base, Internet) prior to enrollment in MIT 503.  Prior programming experience is neither assumed nor required.  

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• Derek Franklin and Jobe Makar (2006).  Macromedia Flash 8 Actionscript: Training From the Source. San Francisco: Macromedia Press.  

Tutorial (Required):

• Stephan B Wessels (2007).  A Development Example for Squeak 3.9 Note we will be implementing this example using the OLPC image developed by the Using Squeak to Infuse Information Technology (USEIT) project. Swiki / Syntax / Lunar Lander /

Textbook (Suggested):

• Mark Guzdial (2001). Squeak: Object-Oriented Design with Multimedia Applications. NJ: Prentice Hall
• Rosen, Kenneth H. (2003). Discrete Mathematics and Its Applications. NY: McGraw Hill.

http://people.uncw.edu/tompkinsj/vita.htm

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The purposes of the course are to help students:

• Develop a deeper understanding of fundamentals of computing and a greater ability to create effective, efficient, and appealing instruction; and
• Apply fundamentals of computing to design and develop training/instructional tools.

The class will be divided into two parts.

The first part of the class will explore the fundamentals of computer programming including Boolean algebra, logic, propositional and predicate calculus, checking the validity of arguments composed of quantified statements, data representation, programming constructs for selection and repetition, and the syntax needed to implement the logic across various languages/systems.

The second part of the class will explore using/integrating existing open source programs and developing familiarity with program interaction. Once the basics are covered we will implement your program design in the most suitable language. The emphasis of this part of the class will be on the actual application of the computing fundamentals to design, develop and evaluate instructional materials. The development of web-based (hypertext) instructional materials is encouraged. Students are also encouraged to work with a real client (a professor, trainer, local school or organization) to conduct analysis and design, develop and evaluate their instructional materials.

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Course Objectives

• Demonstrate understanding of the logical connectives conjunction, disjunction and negation by applying logical equivalence laws to reduce complex expressions.
• Recognize valid argument forms including the rule of universal instantiation, universal modus ponens and unviversal modus tollens and be able to identify converse and inverse errors of logic.
• Write simple proofs of theorems relating to elementary number theory utilizing several of the following methods: Direct Proof, Disproof by Counter Example, Indirect Arguments using either Contraposition or Contradiction, and Mathematical Induction.
• Incorporate an axiomatic basis of Boolean Algebra, including DeMorgan's Theorem in problem solving.
• Demonstrate and understanding of machine representation of data including familiarity with various number systems and standards for data representation.
• Demonstrate an understanding of computing constructs for selection and repetition as applied to various programming languages including Excel, Actionscript, Javascript, C, Smalltalk and others.
• Integrate applications using component object models
• Apply programming concepts learned to Flash ActionScript, Excel Spreadsheets, open source educational programs i.e., Latin translator.
• Actively participate on a software development team to create a software product that demonstrates collaborative capability.

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Special Needs: If for any reason you have needs for special accommodations to fulfill class requirements and succeed in this class, contact me between the first class and second class by phone or e-mail.  Your special needs may be related to physical disabilities, learning disabilities, or lacking prerequisite knowledge and skills for the course. If you would need special accommodations due to unexpected events in your personal life during the course of the semester, please see me as soon as possible.

Meeting With the Instructor:  I expect and strongly suggest that you make appointment and meet with me as soon as you are ready to discuss your Projects.  It is your responsibility to request a time for the meeting, which can be in person or over the phone or Internet. Once you begin developing your product you may again request meetings as needed.  I consider your meetings with me as part of your class assignments and expect that you check the quality and the process of your work with me regularly.

Plagiarism:  As a graduate student, I expect that you complete your own work. If you use ideas and excerpts from other people and/or resources you must cite and properly reference them in your work.  Please review the university policy with respect to plagiarism. If the policy is not clear to you, please ask me for explanation or examples.

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MIT 503 is offered by the Department of Specialty Studies, Watson School of Education. 

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• Lab Activities/Projects. Lab activities/projects will be assigned in class and also posted in the course schedule. Lab activities/projects are due by the end of the day on the due date. They must be submitted with the relevant code fully documented as to source and permissions for use. (1/3)
• Course Summary.  Each student is required to submit an auto-start CD/DVD that displays all course work. (1/6)
• Open Book Exams:  Students are expected to take and pass a midterm (1/6) and comprehensive final exam that covers material emphasized in MIT 503. (1/3)

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A  = 90-100  means outstanding achievement; available only for the highest accomplishment.
B  = 80- 89  means praiseworthy performance; definitely above average.
C  = 70- 79  means average, awarded for satisfactory performance.

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