This course introduces students to the basic structure of a digital computer and the organization of various units such as control unit, Arithmetic and Logical unit and Memory unit and I/O unit in a digital computer.
Course Learning Outcomes
At the end of this course, students will:
• Explain the brief history of computer science
• Discuss the different bases of Boolean Algebra
• Manipulate binary numbers to achieve different learning outcomes
• Explain data representation in a computer system
• Explain the representation of different characters in a computer.
This course is design to empower students with the capabilities to examine the use of instructional systems design models applicable in the creation of instructional materials that is appropriate from a pedagogical for a given category of learners. To achieve this instructional goal, the fundamentals of instructional design, including the principles of learning theory, and instructional strategies that are relevant to instructional design will be covered. Emphasis will be laid on models that support the design of print-based, web-based, or multimedia-based instruction. Focus areas will include instructional strategies, media selection techniques, and formative evaluation strategies for designing instruction in a high-tech environment. Students in this course will also develop the knowledge, skills, and abilities necessary to provide leadership in the design and development of instructional materials for the Internet, print-based materials, multimedia, and other individualized instructional mediums.
This module General Principles of Curriculum and Instruction is one of the required courses for the Master I in Curriculum Studies offered by the Department of Curriculum Development and Evaluation. The course assumes no previous knowledge of Curriculum Development and Teaching but you are encouraged to tap into your experiences in undergraduate courses and relate them to the capabilities to be developed during the programme. The Module is a six-credit hour course conducted over a semester of 15 weeks. Emphasis will be laid on the completion of practical task to enable you become operational immediately when you complete the course.
The advent of educational technologies in education has brought about innovative approaches in the delivery of the curriculum. From the course title, it can be depicted that it has something to do with the intersection of curriculum development and educational technology. There are many links between curriculum development and educational technology in contemporary educational practices but our focus in this course will be redesigning the curriculum for delivery using educational technologies. The course will kick start with an overview on curriculum development in general. Students will learn how to use technology in curriculum delivery to enhance the learning outcomes of their learners. These three aspects form the basis for the course.
As a variety of technologies penetrate various sectors of life, educators find themselves in tight ends sorting out how well they can be explored for better learning outcomes. One of such technologies is the social networks which the rate of its use in the society is growing exponentially. These social networks if properly harnessed can become a great platform for shared and collaborative that enhances learning outcomes. On the basis of Vygotsky’s Social Constructivist Theory and other related theories of learning, this course explores how educators can transform social networks to become Learning Communities and Social Pedagogical Networks. Communities of Practice; Social Constructivist Theory; Social Networking Tools; Emerging Technologies and Pedagogy; Online Learner Support and Motivation; Knowledge Creation in Social Pedagogical Networks in Training Organizations; etc. constitutes the pillars of the course. Transformative and global educational experiences will be emphasized.
Computer Architecture and Technology is the science and art of selecting and interconnecting hardware components to create a computer that meets functional, performance and cost goals. This course entitled Computer architecture and Technology introduces the basic hardware structure of a modern programmable computer, including the basic laws underlying performance evaluation. We will learn the architecture and technology behind the different parts of the computer notably the input/output unit, the memory unit and the arithmetic and logic unit. We will proceed to learn how to make machine instructions execute simultaneously through pipelining and simple superscalar execution, and how to design fast memory and storage systems. The principles presented in the lecture are reinforced in the laboratory through the design and simulation of a register transfer (RT) implementation of a MIPS-like pipelined processor in Verilog. In addition, we will develop a cycle-accurate simulator of this processor in C, and we will use this simulator to explore processor design options.
Course SummaryIn this course, students will learn to analyse and apply systematic strategies for the identification of instructional needs, the design of instructional models, and the selection and design of these models to meet educational and training goals in all levels of education. Students will use technology as a learning tool and as a tool for reflection on learning. This course will provide student with those skills needed to design instruction they teach. They will have the opportunity to work in "design teams", building collaborative work environments, addressing the goals and requirements of this class.
This course intends to help all the Computer Science students who are either planning to make a career in the domain or are preparing for their A/L GCE examinations
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Michael N. Nkwenti, Lecturer of Educational Technologies at the Higher
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