Alabama Department of Postsecondary Education



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Alabama

Department of Postsecondary Education

Representing Alabama’s Public Two-Year College System





CIS/DPT 149



Introduction to Computers


Plan of Instruction

Effective Date: 2005 Version Number: 2005-2

COURSE DESCRIPTION


This course is an introduction to computers and their impact on society. The course covers the development of computers, their impact on society, as well as future implications of development of computer and related communication technologies. This course introduces programming and computer operating systems. Upon completion, students will have basic knowledge of computer technology and will be able to perform basic functions with a computer system. The course will help prepare students for the IC3 certification.
CREDIT HOURS
Theory 3 credit hours

Lab 0 credit hours

Total 3 credit hours

NOTE: Theory credit hours are a 1:1 contact to credit ratio. Colleges may schedule lab hours as manipulative (3:1 contact to credit hour ratio) or experimental (2:1 contact to credit hour ratio).
PREREQUISITE COURSES
As required by college.
CO-REQUISITE COURSES
As required by college.
PROFESSIONAL COMPETENCIES:


  • Execute computer programs

  • Explain concepts related to computer communication and networks.

  • Use the principles of data communications and networking standards.

  • Use the internet to obtain and communicate information.

  • Explain the impact of computers on various aspects of society.


INSTRUCTIONAL GOALS:
Cognitive: Comprehend foundational knowledge of computer systems.
Performance: Apply foundational knowledge of computer systems.
PROFESSIONAL COMPETENCIES/OBJECTIVES

Unless otherwise indicated, evaluation of student’s attainment of cognitive and performance objectives is based on knowledge gained from this course. During performance evaluations, students will be provided necessary tools, equipment, materials, specifications, and any other resources necessary to accomplish the task. Specifications may be in the form of, but not limited to, manufacturer’s specifications, technical orders, regulations, national and state codes, certification agencies, locally developed lab assignments, or any combination of specifications.





MODULE A – COMPUTER CONCEPTS

MODULE DESCRIPTION: During this module students comprehend basic concepts related to operating computers. This module is a foundation for other modules in this course.

PROFESSIONAL COMPETENCIES

PERFORMACE OBJECTIVES

A1.0 Explain basic computer concepts. (B)

A1.1 This module is measured cognitively.

ENABLING OBJECTIVES

KSA Indicators

A1.1.1 Define computer terms

A1.1.2 Explain the historical development of computers

A1.1.3 Explain the evolving impact of computers on society

A1.1.4 Explain the importance of computer literacy

A1.1.5 Describe categories of computers and their uses

A1.1.6 Identify types of computer users

A1.1.7 Identify common programming languages

A1.1.8 Differentiate between common programming languages



A

B

B



B

B

A



A

B


MODULE A OUTLINE

  • The historical development of computers and their evolving impact on society

  • Categories of computers and their uses

  • Common programming languages



MODULE B – COMPUTER COMPONENTS AND SOFTWARE

MODULE DESCRIPTION: This module provides students with basic information on the use of various computer components and software.

PROFESSIONAL COMPETENCIES

STUDENT PERFORMACE OBJECTIVES

B1.0 Use computers to accomplish specified tasks. (B/3b)

B1.1 Use various types of computer components and software to accomplish specified tasks.

ENABLING OBJECTIVES

KSA Indicators

B1.1.1 Explain the purpose and function of common computer components.

B1.1.2 Describe procedures for safely starting and terminating computer activity.

B1.1.3 Describe common features of specified computer operating systems.

B1.1.4 Describe the attributes and function of various types of software.

B1.1.5 Differentiate between storage and memory.

B1.1.6 Describe the function and purpose of various types of storage media and storage devices.



B
b
a
B

B

B



MODULE B OUTLINE

  • Computer components

  • Software

  • Input and output devices

  • Storage

  • Operating systems and utility programs



MODULE C – COMPUTER COMMUNICATION AND NETWORKS


MODULE DESCRIPTION: This module provides students with an introduction to how computers communicate with various devices through networks.

PROFESSIONAL COMPETENCIES

PERFORMACE OBJECTIVES

C1.0 Explain concepts related to computer communication and networks. (B)

C1.1 This competency is measured cognitively.

ENABLING OBJECTIVES

KSA Indicators

C1.1.1 Define terms associated with computer communication and networks.

C1.1.2 Explain the implications of the impact of computers and related communication technologies on society.

C1.1.3 Explain the purpose of a network.

C1.1.4 Identify the components required for successful communications.

C1.1.5 Describe commonly used communication devices.

C1.1.6 Explain communications applications.

C1.1.7 List advantages of using a network.

C1.1.8 Differentiate between a local area network and a wide area network.

C1.1.9 Describe various communications technologies.

C1.1.10 Describe uses of internets and extranets.

C1.1.11 Explain the telephone network.

C1.1.12 Describe various physical and wireless transmission media.



A
B
B

a

B



B

A

B


B

B

B



B

MODULE C OUTLINE

  • Sending and receiving devices

  • Types of networks

  • Internets and extranets

  • Telephone networks

  • Communication devices



MODULE D – The Internet and the World Wide Web


PROFESSIONAL COMPETENCIES

STUDENT PERFORMACE OBJECTIVES

D1.0 Use the internet to obtain and communicate information. (3b)

D1.1 Use various applications to perform various functions through the internet.

ENABLING OBJECTIVES/KEY INDICATORS

KSA Indicators

D1.1.1 Define terms associated with the Internet and the World Wide Web

D1.1.2 Explain the uses of the Internet and the World Wide Web

D1.1.3 Explain how a user can be a Web publisher

D1.1.4 Explain how the Internet works

D1.1.5 Explain ways to access the Internet

D1.1.6 Describe various types of Web pages

D1.1.7 Explain how Web pages use graphics, animation, audio, video, and virtual reality

D1.1.8 Identify the tools required for Web publishing

D1.1.9 Identify software products available for Web applications

D1.1.10 Identify the rules of netiquette.



A

B

B



B

b

B



B
a

B

A



MODULE D OUTLINE

  • Uses of the Internet and the World Wide Web

  • How the Internet works

  • Searching the Web

  • Web casting

  • Web publishing

  • Communicating through the Web




Module E – Computers and Society

PROFESSIONAL COMPETENCIES

STUDENT PERFORMACE OBJECTIVES

E1.0 Explain the impact of computers on various aspects of society. (B/c)

E1.1 This competency is measured cognitively.

ENABLING OBJECTIVES

KSA Indicators


E1.1.1 Define terms associated with E-commerce

E1.1.2 Describe the uses of electronic commerce (e-commerce)

E1.1.3 Explain the impact of e-commerce on global society

E1.1.4 Differentiate between various e-commerce models

E1.1.5 Identify various e-commerce revenue streams

E1.1.6 Identify e-commerce market sectors

E1.1.7 Explain issues associated with building an electronic storefront

E1.1.8 Explain the impact of computers on daily living

E1.1.9 Explain how computers are used in the home

E1.1.10 Describe how computers change interactions with various segments of our society.

E1.1.11 Describe the digital divide

E1.1.12 Describe ways virtual reality, intelligent agents, and robots are being used in daily life

E1.1.13 Describe health-related disorders and injuries due to computer use

E1.1.14 Explain how to prevent health-related disorders and injuries due to computer use Explain how to design a workspace ergonomically

E1.1.15 Identify symptoms of computer addiction

E1.1.16 Explain green computing

E1.1.17 Explain ethical issues surrounding computer use

E1.1.18 Explain types of security risks associated with computer use.

E1.1.19 Describe techniques to ensure personal privacy while operating computers.

E1.1.20 Explain how common types of viruses affect computers.

E1.1.21 Explain how to prevent viruses from infecting a computer.

E1.1.22 Describe computer encryption.

E1.1.23 Explain the importance of backing up computer information.

E1.1.24 Describe various careers found in the computer industry.

E1.1.25 Differentiate between various levels and types of computer certifications.


A

B

B



B

A

A



B

B

B



B
B

B
B


B
B

B

B



B

b
B


b

B

c



B

B


MODULE E OUTLINE

  • E-Commerce

  • Home, work, and ethical issues

  • Security and Privacy

  • Computer careers and certification



ENABLING Objectives Table of specifications

The table below identifies the percentage of cognitive objectives for each module. Instructors should develop sufficient numbers of test items at the appropriate level of evaluation. 







Facts/ Nomenclature

Principles/ Procedures

Analysis/ Operating Principles

Evaluation/ Complete Theory

A/a

B/b

C/c

D/d

Module A

38%

62%

0

0

Module B

17%

83%

0

0

Module C

25%

75%

0

0

Module D

30%

70%

0

0

Module E

12%

84%

4%

0


Knowledge, Skills, and Attitudes (KSA) Indicators




Value

Key Word(s)

Definition

Performance
Ability

4

Highly



Proficient

Performs competency quickly and accurately. Instructs others how to do the competency.


3

Proficient

Performs all parts of the competency. Needs only a spot check of completed work.


2

Partially

Proficient

Performs most parts of the competency. Needs help only on hardest parts.


1

Limited

Proficiency

Performs simple parts of the competency. Needs to be told or shown how to do most of the competency.



Knowledge of Skills

d

Complete



Theory

Predicts, isolates, and resolves problems about the competency.


c

Operating Principles

Identifies why and when the competency must be done and why each step is needed.


b

Procedures

Determines step-by-step procedures for doing the competency.


a

Nomenclature

Names parts, tools, and simple facts about the competency.



Knowledge

D

Evaluation

Evaluates conditions and makes proper decisions about the subject.
C

Analysis

Analyzes facts and principles and draws conclusions about the subject.


B

Principles

Identifies relationship of basic facts and states general principles about the subject.


A

Facts

Identifies basic facts and terms about the subject.



Affective

*5

Characterization



by Value

Acting consistently with the new value.


*4

Organization

Integrating a new value into one's general set of values, giving it some ranking among one's general priorities.


*3

Valuing

Showing some definite involvement or commitment.


*2

Responding

Showing some new behaviors as a result of experience.


*1

Receiving

Being aware of or attending to something in the environment.



Alpha Scale Values - Any item with an upper case letter (A, B, C, D) by itself is taught as general information on a topic. This information may be related to the competency or encompass multiple competencies. Examples might include mathematical computations or knowledge of principles such as Ohm’s Law.
A lower case letter indicates a level of ”Knowledge of Skills." Individuals are taught information pertaining to performing a competency . These may be indicated alone or in conjunction with a numerical scale value. A lower case letter by itself indicates the individual is not required to perform the task-just know about the task. (example: Can state or explain procedures for doing a task).
Numerical Scale Values - The numbers reflect the levels the individual will be able to perform a competency. Number values are always accompanied by lower case letters (i.e. 1a, 2b, 3c...etc.) in order to specify the level of knowledge of skills associated with the competency.
Example: An individual with a competency with a scale indicator of 3b has received training of knowledge of skills whereby he or she can determine the correct procedures and perform with limited supervision; only requiring evaluation of the finished product or procedure.
Asterisk items indicate desired affective domain levels and are used to indicate the desired level for a given competency. They may be used independently or with other indicators (i.e. 1a-*1, 2c-*3). If used with another indicator, separate with a hyphen.
NOTE: Codes indicate terminal values.


Alabama College System

Copyright© 2006



All rights reserved


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