CONTEXT

The emergence of mobile computing has changed the rules of web application development. Since context-aware has become almost a
necessity in mobile applications, web applications need to adapt to this new reality. A universal development approach for context-
aware applications is inherently complex due to the requirement to manage diverse context information from different sources and at
different levels of granularity. A context middleware can be a key enabler in adaptive applications, since it can serve in hiding the
complexity of context management functions, promoting reusability and enabling modularity and extensibility in developing context-
aware applications.

Course
Title Web and Mobile Application Development in Education
Course Level 300 Credit value 3 Semester 1
Code
Pre- Introduction to Information and Communications Technology
requisite
Course Face-to-face Practical Work- Seminars Independent e-learning Practicum
Delivery Activity Based Study opportunities
Modes Leaning

Course This course is designed for student teachers to learn web technologies that are widely used in developing web-based
Description systems and applications. It extends the student teacher’s knowledge and skills in computing, network programming, web
for design, and system analysis, design and development.This course also introduces student teachers to programming
significant technologies, design and development related to mobile applications. Topics include accessing device capabilities,
learning industry standards, operating systems, and programming for mobile applications using an OS Software Development Kit
(indicate (SDK).
NTS, Student teachers will be taken through face to face discussions of concepts and practical sessions. They will also be
NTECF, required to undertake projects solving real life educational problems to support their learning. These will also form the
BSC GLE basis of the authentic assessment which will constitute the bulk of their assessment. Artefacts developed in these projects
to be will be documented in a professional portfolio.
addressed) (National Teachers’ Standard: 1a, 1b, 2c, 2e, 3a,3b, 3c, 3e, 3d, 3h, 3i, 3k, 3n, 3p/NTECF: Pillars 1, 2 & 3, crosscutting

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 issues; Core skills, Assessment, Professional values and attitudes).

Course Outcomes Indicators

Learning On successful completion of the course, Student Teachers The following will be used to measure the achievement of
Outcomes will be able to: the learning outcomes:
Include
indicator
for each 1. Apply the principles of analysis and design of web- 1.1 Model the structure of a website
learning based systems to meet certain institutional needs. 1.2 Model the data and processes used on a website
outcome (NTS 2b, 2c, 3b, 3c, 3d, 3e, 3h, 3i, 3k, 3n, 3p NTECF:
Pillars 1, 2 & 3, crosscutting issues; Core skills,
Assessment, Professional values and attitudes)
2. Apply the concepts of web-based systems development 2.1 Use HTML to build websites
using industry practices 2.2 Add dynamic elements to a website using CSS and javascript
(NTS 2b, 2c, 3b, 3c, 3d, 3e, 3h, 3i, 3k, 3n, 3p NTECF:
Pillars 1, 2 & 3, crosscutting issues; Core skills,
Assessment, Professional values and attitudes)
3. Apply the techniques of mobile applications 3.1 Build a basic educational application for mobile devices
development
(NTS 2b, 2c, 3b, 3c, 3d, 3e, 3h, 3i, 3k, 3n, 3p NTECF:
Pillars 1, 2 & 3, crosscutting issues; Core skills,
Assessment, Professional values and attitudes)
4. Build a professional record to reflect student teacher’s 4.1 Build a professional teaching portfolio
accomplishments, skills, experiences, learning and
attributes
(NTS 1a, 1b, 1c, NTECF: Pillar 4, crosscutting issues,
Professional values and attitudes)
Course Units Topics: Sub-topics (if any): Teaching learning Activities
Content

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Unit 1 1. Web technologies 1.1 Essential concepts and Use interactive multimedia presentations to introduce
(HTML, CSS, technologies of Web, student-teacher to concepts and technologies of the
Apache) HTML5, and, cascading Web. Seminars (Talk for Learning) & interactive
style sheets (CSS). discussions (Games) will be used to further examine
the concepts, video analysis (e.g. From YouTube) to
1.2 Web servers and how to elaborate the concepts and technologies of the web,
install and run web
servers on computers.
Web servers and how to install and run web servers
on computers.
These strategies must respond to inclusivity and
equity: They should be differentiated to deal with
barriers to learning catering for diverse learners (e.g.
Learners with Special Educational Needs, varying
cultural backgrounds/personalities/religious beliefs).
Unit 2 2. Client-side Scripting 2.1 writing scripts in Use interactive multimedia presentations to introduce
in JavaScript JavaScript for web student-teacher to scripting concepts.
applications. Seminars (Talk for Learning) & interactive
discussions (Games) to further examine the scripting
concepts.
Video analysis (e.g. From YouTube) will be used to
demonstrate how to write scripts in JavaScript for
web applications.
Use Project-/problem- Based (Individual/Group
Work) to analyze and design web solution(s) for an
identified educational problem using concepts from
units 1&2. These strategies must respond to
inclusivity and equity: They should be differentiated
to deal with barriers to learning catering for diverse
learners (e.g. Learners with Special Educational
Needs, varying cultural
backgrounds/personalities/religious beliefs).

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Unit 3 3. Writing mobile 3.1 The xCode Playground Use interactive discussions (Games), interactive
Applications 3.2 Variables and Constants multimedia presentations, tutorial and practical
sessions, video analysis e.g. YouTube to discuss the
xCode Playground, Variables and Constants.
These strategies must respond to inclusivity and equity:
They should be differentiated to deal with barriers to
learning catering for diverse learners (e.g. Learners with
Special Educational Needs, varying cultural
backgrounds/personalities/religious beliefs).
Unit 4 4. Swift (up to Classes 4.1 Simple User Interface Use interactive multimedia presentations, tutorial and
and Structures) 4.2 Decision Structures practical sessions, video analysis e.g. YouTube to
4.3 Loops introduce students to Swift (up to Classes and
4.4 Functions Structures).
4.5 Classes, Structures, and Use inquiry-based learning (Questioning), seminars
Arrays
(Talk for Learning), interactive discussions (Games)
to support deeper understanding of programming
concepts.
Use Project-/problem- Based (Individual/Group
Work) to analyze and design a mobile solution(s) for
an identified educational problem using xcode(unit
3) or swift (Unit 4).

These strategies must respond to inclusivity and equity:

They should be differentiated to deal with barriers to
learning catering for diverse learners (e.g. Learners with
Special Educational Needs, varying cultural
backgrounds/personalities/religious beliefs).
Unit 5 5. User Interactions 5.1 Text Editing Use interactive multimedia presentations, tutorial and
5.2 Number formatters practical sessions, video analysis e.g.
5.3 Delegation
Use YouTube to introduce students to User
Interactions concepts.

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 Use inquiry-based learning (Questioning), seminars
(Talk for Learning), interactive discussions (Games)
to support deeper understanding of Text Editing,
Number formatters, Delegation.
Apply user interaction concepts in the project started in
unit 4.
These strategies must respond to inclusivity and
equity: They should be differentiated to deal with
barriers to learning catering for diverse learners (e.g.
Learners with Special Educational Needs, varying
cultural backgrounds/personalities/religious beliefs).
Unit 6 6. Advanced UI 6.1 Setting Up View Use interactive multimedia presentations to introduce
Interactions – View Controllers student-teacher to software deployment models and
Controllers 6.2 TabBarController related concepts.
6.3 Loaded and Appearing Interactive discussions (Games) to further examine the
Views models, video analysis (e.g. From YouTube) to examine
6.4 Interacting with View Advanced UI Interactions – View Controllers.
Controllers Apply concept from this unit to the project from unit 5.
These strategies must respond to inclusivity and
equity: They should be differentiated to deal with
barriers to learning catering for diverse learners (e.g.
Learners with Special Educational Needs, varying
cultural backgrounds/personalities/religious beliefs).
Course Component 1: Written
Assessment
(Educative Summary of Assessment Method:
assessment: An appropriate combination of the written assessments below:
of, for and i. Tests/quizzes and class exercises to examine their knowledge of the Essential concepts and technologies of Web, HTML5,
as learning) and, cascading style sheets (CSS). E.g. analyze and design web-based systems to meet certain institutional needs.
ii. Assignmentsand group work to evaluate their understanding of Program in JavaScript and how to write scripts in JavaScript
for web applications.
Weighting: 40 %

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 Assesses Learning Outcomes:CLO 1, CLO 2 & CLO 3

Component 2: Practical
Summary of Assessment Method:
i. Project-/problem-/inquiry-based assessment: Identify, investigate, propose, create and debug
a. A dynamic website using HTML, CSS, Javascript
b. A mobile application using the Swift programming language.
Weighting: 40%
Assesses Learning Outcomes: CLO2, CLO 3
Component 3: Practical
Summary of Assessment Method:
Create e-portfolios to contain but not limited toartefacts from practical work Weighting: 20%
Assesses Learning Outcome(s):CLO4
Instruction i. Smartphones
al ii. Laptops
resources iii. Desktop computers
iv. Tablets
v. TV and Radio
vi. Open Educational Resources (Including: YouTube, MOOCS-Udemy/coursera, khan academy, TESSA)
vii. The iBox (CENDLOS)
viii. Productivity tools
ix. Subject based application software
x. Instructional Laboratories (with multimedia equipment and smartboards)
Required Wei-Meng, Lee (2011). Beginning android application development, Wiley.
Text
(Core) Saffer, D. (2010). Designing for interaction: Creating smart applications and clever devices. Berkeley, CA: New Riders
Additional Selected articles and online resources (youtube.com, MOOCs: Khan Academy, TESSA, Udemy etc)
Reading

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