Module Development Fund

Template for developing modules

Batch 4: 2022

NOTES ABOUT THE USE OF THIS FORM:

1. This form is designed to be completed on a computer. Cells in the table below will expand to accommodate any
amount of text … but we suggest that you keep the narrative as succinct as possible!
2. Please keep the use of formatting to a minimum. Importing formatted text onto a virtual learning platform
presents challenges!
3. This form assumes that the “unit of learning” is a module. The module, in turn, would be included in a “course”
(which is not referred to here). Each module will have a series of components which have been called “units” –
they may be called something different in your design (like “weeks”, or “sections”) and you are free to change the
terminology.
4. In the section about the authors of and contributors to the course, we have provided space for 5 co-authors (or
co-contributors). If there were more than six people on the team, please add additional rows to the table.
5. Please ensure that you use student-friendly language. So the intended learning outcomes will be framed using
the word “you”, and not “the student”. (This may be at odds with what you understand to be “academic”
language. The aim, in online and blended learning, is to use language that includes the student to the greatest
extent possible.)
6. Please note that module-level outcomes should be “overarching” outcomes onto which the unit-level outcomes
map. You should have a few (maybe 4) module-level outcomes, and a very few (two or three at the most) unit-
level outcomes for each unit.
7. The unit-level template should be copied so that there is a copy of the template for EACH unit/week/section.
Thus, if there are 15 units/weeks/sections in a module, you will copy the template 14 times and complete each
copy for one unit/week/section.
8. In the unit-level template, there is a space for a detailed description of student and teacher engagement with the
unit. Here we would expect to see a “blow-by-blow” account of how the unit “hangs together”. What happens
first? And then? What resources would students need to access for each part of the unit’s work? Where would
they find these? Where is collaboration expected to happen? How is it scaffolded? And so on? What happens in
class? What happens online? How do these elements build on each other? How long should students spend on
each part of the unit?
This is NOT a list of things that students (or teachers) do. It is a detailed description of the process.
We have used a generic set of headings in the template. You are free to change the headings to suit the
particular unit, but you are not free to ignore any of the required information.
Be sure, when completing the unit-level template to contextualise the content … by which we mean that content
needs to be grounded in real life – even mathematical equations need to be demonstrably linked to real life! A
student needs to know why they are engaging with the content.

There are 2 templates on the following pages. The Module-level templateshould be completed once, and the Unit-
level template should be completed in respect of each of the Units (or Sections, or Weeks) in the Module

Template for developing modules, and all associated materials, by the Association of Commonwealth Universities
(ACU) is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .
MODULE-LEVEL TEMPLATE
Details of institution that has developed the module
Name of University Alex Ekwueme Federal University, Ndufu Alike, Ebonyi State
Name of institutional contact Prof Johnny Ogunji
Email address of institutional contact [email protected]

Details of Creative Commons licence (https://creativecommons.org/licenses/)

Licence type Open source

Details of the authors of/contributors to the course and their role(You can delete any sections that don’t apply.)
Lead author (+ email address) Uzoma Rita Alo ([email protected] )
Responsible for: Modue Design/Vetting/Quality Assurance
Co-author/co-contributor Chinwe Ogunji ([email protected])
Responsible for: Module Design/Vetting
Co-author/co-contributor Onyinye Anne Nwankwo ([email protected])
Responsible for: Module Design/Vetting

Information regarding format of material to upload onto the OER Africa repository
Primary resource (Not PDF) Open source
Will a Moodle common cartridge be uploaded as well? Not required as our LMS is moodle
(A Moodle common cartridge is a .ZIP file of your module – if it is created in Moodle – that can be imported into
another university’s Moodle platform.)

Course details
Module title: INTRODUCTION TO COMPUTER PROGRAMMING 1
Under- or Post-graduate? UNDER-GRADUATE Year of study: 2
Class contact time (hours): 2 Number of credits: 2
Private/online study hours: 1 Number of weeks of study: 13
Total student learning hours: 39 Number of units of study: 11

Programme(s) which might include this Module: B.Sc Mathematics, B.Sc Physics, B.Sc Statistics, B.Sc
Chemistry, B.Sc Geology/Geophysics, B.Sc Computer
Science/Informatics, B.Eng Mechatronics Engineering,
B.Eng Civil Engineering, B.Eng Electrical/Electronics
Engineering
Pre-requisite student abilities and knowledge: Introduction to Computers (CSC 101)
Pre-requisite (or co-requisite) modules: None

Batch 4
Aim of the module: The aim of this module is to enable you become problem solvers with requisite
knowledge and skills using computer programming (C or C++) in a dynamic and
technologically driven economy. You will explore various problem solving
techniques, programming fundamentals and control structures, program design,
coding, debugging and documentation. Lastly the tasks/e-tivities will enable
adequate hands on and ensure a firm grip of knowledge application in real life
problem solving
Brief description of module: The module is designed to impact basic programming knowledge and skills towards
real life problem solving and its application using various algorithm development
techniques, control structures and program documentations.

Intended learning outcomes: At the end of this module, you will be able to:
1. Describe various problem solving techniques and algorithm techniques
2. Apply various control structures using C or C++ in real life problem solving
3. Demonstrate knowledge C or C++ in application development
4. Develop program documentation reports for software maintainability
Indicative content: Week 1 Introduction to computer Programming and programming language
Week 2 Programming Algorithm Development
Week 3 Programming Fundamentals &programming Control Structures
Week 4 Introduction to C or C++
Week 5 Documenting programmes using techniques of a good programming
language style
Week 6 Designing, Coding and Debugging
Week 7 Practical Sessions and Mid Semester Examination
Week 8 Introduction to problem solving methods
Week 9 Practical session, applying some problem solving methods to solve real
world problems
Week 10 Working with controls and control properties
Week 11 Object oriented programming (OOP) and writing Codes
Form of final/summative End of Semester examination
assessment:

Assessment of module-level learning outcomes

Module-level learning outcome Module assessment task
1. Describe various problem solving techniques and Formative and summative assessment
algorithm techniques
2. Apply various control structures using C or C++ in Formative and summative assessment
real life problem solving
3. Create wealth using skills in C or C++ application Formative and summative assessment
development
4. Develop program documentation reports for Formative and summative assessment
software maintainability

Significant features or elements of module

Integration of concise online documents, short videos and online discussion groups that act as sparks in acquiring
needed skills towards real life problem solving, and its application in diverse human areas in a dynamic and ever
evolving technologically driven global economy of the 21st century towards being self reliant and wealth creators.
Batch 4
This will not only aid in developing and acquiring a firm grip of the needed skills but would also ignite the self
confidence in real life problem solving.

Student profile in the context of this module:

What is the target group of students who would do this Science based students in Physical Sciences and
module? Engineering
What skills should a student have already mastered Nil
before starting this Module?
What prior knowledge of the subject matter should a Introduction to Computers
student have?

Non-expert support:
What skills and prior knowledge of the subject matter Proficiency in Programming especially in C or C++ and
should facilitators have already mastered before its application in real life problem solving
starting to deliver this Module?
What skills do support staff need in order to support Technical skills in computer Laboratory management.
the delivery of this module? Proficiency in Programming especially in C or C++ and
its application in real life problem solving is added
advantage

Quality assurance matters

How will feedback on Classroom/online comment, formative and summative course evaluation after mid
module be obtained from semester and end of module assessment and through analysis of periodic structured
students? questionnaire feedback which will be achieved with the collaborative efforts of the
quality assurance group
How will student feedback A critical analysis of students’ feedback would be done, analysed and its results used
be used to improve module? to improve specific aspects of the module captured in students feedback. This
would be communicated to course coordinators and facilitators for corrective and
enhancement procedure
A certificate, signed by the university’s Head of Quality Assurance, confirming Yes No
that the module meets the requirements of the PEBL QA rubric is attached.

UNIT/WEEK/SECTION-LEVEL TEMPLATE
Unit-level overview Unit/week/section 0
Topic name: Introduction/ Getting Acquainted and Learner Support
Aim of the topic: This week aims at having the facilitators (e-moderators) and you introduce
yourselves, get acquainted with each other, , navigate the university’s learning
platform and get to know the rules of online learning which are called “Netiquettes”
This topic covers: 1. Information about each other and learner support
2. Introducing yourself on the learning environment
3. Netiquette and its demonstration
4. Other necessary guidelines for online learning

Batch 4
Intended learning At the end of this topic, you will be able to:
outcomes: 1. Identify learner support systems that are available to you
2. Introduce yourself on the learning environment
3. Demonstrate your understanding of Netiquette in an online learning
4. Suggest other necessary rules for an online learning

Overview of student activity: 1. Getting yourself acquainted with the learner support systems that are
available
2. Introducing yourself to your fellow students on the forum
3. Writing any five rules you understood from the Netiquette
4. Suggesting other necessary rules that are worth considering in an online
learning

Constructive alignment of unit level outcomes with module level outcomes, learning activities and assessment
(Pressing <Tab> at the end of the table will provide additional rows in the table, if required.)
No of module-
level outcome
Activity where
students
engage with Where and how is this outcome
Intended unit learning outcomes: this outcome assessed?
At the end of this unit, you will be able to:
1. Identify learner support systems that are E tivity 0. 1 The welcome forum
available to you
2. Introduce yourself on your learning environment E tivity 0.2 Interactions on the discussion
forum
3. Demonstrate your understanding of Netiquette E tivity 0.3 Interactions on the discussion
forum
4. Suggest other necessary rules for an online E tivity 0.4 Interactions on the discussion
learning forum

Detailed explanation of ALL student and teacher engagement with the unit:
(This should be presented in the order that the activities take place. So if students do work online beforecoming
to the lecture, that should be shown ahead of what happens in class.
If there is more than one opportunity for face-to-face contact, or more than one online task, there should be a
separate section for each instance, and they should be presented in the template in the same order that students
encounter them.)
Content – such as lecture material – can EITHER be shown here OR added as clearly identifiable addenda to the
document. If you plan to use addenda, you should ensure that these are cross-referenced in this section.)
Module-level outcomes addressed:
Week 0 is an orientation week for you. You will identify the available support systems and socialize online with
your facilitators and fellow students.
Purpose of the unit/week/section:
This Unit is intended to assist you learn how to navigate through the learning management system (LMS) and get
Batch 4
acquainted with the learner support systems, know your course facilitators and fellow students and finally
familiarize yourself with netiquette (rules for online learning).
Over to you: (a description of the process of the section)
In the course of this week’s lesson, we will be exploring the learner support systems together for familiarization,
then you will learn about the netiquette in order to apply it during the online e-tivities and familiarize yourself with
other members of your class
Pre-topic activity: Number of hours 1/3 of
an hour
Familiarize yourself with the learning management system
Face to face time: (if applicable) Number of hours 2/3
The course facilitators shall meet with you in the ICT lab to assist you navigate the learning management system
without much difficulty. You shall also be presented with a general overview of the course and prospects of
blended learning
Online activity: Number of hours 2/3
What should students do? E –tivity 0.1
Having got yourself familiarized with the learning management system, identify any
3 learner support systems that are available to you.
Where do they do it? E-tivity 0.1 forum for discussion
By when should they do it? By end of the first day of week 0
E-moderator/tutor role
E-moderator reads through the learners posts, encouraging the lurkers to be active and providing clarification on
the usefulness of the services
How are the learning outcomes in this unit assessed? Number of hours 1/3
Through the postings that will be made by students on the platform and their correctness
How does this section link to other sections of the module?
This section introduces you to the learner support systems which would enhance your learning in the course of
this module

Online activity: Number of hours 1/3

What should students do? E –tivity 0.2
1. Introduce yourself to your colleagues on the discussion board using a brief
bio that;
a. Tells other students something about your background
b. Explains why you chose to read a course in the Sciences
c. Describes whom you dream to become after your university education
2. Post your bio on the discussion forum E-tivity 0.2
3. Go through other students posts and comment on at least two bios,
proposing possible ways you can be of great help to each other in order to
realize those dreams
4. Post your proposal on the discussion forum for e-tivity 0.2

Where do they do it? E-tivity 0.2 forum for discussion

Batch 4
By when should they do it? By end of the second day of week 0
E-moderator/tutor role
1. E-moderator guides the students on the learning platform
2. Reads through the learners posts
3. Encourages the lurkers to be active and providing clarification on the usefulness of the services
How are the learning outcomes in this unit assessed? Number of hours 1/3
Through students’ postings on the platform and their correctness
How does this section link to other sections of the module?
This section introduces you to the learner support systems which would enhance your learning in the course of
this module
Online activity: Number of hours 1/3
What should students do? E –tivity 0.3
1. Read through the Netiquette which is posted on the discussion forum 0.3
2. Summarize any five behaviours that guide an online learning
3. Post your work on the discussion forum 0.3
4. Read through two other colleague’s posts and suggest what might be added
to improve their understanding of Netiquette
Where do they do it? E-tivity 0.3 forum for discussion
By when should they do it? By end of the third day of week 0
E-moderator/tutor role
E-moderator reads through learners posts, encouraging the lurkers to be active and provides clarification on the
usefulness of the services
How are the learning outcomes in this unit assessed? Number of hours
Through students postings on the platform
How does this section link to other sections of the module?
This section would be useful in your understanding of the acceptable behaviours in an online learning
Online activity: Number of hours 1/3
What should students do? E –tivity 0.4
Read through the Netiquette once again;
1. Suggest few other acceptable behaviour that should govern an online
learning but were not captured in the netiquette list
2. Share your suggestion with any classmate of your choice and discuss why
you consider those points strongly
3. You might need to strike out any point that lacks merit. Post what ever that
is left in your list on the discussion forum 0.4
Where do they do it? E-tivity 0.4 forum for discussion
By when should they do it? By end of the fifth day of week 0
E-moderator/tutor role
E-moderator encourages lurkers to participate
How are the learning outcomes in this unit assessed? Number of hours

Batch 4
Through students postings
How does this section link to other sections of the module?
This section introduces you to additional rules for online learning

= Total number of hours 3 hours

Batch 4
Some important questions
Which learning resources/ The blended module course outline
references will scaffold the
students’ learning?
How are students enabled Links to the relevant Open Educational Resource materials shall be provided for
to access the resources? them
Where in this unit are On the e-tivities, commenting on each other’s post
students expected to work
collaboratively?
How has an inclusive Students are involved in various activities, get acquainted with each other
approach been incorporated
in this unit?
How will feedback on unit Through their post on the discussion forum
be obtained from students?
How will student feedback The feedbacks from their posts shall be utilized by the e-moderator to modify the
be used to improve unit? contents of the units and its e-tivities for improved outcomes
At which point(s) will By the end of this week’s unit (Unit 0)
students receive formative
feedback on the work they
have done in the unit?
UNIT/WEEK/SECTION-LEVEL TEMPLATE
Unit-level overview Unit/week/section 1.
Topic name: Introduction to Computer Programming and Programming Language
Aim of the topic: This unit aims at introducing you to the types of computer programming,
differentiating between system programming and application programming
This topic covers: 1. Definition of computer programming
2. Types of computer programming
3. System Programming and Application Programming
4. Translators (Machine, Assembly and Object oriented Language)
Intended learning outcomes: At the end of this topic, you will be able to:
i. Define the term “computer programming”
ii. Identify the types of computer programming
iii. Differentiate between system programming and application programming
iv. Choose the most suitable translator for a programming Language

Overview of student activity: You would be provided with a link

https://books.trinket.io/thinkjava/chapter1.html#sec8 to an online article titled
“The way of the Program” by Park et al (2020). You will read it to prepare yourself
for an engagement with the learning tasks for e-tivity 1.1, 1.2, 1.3 and 1.4 aimed at
helping you achieve the intended learning outcomes for topic 1
Constructive alignment of unit level outcomes with module level outcomes, learning activities and assessment
(Pressing <Tab> at the end of the table will provide additional rows in the table, if required.)

Batch 4
 No of module-
level outcome
Activity where
students
engage with Where and how is this outcome
Intended unit learning outcomes: this outcome assessed?
At the end of this unit, you will be able to:
1. Summarize the term “Computer Programming” in 1 E tivity 1.1 Brief summary note on the LMS
your own words
2. Identify the types of computer programming 1 E tivity 1.2 Multiple choice question on the
LMS
3. Differentiate between system programming and 1 E tivity 1.3 Brief summary on the LMS
application programming
4.Choose the most suitable translator for a 1 E-tivity 1.4 Take home assignment to be
programming language presnted in the class

Detailed explanation of ALL student and teacher engagement with the unit:
(This should be presented in the order that the activities take place. So if students do work online beforecoming
to the lecture, that should be shown ahead of what happens in class.
If there is more than one opportunity for face-to-face contact, or more than one online task, there should be a
separate section for each instance, and they should be presented in the template in the same order that students
encounter them.)
Content – such as lecture material – can EITHER be shown here OR added as clearly identifiable addenda to the
document. If you plan to use addenda, you should ensure that these are cross-referenced in this section.)
Module-level outcomes addressed:
Module –Level Learning outcome 1
Purpose of the unit/week/section:
Purpose of this week’s unit is to help you as a programmer to be, appreciate what programming language is in
general, understand the features and modalities that make up programming, differentiate between system
programming and application programming and be able to choose the most suitable translator for a programming
Language
Over to you: (a description of the process of the section)
In this unit, you will work in groups of ten for an oral and video presentation. You will meet with fellow colleagues
in the face to face classroom to sharpen your ideas and make presentations on how to achieve your dreams after
studying this course. The facilitator (teacher) will introduce to you what “Computer Programming and
Programming Language” are. Thereafter, you will Summarize the term “Computer Programming” in your own
words, Identify the types of computer programming, differentiate between system programming and application
programming and post your work on the designated e tivity platforms at the appropriate time. As a group, you will
make and present to your colleagues a short video demonstrating the suitability of the translator you have chosen
for a programming language
Pre-topic activity: Number of hours 1/3
1. Reflect on your dream of becoming a computer programmer after reading this course.
2. Itemize the things you will need to do in order to achieve this big dream
3. Create a portfolio for this course
4. Post what you have written in your portfolio in readiness for a class presentation
Face to face time: (if applicable) Number of hours 1/3
Batch 4
 Before going online;
1. You will work in groups of ten to analyse the ideas you have put down on what roles you would play in
order to realize your dreams of becoming computer programmers.
2. Discuss one specific thing you consider worth doing to help each other in actualizing this dream
Online activity: Number of hours 1/3
What should students do? E tivity 1.1
Read pages 11 -12 of this article
https://alg.manifoldapp.org/system/actioncallout/938a51a2-1c34-4867-b15f-
3b24ee27bc4f/attachment/original-e8823f7f6c7fd593a70478f2cbb5b1b3.pdf
titled “Programming Fundamentals” by Park et al (2020).
1. Make a brief summary note of half a page describing what you have
understood as computer programming
2. Post what you have written on the discussion platform
3. Read through other students’ posts and see if there are useful ideas which
you can adopt to improve your work
4. Review your summary note by adding the new points (if you consider it
necessary)
5. Post your final work on the discussion forum

Where do they do it? E tivity discussion forum 1.1

By when should they do it? By the end of first day in week 1
E-moderator/tutor role
1. Stimulate students to read the resource material
2. Summarize the comments for feedbacks
3. Close the discussion forum
How are the learning outcomes in this unit assessed? Number of hours 1/3
The learning outcome will be assessed through their brief summary notes
How does this section link to other sections of the module?
This section provides an introduction to the entire module and is linked to its other units

Online activity: Number of hours 1/2

What should students do? E tivity 1.2
Watch this 10 minutes video https://www.youtube.com/watch?v=KJgsSFOSQv0
on computer programming language and read pages 11-12 of the article on this link
titled “The way of the Program” by Park et al (2020)”
https://books.trinket.io/thinkjava/chapter1.html#sec8
1. Identify the types of computer programming and give an example of each
2. Post your answers on discussion forum 1.2
Read through any two works that have been posted by your colleagues, bearing in
mind “netiquettes”, make a constructive criticism on one of them, post your
contribution to the discussion forum 1.2
Where do they do it? E tivity forum for 1.2

Batch 4
By when should they do it? By the end of day 2 of week 1
E-moderator/tutor role
1. Stimulate students to watch the video
2. Post comments on other students’ works for constructive feedbacks
3. Close the discussion forum
How are the learning outcomes in this unit assessed? Number of hours 1/3
Through a Multiple choice question on the LMS
How does this section link to other sections of the module?
This unit offers you a very good foundation to understand the different units in the module
Online activity: Number of hours 1/3
What should students do? E tivity 1.3
Watch the 10 minutes video https://www.youtube.com/watch?v=KJgsSFOSQv0 on
computer programming language all over and;
1. Differentiate between system programming and application programming in
a short essay format
2. Illustrate a variable name, types name and functions name
3. Post your answers to discussion board 2.2
4. Provide positive and constructive feedback on differences between system
programming and application programming on your colleagues posts
Where do they do it? E tivity forum for 1.3
By when should they do it? By the end of 3rd day of week 1.
E-moderator/tutor role
1. Stimulate students to watch the video and read the article
2. Post comments on other students’ works for constructive feedbacks
3. Close the discussion forum
How are the learning outcomes in this unit assessed? Number of hours 1/3
Brief summary on the LMS
How does this section link to other sections of the module?
This section would link you to units 3 and 4 of this module
Online activity: Number of hours 1/3
What should students do? E tivity 1.4
You are to do the following take-home assignment;
1. Choose the most suitable translator for a programming language
2. Make a video presentation to your class in the new week demonstrating the
application of your chosen translator
3. Comment on the benefits of a translator that has been chosen by one
colleague
4. Post your comments on the discussion forum e tivity 1.4

Where do they do it? To be done as a class presentation during the face-to-face classroom meeting for
week 2 and post comments on discussion forum 1.4
By when should they do it? By the end of the 1st day of the week 2
E-moderator/tutor role
Batch 4
 1. Encourage all lurkers to participate effectively
2. Post comments on other students’ works for constructive feedbacks
3. Close the discussion forum
How are the learning outcomes in this unit assessed? Number of hours 1/6
The learning outcome will be assessed as a take home assignment which will be presented in the class
How does this section link to other sections of the module?
The section is connected to other units of the module through the provision of the basic foundation knowledge in
programming language
= Total number of hours 3 hours

Some important questions

Which learning resources/ The resource material link and the video link as well
references will scaffold the
students’ learning?
How are students enabled Through the institutional LMS and the provided links
to access the resources?
Where in this unit are In the discussion forum for e tivity 1.1, 1.2, 1.3 and 1.4
students expected to work
collaboratively?
How has an inclusive 1. Varied activities for the learners
approach been incorporated 2. E-moderator prompting the lurkers to do the needful
in this unit?
How will feedback on unit Through online posts on the discussion forum and the take home assignment
be obtained from students?
How will student feedback 1. By using students feedbacks to establish their level of achieving the stated
be used to improve unit? learning objectives
2. By considering other issues raised by students for improvement of the unit
At which point(s) will By the end of the 1st week
students receive formative
feedback on the work they
have done in the unit?
END OF UNIT/WEEK/SECTION-LEVEL TEMPLATE
UNIT/WEEK/SECTION-LEVEL TEMPLATE

UNIT/WEEK/SECTION-LEVEL TEMPLATE

Unit-level overview Unit/week/section 2

Topic name: Programming Algorithm Development
Aim of the topic: The aim of this unit is to develop knowledge base in algorithm writing which is key
to successful programming and the steps involved toward problem solving
This topic covers:  Meaning and types of algorithm
 Algorithm design techniques
Intended learning outcomes: At the end of this topic, you will be able to:

Batch 4
 1. Identify the steps in algorithm development
2. Apply various algorithm techniques to problem solving

Overview of student activity: You will be given a 10 minutes short video http://youtu.be/oa_ZQxlrP6w on
Introduction to Algorithm development .This will give a better understanding to
programming algorithm development. The student based on the material answers
some e-tivity question. Furthermore, the student identifies his group for the module
in which they collaborative develop an algorithm reading the material Algorithm
Flowchart (tutorialspoint.com) on algorithm flowchart and further reflects on how
algorithm development affects successful programming in solving real world
problems and changing operational processes.

Constructive alignment of unit level outcomes with module level outcomes, learning activities and assessment
(Pressing <Tab> at the end of the table will provide additional rows in the table, if required.)

No of module-
level outcome
Activity where
students
engage with Where and how is this outcome
Intended unit learning outcomes: this outcome assessed?
At the end of this unit, you will be able to:
1. Identify the steps in algorithm development 1 E-tivity 2.1 The assignment will be done
online on the LMS in which the
student will watch a video and
answer some questions which
will be submitted on the LMS
2. Apply various algorithm techniques to 1 E-tivity 2.2 The student in a group will
problem solving develop an algorithm on a
particular real life problem and
reading a material on algorithm
flowchart noting his
contributions to the
development. Furthermore,
writes down his opinion on how
algorithm development affects
successful program
development

Detailed explanation of ALL student and teacher engagement with the unit:
(This should be presented in the order that the activities take place. So if students do work online before coming
to the lecture, that should be shown ahead of what happens in class.
If there is more than one opportunity for face-to-face contact, or more than one online task, there should be a
separate section for each instance, and they should be presented in the template in the same order that students
encounter them.)
Content – such as lecture material – can EITHER be shown here OR added as clearly identifiable addenda to the
document. If you plan to use addenda, you should ensure that these are cross-referenced in this section.)
Module-level outcomes addressed: 1
Apply various algorithm design techniques to problem solving
Batch 4
Purpose of the unit/week/section:
The purpose of this activity is to ensure that you develop a firm grip of programming algorithm development and
apply same in writing algorithms towards program writing used in problem solving and process changing.
Over to you: (a description of the process of the section)
PART 1
1. In this week, you will learn basic concepts in algorithm development and understanding. This is divided
into two parts.
2. First, you will be given a 10 minutes short video http://youtu.be/oa_ZQxlrP6w on Introduction to
Algorithm development. Based on the material answers the following questions
i. Outline five steps in problem solving
ii. Define a real life problem scenario and create a pseudo code algorithm
iii. Develop a flowchart for ii above
3. Make your submission on the LMS

PART 2
4. The students reads the material Algorithm Flowchart (tutorialspoint.com) on algorithm flowchart
5. Then identifies his group for the module in order work collaboratively with group members
6. As a group, develop an algorithm
7. Finally, reflects on how algorithm development affects successful programming in solving real world
problems and changing operational processes.
8. Notes contribution to group project algorithm and
9. Submits both contributions to group project and reflections on the LMS
Pre-topic activity: Number of hours 1/2
1. Read the material onhttp://sofia.cs.vt.edu/cs1114-ebooklet/chapter4.html
2. Describe the step in algorithm development
3. Reflect on improvement areas in algorithm development as a future programmer
Face to face time: (if applicable) Number of hours 1/2
Presentation of group assignment and each student defending contribution to the project development
Online activity: Number of hours 1/2
What should students do? E-tivity 4.1
1. You will be given a 10 minutes short video http://youtu.be/oa_ZQxlrP6w on
Introduction to Algorithm development. Based on the material answers the
following questions
i. Outline five steps in problem solving
ii. Define a real life problem scenario and create a pseudo code
algorithm
iii. Develop a flowchart for ii above
2. Make your submission on the LMS
Where do they do it? The student will do it on the Learning management System and post on the e-tivity
2.1
By when should they do it? The deadline for submission is on Tuesday of the 2th week
E-moderator/tutor role
1. The e-moderator sends reminder for deadline submissions
2. Evaluates student submission and gives general feedback based on general student submissions
3. Encourages student in why algorithm development aids successful programming
How are the learning outcomes in this unit assessed? Number of hours 1/2
The learning outcomes are assessed through the student e-tivity submission
Batch 4
 How does this section link to other sections of the module?
This section links to unit 1

Online activity: Number of hours 1/2

What should students do? E-tivity 2.2
1. The students reads the material Algorithm Flowchart (tutorialspoint.com)
on algorithm flowchart
2. Identifies his group for the module
3. As a group, develop an algorithm
4. Finally, reflects on how algorithm development affects successful
programming in solving real world problems and changing operational
processes.
5. Notes contributions to group algorithm development and submit both the
contributions to group project and your reflections on the LMS e-tivity 2.2
Where do they do it? As a take home group assignment and submit on the Learning management System
and submit. Group performance evaluations will be displayed on the discussion
board for comments, questions and contributions
By when should they do it? By Friday of the 2th week
E-moderator/tutor role
The e-moderator evaluates student group assessment and individualized contributions with the reflection and
gives appropriate guide and student contributions on the discussion board
How are the learning outcomes in this unit assessed? Number of hours 1/2
The learning outcomes are assessed through group submissions and individualized contributions
How does this section link to other sections of the module?
This section links to unit 1
= Total number of hours 3 hours

Some important questions

Which learning resources/ A 10-minutes video and a resource material/reading material link
references will scaffold the
students’ learning?
How are students enabled Through their institutional LMS with their individual log in details
to access the resources?
Where in this unit are In the Take Home assignment of e-tivity 2.2
students expected to work
collaboratively?
How has an inclusive 1. Integration of multiple tasks
approach been incorporated 2. Grouping of students to accomplish a given task as a team
in this unit? 3. E-moderator guide based on student evaluation
How will feedback on unit Through online submissions and group tasks and the discussion board
Batch 4
 be obtained from students?
How will student feedback 1. By evaluating student submissions and using result to appraise learning
be used to improve unit? outcomes
2. By feedback from the quality assurance team
At which point(s) will At the end of week 2
students receive formative
feedback on the work they
have done in the unit?
END OF UNIT/WEEK/SECTION-LEVEL TEMPLATE
You should copy sufficient unit templates so that there is one for each unit of your module in the space below.

UNIT/WEEK/SECTION-LEVEL TEMPLATE

Unit-level overview Unit/week/section 3

Topic name: Introduction to Problem solving
Aim of the topic: The aim of this unit is to develop knowledge base and skills required problem
solving and develop the ability to use various problem solving techniques.
This topic covers:  Steps to problem solving
 Types of problem solving methods
 Application of problem solving methods to real life problems
Intended learning outcomes: At the end of this topic, you will be able to:
1. Demonstrate knowledge of steps and techniques in problem solving
2. Apply problem solving methods to real life problems

Overview of student activity: You will be given a 10 minutes short video http://youtu.be/bZXDGQSuF9l on Steps
to program solving .This will give a better understanding on the step to solve
problem in order not to create another problem. The student based on the material
answers some e-tivity question. Reflect on how not getting the problem definition
leads to creating another problem. Next, reads the material UNIT 1 - Introduction
to Problem Solving: Problem-solving strategies, Problem identification, - StuDocu on
Introduction to problem solving. Using an example, list 5 different techniques of
problem solving and further reflects on critical thinking skills required for problem
solving. Give reasons and note areas of improvement. Post it on the discussion
board

Constructive alignment of unit level outcomes with module level outcomes, learning activities and assessment
(Pressing <Tab> at the end of the table will provide additional rows in the table, if required.)
No of module-
level outcome

Activity where
students
engage with Where and how is this outcome
Intended unit learning outcomes: this outcome assessed?
At the end of this unit, you will be able to:
1. Demonstrate knowledge of steps and 1 E-tivity 3.1 The assignment will be done
techniques in problem solving online on the LMS in which the

Batch 4
 student will watch a video and
answer some questions which
will be submitted on the LMS
2. Apply problem solving methods to real life 1 E-tivity 3.2 The student will read a material
problems and answer some questions
and also reflect on critical
thinking skill as a programmer
noting areas of improvement
and submit on the discussion
board

Detailed explanation of ALL student and teacher engagement with the unit:
(This should be presented in the order that the activities take place. So if students do work online before coming
to the lecture, that should be shown ahead of what happens in class.
If there is more than one opportunity for face-to-face contact, or more than one online task, there should be a
separate section for each instance, and they should be presented in the template in the same order that students
encounter them.)
Content – such as lecture material – can EITHER be shown here OR added as clearly identifiable addenda to the
document. If you plan to use addenda, you should ensure that these are cross-referenced in this section.)
Module-level outcomes addressed: 1
Apply various problem solving techniques to problem solving
Purpose of the unit/week/section:
The purpose of this activity is to ensure that you develop a firm grip on problem solving techniques and developing
the ability to apply it in real life problem solving.
Over to you: (a description of the process of the section)
PART 1
1. You will be given a 10 minutes short video http://youtu.be/bZXDGQSuF9l on Steps to program solving.
2. The student based on the material answers some e-tivity 3.1 questions.
i. Describe four problem solving techniques you have learnt in this unit
ii. List the steps in problem solving you intend to use in any of the techniques
3. Reflect on how this techniques influence problem solving
4. Submit E-tivity 3.1 on the LMS

PART 2
1. The student reads the material UNIT 1 - Introduction to Problem Solving: Problem-solving strategies,
Problem identification, - StuDocu on Introduction to problem solving.
2. Using an example, lists 5 different techniques of problem solving
3. Submits assignment on E-tivity 3.2
4. Further, reflects on critical thinking skills required for problem solving giving reasons and noting areas of
improvement.
5. Post it on the discussion board
Pre-topic activity: Number of hours 1
1. Watch the video https://youtu.be/_vS_b7cJn2A?t=42 on how to solve complex problems
2. Reflect on skills to required for problem solving
3. Reflect on improvement areas in algorithm development as a future programmer
Face to face time: (if applicable) Number of hours

Batch 4
 Online activity: Number of hours 1/2
What should students do? E-tivity 3.1
1. You will be given a 10 minutes short video http://youtu.be/bZXDGQSuF9l on
Steps to program solving.
2. The student based on the material answers some e-tivity 3.1 questions.
iii. Describe four problem solving techniques you have learnt in this
unit
iv. List the steps in problem solving you intend to use in any of the
techniques
3. Reflect on how this techniques influence problem solving
4. Submit on E-tivity 3.1 on the LMS
Where do they do it? The student will do it on the Learning management System and post on the e-tivity
3.1 assignment and the reflection on the discussion
By when should they do it? The deadline for submission is on Tuesday of the 3th week
E-moderator/tutor role
1. The e-moderator sends reminder for deadline submissions
2. Evaluates student submission and gives feedback based on student submission
3. Gives a spark on critical thinking required on the discussion board
How are the learning outcomes in this unit assessed? Number of hours 1/2
The learning outcomes are assessed through the student e-tivity submission
How does this section link to other sections of the module?
This section links to unit 1,2

Online activity: Number of hours 1/2

What should students do? E-tivity 3.2
1. The student reads the material UNIT 1 - Introduction to Problem Solving:
Problem-solving strategies, Problem identification, - StuDocu on
Introduction to problem solving.
2. Using an example, lists 5 different techniques of problem solving
3. Submits assignment on E-tivity 3.2
4. Further, reflects on critical thinking skills required for problem solving giving
reasons and noting areas of improvement which is placed on the discussion
board
5. Posts on the discussion Board
Where do they do it? As a take home group assignment and submit on the Learning management System
and submit on the LMS
By when should they do it? By Friday of the 2th week
E-moderator/tutor role
The e-moderator evaluates student group assessment and individualized contributions with the reflection and
gives appropriate guide and student contributions on the discussion board
How are the learning outcomes in this unit assessed? Number of hours 1/2
The learning outcomes are assessed through student submission andassignments

Batch 4
 How does this section link to other sections of the module?
This section links to unit 1,2
= Total number of hours 3 hours

Some important questions

Which learning resources/ A 10-minutes video and a resource material/reading material link
references will scaffold the
students’ learning?
How are students enabled Through their institutional LMS with their individual log in details
to access the resources?
Where in this unit are In the discussions on the discussion board of e-tivity 3.1 and 3.2
students expected to work
collaboratively?
How has an inclusive 1. Integration of multiple tasks
approach been incorporated 2. Discussion board sharing of information and brainstorming
in this unit? 3. E-moderator guide based on student evaluation
How will feedback on unit Through online submissions, and e-tivities
be obtained from students?
How will student feedback 1. By evaluating student submissions and using result to appraise learning
be used to improve unit? outcomes
2. By feedback from the quality assurance team
At which point(s) will At the end of week 3
students receive formative
feedback on the work they
have done in the unit?
END OF UNIT/WEEK/SECTION-LEVEL TEMPLATE
You should copy sufficient unit templates so that there is one for each unit of your module in the space below.

Batch 4
Unit-level overview Unit/week/section 4
Topic name: Programming Fundamentals and Control Structures
Aim of the topic: The aim of this unit is to develop knowledge base and skill in basic programming
and applying same in solutions to real life problems using a combination of various
control structures. You will cover topics such as basic concepts in programming,
data types, flow control structures and debugging
This topic covers:  Basic concepts in programming
 Data Types
 Flow Control Structures
 Debugging
Intended learning outcomes: At the end of this topic, you will be able to:
3. Apply basic programming concepts to real life problem solving
4. Describe various data types
5. Develop programs using various control structures
6. Demonstrate knowledge of C or C++ in debugging
No of module-
level outcome

Activity where
students
engage with Where and how is this outcome
Intended unit learning outcomes: this outcome assessed?
At the end of this unit, you will be able to:
1. Apply basic programming concepts to real life 1 E-tivity 4.1 The assignment will be done
problem solving online on the LMS in which the
student will make a short note
of 200 words in explaining
some basic concepts in
programming and submitted
online
2. Describe various data types 2 E-tivity 4.2 This learning outcome is done
and accessed online by the
student taking a quiz on various
data types and identifying
scenarios when they are used
3. Develop programs using various control 2 E-tivity 4.3 This is a take home assignment.
structures This learning outcome will be
assessed online through a
feedback from the e-
moderator. The student will
identify a particular real life
Batch 4
 problem and apply various
control structures in program
writing which is submitted on
the LMS and feedback from e-
moderator given in three days.
4. Demonstrate knowledge of C or C++ in 3 E-tivity 4.4 The learning outcome will be
debugging accessed online by identifying
bugs in a particular given
program on the LMS

Overview of student activity: You will be given an online preparatory material titled “Computer programming and
programming Language” and also watch a six minutes video. Both will avail you a
better understanding on basic programming concepts and control structures you
will require to write programs towards problem solving. This will prepare you for
the tasks ahead to achieve the intended learning outcomes
Detailed explanation of ALL student and teacher engagement with the unit:
(This should be presented in the order that the activities take place. So if students do work online before coming
to the lecture, that should be shown ahead of what happens in class.
If there is more than one opportunity for face-to-face contact, or more than one online task, there should be a
separate section for each instance, and they should be presented in the template in the same order that students
encounter them.)
Content – such as lecture material – can EITHER be shown here OR added as clearly identifiable addenda to the
document. If you plan to use addenda, you should ensure that these are cross-referenced in this section.)
Module-level outcomes addressed: 2,4
Develop programs using various control structures in problem solving and appropriately generate a
documentation report
Purpose of the unit/week/section:
The purpose of this activity is to ensure that you will develop a firm grip of basic programming concepts, develop
skills required to determine the suitability in combining various control structures in real life problem solving and
application development towards problem solving and being self reliant.
Over to you: (a description of the process of the section)
3. In this week, you will learn basic concepts in programming, various data types, control structures and how
to identify bugs in programming. This section is in five parts
4. First, you will be provided with an online https://books.trinket.io/thinkjava/chapter7.html and C++ Loop
Types (tutorialspoint.com) to read.
5. Reflect on it and summarize in your words the basic programming concepts needed in problem solving
6. Secondly, you will attempt an online quiz on basic programming concepts and control structures on the
Learning management system. At the end of the quiz, submit your answers.
7. Thirdly, as a take home assignment, you will identify a particular real life problem and apply the
knowledge acquired in the week to write a program in solving that particular real life problem using a
combination of various control structures. In three days, you will submit the assignment in order to
receive feedback from the e-moderator
8. Given a particular program written in C or C++ on the LMS, identify bugs and debug by correctly rewriting
Batch 4
 them.
9. Lastly, reflect on how these skills will help your career as a programmer in future and submit on the
discussion board
Pre-topic activity: Number of hours 1/4
4. Watch this ten minutes video on programming concepts on https://www.youtube.com/watch?
v=pQKPUD4_6gA
5. Summarize basic programming concepts and reflect on how it can be used in problem solving
Face to face time: (if applicable) Number of hours

Online activity: Number of hours 1/4

What should students do? E-tivity 4.1
1. Read the material https://books.trinket.io/thinkjava/chapter7.html, C++
Loop Types (tutorialspoint.com) and make a summary note of not more
than 200 words explaining the basic concept in programming used in
problem solving
2. Post your summary note on the discussion forum
3. Read through other submissions and note gray areas/omissions in your
previous submission
4. Review you submission and resubmit highlighting areas of your review
Where do they do it? The student will do it on the Learning management System and post on the e-tivity
4.1 discussion board
By when should they do it? The deadline for submission is on Tuesday of the 4th week
E-moderator/tutor role
4. The e-moderator sends reminder for deadline submissions
5. Gives a general feedback based on student submissions
6. Finally sends specific feedback to the student based on submission which is given within 3 days after
submission deadline.
How are the learning outcomes in this unit assessed? Number of hours 1/2
The learning outcomes are assessed through the individualized summary notes with the feedback
How does this section link to other sections of the module?
This section links to unit 1,2,3
`

Online activity: Number of hours 1/2

What should students do? E-tivity 4.2
1. You will do an online multiple choice quiz.
2. Afterwards, you will submit your quiz on the LMS
Where do they do it? The student will do it on the Learning management System and submit.
Performance assessment will be displayed
By when should they do it? By Wednesday of the 4th week
E-moderator/tutor role
The e-moderator evaluates student assessment performance and gives appropriate guide.
How are the learning outcomes in this unit assessed? Number of hours 1/2
Batch 4
The learning outcomes are assessed through the multi choice quiz
How does this section link to other sections of the module?
This section links to unit 1,2,3

Online activity: Number of hours 3/4

What should students do? E-tivity 4.3
1. You will be batched in groups of 5
2. You will do a take home assignment in which each group will identify a
particular real life problem
3. Apply the knowledge acquired in the week to write a program in solving
that particular real life problem using a combination of various control
structures.
4. In three days, your group leader will submit the assignment and
feedback will be received from the e-moderator
Where do they do it? At an agreed private study time of each group and submitted on the Learning
management System( LMS) e-tivity 4.3
By when should they do it? The deadline for submission is on Thursday of the 4th week
E-moderator/tutor role
1. The e-moderator evaluates each submission
2. Gives a feedback on student group submission within 3 days of the submission deadline.
3. Makes general comments/guide on the discussion board based on group assessment
How are the learning outcomes in this unit assessed? Number of hours 1/2
The learning outcomes are assessed through student group program writing in problem solving using acquired
knowledge
How does this section link to other sections of the module?
This section links to unit 1,2,3

Online activity: Number of hours 1/4

What should students do? Etivity 4.4
1. Carefully study the given program
2. Demonstrate your knowledge of C++ by identifying bugs
3. List out the identified bugs
4. Post the identified bugs on the discussion board
Where do they do it? The student will do it on the Learning management System on E-tivity 4.4 and post
on the discussion board for critique
By when should they do it? The deadline for submission is on Friday of the 4th week
E-moderator/tutor role
1. The e-moderator at the background evaluates the student submission
2. Gives feedback based on student submission
3. Makes general guide and clarifications based on student submission
4. Gives link for further reading for more understanding and clarification.
How are the learning outcomes in this unit assessed? Number of hours 1/2
Batch 4
 The learning outcomes are assessed through the student ability to demonstrate knowledge of C++ to identify bugs
How does this section link to other sections of the module?
This section links to unit 1,2,3

= Total number of hours 3 hours

Some important questions

Which learning resources/ A 6-minutes video and a resource material/reading material link
references will scaffold the
students’ learning?
How are students enabled Through their institutional LMS with their individual log in details
to access the resources?
Where in this unit are In the Take Home assignment of e-tivity 4.3
students expected to work
collaboratively?
How has an inclusive 4. Integration of multiple tasks
approach been incorporated 5. Grouping of students to accomplish a given task as a team
in this unit? 6. E-moderator guide based on student evaluation
How will feedback on unit Through online submissions and group tasks and the discussion board
be obtained from students?
How will student feedback 3. By evaluating student submissions and using result to appraise learning
be used to improve unit? outcomes
4. By feedback from the quality assurance team
At which point(s) will At the end of week 4
students receive formative
feedback on the work they
have done in the unit?
END OF UNIT/WEEK/SECTION-LEVEL TEMPLATE
You should copy sufficient unit templates so that there is one for each unit of your module in the space below.

UNIT/WEEK/SECTION-LEVEL TEMPLATE
Unit-level overview Unit/week/section 5
Topic name: Introduction to C or C++
Aim of the topic: To introduce students to coding environments
This topic covers:  The coding environment
 Variable declaration and IDE
Intended learning outcomes: At the end of this topic, you will be able to:
1. Launch a C or C++ in a coding environment
2. Generate executable codes in C or C++ coding environment
3. Combine variable declarations in problem solving

Overview of student activity: Through an online session, you will engage in activities that provide the requisite
Batch 4
 knowledge for launching a coding environment

Constructive alignment of unit level outcomes with module level outcomes, learning activities and assessment
(Pressing <Tab> at the end of the table will provide additional rows in the table, if required.)

No of module-
level outcome
Activity where
students
engage with Where and how is this outcome
Intended unit learning outcomes: this outcome assessed?
At the end of this unit, you will be able to:
1. Design a coding environment 2 Develop a The students shall be assessed
coding online on their ability to
environment Illustrate a model coding
environment
2. Analyse the integrated development 3 Appraise the The step by step Justification of
environment ( IDE) in C or C++ environment ID in C or C++ C or C++ environment as an
environment appropriate coding
environment shall be assessed
through the class discussion
forum online
3. Declare a variable for a new coding environment 2 Construct a An online assessment of how
new variable the students can combine their
identifier own variables to create a new
coding environment

Detailed explanation of ALL student and teacher engagement with the unit:
(This should be presented in the order that the activities take place. So if students do work online beforecoming
to the lecture, that should be shown ahead of what happens in class.
If there is more than one opportunity for face-to-face contact, or more than one online task, there should be a
separate section for each instance, and they should be presented in the template in the same order that students
encounter them.)
Content – such as lecture material – can EITHER be shown here OR added as clearly identifiable addenda to the
document. If you plan to use addenda, you should ensure that these are cross-referenced in this section.)
Module-level outcomes addressed: 1
Describe various problem solving techniques and algorithm design techniques
Purpose of the unit/week/section:
To develop the requisite skills for launching a coding environment
Over to you: (a description of the process of the section)
An inclusive online session for each of the discussion group on the step by step processes of developing a coding
environment
Pre-topic activity: Number of hours 1hr
The students shall preview some online videos on launching a coding environment
Face to face time: (if applicable) Number of hours
Batch 4
N/A
Online activity: Number of hours 11/2 hrs
What should students do? 1. You shall summarise the responses from the questions discussed by each
group
2. Your group shall contribute in responding to the following questions:
i. What is coding?
ii. Why is it important in programming?
iii. Describe the processes involved in launching a coding environment
iv. What factors contribute to generating executable codes
v. Can the C or C++ be said to be a profitable environment in coding?Why
Where do they do it? These activities shall be done within the virtual learning environment accessible to
each student
By when should they do it? While the discussions go on during the online lecture, the summary of each student
shall be sent to facilitators before the end of the day of the lecture(Wednesday )
E-moderator/tutor role
The facilitator corrects the wrongly presented ideas by the discussants .
How are the learning outcomes in this unit assessed? Number of hours 1/2 hrs
The learning outcomes are assessed through the students ability to respond during the class question and answer
sessions, illustrations on coding environment and summary by students.
How does this section link to other sections of the module?
This section enhances students problem solving skills in programming which is one of the aim of the module

= Total number of hours 3hrs

END OF UNIT/WEEK/SECTION-LEVEL TEMPLATE

UNIT/WEEK/SECTION-LEVEL TEMPLATE
Unit-level overview Unit/week/section 7
Topic name: Designing and Coding, Debugging
Aim of the topic: This unit aims at equipping you with skills to demonstrate designing and coding in a
programming, demonstrate debugging and identify the differences between the
three terminologies in computer programming
This topic covers: 1. Overview of coding
2. Types of design
3. Classes of error
4. Debugging strategies
Intended learning outcomes: At the end of this topic, you will be able to:
1. State the main ideas in coding
2. Identify the different types of design
3. Examine the classes of error in programming
4. Demonstrate how designing and coding can be applied to solve problem in a
real life situation

Overview of student activity: 1. You will watch this video on “Coding and Debugging ”
Batch 4
 https://www.coursera.org/lecture/3d-modeling-rhinoscript/debugging-
lesson-RWc3h
2. You will also read chapter 1.7, 1.8 and 1.9 of the book on this link
https://books.trinket.io/thinkjava/chapter1.html#sec8
3. They will prepare you to engage with the learning tasks for e-tivity 7.1, 7.2,
7.3 and 7.4 aimed at helping you achieve the intended learning outcomes
for topic 7.
Constructive alignment of unit level outcomes with module level outcomes, learning activities and assessment
(Pressing <Tab> at the end of the table will provide additional rows in the table, if required.)

No of module-
level outcome
Activity where
students
engage with Where and how is this outcome
Intended unit learning outcomes: this outcome assessed?
At the end of this unit, you will be able to:
1. State the main ideas in coding 3 E tivity 7.1 Short summary note on the
LMS
2. Identify the different types of design 3 E tivity 7.2 Multiple choice test on LMS
3. Examine the classes of error in 3 E tivity 7.3 Short essay note on LMS
programming
4. Demonstrate how coding can be applied to 3 E tivity 7.4 A video clip posted on LMS
solve problems in a real life situation

Detailed explanation of ALL student and teacher engagement with the unit:
(This should be presented in the order that the activities take place. So if students do work online beforecoming
to the lecture, that should be shown ahead of what happens in class.
If there is more than one opportunity for face-to-face contact, or more than one online task, there should be a
separate section for each instance, and they should be presented in the template in the same order that students
encounter them.)
Content – such as lecture material – can EITHER be shown here OR added as clearly identifiable addenda to the
document. If you plan to use addenda, you should ensure that these are cross-referenced in this section.)
Module-level outcomes addressed: 3
To develop knowledge base of applying C or C++ in application development
Purpose of the unit/week/section:
Purpose of this week’s unit is to introduce you to the act of designing, Coding and Debugging in computer
programming. This will enable you to write and design computer programmes, write programming codes that can
be used to solve real life problems and write programmes to debug bugs.
Over to you: (a description of the process of the section)
In this unit, You will meet with the facilitator in the face-to-face classroom for an introduction of the unit. You will
be taken through the meaning and act of designing and coding in computer programming as well as debugging,
the various types of programming design, classes of programming error and different debugging strategies you can
deploy in order to become an effective programmer
Pre-topic activity: Number of hours 1/6
It has always been said about computers that “what you key into it is what it brings out for you” in other words,

Batch 4
garbage in garbage out (GIGO).
Reflect on this statement and somewhat belief about the computer. In groups of ten students each, give an
interpretation to above statement using two strong illustrations, post your comments on the discussion forum for
e tivity 7.0. Read through one post that has been made by a colleague and mention why you think that his/her
interpretation is correct. Post your comments on the e tivity platform for 7.0
Face to face time: (if applicable) Number of hours 1/3
This section shall come before the e tivities. The facilitator would meet with you in the class to;
1. Explain the main ideas in coding, what coding entails and illustrations on how to generate programming
codes
2. Identify the different types of design
3. Examine the classes of error in programming
4. Make a practical demonstrate of how designing and coding can be applied to solve problems in a real life
situation
Online activity: Number of hours 1/3
What should students do? E tivity 7.1
Watch this video on “Coding and Debugging ” https://www.coursera.org/lecture/3d-
modeling-rhinoscript/debugging-lesson-RWc3h and read pages 17 and 18 of
https://alg.manifoldapp.org/system/actioncallout/938a51a2-1c34-4867-b15f-
3b24ee27bc4f/attachment/original-e8823f7f6c7fd593a70478f2cbb5b1b3.pdf titled
“Programming Fundamentals”. Then;
1. Use information gathered from the given video to explain your
understanding of the main ideas in coding of a computer programme.
2. Post your work on the discussion forum for e tivity 7.1
3. Read through your colleague’s post and see if there are new ides in it that
could be added to improve your work
4. Modify your work with the new ideas and post your final write up on the
discussion forum for e tivity 7.1
Where do they do it? Short summary note on the LMS
By when should they do it? By end of 1st day in week 7
E-moderator/tutor role
1. E-moderator monitors the activities on the platform
2. Encourages everyone to revise his/her work
3. Closes the discussion forum
How are the learning outcomes in this unit assessed? Number of hours 1/3
Learning outcomes shall be addressed through a short summary note
How does this section link to other sections of the module?
This section is linked to the other units of the module but especially the unit on introduction to problem solving
methods

Online activity: Number of hours 1/3

What should students do? E tivity 7.2
With details and information you have acquired from the reading material and
video; complete the multiple choice question (quiz) on the discussion forum for
e tivity 7.2
Where do they do it? On the discussion forum for e-tivity 7.2
Batch 4
By when should they do it? By the end of 2nd day of week 7
E-moderator/tutor role
1. Opens the discussion forum for e tivity 7.2
2. Gives additional explanation on what are expected of the students
3. Grades and provides feedback on the forum
4. Closes the discussion board
How are the learning outcomes in this unit assessed? Number of hours 1/6
Through a multiple choice test
How does this section link to other sections of the module?
This section offers a foundation for understanding of c and c ++ programmes

Online activity: Number of hours 1/3

What should students do? E tivity 7.3
Based on the information you have from the link and resource material;
1. Examine the classes of error in programming
2. Post your summary notes on e-tivity forum for 7.3
3. Read other people’s post and provide a constructive feedback that would
improve their works
4. Be mindful of netiquette and ensure you abide by it
Where do they do it? On the discussion forum for e tivity 7.3
By when should they do it? By the end of the 3rd day of week 7
E-moderator/tutor role
1. Summarize the threads
2. Provide feedback on the learning progress
3. Stimulate further learning and generation of new ideas
4. Close the discussion forum
How are the learning outcomes in this unit assessed? Number of hours 1/3
The learning process will be assessed through a Short essay
How does this section link to other sections of the module?
This section has a link with other sections through the basic knowledge it offers the students for a better
understanding of how to solve real life problems as programmers
Online activity: Number of hours 1/3
What should students do? E tivity 7.4
1. Reflect on the information you gathered from the link and reading material
2. In groups of ten, make a video clip demonstrating how coding can be
applied to solve problem in a real life situation
3. Post your video on the discussion forum for e tivity 7.4
4. Watch any two videos which have been made by your colleagues
5. Comment on the strength and weaknesses of the demonstration in one of
the videos
6. Post your observation on the discussion forum for e tivity 7.4

Where do they do it? A video clip posted on LMS

Batch 4
By when should they do it? By the end of 5th day of week 7
E-moderator/tutor role
1. Provide feedback on the following students posts
2. Stimulate further learning and generation of new ideas
3. Close the discussion forum
How are the learning outcomes in this unit assessed? Number of hours 1/3
They shall be addressed through a video clip which they will make by themselves and post on LMS
How does this section link to other sections of the module?
The completion of this unit will introduce them to real situations where the knowledge and skills acquired could be
applied effectively
= Total number of hours 3hours

Some important questions

Which learning resources/ The resource material link and the video link as well
references will scaffold the
students’ learning?
How are students enabled Through the institutional LMS and the provided links
to access the resources?
Where in this unit are In the discussion forum for e tivity 7.1, 7.2, 7.3 and 7.4
students expected to work
collaboratively?
How has an inclusive The students would be involved in different activities which would enhance
approach been incorporated inclusiveness
in this unit?
How will feedback on unit Through online posts on the discussion forum
be obtained from students?
How will student feedback Students feedbacks shall be reflected upon for use in enhancing the unit
be used to improve unit?
At which point(s) will By the end of week 7
students receive formative
feedback on the work they
have done in the unit?

UNIT/WEEK/SECTION-LEVEL TEMPLATE
Unit-level overview Unit/week/section 8
Topic name: Practical session and Mid-semester exam
Aim of the topic: This section aims at availing you a wide range of opportunity to demonstrate what
you have learnt in the past few weeks. You will demonstrate your skills in writing a
computer command and variables that are executable.
Afterwards, you shall participate in the mid-semester quiz which shall be graded
Batch 4
This topic covers: 1. Practical session
2. Mid-semester quiz
Intended learning At the end of this topic, you will be able to:
outcomes: 1. Demonstrate your understanding of the topics covered so far through
practical sessions
2. Participate in a mid-semester quiz

Overview of student activity: You will be involved in some hands –on – activities this week specifically on writing
programmes that are executable

Constructive alignment of unit level outcomes with module level outcomes, learning activities and assessment
(Pressing <Tab> at the end of the table will provide additional rows in the table, if required.)
No of module-
level outcome

Activity where
students
engage with Where and how is this outcome
Intended unit learning outcomes: this outcome assessed?
At the end of this unit, you will be able to:
1. Work collaboratively in groups to 2&3 E tivity 8.1 Practical presentations on the
demonstrate your understanding of the topics LMS
covered so far
2. Participate in a mid semester quiz 2&3 Face to face Combination of multiple choice
mid-semester questions and short essay
quiz questions in the class

Detailed explanation of ALL student and teacher engagement with the unit:
(This should be presented in the order that the activities take place. So if students do work online beforecoming
to the lecture, that should be shown ahead of what happens in class.
If there is more than one opportunity for face-to-face contact, or more than one online task, there should be a
separate section for each instance, and they should be presented in the template in the same order that students
encounter them.)
Content – such as lecture material – can EITHER be shown here OR added as clearly identifiable addenda to the
document. If you plan to use addenda, you should ensure that these are cross-referenced in this section.)
Module-level outcomes addressed:
Unit addresses module level 2 and 3
Purpose of the unit/week/section:
This section is more of a practical section. You would be giving the opportunity to demonstrate the act of writing
executable programmes and codes which can be used to solve problems around you. Participating in the practical
section will enhance your programming skills. Afterwards, you shall participate in the mid-semester quiz which
shall be graded to contribute to your final semester grade
Over to you: (a description of the process of the section)

Batch 4
In this unit, You will work in your normal groups to demonstrate some programming skills you have acquired in
computer programming. You will design some C or C++ programmes and codes which could be used by you or
someone else. You would also demonstrate some programming errors which you have been taught
Pre-topic activity: Number of hours 1/2
Reflect on the topics you have covered this past six weeks. Identify the topics that can be demonstrated in a
practical session
Face to face time: (if applicable) Number of hours 1
You wil participate in the mid semester quiz which shall be covering the different topics you have learnt so far
Online activity: Number of hours 1
What should students do? E tivity 8.1
Having reflected on the topics you have been introduced to from week one till this
week ;
1. Frame two world problems
2. Work collaboratively in your groups to write executable programmes that
would be used to solve those problems
3. Post the programmes you have developed on the discussion platform for e
tivity 8.1 for colleagues’ critiques
4. Use the feedbacks you received to improve your programme
5. Save the document in your portfolio
Where do they do it? On e tivity 8.1 platform
By when should they do it? By the end of 3rd day of week 8
E-moderator/tutor role
1. E-moderator monitors the students submissions on the forum
2. Provides feedback on the students posts
3. Closes the discussion forum
How are the learning outcomes in this unit assessed? Number of hours 1/2
Through the posts of the students in the practical session
How does this section link to other sections of the module?
This section links to other units of the module having provided knowledge on how to create programmes

= Total number of hours 3 hours

Some important questions
Which learning resources/ All the previous resource materials and links to videos
references will scaffold the
students’ learning?
How are students enabled Through the institutional LMS
to access the resources?
Where in this unit are In the discussion forum for e tivity 8.1
students expected to work
collaboratively?
How has an inclusive The students would work together in their groups to write executable programmes
approach been incorporated

Batch 4
in this unit?
How will feedback on unit Through online posts on the discussion forum
be obtained from students?
How will student feedback Students feedbacks shall be reflected upon for use in enhancing the unit
be used to improve unit?
At which point(s) will By the end of week 8
students receive formative
feedback on the work they
have done in the unit?
UNIT/WEEK/SECTION-LEVEL TEMPLATE
Unit-level overview Unit/week/section 9
Topic name: Practical session, applying some problem solving methods to solve real world
problems
Aim of the topic: The aim of the unit is to demonstrate and apply knowledge of C or C++ in real life
problem solving in the coding environment using various problem solving methods,
control structures and appropriate documenting same.
This topic covers:  A description of the coding environment
 Application of problem solving methods, control structures, debugging and
documentation in program writing
Intended learning outcomes: At the end of this topic, you will be able to:
1. Demonstrate Knowledge of C or C++ in program writing and problem solving
2. Apply acquired skills in the coding environment to generate problem
solution
3. Apply knowledge of C or C++ in debugging
4. Generate program documentation report

Overview of student activity: Watch a six minutes video on how to think like a programmer on
https://www.youtube,com/watch?v=rWM and based on the video watched,
answer some question that will be provided for you and submit on the LMS. This
will prepare you to work collaboratively in writing program codes, using your
knowledge of C ++ to identify bugs. Finally, you will reflect on steps you can take to
become a problem solver

Constructive alignment of unit level outcomes with module level outcomes, learning activities and assessment
(Pressing <Tab> at the end of the table will provide additional rows in the table, if required.)
No of module-
level outcome

Activity where
students
engage with Where and how is this outcome
Intended unit learning outcomes: this outcome assessed?
At the end of this unit, you will be able to:
1. Demonstrate knowledge of C or C++ in program 1 E-tivity 9.1 This is done face to face in the
writing and problem solving laboratory and the outcome is
accessed by the ability of the
student answer some question

Batch 4
 and reflect on program writing
skills.
2. Apply acquired skill in the coding environment 2 E-tivity 9.2 This is done face to face in the
to generate problem solution laboratory and the outcome
accessed by the program group
representation structure of the
student in the coding
environment
3.Apply knowledge of C or C++ in debugging 2 E-tivity 9.3 This is done face to face and
the outcome accessed by the
ability of the student to identify
why a program written cannot
generate result. Identify bugs
5. Generate program documentation report 4 E-tivity 9.4 Read a material and make a
summary note which is
submitted on the LMS

Detailed explanation of ALL student and teacher engagement with the unit:
(This should be presented in the order that the activities take place. So if students do work online before coming
to the lecture, that should be shown ahead of what happens in class.
If there is more than one opportunity for face-to-face contact, or more than one online task, there should be a
separate section for each instance, and they should be presented in the template in the same order that students
encounter them.)
Content – such as lecture material – can EITHER be shown here OR added as clearly identifiable addenda to the
document. If you plan to use addenda, you should ensure that these are cross-referenced in this section.)
Module-level outcomes addressed: 1,2,3,4
Applying various problem solving techniques, programming concepts, control structures to problem solving and
appropriately documenting same for software maintainability
Purpose of the unit/week/section:
The purpose of unit/section is to ensure application and demonstration of C or C++ knowledge in real life problem
solving and appropriate documentation of the processes as a record for software maintenance. Applying this will
make you employable with the developed skill that makes one think like a programmer
Over to you: (a description of the process of the section)
In the unit, you will demonstrate your understanding of real life problem solving. The unit is divided into parts
PART 1
1. Watch a six minutes video on how to think like a programmer on https://www.youtube,com/watch?
v=rWM
2. Based on the video you watched answer some question and submit on the LMS
3. Reflect on steps you can take to be a problem solver
4. Make a short post based on your reflections on the LMS
PART 2: The next thing is that you work as a group in performing a task, contributing to the successful
development of the task. Run the program on C++ coding environment and submit result on the LMS
1. You will identify your groups for the module
2. Work as a group and develop program codes in C++ coding environment
3. Run the program and generate appropriate result
4. Submit the program codes and result online
5. Reflect on the process towards doing the group assignment and suggest areas you need to improve as a

Batch 4
 programmer
6. Post this on the discussion board
PART 3: To demonstrate your knowledge of C++, you will be given a program to identify bugs and correctly debug
the program
PART 4: Read the material here and make a short note of 100 words why program documentation is important and
post on the discussion board.
Pre-topic activity: Number of hours
Reflect on how programming is being used in transforming the world an how you can also think like a programmer
Face to face time: (if applicable) Number of hours
As a group, write a program in C++ to solve a real life problem using acquired knowledge in C++
Online activity: Number of hours
What should students do? E-tivity 9.1
1. Watch a six minutes video on how to think like a programmer on
https://www.youtube,com/watch?v=rWM
2. Based on the video you watched answer some questions and submit on the
LMS
3. Reflect on steps you can take to be a problem solver
4. Make a short post based on your reflections on the LMS
Where do they do it? On the LMS
By when should they do it? By the end of the 2nd day in week 9
E-moderator/tutor role
1. Appraises the student submissions and gives appropriate feedback and guide
2. Motivates the students on submissions of their reflections and redirect thoughts
How are the learning outcomes in this unit assessed? Number of hours
Learning outcomes will be assessed through student answers to questions and reflection posts on the LMS
How does this section link to other sections of the module?
1,2,3,4,5,6,7,8
`
Online activity: Number of hours 1
What should students do? E-tivity 9.2
1. You will identify your groups for the module
2. Work as a group and develop program codes in C++ coding environment on
a particular real life problem
3. Run the program on the Integrated development Environment and
generate appropriate result
4. Submit the program codes and program result online
5. Reflect on the process towards doing the group assignment and suggest
areas you need to improve as a programmer
6. Post this on the discussion board
Where do they do it? In the computer laboratory
By when should they do it? By the end of the 4th day in week 9
E-moderator/tutor role
Give appropriate guidance on areas of improvements based on student post
Batch 4
How are the learning outcomes in this unit assessed? Number of hours
Learning outcomes are accessed by the student ability to run the program codes and generate results
How does this section link to other sections of the module? 1,2,3,4,5,6,7,8

Online activity: Number of hours

What should students do? E-tivity 9.3
1. you will be given a program to identify bugs
2. Appropriately debug the program
3. Make a list of the bugs and post your findings on the LMS
Where do they do it? On the LMS
By when should they do it? By Friday of the 9th week
E-moderator/tutor role
Monitor the correctness of identified bugs and give appropriate corrections
How are the learning outcomes in this unit assessed? Number of hours
Appraisals on knowledge base in identifying bugs in a program
How does this section link to other sections of the module? 1,2,3,4,5,6,7,8

Online activity: Number of hours

What should students do? E-tivity 9.4
1. Read the material here, post a short summary note of 200 word why
program documentation is important
2. Submit on the LMS
3. Reflect on the impact and challenges that could be encountered without
good program documentation
4. Post this reflection on the discussion board
Where do they do it? On the LMS
By when should they do it? By Friday of the 9th week
E-moderator/tutor role
Monitor the correctness of identified and give appropriate corrections
How are the learning outcomes in this unit assessed? Number of hours
1. Appraises the short summary notes and gives appropriate corrections
2. Initiates student engagements and discussions on the impact and challenges of program documentation

How does this section link to other sections of the module? 1,2,3,4,5,6,7,8
= Total number of hours

Batch 4
 Some important questions
Which learning resources/ The link to resource material and video link
references will scaffold the
students’ learning?
How are students enabled Through the institutional LMS and the links
to access the resources?
Where in this unit are E-tivity 9.2. Etivity 9.4
students expected to work
collaboratively?
How has an inclusive The multiple tasks and group discussions would facilitate inclusiveness
approach been incorporated
in this unit?
How will feedback on unit Feedback from online submissions and posts on the discussion board
be obtained from students?
How will student feedback The feedback from student submissions and from quality assurance team will be
be used to improve unit? used to enhance the unit
At which point(s) will By the end of the 9th week
students receive formative
feedback on the work they
have done in the unit?
END OF UNIT/WEEK/SECTION-LEVEL TEMPLATE
You should copy sufficient unit templates so that there is one for each unit of your module in the space below.

UNIT/WEEK/SECTION-LEVEL TEMPLATE
Unit-level overview Unit/week/section 10
Topic name: Working with Controls & Control Properties
Aim of the topic: The aim of this unit is to impact requisite knowledge and skill on how and when to
use appropriate control in programming in order to achieve requires result of a logic
flow. You will cover topics such as control flow types, control flow type usage,
sequential, selection and repetition control flow
This topic covers:  control flow types
 control flow type usage
 sequential, selection and repetition control flow
Intended learning outcomes: At the end of this topic, you will be able to:
1. Differentiate between control structures
2. Demonstrate an understanding of working with controls in different
application scenario

Overview of student activity: Watch a 6 minutes video https://www.youtube,com/watch?v=rWM on how to

think like a programmer. Based on the video do a multi choice questions on the
LMS. In 30 minutes read the loop structure of C++ in
https://www.tutorialspoint.com/cplusplus/cpp_loop_types.htm. As a take home
assignment, write an algorithm and a programs using various controls

Constructive alignment of unit level outcomes with module level outcomes, learning activities and assessment
Batch 4
(Pressing <Tab> at the end of the table will provide additional rows in the table, if required.)

No of module-
level outcome
Activity where
students
engage with Where and how is this outcome
Intended unit learning outcomes: this outcome assessed?
At the end of this unit, you will be able to:
1. Differentiate between various controls 2 E-tivity 10.1 On the LMS by taking multi
choice questions
2. Demonstrate understanding of working with 3,4 E-tivity 10.2 On the LMS by assignment
controls in different application scenario submission

Detailed explanation of ALL student and teacher engagement with the unit:
(This should be presented in the order that the activities take place. So if students do work online before coming
to the lecture, that should be shown ahead of what happens in class.
If there is more than one opportunity for face-to-face contact, or more than one online task, there should be a
separate section for each instance, and they should be presented in the template in the same order that students
encounter them.)
Content – such as lecture material – can EITHER be shown here OR added as clearly identifiable addenda to the
document. If you plan to use addenda, you should ensure that these are cross-referenced in this section.)
Module-level outcomes addressed: 2,3,4
By applying various control structures and demonstrating understanding of C++ program writing used in problem
solving and this requires appropriate program documentation
Purpose of the unit/week/section:
This unit is to enable the programmer to develop various applications through program writing that changes the
world. This unit sharpens the skills required to think as a programmer and become a problem solver
Over to you: (a description of the process of the section)
Watch a 6 minutes video https://www.youtube,com/watch?v=rWM on how to think like a programmer. Based on
the video reflect on the steps to develop your skills as a programmer. Post your reflection on the LMS.
Then In 30 minutes read the loop structure of C++ on this link,
https://www.tutorialspoint.com/cplusplus/cpp_loop_types.htm. Take a quiz here. Finally, as a take home
assignment, write an algorithm and a programs using various controls. submit the assignment on the discussion
forum
Pre-topic activity: Number of hours 1/2
Read the material on creating arrays on Arrays | Think Java | Trinket
Face to face time: (if applicable) Number of hours 1/2
To Run developed programs to generate program result
Online activity: Number of hours 1/4
What should students do? E-tivity !0.1
1. Watch a 6 minutes video https://www.youtube,com/watch?v=rWM on how
to think like a programmer.
2. Based on the video reflect on the steps to develop your skills as a

Batch 4
 programmer.
3. Identify the areas to improve as a programmer
4. Post your reflection and improvement areas on the discussion board of the
LMS for comments and contributions
Where do they do it? On the institutional LMS
By when should they do it? By Tuesday of the 10th week
E-moderator/tutor role
Evaluate and give directions on the student reflections and areas of improvement
How are the learning outcomes in this unit assessed? Number of hours 1/2
By posts made on the discussion board on skills
How does this section link to other sections of the module?
1,2,3,4,5,6,7,8,9
`
Online activity: Number of hours 11/4
What should students do? E-tivity !0.2
1. In 30 minutes read the loop structure of C++ in
https://www.tutorialspoint.com/cplusplus/cpp_loop_types.htm.
2. Demonstrate your understanding of C++ by taking a quiz here.
3. Identify your group in the module
4. Finally, as a take home assignment, write an algorithm and a program using
various controls. submit the assignment on the discussion forum
Where do they do it? On the institutional LMS
By when should they do it? By Friday of the 10th week
E-moderator/tutor role
Evaluates the knowledge understanding from quiz and take home assignment and gives appropriate guidance
towards skills development
How are the learning outcomes in this unit assessed? Number of hours 1/2
Feedback from the quiz and take home assignment
How does this section link to other sections of the module?
1,2,3,4,5,6,7,8,9
= Total number of hours 3hrs

Batch 4
 Some important questions
Which learning resources/ The resource material link and video
references will scaffold the
students’ learning?
How are students enabled Through the institutional LMS
to access the resources?
Where in this unit are In the group activity of E-tivity 10.2
students expected to work
collaboratively?
How has an inclusive Through the multiple tasks and quiz and discussions integrated to enhance
approach been incorporated inclusiveness
in this unit?
How will feedback on unit From online posts, quiz, take home assignments and feedbacks from the quality
be obtained from students? assurance team
How will student feedback The feedbacks will help in modification of specific unit areas geared towards
be used to improve unit? improvements
At which point(s) will At the end of the week
students receive formative
feedback on the work they
have done in the unit?
END OF UNIT/WEEK/SECTION-LEVEL TEMPLATE
You should copy sufficient unit templates so that there is one for each unit of your module in the space below.

UNIT/WEEK/SECTION-LEVEL TEMPLATE
Unit-level overview Unit/week/section 11
Topic name: Object oriented programming (OOP)
Aim of the topic: To demonstrate requisite knowledge for developing writing codes and object
oriented programming
This topic covers:  Basic concepts of OOP
 Classes, methods and Access specifiers
 Constructors and destructors
 Inheritance
Intended learning outcomes: At the end of this topic, you will be able to:
1. Explain basic concepts of OOP
2. Classify the methods, classes and Access specifiers
3. Develop a customized writing code

Overview of student activity: You will be provided with resources to read in order to acquire more knowledge on
in identifying classes of objects and methods in programming

Constructive alignment of unit level outcomes with module level outcomes, learning activities and assessment
(Pressing <Tab> at the end of the table will provide additional rows in the table, if required.)

Batch 4
 No of module-
level outcome
Activity where
students
engage with Where and how is this outcome
Intended unit learning outcomes: this outcome assessed?
At the end of this unit, you will be able to:
1. Define basic concepts of OOP 1 Match these Online five minutes
basic presentation on what , how
concepts with and why the OOP functions are
the necessary in Programming
appropriate
functions:
Inheritance
Destructors
Access
specifiers
Writing code
2. Distinguish between the various classes and 1 Identify the Face to face group discussions
methods of Access specifier methods and on the classes and methods,
classes of each Principles of object oriented
Access programming
specifier
Properties of the principles of
OOP
3. Evaluate the given writing code 4 Propose a Each student illustrates a new
new writing writing code during the online
code segment of the class

Detailed explanation of ALL student and teacher engagement with the unit:
(This should be presented in the order that the activities take place. So if students do work online before coming
to the lecture, that should be shown ahead of what happens in class.
If there is more than one opportunity for face-to-face contact, or more than one online task, there should be a
separate section for each instance, and they should be presented in the template in the same order that students
encounter them.)
Content – such as lecture material – can EITHER be shown here OR added as clearly identifiable addenda to the
document. If you plan to use addenda, you should ensure that these are cross-referenced in this section.)
Module-level outcomes addressed: 4
Produce program documentation reports for software maintainability
Purpose of the unit/week/section:
This week’s lesson aims to impact the requisite knowledge for developing writing codes for object oriented
programming
Over to you: (a description of the process of the section)
Applying blended approach to skill development activities on code writing and OOP
Pre-topic activity: Number of hours 1/2hr

Batch 4
The facilitator raises her voice to welcome everyone. She initiates a debate on documenting wrong codes by
asking: Must we develop writing codes in Programming?
Face to face time: (if applicable) Number of hours 1 1/2hrs
The facilitator moves on to explain that developing writing codes impacts critical thinking, problem solving and
creativity skills in us.
She asks them to pick their papers and formulate any writing code of their choice
The students are asked to take a second look at it to note if they are convinced they have written an acceptable
code
The facilitator moves on to explain basic concepts associated with OOP such as inheritance, constructors, basic
principles and properties, methods ,classes and Access specifiers
The question and answer segment to show the student level of comprehension
Online activity: Number of hours
What should students do? 1. Rewrite your developed codes on the VLE for everyone to see
2. Compare your code with any two of your choice and modify it
3. Match functions with access specifiers, methods and classes.
4. Your group will give a five minutes online presentation to summarize the
lesson
Where do they do it? On the LMS for e tivity 11.1 forum
By when should they do it? Friday 4pm of the 11th week
E-moderator/tutor role
The moderator moves round the class in the face to face session to check the notes and codes formulated by
students
How are the learning outcomes in this unit assessed? Number of hours 1 hr
Online summary writing and presentation
How does this section link to other sections of the module?
This section shall help build the students confidence for a hands -on-skill activity in formulating writing codes
This aligns with the module aim nos 2.3 and 4

= Total number of hours 3hrs

Batch 4