COMPUTER EDUCATION AND INSTRUCTIONAL TECHNOLOGIES | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
CET3102 | Computer Networks | Fall Spring |
3 | 0 | 3 | 3 |
This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
Language of instruction: | English |
Type of course: | Departmental Elective |
Course Level: | Bachelor’s Degree (First Cycle) |
Mode of Delivery: | Face to face |
Course Coordinator : | Dr. Öğr. Üyesi YAVUZ SAMUR |
Recommended Optional Program Components: | None. |
Course Objectives: | This is an introductory course where fundamental computer networking concepts are explained with real-world examples. This course aims to prvide students with a basic understanding about the computer networks and related problem solving discipline using mathematics principles. |
The students who have succeeded in this course; Upon successful completion of this course, students will be able to; 1. To learn the structure of Data-Link Layer 2. To learn the network layer transmission structure 2. To learn the transmission layer structure 3. To learn the structure and components of the application layer 5. An ability to identify various modern technologies used in networks |
This is an introductory course where fundamental computer networking concepts are explained with real-world examples. After completing the course, students will get basic understanding about the computer networks and related problems such as Physical Layer, Data-Link Layer, Transport Layer, Application Layer, TCP, UDP, Standards and RFCs, Network security. 1. Week : An overview of computer networks 2. Week : OSI reference model and TCP / IP 3. Week : Network Security 4. Week: Application layer protocols (I) 5. Week: Application layer protocols (I) 6. Week: Transport layer protocols (I) 7. Week: Transport layer protocols (II) 8. Week: Network layer protocols (I) 9. Week: Network layer protocols (II) 10. Week: Network layer protocols (II) 11. Week: Data Link Layer Protocols (I) 12. Week: Data Link Layer Protocols (II) 13. Week: Physical layer protocols (I) 14. Week: Physical layer protocols (II) |
Week | Subject | Related Preparation |
1) | An overview of computer networks | |
2) | OSI reference model and TCP/IP | |
3) | Network Security | |
4) | Application layer protocols (I) | |
5) | Application layer protocols (II) | |
6) | Transport layer protocols (I) | |
7) | Transport Layer Protocols(II) | |
8) | Network Layer protocols (I) | |
9) | Network Layer Protocols (II) | |
10) | Network Layer Protocols (III) | |
11) | Data Link Layer Protocols (I) | |
12) | Data Link Layer Protocols (II) | |
13) | Physical Layer (I) | |
14) | Physical Layer (II) |
Course Notes / Textbooks: | The lecture notes will be given as power point slides. Recommended Book: J. Kurose, K. Ross, Computer Networking: A Top Down Approach, Addison-Wesley, 5th edition, March 2009. |
References: | “Computer Networks”, 2011, 5th edition., A. Tanenbaum, D. J. Wetherall, , Prentice-Hall. |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 10 | % 20 |
Midterms | 1 | % 35 |
Final | 1 | % 45 |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 55 | |
PERCENTAGE OF FINAL WORK | % 45 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 3 | 42 |
Midterms | 1 | 10 | 10 |
Final | 1 | 20 | 20 |
Total Workload | 72 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | To define concepts related to the latest knowledge, tools and other scientific resources for the teaching profession, educational technology and information technologies in terms of national and international standards. | |
2) | To explain the main elements of teaching strategies, methods and techniques, material design and assessment and evaluation processes that affect the development of educational technology integration. | |
3) | To develop competencies related to software languages, operating systems, computer networks and computer hardware. | |
3) | To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. | |
4) | To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. | |
5) | To plan, implement and evaluate classroom activities that utilize cutting-edge technologies to foster creativity, problem solving and critical thinking using scientific methods. | |
6) | To build strong theoretical and applied models to develop solutions to problems that focus on systems and human development within a learning organization. | |
7) | To review, evaluate and recommend strategies for technology integration based on the interests, needs, individual differences and developmental characteristics of students in primary and secondary education. | |
8) | To work individually and collaboratively in a team to carry out activities related to educational technology, information technology and the teaching profession in an interdisciplinary approach. | |
9) | To effectively use and evaluate educational technologies and appropriately designed instructional models as a means of achieving and meeting learning objectives and requirements. | |
10) | To utilize effective metacognitive techniques to make the classroom a community of learners engaged in lifelong learning activities. | |
11) | To prepare trainings and projects related to educational technology for the community and to provide counseling to individuals in enhancing learning through the appropriate use of technology. | |
12) | To implement cost and time sensitive strategies to support individuals and organizations to carry out their work more effectively. | |
13) | To equip teachers to be pioneers and models in the application of technology for educational purposes using ethical and legal standards and to keep pace with changing technology. | |
14) | To investigate efficient design solutions and existing standards used today for educational technologies, curricula, innovations and outcomes related to work, school, education sector and virtual world. | |
15) | To gain fluency in interpersonal communication, teaching frameworks and the use of different technologies in relation to national norms and laws. |