COMPUTER EDUCATION AND INSTRUCTIONAL TECHNOLOGIES
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

Course Introduction and Application Information

Course Code	Course Name	Semester	Theoretical	Practical	Credit	ECTS
SEN2102	IBM Database Programming	Spring	2	2	3	6

This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

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 TAMER UÇAR
Recommended Optional Program Components:	None
Course Objectives:	The aim of the course is to let the students to design and implement the relational databases with web access for database-driven web applications. Main objective is to understand the database programming methods with advances in SQL and PL/SQL, and dynamic web programming techniques focusing on databases. The course covers SQL, Advanced SQL, PL/SQL, and architectural design by using DBMS.

Learning Outcomes

The students who have succeeded in this course;
1. Define the fundamental concepts for designing, using and constructing database systems
2. Develop an analytical approach to real world situations
3. Reconstruct problem solving skills
4. Design data models and logical database, construct database implementation
5. Design database queries by using SQL.
6. Identify the basics of PL/SQL programming.
7. Develop database applications with PL/SQL.
8. Develop database applications by properly managing concurrent transactions.
9. Design database interfaces.

Course Content

The course content is composed of database concepts, database design, data modeling and normalization, an overview to Oracle, Oracle tables, data management and retrieval, functions and grouping, join operations, the basics of PL/SQL, PL/SQL control structures and embedded SQL, PL/SQL cursor and exceptions, PL/SQL composite data types (Records, Tables, Varrays), procedure, function, package and trigger, Oracle with Java, architecture and administration.

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Database Concepts: A Relational Approach
2)	Database Design: Data Modeling and Normalization
3)	Oracle: An Overview / Oracle Tables: DDL
4)	Working with Tables: Data Management and Retrieval
5)	Working with Tables: Functions and Grouping / Joins
6)	PL/SQL: A Programming Language
7)	PL/SQL Basics
8)	More on PL/SQL: Control Structures and Embedded SQL
9)	PL/SQL Cursor and Exceptions
10)	PL/SQL Composite Data Types: Records, Tables, Varrays
11)	Procedure, Function, Package and Trigger
12)	Oracle with Java: A Tutorial on JDBC and SQLj
13)	Architecture and Administration
14)	Project Presentations

Sources

Course Notes / Textbooks:	Silberschatz, A., Korth, H.F., Sudarshan, S., Database System Concepts, 5th Edition, McGraw Hill. Elmasri, R., Navathe, S.B., Fundamentals of Database Systems, 5th Edition, Addison Wesley. Shah, N., Database Systems Using Oracle: A Simplified Guide to SQL and PL/SQL, Pearson Prentice Hall.
References:

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Attendance	1	% 15
Quizzes	2	% 10
Homework Assignments	1	% 5
Presentation	1	% 10
Midterms	1	% 20
Final	1	% 40
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 60
PERCENTAGE OF FINAL WORK		% 40
Total		% 100

ECTS / Workload Table

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	2	28
Laboratory	14	2	28
Study Hours Out of Class	5	3	15
Presentations / Seminar	1	8	8
Project	1	15	15
Homework Assignments	2	5	10
Quizzes	2	2	4
Midterms	1	14	14
Final	1	18	18
Total Workload			140

Contribution of Learning Outcomes to Programme Outcomes

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.	5
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.	3
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.