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 |
CET2108 | Advanced Programming | Fall | 2 | 2 | 2 | 6 |
The course opens with the approval of the Department at the beginning of each semester |
Language of instruction: | En |
Type of course: | Departmental Elective |
Course Level: | Bachelor |
Mode of Delivery: | Face to face |
Course Coordinator : | Dr. Öğr. Üyesi YAVUZ SAMUR |
Course Objectives: | This course provides in-depth coverage of object-oriented programming principles and techniques using C#. Topics include classes, overloading, data abstraction, information hiding, encapsulation, inheritance, polymorphism, file processing, database management and form applications. |
The students who have succeeded in this course; The students who have succeeded in this course; 1. Understand the basics of OOP features 2. Become familiar with classes and objects 3. Be able to understand form applications and their usage 4. Be able to define function and classes with form applications 5. Be able to use database and connections 6. Be able to apply inheritance principle 7. Be able to apply polymorphism principle 8. Be able to use file input and output features |
1:C# language features 2:Introduction to Classes and Objects 3:Classes and Objects 4:Introduction to Form applications 5:Classes a Deeper Look, Part 1 6:cont. Classes a Deeper Look, Part 1 7:Classes a Deeper Look, Part 2 8:cont. Classes a Deeper Look, Part 2 9:Defining Classes – Class Definitions / Information Hiding and Encapsulation 10:Database management and connections 11:OOP: Inheritance 12:OOP: Polymorphism 13:File Input Output 14:Project |
Week | Subject | Related Preparation | |
1) | Introduction to Classes and Objects | ||
2) | Classes in Depth, Encapsulation (information hiding) | Previous topics should be reviewed. Brief information on class definitions should be obtained. | |
3) | Destructors, Copy Constructors, C# Forms and components | Previous topics should be reviewed. Basic class examples must be written with C# using forms. | |
4) | Strings and String Operations in C# | Variable types should be used with Win Form applications | |
5) | Function Overloading, Operator Overloading | Classes must be reviewed. | |
6) | More Details about Classes (const object creating keyword, etc.) | C# programs containing classes must be developed with Visual studio environment. | |
7) | Classes and Events | C# programs containing classes and events must be developed with Visual studio environment. | |
8) | Midterm | ||
9) | Database Applications | Classes must be reviewed. | |
10) | Inheritance | ||
11) | Polymorphism | Previous topics should be reviewed. | |
12) | Database file operations | Previous topics should be reviewed. Brief information on file operations and file types should be obtained | |
13) | Beginning Project | Previous topics should be reviewed. | |
14) | Evaluating Project Codes |
Course Notes: | C# How to Program by Paul Deitel and Harvey Deitel |
References: | https://www.tutorialspoint.com/csharp/index.htm |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | % 0 | |
Laboratory | % 0 | |
Application | % 0 | |
Field Work | % 0 | |
Special Course Internship (Work Placement) | % 0 | |
Quizzes | % 0 | |
Homework Assignments | % 0 | |
Presentation | % 0 | |
Project | 1 | % 20 |
Seminar | % 0 | |
Midterms | 1 | % 25 |
Preliminary Jury | % 0 | |
Final | 1 | % 55 |
Paper Submission | % 0 | |
Jury | % 0 | |
Bütünleme | % 0 | |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 25 | |
PERCENTAGE OF FINAL WORK | % 75 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 2 | 28 |
Laboratory | 14 | 2 | 28 |
Application | 0 | 0 | 0 |
Special Course Internship (Work Placement) | 0 | 0 | 0 |
Field Work | 0 | 0 | 0 |
Study Hours Out of Class | 0 | 0 | 0 |
Presentations / Seminar | 0 | 0 | 0 |
Project | 1 | 10 | 10 |
Homework Assignments | 0 | 0 | 0 |
Quizzes | 0 | 0 | 0 |
Preliminary Jury | 0 | 0 | 0 |
Midterms | 1 | 15 | 15 |
Paper Submission | 0 | 0 | 0 |
Jury | 0 | 0 | 0 |
Final | 1 | 25 | 25 |
Total Workload | 106 |
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. |