Welcome to Introduction to Robotics I: Embark on Your Robotic Adventure!

Hello and welcome, future robotic engineers and innovators! We are thrilled to introduce you to the captivating world of robotics through our Intro to Robotics I curriculum. This course is not just a class; it’s a thrilling journey designed specifically for curious minds like yours.

Discover the Fascinating World of Robotics: Ever wondered how robots move, think, and interact with the world? In Intro to Robotics I, you will unravel the secrets behind these marvels of technology. Whether you’re a budding engineer or just someone with a keen interest in robots, this course is your gateway to understanding the fundamental principles that power the machines of the future.

What to Expect: In this course, you will dive into the basics of robotics terminology and lab safety. From there, we will guide you through the exciting realms of mechanical design, electronics, and programming for autonomous robotics. Don’t worry if you’re new to this – our curriculum is tailored to suit students of all experience levels, from beginners to tech enthusiasts.

Why Choose Intro to Robotics I? REV Robotics has meticulously crafted this curriculum with one goal in mind: to make learning about robotics accessible, engaging, and fun! This course isn’t just about textbooks and lectures; it’s a hands-on experience where you get to build and program your own robots. Imagine bringing your creations to life and watching them perform tasks – that’s the magic of Intro to Robotics I!

Designed for You: This course is created by experts in STEM education with a focus on your learning experience. We understand that every student is unique, so our lessons are interactive, adaptable, and filled with exciting challenges. Whether you’re in 6th grade or a high school senior, you’ll find the content engaging and the projects inspiring.

Get Ready to Build, Code, and Innovate: Throughout the course, you will work with cutting-edge robotics kits, unlocking your creativity and problem-solving skills. To get started, you’ll need the following equipment:

• REV-45-2708 DUO EDU Mechanical Kit
• REV-35-2709 DUO Control Bundle

By the end of Intro to Robotics I, you won’t just understand how robots work – you’ll have built your own robotic masterpiece!

Join the Robotics Revolution: The world of robotics is evolving rapidly, and you are on the forefront of this revolution. By taking this course, you’re not just learning; you’re becoming a part of a community of innovators and visionaries who are shaping the future.

So, gear up, future engineers! Get ready to explore, experiment, and create. Your robotic adventure starts here. Let’s build the future together! 🤖✨

Welcome to Introduction to Robotics I: Embark on Your Robotic Adventure!

Hello and welcome, future robotic engineers and innovators! We are thrilled to introduce you to the captivating world of robotics through our Intro to Robotics I curriculum. This course is not just a class; it’s a thrilling journey designed specifically for curious minds like yours.

Discover the Fascinating World of Robotics: Ever wondered how robots move, think, and interact with the world? In Intro to Robotics I, you will unravel the secrets behind these marvels of technology. Whether you’re a budding engineer or just someone with a keen interest in robots, this course is your gateway to understanding the fundamental principles that power the machines of the future.

What to Expect: In this course, you will dive into the basics of robotics terminology and lab safety. From there, we will guide you through the exciting realms of mechanical design, electronics, and programming for autonomous robotics. Don’t worry if you’re new to this – our curriculum is tailored to suit students of all experience levels, from beginners to tech enthusiasts.

Why Choose Intro to Robotics I? REV Robotics has meticulously crafted this curriculum with one goal in mind: to make learning about robotics accessible, engaging, and fun! This course isn’t just about textbooks and lectures; it’s a hands-on experience where you get to build and program your own robots. Imagine bringing your creations to life and watching them perform tasks – that’s the magic of Intro to Robotics I!

Designed for You: This course is created by experts in STEM education with a focus on your learning experience. We understand that every student is unique, so our lessons are interactive, adaptable, and filled with exciting challenges. Whether you’re in 6th grade or a high school senior, you’ll find the content engaging and the projects inspiring.

Get Ready to Build, Code, and Innovate: Throughout the course, you will work with cutting-edge robotics kits, unlocking your creativity and problem-solving skills. To get started, you’ll need the following equipment:

• REV-45-2708 DUO EDU Mechanical Kit
• REV-35-2709 DUO Control Bundle

By the end of Intro to Robotics I, you won’t just understand how robots work – you’ll have built your own robotic masterpiece!

Join the Robotics Revolution: The world of robotics is evolving rapidly, and you are on the forefront of this revolution. By taking this course, you’re not just learning; you’re becoming a part of a community of innovators and visionaries who are shaping the future.

So, gear up, future engineers! Get ready to explore, experiment, and create. Your robotic adventure starts here. Let’s build the future together! 🤖✨

🚀 Ignite Learning, Inspire Innovation

Welcome to the SKNRA Robotics Instructors Training Certification Program – Empowering Futures in Robotics Education!

Embark on an enriching educational adventure with our SKNRA Robotics Instructors Training Certification Program. Designed to offer a comprehensive understanding of robotics, this course equips educators and enthusiasts with the essential skills to inspire innovation and creativity in the field of robotics.

Course Highlights:

Discover the fundamentals of Structure, including brackets, corrugated plastic sheets, and M3 hardware, providing a robust foundation for your robotics knowledge. Dive into the intricacies of Motion, mastering components like sprockets, gears, wheels, and linear motion, enabling you to build agile and efficient robots.

Explore advanced Building Techniques, learn the art of troubleshooting in the Control System, and gain expertise in Electronics and Communication to seamlessly operate robots. From managing Wi-Fi connections to understanding sensors like digital, analog, and I2C, our course covers it all.

Why Choose Our Robotics Certification?

• 🤖 Comprehensive Curriculum: Delve into a wide array of topics, ensuring a holistic understanding of robotics principles.
• 🎓 Expert Guidance: Learn from seasoned professionals, enhancing your skills under expert supervision.
• 🌐 Online Convenience: Study at your own pace, from anywhere, with our user-friendly online platform.
• 🔍 Hands-on Experience: Engage in practical, real-world applications, honing your robotics skills effectively.

Upon completion, you’ll emerge not only as a proficient robotics instructor but also as a visionary innovator, capable of shaping the future of technology education.

Enroll Now and Ignite the Spark of Robotics Education!

Welcome to the Level 2 Unmanned Aerial Systems (UAS) Training and Certification Program! Building on the foundation of knowledge and skills gained in the Level 1 program, this advanced course is designed to further develop your abilities as a UAS operator.

In this program, you will learn advanced concepts and techniques related to UAS operation, including advanced flight skills, UAS maintenance and repair, and advanced data management and analysis. You will also have the opportunity to practice and demonstrate these skills through hands-on exercises and real-world scenario simulations.

Upon completion of the Level 2 program, you will have the knowledge and skills needed to operate a UAS in a variety of complex and challenging environments, and to effectively manage and analyze data collected by the UAS.

We are excited to have you join us on this journey and look forward to helping you further develop your abilities as a UAS operator. Let’s get started!

Type of License

Mid-Size Unmanned Aircraft Systems (mUAS): These are drones that weigh between 55 and 1,320 pounds (250 and 600 kilograms) and are used for commercial purposes. mUAS operators are required to obtain an Air Carrier Certificate.

Aim

The aim of this Level 2 UAS training and certification course is to provide students with the knowledge and skills necessary to safely and effectively operate an unmanned aircraft system (UAS) in a variety of applications. The course builds upon the foundational knowledge and skills learned in a Level 1 program and introduces more advanced concepts and techniques related to UAS operation and application.

Upon completion of the course, students will be able to:

• Understand the principles and operations of UAS technology
• Plan and navigate UAS flights, including assessing risk and weather considerations
• Perform basic maintenance and repair procedures on a UAS
• Fly a UAS using advanced techniques and autopilot systems
• Collect, analyze, and interpret data from UAS flights
• Understand the various applications of UAS technology, including mapping, surveying, and inspection
• Demonstrate safe and effective UAS operation through a practical skills assessment

Overall, the aim of the course is to provide students with the knowledge and skills necessary to succeed in the field of UAS operation and apply their skills in a variety of professional settings.

Time Table Allocation

Here is a possible time table allocation for the Level 2 UAS training and certification course:

This time table is just one possible example, and the specific content and structure may vary depending on the needs and goals of the training program. The time table could also be modified to include additional topics or to focus on specific UAS applications or industries.

Material List

Here is a list of possible materials that may be included in the Level 2 UAS training and certification course:

Welcome to the Level 1 UAS Training and Certification Programme! In this comprehensive program, you will learn the knowledge and skills needed to safely and responsibly operate an unmanned aircraft system (UAS). Our curriculum covers a wide range of topics, including UAS terminology and concepts, regulations and laws, flight principles, weather considerations, and more.

The UAS industry is rapidly expanding, with a growing demand for trained and certified UAS operators in industries such as agriculture, construction, film and television, and more. As a graduate of this program, you will have the opportunity to pursue a variety of exciting and rewarding careers as a UAS operator.

Our program is designed to provide you with a strong foundation in UAS operation, preparing you to safely and confidently operate a UAS in a variety of settings. By the end of this program, you will have the knowledge and skills needed to become a proficient and responsible UAS operator.

We are excited to have you join us on this journey and look forward to helping you achieve your goals as a UAS operator. Let’s get started!

Type Of License

Small Unmanned Aircraft Systems (sUAS): These are drones that weigh less than 55 pounds (25 kilograms) and are used for commercial or recreational purposes. sUAS operators are required to obtain a Remote Pilot Certificate.

Objectives

Here are some objectives for a Level 1 UAS Training and Certification course:

• Understand the basic terminology and concepts related to UAS operation, including types of UAS, components and systems, and applications.
• Become familiar with the regulations and laws that apply to UAS operation, including FAA regulations and international laws.
• Learn about the principles of UAS flight, including flight control systems, lift and drag, and flight performance and stability.
• Understand the importance of weight and balance in UAS operation and how to calculate and maintain proper weight and balance.
• Learn about the effects of weather on UAS flight and how to safely operate a UAS in different weather conditions.
• Learn about the maintenance and inspection procedures for UAS and how to properly care for and maintain a UAS.
• Understand the role of GPS and navigation systems in UAS operation and how to use these systems effectively.
• Learn about the communication systems and protocols used in UAS operation and how to effectively communicate with other UAS operators and air traffic control.
• Understand the importance of proper data management and record keeping in UAS operation and how to properly store and manage UAS data.
• Learn about emergency procedures and incident response in UAS operation and how to safely handle emergencies and incidents while operating a UAS.

Time Table Allocation

Material List

This is just a suggestion for the material list, and can be modified to meet the specific needs and goals of the UAS Training and Certification Programme. It’s important to ensure that students have access to all necessary materials to effectively learn the skills and knowledge needed for safe and responsible UAS operation.

Welcome to the robotics curriculum for students ages 7 to 9! This 12 week course is designed to teach children the basics of robotics and programming, and provides the opportunity for students to build and program their own robots. Over the course of three terms, students will learn about the different types of robots and their functions, basic robot components and programming concepts, intermediate concepts such as wireless communication and programming skills, and advanced concepts including advanced motors, artificial intelligence, and machine learning. The curriculum also includes a final project where students will design and build a robot and present their work to the class. This course is designed to provide students with a well-rounded education in robotics and programming and to develop problem-solving, critical thinking, communication, and collaboration skills.

Aims

1. To introduce students to the basics of robotics and programming, including the components and functions of robots and the principles of computer programming.
2. To develop students’ problem-solving and critical thinking skills through hands-on projects involving the design, build, and programming of robots to complete specific tasks.
3. To provide students with exposure to a variety of programming languages and platforms, such as Scratch, Arduino, and Python, and to teach them how to choose the appropriate language and platform for a given task.
4. To encourage students to be creative and innovative in their approach to robotics projects and to think outside the box when solving problems.
5. To develop students’ communication and collaboration skills by working in teams on robotics projects and presenting their work to their classmates and teachers.

Time Table Allocation

Here is the suggested time-table allocation for the provided curriculum, presented in a table format with terms and total time allocation:

Materials List

Here is a table of materials that may be used in the robotics curriculum for students ages 7 to 10, including descriptions, the weeks in which they may be used, and the term in which they are introduced:

“Welcome to our robotics course for ages 15-18! In this online curriculum, you will learn the fundamentals of robotics and gain programming skills using languages such as Python, C++, and Java. You will also use software development tools like IDEs and version control. Our hands-on approach will have you building and programming your own robots using LEGO MINDSTORMS, starting with basic movements and control flow and progressing to more complex behaviors and control systems. In the second term, you’ll have the chance to work on robotics projects and prepare for a competition. In the final term, you’ll present your projects, participate in the competition, and reflect on your learning. By the end of this course, you’ll be inspired and equipped to pursue further study or a career in the exciting field of robotics.”

The AIM (aims) of the curriculum is:

1. To provide a comprehensive introduction to robotics and programming, including the definition, history, and types of robotics, as well as basic principles and safety considerations

• To give students hands-on experience with different types of robots and how they work, as well as the opportunity to write simple programs to solve problems

• To introduce students to LEGO MINDSTORMS and the EV3 programming environment, and teach them how to build and program basic robots

• To teach students about basic robot movements and simple control flow using if-else statements

• To introduce students to advanced building techniques with LEGO MINDSTORMS and using sensors to control robot behavior

• To teach students about programming more complex behaviors and advanced control flow using loops and nested if-else statements

• To provide hands-on experience building and programming a robot to navigate through an obstacle course using sensors.

Time Table Allocation

Here is the suggested time-table allocation for the provided curriculum, presented in a table format with terms and total time allocation:

This time-table allocates 3 hours per week to the course, with one hour dedicated to each of the main topics outlined in the curriculum. This allows for a balanced and comprehensive coverage of the material, while also allowing for some flexibility in case some topics take longer or shorter than expected.

It is important to note that this is just a suggested time-table and may need to be adjusted based on the specific needs and goals of the course, as well as the age and abilities of the students. Additionally, it may be helpful to incorporate some time for hands-on activities and practice, as well as time for review and reinforcement of key concepts.

Materials List

Here is the table showing the materials needed for the curriculum, grouped by term:

Term 1:

Term 2:

Term 3:

Welcome to our comprehensive robotics training program for students ages 10 to 14! In this program, you will have the opportunity to learn about the exciting world of robotics and gain the skills and knowledge you need to build and program your own robots. We will cover the history and key players in the field, as well as the various applications of robotics in different industries. You will also learn the fundamentals of programming and how to troubleshoot your code, and you will build and program robots using kits like Lego Mindstorms or Vex IQ. You will learn about different types of sensors and how to use them to give your robots information about their surroundings, and you will also learn more advanced programming techniques to give your robots more complex behaviors.

Throughout the program, you will have the chance to work on real-world robotics challenges and projects, where you will identify a problem or need that can be solved with a robotics solution, and design and build a robot to solve the problem or meet the need. You will also engage in hands-on activities and projects that allow you to apply your knowledge and skills in practical settings, and you will have the opportunity to work in groups and collaborate with your peers.

We are committed to providing you with a comprehensive and engaging learning experience that inspires you to explore the exciting world of robotics and discover your full potential. We are excited to embark on this journey of discovery and learning with you!

Aim

1. To introduce students to the field of robotics and its various applications.

• To provide students with the skills and knowledge they need to build and program their own robots.

• To teach students the fundamentals of programming and how to troubleshoot their code.

• To help students learn about different types of sensors and how to use them to give robots information about their surroundings.

• To provide students with the opportunity to apply their knowledge and skills in real-world robotics challenges and competitions.

• To engage students in hands-on activities and projects that allow them to apply their knowledge and skills in practical settings.

• To encourage students to work in groups and collaborate with their peers.

Materials List

Materials List for the Robotics Training Curriculum organized by term and week:

Time Table Allocation

This time-table allocates 3 hours per week to the course, with one hour dedicated to each of the main topics outlined in the curriculum. This allows for a balanced and comprehensive coverage of the material, while also allowing for some flexibility in case some topics take longer or shorter than expected.

It is important to note that this is just a suggested time-table and may need to be adjusted based on the specific needs and goals of the course, as well as the age and abilities of the students. Additionally, it may be helpful to incorporate some time for hands-on activities and practice, as well as time for review and reinforcement of key concepts.

Welcome to the Level 3 Professional DJI T40 UAS Training: Unmanned Aerial Systems Certification Course. This course is designed for individuals who are looking to advance their knowledge and skills in operating UAS, specifically the DJI T40 model. Over the course of 12 weeks, you will learn about advanced UAS principles, including flight planning, data acquisition and processing, and UAS applications in various industries. You will also have the opportunity to complete hands-on activities and case studies to further develop your skills. By the end of this course, you will be equipped with the knowledge and skills to safely and effectively operate the DJI T40 UAS in a professional setting.

Type of License

Large Unmanned Aircraft Systems (lUAS): These are drones that weigh more than 1,320 pounds (600 kilograms) and are used for commercial purposes. lUAS operators are required to obtain an Airworthiness Certificate.

Aim

The aim of this DJI T40 UAS Training and Certification Course is to provide students with the knowledge and skills needed to safely and effectively operate the DJI T40 UAS for a variety of applications. Upon completion of the course, students should be able to:

1. Understand the basics of UAS technology and its various applications.
2. Understand the regulations and safety considerations related to UAS operations.
3. Plan and execute a UAS mission.
4. Collect and analyze UAS data.
5. Use UAS imagery to create maps.
6. Use UAS for inspections and surveying purposes.
7. Analyze and visualize UAS data.
8. Understand the various applications of UAS and how they are being used in various industries.
9. Maintain and troubleshoot UAS.
10. Manage a UAS project.
11. Understand the principles of operating a UAS business and marketing UAS services.

Upon completion of the course, students should also be well-prepared to pass the Part 107 certification exam and pursue a career in the field of UAS operations.

Time Table Allocation

Here is the time table allocation for a DJI T40 UAS Training and Certification Course in table form:

Total course duration: 48 hours (plus additional time for the capstone project)

Note that this is just one possible time table allocation, and the actual duration and structure of the course may vary depending on the specific needs and goals of the students and the course instructor.

Material List

Here is a revised listing of materials for the DJI T40 UAS Training and Certification Course in table form:

Total course duration: 48 hours (plus additional time for the capstone project)

Note that this is just one possible list of materials, and the actual materials needed may vary depending on the specific needs and goals of the students and the course instructor.

Course Description:

This six-week course aims to enhance each participant’s level of professionalism and skills which will help in providing customers with a “WOW” experience whenever they visit or call the organization, resulting in greater customer satisfaction, customer retention and ultimately higher market share.

OBJECTIVE

At the end of this course, participants will be able to:

• Describe Superior Customer Service
• Appreciate the benefits of Superior Customer Service
• Recognize barriers to providing superior customer service
• Learn techniques for dealing with customers

Course Description:

You know that the vitality and vibrancy of organizations depend on how well they manage their resources—especially their human resources. You are well aware that the need to properly manage human resources is heightened when operating in relatively small economies, challenged by scarce resources and a fierce global competition. You know that in such an environment, the ability to attract, develop, and retain high quality staff is probably an organization’s key competitive advantage. The UWI Open Campus has developed three levels of certification in Human Resource Management (HRM) to help you improve your proficiency and marketability as an HRM professional.

Who is this programme for?

The Level-I certificate (9 credits) targets persons wishing to familiarize themselves with, and gain entrance into, the field. Level-II (18 credits) targets entry-level professionals, first-line supervisors, and mid-career professionals who wish to renew or update their skills. The Level-III certificate (24 credits) targets mid-, to upper-, level supervisors, managers, heads of organizations, and self-employed individuals.

Programme Structure

The programme is offered entirely online. That means you may arrange your study to fit your life style: you can work from your home, office, hotel room, wherever there is Internet connection. The Level-I certificate (consisting of 3 courses: two general education courses (in English and Math) and one introductory HRM course) may be completed in one semester (4 months). Building on Level-I, the Level-II certificate adds three more HRM courses, and may be completed in 2 semesters (8 months). Level-III adds to Level-II, two courses that explore specialized HRM topics. It may be completed in 3 semesters (12 months).

When will the programme start?

The programme starts in August  of the academic year.

Entry Requirements

Persons seeking entry into the programme must, prior to enrolment, be able to use the computer for word processing, to store and retrieve information, as a communication device (e.g., emailing), and to surf the web. Applicants must also be able to read and write at a level necessary to complete a UWI Open Campus application form.

Proficiency testing will not be conducted. The decision about proficiency in computer usage is left up to the applicant. Applicants who believe they are not sufficiently computer literate should gain such proficiency before applying to the programme. Such proficiency may be attained, for instance, by taking the appropriate course of study offered by the Open Campus IT Academy. For information on such courses applicants are advised to contact their nearest Open Campus center.

Two general education courses (Maths Essential for Tertiary Level Study and Reading and Writing Essential for Tertiary Level Studies) form part of the core requirements of this programme (waivers are granted, see below). These two courses meet the literacy and numeracy requirements necessary for success in other courses making up the programme. Persons enrolled in the programme are required to complete the general education courses before enrolling in the field-specific courses.

The general education requirements may be waived for applicants who possess at least the equivalent of a Grade III CSEC General Proficiency qualification in English A and Mathematics (circa 1998 or later). Below is a sample of equivalent qualifications that may be used as general education waivers. Note: the list is not exhaustive.

1. Grade A – C passes in GCE ‘O’Level Mathematics and English,
2. Grades I – V passes in CAPE Mathematics and English,
3. Passes in Level-1Mathematics and English courses offered by UWI,
4. Passes (at the UWI Level-1 equivalent) in Mathematics and English from a tertiary level institution recognized for normal matriculation at UWI, and
5. A tertiary level qualification from UWI or from a tertiary level institution recognized for normal matriculation at UWI.

Academic Preparation

Prior to the start of the programme all new participants must take part in an orientation programme held in August of an academic year.  This orientation introduces learners to online study and prepares them for the demands of a UWI Open Campus Associate Degree programme.

Orientation to Online Learning
Improving your Study Skills

RATIONALE

Information Technology (IT) continues to evolve in response to the need for more efficient techniques to manage the significantly increased volume and sophistication of the knowledge reservoir of mankind. It merges the study of Computer Science, Information and Communications Technology (ICT) and Office Automation. It involves the collection, processing, storage, retrieval, and dissemination of information, and impacts both work and social activities. The evolution of the field of Information Technology continues at a rapid pace. New technologies are constantly emerging and existing ones become obsolete soon after they appear. The rapid advances in technology undoubtedly have a profound effect on information technology education and, as such, Information Technology curricula must be refreshed to remain relevant.

AIMS

The syllabus aims to:

1. prepare students to function effectively in a dynamic technological era;
2. promote the development of computer-related skills for application to real-life situations;
3. prepare students to use information technology responsibly;
4. facilitate the development and application of problem-solving and other twenty-first century skills;
5. provide a foundation for post-secondary education; and,
6. prepare students for suitable employment.

Why Personality Tests?

A personality test is completed to yield a description of an individual’s distinct personality traits.   In most instances, your personality will influence relationships with your family, friends, and classmates and contribute to your health and well-being.  Teachers can administer a personality test in class to help your children discover their strengths and developmental needs.  The driving force behind administering a personality test is to open up lines of communication and bring students together to have a higher appreciation for one another.  A personality test is designed to provide guidance to teachers on what teaching strategies will be the most effective for their students.

A personality test can benefit your students by:

1. Increasing productivity
2. Get along better with classmates
3. Help students realize their full potential
4. Identify teaching strategies for students
5. Help students appreciate other personality types

One of the most popular personality tests is the True Colors Personality Test.  This personality test asks a series of questions to rate your likes and dislikes.  The test will then rate your personality as either a blue, green, orange, or gold personality type.  You may be a combination of two colors, but usually, a student will exhibit one primary color.  A personality test is not a means to typecast a student, but it allows teachers to understand the personality attributes associated with various students.  You will operate as one primary color for the most part, but high levels of stress and other environmental factors can shift your personality type for short intervals.  As a rule of thumb, you should recognize your strong attributes and keep in mind the attributes that irritate people.

Teachers should disseminate a personality test to their children during the first week of school.  A personality test is a fun exercise for the classroom. It can enable the teacher to more adequately plan lessons and activities for their students.

Providing Online Training And A LMS (Learning Management Systems) For Parents and Students at ICCS

To The Parents of Immaculate Conception Catholic School – ICCS

The IITAE Ltd community has welcomed our new partner ICCS. We now provide online training for teachers and students, and we are elated to provide this service at this time given the COVID-19 crisis. We are committed to ensuring that schools continue to educate our children regardless of crisis. As parents, this course is provided for you as well as your children/child so that you too may understand and be a part of the learning process and experience how the system works for your children. If at anytime you have any questions or concerns, kindly notify us at the following: +1 (869) 661 – 7417, info@iitae.tech, FAQs and or our Contact Page.

To The Teacher

Greetings everyone. As you embark on the journey to deliver online education, it is my intention to provide you with a simple solution. This represents the first step or stage to converting the physical classroom into a virtual one or simply embracing the Blended Learning Methodology. This is where the physical classroom is extended to the online community, which has a world of possibilities.

We want to also extend thanks to the management and staff at the Immaculate Conception Catholic School for having a visionary mindset for ICCS’s future. It is written “Without a vision the people perish” (Proverbs 29:18)

To The Student

This course is intended to teach you and or your parents how to access your subject/s, lessons, quizzes and classroom discussions. This website comes with a 24 hour support system to ensure that you are able to use the website and get the most from your lessons.

Contributors 

Commendation must be given to Ms. Jermeca Wilkin and Ms. Christina Cho for their hard work in putting these video tutorials together. Ms. Jermeca Wilkin and Ms. Christina Cho are past Information Technology students from the TVEMS Information Technology Associate of Applied Science Programme. A big thank you is extended for your contribution.

Course Objectives

The Student should be able to:

1. Create An Account As A Student successfully
2. Change Your Profile Picture successfully
3. Change Your Name successfully
4. Change Your Password successfully
5. Enroll In A Subject successfully
6. Access Subject Lesson successfully
7. Take A Quiz successfully
8. Access Your Classroom Discussions
9. Post A Comment About A Lesson
10. Review Your Subject
11. Access Your Certificate

Overview

Zoom offers multiple methods to schedule a meeting. A host has control over the options for their scheduled meetings, except for settings that an administrator has locked for all users in the account or for all members of a specific group.

1. Schedule from the Zoom desktop client or mobile app
2. Schedule from the Zoom web portal
3. Schedule for someone else – PDF Guides for Executive Assistants (Outlook, Google)

For instructions on scheduling using our plugins and extensions, see:

1. Scheduling from the Outlook add-in
2. Scheduling from the Outlook plugin
3. Scheduling from the Chrome Google Calendar extension
4. Scheduling from the Firefox Google Calendar extension
5. Scheduling using the G Suite Google Calendar add-in

Note:

1. Your scheduler settings are synced from the Zoom web portal.
2. The asterisk (*) means your admin can restrict access to the setting/options, or the setting has additional prerequisites. These settings may not be visible. Click the relevant embedded links for more information.
3. If you set up calendar and contacts integration, install the Zoom add-in for your calendar service for a better experience. When scheduling or editing meetings, use your third-party calendar service instead of the Zoom desktop client.

You can set up or start a new Google meet video meeting from:

• Meet
• Gmail
• Google Calendar
• Another scheduling system

Blended Learning Approach 

To Our Teachers / Instructors:

Welcome, as you embark on the journey to deliver online education, it is my intention to provide you with a simple solution. This represents the first step or stage in converting the physical classroom into a virtual one or simply embracing the Blended Learning Methodology. This is where the physical classroom is extended to the online community, that has a world of possibilities.  

Contributors 

Commendation must be given to Ms. Jermeca Wilkin and Ms. Victoria Levytsky for their hard work in putting these video tutorials together. Ms. Jermeca Wilkin and Ms. Victoria Levytsk are past Information Technology students from the TVEMS Information Technology Associate of Applied Science programme. A big thank you for your contribution. 

Course Objectives

The instructor should be able to: 

1. Form Teacher’s Resource Materials
2. Create Courses Successfully
3. Create Lessons Successfully
4. Create Topics Successfully
5. Create Quizzes Successfully
6. Create Certificates Successfully
7. Create Assignments Successfully

RATIONALE

This Information Technology course is designed for grade 11 students at the Immaculate Conception Catholic Secondary School – ICCS.  The contents of this course has been taken form the CSEC Information Technology syllabus effective 2020. These are the objectives that overshadow the course.

Information Technology is the key to development and productivity in this modern era and as such, Information Technology education must be seen as integral to meeting the developmental needs of our region. All citizens should have practical exposure to the applications of Information Technology in order to narrow the gap between Caribbean and developed nations. Consequently, this programme of study in Information Technology promotes the development of computer-related skills and encourages the development of analytical and design skills which are applicable in all subject areas, the work environment and the wider society.

AIMS

The syllabus aims to:

1. prepare students to function effectively in a dynamic technological era;
2. promote the development of computer-related skills for application to real-life situations;
3. prepare students to use information technology responsibly;
4. facilitate the development and application of problem-solving and other twenty-first century
   skills;
5. provide a foundation for post-secondary education; and,
6. prepare students for suitable employment.

TEACHING AND LEARNING METHODS

• Demonstrations
• Guided practice
• Individual training
• Case studies
• Role play
• Subject matter experts
• Discussions
• Individual study
• Study/ field trips
• Case study

ASSESSMENT PROCEDURES

Continuous Assessment -20%

Practical Coursework – 40% Theoretical Examination -40%

Rationale

All ICT students need to develop a complete overview of the information system building process from initial problem definition, to analysis, design, implementation and maintenance. This systems analysis course provides comprehensive experience of the process of information system building. It provides the Information systems student with exposure to business system problems and opportunities to use systems modelling techniques to represent and solve them.

Course Description

This course provides instruction concerning three main concepts: (a)The Systems Development Life Cycle, (b)The prototyping process, (c) Rapid Applications Development , and (d) Modelling techniques under the conventional and object oriented approach to systems development.

Learning Outcome

On completion of this course students should be able to:

1. Explain the differences between data and information.
2. Create different types of information systems.
3. Use diagram to show the information flow in different information systems.
4. Apply knowledge of the stages information system development such as problem Definition, Feasibility Study, Analysis, Design, Construction, Testing, Implementation, Evaluation and Maintenance to create a solution to real problems.
5. Describe the processes involved in prototyping.
6. Explain the stages of prototyping.
7. Use one of the two types of prototyping: throwaway and evolutionary prototyping during system development.
8. Describe the advantages and limitations of each type of prototyping.
9. Use the rapid application development process to create a product.

TEACHING AND LEARNING METHODS

To facilitate fulfillment of the requirements of this course, the teaching and learning sessions will utilise the following approaches:

1. Demonstrations
2. Guided Practice
3. Group Work
4. Lab Work
5. Independent Work

ASSESSMENT PROCEDURES

In this course marks will be assigned as follows:

1. Coursework 60% – Written Pager, Labs and Presentation
2. Examination  40%

ASSESSMENT SUMMARY

Nb: Dates are subjected to be changed.

RATIONALE

The Information Communication Technology (ICT) curriculum prepares individuals for employment as computer programmers, information technologist, and information systems managers, and related positions through study and applications in computer concepts, logic, programming procedures, languages, generators, operating systems, networking, data management, and business operations. The curriculum prepares graduates to solve business computer problems through programming techniques and procedures, using appropriate languages and software.  The primary emphasis of the curriculum is hands-on training in programming and related computer areas that provide the ability to adapt as systems evolve.

Therefore, graduates from this program are qualified for employment in business, industry, and government organizations as programmers, programmer trainees, programmers/analysts, computer operators, systems technicians, or database specialists. It is therefore essential before graduation to demonstrate to the institution an acceptable level of readiness to function effectively in the world of work. Therefore, to graduate with an Information Communication Technology Associate degree you must complete a Senior Capstone Integrating Experience, which should be referred to as “the Capstone”.

The capstone project requires that candidates for the Associate degree utilize the skills that they have developed over the two year-period of study to generate a product that solves a real life problem.  The Capstone is the culminating project for all ICT majors: Information Technology, Applied Computer Science and Information Systems. Students must complete all required coursework before enrolling in the individual program’s Capstone project, since the project incorporates skills from all the required courses. The Capstone project must be successfully completed in the allotted amount of time before a degree will be awarded.

CAPSTONE PROJECT DESCRIPTION

This capstone project is encapsulating project that can be either administered in cooperate groups, with individual components or as an individualized project. Regardless of your approach to the project it requires students to spend as much as 30 hours outside of class engaged in product development, piloting and redesign. Capstone candidates are expected to meet with an instructor for two hours at the start of the process, and a final an evaluation session 75 days after.  Regardless of the majors, all Capstone project candidates are required to implement one of the many products which they designed and developed during courses taken in previous semesters. All products designed each semester must be presented in a job portfolio, but the product that is chosen for Capstone implementation should be accompanied by a real life implementation plan.

LEARNING OUTCOMES

On completion of the Capstone project students would have:

1. Create an implementation plan for a product/system that has direct application in a real organisation.
2. Write a proposal for implementation of a real organization of a product/system that was created from skills acquired from the relevant courses from an ICT major.
3. Identify potential design and development issues and work through to solutions.
4. Refine and package a final product for repeated use in an organisation.

TEACHING AND LEARNING METHODS

To facilitate fulfilment of the requirements of this course lesson will utilise the following methods:

• Presentations
• Research
• Fieldwork
• Independent Product Development

ASSESSMENT PROCEDURES

Capstone Project Proposal & Presentation (30%)

Capstone Final Project (70%)

TEXTBOOKS AND REFERENCES

All materials used in previous courses

Rationale

The field of software engineering (SE) is concerned with all aspects of software development, from the early stages of system specification to maintaining the system after it has gone into use. This includes technical processes of software development as well as activities such as software project management and the development of tools, methods, and theories to support software development. This course focuses on helping students to develop a good understanding of the fundamental concepts and principles for the cost-effective engineering of high-quality software systems.

Course Description

This course provides the student with a working knowledge of the terms, principles, and methods of Software Engineering, with emphasis on the topics described in the IEEE’s Software Engineering Body of Knowledge, http://www.swebok.org.  It also addresses other topics and skills essential for a career in software engineering including project management, open source software, and management. This course establishes bedrock knowledge necessary to practice software engineering in software projects and to pursue further courses in software engineering.

Learning Outcomes

On completion of this course, students should be able to:

1. Discuss and explain the major issues in contemporary software development and maintenance as related to complex and critical software systems;
2. Apply the methods and practices typically used in software development and management of software.
3. Explain leading practices in software engineering
4. Analyze key principles of systems engineering and explain how they apply to software development.
5. Evaluate new methods and practices in Software engineering
6. Apply what they have learnt to more advanced courses in software engineering and use their skills gained efficiently in the world of work.

Assessment Summary

Introduction to Computer Science II: Software Engineering: A Guide for Colleges and Universities – 1 EDITION

Nb: Dates are subjected to be changed.

Recommended Text/Material

Bernstein, L. & Yuhas, C.M. Trustworthy systems through quantitative software   Engineering. Indianapolis: Wiley.

Amazon.com: Introduction to Computer Science II: Software Engineering: A Guide for Colleges and Universities – 1 EDITION: 9798861728027: Neil DScMIT, Dr Ricardo R.: Books

Reading List

1. Frederick P. Brooks, Jr. (1995). The mythical man-month: Essays on software engineering. (20^thAnniversary Edition). Boston, MA: Addison Wesley Professional
2. Hunt , A., & Thomas, D. (2000). The pragmatic programmer: from Journeyman to master.    Indianapolis, In: Addison Wesley.
3. McConnell, S. (2004).Code complete: A practical handbook of software construction(2^nd).          Redmond, Washington: Microsoft Press.
4. I. (2015). Software engineering(10^thed.). Boston, MA: Addison-Wesley

Harmonization and Articulation of Associate Degree Programmes to be offered by Regional National/Community Colleges in English Speaking

Territories of the Caribbean Single Market and Economy

PART IV

Information Communication Technology Curriculum

Prepared for the Association of Caribbean Tertiary Institutions (ACTI)

Information Technology (A.A.S) Programme

The Information Technology Associate in Applied Science Degree provides a broad perspective on how to use and apply the knowledge and tools of Information Technology, Computer Science and/or Information Systems, to the self and society. Students in this two-year entry-level degree programme will be encouraged to grapple with the complexities, as well as the advantages and disadvantages, of these fields in their everyday life and workplaces. Majors are premised on the notion that ICT understandings are best developed within the context of the application. Prominent features of the courses that have been included are practical labs and projects that emphasize the replication of real-life situations and require the use of a variety of resources for learning.

Entry Requirements

For admission to the Information Technology program, Candidate MUST have Five (5) subjects at CXC General Proficiency including:

1. Mathematics,
2. English,
3. Information Technology
4. and a science subject.

Award

CFBC Associated Degree in Information Technology of Applied Science

RATIONALE

The mass production of computers and constant reduction in their cost has given more people access to computer technology in their homes, schools and places of work. The prevalence of computer communication hardware in developed and developing societies have given far more people access to powerful computers, in the form of desktops, laptops, handhelds, and notebooks, than was the case a decade ago. Yet, the myth surrounding the complexity of the matter of programming has kept many brilliant Caribbean scholars from pursuing programming as a business. Hence, Caribbean nationals remain more interested in being end-users rather than developers of computer programs.

This course seeks to change the skills set of the Caribbean Associate degree graduate by providing all ICT majors with the building blocks of problem solving and programming in C++.    It provides the right instructional conditions to develop, in students, programming skills that will enable them to create original computer programs that are solutions to problems that are unique to us in the Caribbean.

The course content challenges students to use their natural talents and creative powers to apply more imagination to the problems that exist among Caribbean societies. Thus, we hope that knowledge that is gained from this course will not only stimulate the student’s interest in pursuing a career in programming, but provide adequate foundational skills that enable those who choose to do additional programming courses to master them, and those who choose to pursue program development as a career to be exceptional creative programmers.

COURSE DESCRIPTION

This course introduces the fundamentals of computer programming and problem solving. It provides basic instructions on the process of problem solving, and deep exploration of fundamental computer-related problem solving techniques such as flowcharting, pseudo code and algorithms. It introduces students to the syntax of the C++ programming language, and provides them with opportunities to use this language to generate solutions to real organisational and societal problems.

LEARNING OUTCOMES

On completion of this course students should be able to:

1. Describe the basic control structures in C++
2. Apply the principles of flowcharting to the software develop cycle.
3. Create pseudo codes for real life problems and use to develop algorithms.
4. Use abstraction to create Computer Software in an efficient manner.
5. Analyze the features of one high level language to determine its constructs and program structure.
6. Describe data types and structures for computer representation.
7. Evaluate the functions and subroutines that are embedded in the C++ programming a language
8. Write a simple program in C++ and use it to make decisions.
9. Explain Event Driven Programming and Object Oriented Programming methods.

TEACHING AND LEARNING METHODS

To facilitate fulfilment of the requirements of this course lesson will utilise the following methods:

• Instructor Presentations
• Group and Individual Projects
• Lab Work
• Demonstrations
• Peer-Tutoring
• Tutoring

ASSESSMENT PROCEDURES

1. Coursework (60%)
   • Programming Assignment [20 marks]
   • Programming Project [40 mark]
2. Examination (40%)

ASSESSMENT SUMMARY

Nb: Dates are subjected to be changed.

TEXTBOOKS AND REFERENCES

1. Zak, D. An introduction to programming with C++.  Custom eight (8) edition, Course Technology.

READING LIST

1. Farrell, J. (2014). Programming Logic and Design, Introductory. Eight edition.
2. Zak, D. (2012). An introduction to programming with C++. Custom seventh (7) edition, Course Technology.
3. Zak, D. (2010). An Introduction to Programming with C++. Sixth (6) edition.

RATIONALE

This course is meant for ICT students just entering the Information Communication Technology major and interested students from other disciplines. It will give you a broad overview of different areas of computer science. This will enable you to get an idea of the types of issues studied, and the skills required, in the rest of your ICT curriculum.

COURSE DESCRIPTION

This course is an introduction to the fundamental concepts of computing, data arrangement, management, programming, and problem-solving. It focuses on basic computing, hardware and software, operating systems, storage, files, security, simple data types, control structures, and introduction to array and string data structures and algorithms, as well as debugging techniques and the social implications of computing. It emphasizes good software engineering principles and developing fundamental programming skills in the context of a language that sports the object-oriented paradigm. The lab component provides hands-on programming experience that is vital for beginning programmers and computer science students.

LEARNING OUTCOMES

On completion, if this courses the student should be able to:

1. Explain basic computing concepts, principles and ethics
2. Identify and install different computer hardware and software
3. Use different operating systems and computer applications to solve business problems
4. Create different types of files and use a variety of storage devices to store them.
5. Analyse the effects of different viruses and worms.
6. Create ways to protect computers and e-mails from virus attacks
7. Clean a computer that is infected by a worm or virus
8. Create a computer boot disk
9. Use and maintain a laptop
10. Set-up a computer system
11. Describe different kinds of computer programming languages, concepts and functions.

TEACHING AND LEARNING METHODS

1. Demonstrations
2. Guided practice
3. Individual training
4. Case studies,
5. On-the-job-training
6. Role play
7. Subject matter experts
8. Discussions
9. Individual study
10. Study/ field trips
11. Case study

ASSESSMENT PROCEDURES

Continuous Assessment of -20%

Practical Coursework – 40% Theoretical Examination -40%

ASSESSMENT SUMMARY

Rationale

It is necessary for all ICT professionals to work with both computer hardware and software, so they must be able to differentiate between them if they are to troubleshoot and solve problems that arise in personal computers, as problems that occur will either be hardware or software related. This course provides the fundamental knowledge of hardware and software that the ICT professionals will need to hone and apply on the job.  Through this course, students should develop the skills and knowledge that are required to install, upgrade, maintain, and solve issues that are related to hardware and software failures.

Course Description

This course provides students with opportunities to learn about the components of the computer’s hardware. It allows them to learn about inner components of the computer system, their location and functions. It teaches students about advanced computing concepts, such as types and role of applications, programming languages, other computer-related systems.

Learning Outcomes

On successful completion of this course students should be able to:

1. Describe the essential components in a computer system.
2. Demonstrate how data is process by a personal computer.
3. Differentiate between software application, utility and operating system.
4. Install and configure a variety of software and operating systems.
5. Install utility software and describe how it is used to manage the security of a computer system.
6. Describe the structure of different software and operating systems.
7. Describe the system unit components, registry, cmos and bios
8. Explain the role of the central processing unit, monitor and keyboard and mouse in functions of the computer system.
9. Initiate the process of booting
10. Explain the concept of ergonomics and state its role in the field of computer science.
11. Install device drivers.
12. Set-up and restore a registry
13. Customize a start up menu

TEACHING AND LEARNING METHODS

To facilitate fulfilment of the requirements of this course, the teaching and learning sessions will utilise the
following methods:

1. Demonstrations
2. Guided Practice
3. Group Work
4. Lab work
5. Independent Work

ASSESSMENT PROCEDURES

In this course marks will be assigned as follows:

1. Coursework (60%) (Three written papers)
2. Examination ( 40%)

ASSESSMENT SUMMARY

TEXTBOOKS AND REFERENCES

1. Thompson, R. B., & Thompson, B. F. (2003). PC hardware in a nutshell (3rded.). California: O’Reilly Media.
2. Andrews, J. (2016). A+ guide to hardware: Managing, maintaining, and troubleshooting (9th ed.). Boston, MA: Course Technology.

READING LIST

1. Meyers. M. (2016). CompTIA A+ Certification All-in-One Exam Guide, Ninth Edition (Exams 220-901 &
   220902) (9th Edition).
2. Meyers. M. (2016). CompTIA Network + Certification All-in-One Exam Guide, Sixth Edition (Exam
   N10006) (6th Edition).
3. Mueller, S. (2015). Upgrading and Repairing PCs. Twenty Second (22nd) Edition

RATIONALE

We are living in a world that is characterized by rapid change, voluminous data, and complex dynamics, the graduate of the ICT Associate degree programme will be employed by organizations that are striving to remain viable in the Information Age. The use of technological tools instead of humans to perform many job functions will increase in popularity in the years to come.  As it is only through the use of these tools that organizations will be able to improve the efficiency of their operations. This course is intended to prepare the graduate to become the driving force behind organisations as they seek to utilise various application tools to advance the productivity within the workplace.  This course is important to include in the offerings for all majors in the ICT Associate degree programme as it seeks to develop relevant application utilisation skills in ICT students. These skills will enable graduates to achieve gainful employment, and equip them to ably assist others within the work environment to develop and hone technical application skills.

COURSE DESCRIPTION

This course provides students with comprehensive exposure to the nature, purpose, functions and utilisation of application tools in different organisations.  It entails a thorough introduction to computers, word processing, presentation, spreadsheets, and database application uses and functions. It seeks to develop application usage skills in all students and provide multiple opportunities for students to use them to solve problems in their everyday life.  This course has some theoretical experiences, but the majority of the contact hours that have been embedded are focused on providing students with hands-on experiences with these tools.

LEARNING OUTCOMES

On completion of this course students should be able to:

1. Describe and use different application software to solve real organisational problems
2. Create a graphical representation of the history of computing.
3. Write an essay on the genesis of the World Wide Web and use personal experiences to explain its value to modern society.
4. Apply the principles of data processing, storage and output in real work settings.
5. Draw and label the parts of a computer system
6. Evaluate the usefulness of different computer application software
7. Differentiate between type of computer, software and operating systems.
8. Use a spreadsheet application to calculate and analyse data
9. Use a word processing application to create, format and distribute different types of organisational support documents.
10. Use a database application to create systems that will serve to store, organise and manage organisational data.
11. Use a presentation and graphic application to create organisational present.
12. Use an e-mail and web browser application to communicate, distribute and locate different kinds of informational documents.
13. Use a web browser to locate information on different topics.

TEACHING AND LEARNING METHODS

• Instructor and Student Presentations
• Application Labs
• Whole and Small Group Discussions
• Group Presentations
• Group and Individual Projects
• Internet-Supported Research
• Instructor Demonstrations

ASSESSMENT PROCEDURES

Coursework (60%)                 

 Final Examination (40%)

ASSESSMENT SUMMARY

Nb: Dates are subjected to be changed.

TEXTBOOKS AND REFERENCES

1. Shelly G.B., & Cashman, T.J. (2015).  Discovering computers 2016 (Complete Shelly Cashman Series). KY: Course Technology Publishing.

READING LIST

1. Long L., & Long, N. (2003). Computers: Information technology in perspective. (11^th ed.).  New Jersey: Prentice Hall.
2. Shelly G., Cashman T., & Vermaat M. (2013). Microsoft Office 2016: Introductory concepts and techniques (Windows XP Edition). Complete concepts and techniques. KY: Course Technology Publishing.

RATIONALE

This course will provide the student with the opportunity to gain the computer assembly knowledge and skills that are necessary for entry-level positions in the ICT work environment. In addition to technical training, students are expected to develop appropriate basic knowledge of hardware components; electrical circuits, operating systems and utility software, and the problem-solving skills that are required (omission) solve computer hardware issues that arise in a technology-supported business environment.

COURSE DESCRIPTION

This course introduces students to the fundamentals of computer assembly. It covers all the internal components of the computer that requires explanation of function and specifications concerning parts that would be required to build a computer.  The external component parts that are needed are also covered, with an emphasis on what features and specifications to look for when buying parts to build a computer.  Practical sessions are included to provide students with experience in assembling, starting from opening the new computer case, to powering your dying computer, the first boot up, to finishing the Windows installation.

LEARNING OUTCOMES

At the end of this course students will learn how to:

1. Select and purchase the components that are needed to build a personal computer.
2. Assemble/setup and upgrade personal computer systems.
3. Perform installation, configuration, and upgrading of microcomputer hardware and software.
4. Install/connect associated peripherals.
5. Diagnose and troubleshoot microcomputer systems hardware and software, and other peripheral equipment.

TEACHING AND LEARNING METHODS

• Labs
• Tutorials
• Demonstrations
• Discussions
• Presentations

ASSESSMENT PROCEDURES

1. Coursework     60%
2. Examination 40%

 ASSESSMENT SUMMARY

Nb: Dates are subjected to be changed.

TEXTBOOKS AND REFERENCES

1. Andrews, J. A+ guide to hardware: Managing, maintaining, and troubleshooting (10^th ed.). Boston, MA: Course Technology.

READING LIST

1. M. (2016). CompTIA A+ Certification All-in-One Exam Guide, Ninth Edition (Exams 220-901 & 220-902)(9th Edition).
2. M. (2016). CompTIA Network + Certification All-in-One Exam Guide, Sixth Edition (Exam N10-006)(6^th Edition).
3. Mueller, S. (2015). Upgrading and Repairing PCs. Twenty Second (22^nd) Edition.
4. M.M CompTIA A+ Certification All-in-One Exam Guide, Tenth Edition (Exams 220-1001 & 220-1002)

RATIONALE

This course seeks to help students to examine how technology and information systems affect business. It places much emphasis on providing students with opportunities to examine the profitable and effective use of systems in business.

COURSE DESCRIPTION

This course explores the behavioral, organizational, operational, and technical aspects of information systems concepts and structures. It places emphasis on developing understandings of the internal management of information resources and on the management of information technology.

LEARNING OUTCOMES

1. Use the computer as a problem-solving tool.
2. Apply the principles of any of the above to a real-world case or firm;
3. Explain current topics in information systems, and
4. Demonstrate significant expertise in an emerging technology of the student’s own choosing.
5. Describe different information systems and explain how they help organizations.
6. Analyze the role of network components of information systems.

TEACHING AND LEARNING METHODS

To facilitate fulfillment of the requirements of this course, the teaching and learning sessions will utilise the following approaches:

• Demonstrations
• Guided Practice
• Group Work
• Lab work
• Independent Work

ASSESSMENT PROCEDURES

In this course marks will be assigned as follows:

Coursework   60%

(Written papers and labs)

Examination   60%

(Mid-term 10%; Final 30%)

ASSESSMENT SUMMARY

Nb: Dates are subjected to be changed.

TEXTBOOKS AND REFERENCES

Laudon, K. C., & Laudon, J. P. (2015). Management Information Systems: Managing the digital firm. (14^TH Edition) Upper Saddle River, New Jersey: Pearson, Prentice Hall

READING LIST

Rainer, R. (2013). Introduction to Information Systems, 5th Edition, Wiley

Rationale

The climate of rapid technological change which characterises modern society and the desire for increased efficiency and effective decision-making in today’s business has resulted in enterprise information systems and inter-organisational systems being brought into sharp focus. Data networks, interoperability and distributed systems philosophies are key components in the delivery of such systems. Therefore it is vital that a course that teaches the fundamentals of telecommunication systems form an integral part of all contemporary information communication curriculum design, and not simply be treated as an afterthought that in-service training addresses when graduates enter the world of work.

Course Description

This course equips beginners with limited understanding and knowledge of telecommunications with knowledge of the technologies and services offered in today’s telecommunications networks. It provides opportunities for students to explore fundamental telecommunication concepts and technologies relating to telephony, data communication, and wireless communication.

Learning Outcomes

Upon successful completion of this course, students will be able to:

1. Explain the origins, growth and roles of telecommunication systems in society.
2. Describe how data is telecommunicated through telephone, cable and satellite systems as well as computer networks.
3. Use different mathematical frameworks to explain various digital processing that occur in telecommunication system environments.
4. Demonstrate how telecommunication systems developments make it possible for voice and video be communicated over Internet protocols.
5. Use voice and video over Internet protocol system in order to analyse its advantages and disadvantages.
6. Explain with the aid of diagrams and models, the principle of digital speech compression.
7. Describe and identify the concepts of subscriber loop, and echo path model.

Textbooks and References

1. Fitzgerald, J. & Dennis, A. (2004).  Business data communication and networking (8^thed).  John NY: Wiley & Sons.
2. Housel, T. J. & Skopec, E. (2001).  Global telecommunications revolution: The business  Perspective. Boston, MA:  McGraw-Hill, Irwin.
3. Summers, J., & Smith, B. (2004).  Communication skills handbook: How to succeed in written   and oral communication (revised & updated edition). Milton, Queensland : John Wiley & Sons.

 ASSESSMENT SUMMARY

N

Reading List

1. Beyda, W. J. (2000).  Data communications from basics to broadband(3rd ed.). Upper Saddle   River, New Jersey: Prentice Hall.
2. Halsall, F. (1996) Data communications, computer networks and OSI (4th ed). NY: Addison-Wesley.
3. Martin, J. (1981).  Design and strategy for distributed data processing. Englewood Cliffs, New   Jersey: Prentice-Hall.
4. Renaud, P. E. (1996). Introduction to client/server systems: a practical guide for systems professionals(2nd ed.).  New York: Wiley Computer Publishing.
5. Shelly, G. B., Cashman, T.J. & Serwatka, J.A. (2001). Business data communications.     introductory concepts and techniques (3rd ed.). Course Technology: Boston, Massachusetts.
6. Vargo, J., & Hunt, R. (1996). Telecommunications in business strategy and application.   Chicago, Illinois: Irwin.
7. White, C. M. (2001). Data communications and computer networks : A business user’s   Approach. Cambridge, Massachusetts: Course Technology.

Rationale

Data security concepts is an advanced course that focuses on one of the most important and critically needed skill areas in information assurance and networking: network security. It builds upon an introductory course on the fundamentals of networking, TCP/IP, and the internet, to investigate the concepts and practices for securing networks and network communications. The Data Security course also leverages key information assurance concepts and practices such as encryption, authentication, risk analysis, security policy design, and implementation, etc.

Course Description

This course provides students with the knowledge and skills to begin supporting network security within an organization. Students who complete this course will be able to identify security threats and vulnerabilities and help respond to and recover from security incidents.

Learning Outcomes

On completion of this course students should be able to:

1. Explain how to secure information.
2. Identify and counteract social engineering exploits.
3. Identify and solve security issues with the network of an organization.
4. Create a process to maintain file security.
5. Design policies to guard against security breaches.
6. Create measures to prevent attacks on an organization’s network.

 ASSESSMENT SUMMARY

Nb: Dates are subjected to be changed.

Textbooks and References

1. Weaver. R., (2007). Guide to network defense and countermeasures (2nded.). Boston, MA: Thomson Course Technology.
2. Reading List
3. Simpson, M. (2006). Hands-on ethical hacking and network Defense. Boston, MA: Thomson Course Technology.
4. Howlett, T. (2004). Open-source security tools: A practical guide to security applications. Upper Saddle River, New Jersey: Prentice Hall.
5. Harris, S., Harper, A., Eagle, C., & Ness, J. (2005). Gray hat hacking: The ethical hacker’s handbook. McGraw Hill Osborne Media.

RATIONALE

Information Technology (IT) continues to evolve in response to the need for more efficient techniques to manage the significantly increased volume and sophistication of the knowledge reservoir of mankind. It merges the study of Computer Science, Information and Communications Technology (ICT) and Office Automation. It involves the collection, processing, storage, retrieval, and dissemination of information, and impacts both work and social activities. The evolution of the field of Information Technology continues at a rapid pace. New technologies are constantly emerging and existing ones become obsolete soon after they appear. The rapid advances in technology undoubtedly have a profound effect on information technology education and, as such, Information Technology curricula must be refreshed to remain relevant.

AIMS

The syllabus aims to:

1. prepare students to function effectively in a dynamic technological era;
2. promote the development of computer-related skills for application to real-life situations;
3. prepare students to use information technology responsibly;
4. facilitate the development and application of problem-solving and other twenty-first-century skills;
5. provide a foundation for post-secondary education; and,
6. prepare students for suitable employment.

RATIONALE

This Information Technology course is designed for grade 10 students at the Immaculate Conception Catholic Secondary School – ICCS.  The contents of this course have been taken from the CSEC Information Technology syllabus effective 2020. These are the objectives that overshadow the course.

Information Technology is the key to development and productivity in this modern era and as such, Information Technology education must be seen as integral to meeting the developmental needs of our region. All citizens should have practical exposure to the applications of Information Technology in order to narrow the gap between the Caribbean and developed nations. Consequently, this programme of study in Information Technology promotes the development of computer-related skills and encourages the development of analytical and design skills that are applicable in all subject areas, the work environment, and the wider society.

AIMS

The syllabus aims to:

1. prepare students to function effectively in a dynamic technological era;
2. promote the development of computer-related skills for application to real-life situations;
3. prepare students to use information technology responsibly;
4. facilitate the development and application of problem-solving and another twenty-first century
   skills;
5. provide a foundation for post-secondary education; and,
6. prepare students for suitable employment.

TEACHING AND LEARNING METHODS

• Demonstrations
• Guided practice
• Individual training
• Case studies
• Roleplay
• Subject matter experts
• Discussions
• Individual study
• Study/ field trips
• Case study

ASSESSMENT PROCEDURES

Continuous Assessment of -20%

Practical Coursework – 40% Theoretical Examination -40%

CSEC Electronic Document Preparation and management rationale and aims are stated below:

RATIONALE of CSEC Electronic Document Preparation

Computerization has revolutionized the way documents are created, stored, and transmitted. It has facilitated greater efficiency and more innovative ways of sharing information. The computer continues to be an indispensable tool in the world of work. The ability to use the computer provides essential skills for prospective employees in the fields of data preparation and data management.

Students seeking opportunities in the world of work or pursuing further studies must develop competence and proficiency in the use of computers and related electronic hardware devices. The Electronic Document Preparation and Management (EDPM) syllabus is designed to equip students with the knowledge and computer-related skills required to enhance the performance of clerical and administrative tasks.

AIMS of CSEC Electronic Document Preparation

The syllabus aims to:

1. develop an understanding of the importance of Information and Communication Technology (ICT) in a modern office environment;
2. equip students with the requisite skills to assume clerical and administrative roles;
3. lay the foundation for career development and advancement in a business environment;
4. develop knowledge and skills useful for specialized training for secondary, post-secondary studies, and future careers;

RATIONALE

Information Technology (IT) continues to evolve in response to the need for more efficient techniques to manage the significantly increased volume and sophistication of the knowledge reservoir of mankind. It merges the study of Computer Science, Information and Communications Technology (ICT), and Office Automation. It involves the collection, processing, storage, retrieval, and dissemination of information, and impacts both work and social activities. The evolution of the field of Information Technology continues at a rapid pace. New technologies are constantly emerging and existing ones become obsolete soon after they appear. The rapid advances in technology undoubtedly have a profound effect on information technology education and, as such, Information Technology curricula must be refreshed to remain relevant.

AIMS

The syllabus aims to:

1. prepare students to function effectively in a dynamic technological era;
2. promote the development of computer-related skills for application to real-life situations;
3. prepare students to use information technology responsibly;
4. facilitate the development and application of problem-solving and other twenty-first-century skills;
5. provide a foundation for post-secondary education; and,
6. prepare students for suitable employment.