Martin Lesage
Auxilaire d'enseignementFaculté des sciences de l'éducation,Département d'éducation et pédagogieUniversité du Québec à Montréal (UQÀM)
Supervisors: Gilles Raîche and Martin Riopel
Phone: 514 987-3000 poste 6826
Address: Martin Lesage
Étudiant au Doctorat (Education Ph.D. Student)
Faculté des sciences de l'éducation,
Département d'éducation et pédagogie
Université du Québec à Montréal (UQÀM)
C.P. 8888, succ. Centre-ville
Montréal, QC CANADA H3C 3P8
Supervisors: Gilles Raîche and Martin Riopel
Phone: 514 987-3000 poste 6826
Address: Martin Lesage
Étudiant au Doctorat (Education Ph.D. Student)
Faculté des sciences de l'éducation,
Département d'éducation et pédagogie
Université du Québec à Montréal (UQÀM)
C.P. 8888, succ. Centre-ville
Montréal, QC CANADA H3C 3P8
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This software application has been developed to replace traditional courses in presence. The application is designed to provide distance learning and assessment to persons who couldn’t attend classes. The application can easily be used by teachers and assessors to assess at distance courses, homework and performances. Its formative and summative assessment functionalities allows the application to present the course material contained in the curriculum and also to assess students while they perform complex assessment tasks included in the course schedule. The software application will allow schools and universities to do online course design and to qualify or graduate students that have used the application to follow distance courses.
This software application have three categories of users that are students, assessors and course administrators. The students, that are the first category of users, are learning the course material and perform the different assessment tasks of the curriculum as team members, team leaders and team managers. In the actual context of the software application, a team manager in training, equally defined as an administrator in training, is a student assigned to a management task allowing him to be the supervisor of team leaders. The team leader or the team administrator is not the course administrator or the system administrator. In the present application context, the course or the system administrator is a teacher or a computer system programmer in charge of the entry of course material in the system, the entry of student’s data and the grouping of the teams of students (aggregation function). The students are producing the course formative assessment of themselves (self assessment) and their teams while the course assessor is producing summative assessment of the students, the teams and the overall task. In the present application, the students does not provide marks or summative assessment. The formative assessment produced by the students consists of self-assessment, peers assessment, assessment by the team leader and the assessment of the team manager. The students can also give formative assessment on the level of realization of the task preformed by their team or the overall performance of the entire work done by all the course teams, this producing the entire formative assessment of all the work done by the course.
The second category of users are the assessors. The assessors are usually teachers, professors, course lecturers or instructors. The assessors have two main duties in the distance assessment process. They have to produce the summative assessment and to initiate the hierarchical aggregation process by grouping the students teams. The assessors are producing summative assessment by marking homework, exams, tasks and performances that students, teams and courses have produced during assessment tasks. The constitution of student’s teams is the hierarchical aggregation process of the software application. During this process, the assessor is gathering the teams of students and assign each student a position that could be team member, team leader or team manager. The team manager position is the highest assignment that a student could detain. The team manager or team administrator in training is the person who commands team leaders. Finally, the third category of users are the course administrators. As previously stated, the course administrators are the persons that are creating new distances courses in the application course database or modifying already existing courses. They can also manage students database by adding new students, modifying information on already registered students and removing students that have quitted courses.
Furthermore, the user interface allows the application to be suitable for mobile learning with wireless technologies portable computers as IPOD and Blackberry. Military personnel in combat missions will be able to learn new skills or courses and to qualify themselves even if they are away from the country and homeland military schools. Universities and schools will be able to extend their reach to students living far away from the campus or unable to assist courses in presence for any reasons. Traveling salesmen could learn information on new products, supervise sales teams and provide new products information or demonstrations directly at the client’s location.
To be able to use the software application as student, assessor or course administrator, the application provides this actual downloadable user’s guide. The guide introduces the design of a simple map using training course with only one task of navigation with map to be performed in teams. Despite the triviality of the described example, it will be easy for the reader to implement any type of courses with all kinds of complexity into the application after the study of the practical and theoretical concepts presented in the guide. The actual guide have over one hundred pages and this could be considered a large amount of reading for some users. However, the authors think that all the information contained in the guide is essential to use all the application functionalities and to implement the map using training course used as an example. All of the course material of the example is downloadable from the application for the users that wants to learn by doing their own implementation of the example.
Cette application a été conçue pour remplacer les cours en présence. Elle permet de donner de l’enseignement à distance à des personnes dans l’impossibilité de suivre des cours en présence. L’application peut également servir à des enseignants ou à des évaluateurs pour évaluer des cours ou des performances à distance. Ses fonctionnalités d’évaluation formative et sommative permettent à l’application de diffuser le matériel de cours contenu dans le curriculum ainsi que d’évaluer les étudiants lors des tâches d’évaluation complexes prévues dans le programme de cours. Ceci va permettre aux institutions d’enseignement d’effectuer la conception de cours en ligne ainsi que de reconnaitre la qualification ou la certification d’étudiants ayant suivi des cours à l’aide de cette application.
Cette application comporte trois catégories d’utilisateurs, soit des étudiants, des évaluateurs et des administrateurs. Les étudiants, qui sont la première catégorie d’utilisateurs, assimilent le matériel de cours et prennent part aux tâches d’évaluation en tant que membre d’équipe, chef d’équipe ainsi que gestionnaire de groupe. Il faut préciser qu’un gestionnaire ou un administrateur en formation est un étudiant qui occupe une position de gestion lui permettant de superviser des chefs d’équipe. Il ne s’agit pas ici d’un administrateur de cours. Dans la présente application, l’administrateur d’un cours qui gère le matériel de cours, saisit les informations sur les étudiants et détermine la composition des équipes (fonction d’agrégation). Les étudiants produisent l’évaluation formative du cours. Cette évaluation se retrouve sous forme d’auto-évaluation, d’évaluation par les pairs, d’évaluation du chef d’équipe ainsi que de l’évaluation du gestionnaire en formation. Les étudiants peuvent également fournir de l’évaluation formative sur le degré ou l’appréciation de la réalisation d’une tâche réalisée par leur l’équipe ou d’une production faite par toutes les équipe du cours, ce qui constitue l’évaluation de l’intégralité du travail effectué par le cours.
La seconde catégorie d’utilisateurs, qui sont les évaluateurs, sont généralement des professeurs, enseignants ou instructeurs. Les évaluateurs ont deux fonctions, soit de produire de l’évaluation sommative ainsi que de constituer des équipes d’étudiants. Les évaluateurs fournissent de l’évaluation sommative en évaluant les travaux, les examens ainsi que les réalisations que les équipes ou les cours on fait lors des tâches d’évaluation. La constitution des équipes est le processus d’agrégation de l’application. Lors de ce processus, l’évaluateur forme les équipes d’étudiants et assigne à chaque étudiant une fonction qui peut être soit membre d’équipe, chef d’équipe ou gestionnaire du groupe. Le gestionnaire du groupe est la plus haute fonction que peut détenir un étudiant. Le gestionnaire de groupe ou administrateur est tout simplement celui qui dirige les chefs d’équipe. C’est donc le chef des chefs d’équipe. Finalement, la troisième catégorie d’utilisateurs est les administrateurs de cours. Tel que mentionné précédemment, ce sont les administrateurs de cours qui gèrent le matériel de cours ainsi que les informations sur les étudiants.
De plus, l’interface usager de cette application lui permet d’effectuer de l’apprentissage mobile (mobile learning) à l’aide d’ordinateur utilisant les technologies sans fil tels que LAPTOP, IPOD et Blackberry. Des militaires en mission pourront alors apprendre de nouvelles techniques ou se qualifier sur des cours en mission opérationnelle, des étudiants pourront obtenir des crédits universitaires en restant à la maison et des vendeurs pourront expliquer le fonctionnement de nouveaux appareils à directement l’endroit où se trouve le client.
Le guide propose un cours de navigation avec une carte topographique à faire en équipe. Bien que cet exemple soit très simple, une fois les notions théoriques sur l’implantation de l’exemple dans l’application assimilées, il sera alors facile pour l’utilisateur d’implanter n’importe quel type de cours à distance quel que soit sa complexité. Le présent guide comporte plus de cent pages, ce qui peut sembler complexe pour certains lecteurs. Cependant cette information est nécessaire pour décrire toutes les fonctionnalités de l’application ainsi que de présenter un exemple qui effectue une application des notions théoriques présentées.
Know the basic concepts, techniques and applications of artificial intelligence.
Heuristic methods of problem solving; search algorithms in trees and graphs; representation of knowledge; expert systems; processing of natural languages; pattern recognition; neural networks. History, results, challenges and limitations. Introduction to LISP or PROLOG language.
Prerequisite (s): INF11299 Programming II
INSERTING THE COURSE INTO THE PROGRAM
This course is an optional course for students of the bachelor's degree in mathematics-computer science. It has as a formal prerequisite the course INF11299 Programming II but also requires knowledge acquired in data structures and algorithms.
COURSE OBJECTIVES
- Acquire basic notions in the main fields of artificial intelligence and study the different concepts and techniques of this discipline; and
- Become familiar with a programming language characteristic of artificial intelligence.
COURSE CONTENT
The course is mainly based on the following compulsory reference book and course notes provided by the teacher:
Bratko, Ivan
Prolog programming for artificial intelligence, 3rd edition
Addison-Wesley, 2000
ISBN: 0-201-40375-7
Understand the concepts encountered in programming languages.
Grammar, syntax and semantics of a language. Concepts: simple types, objects, heredity, polymorphism, confinement, structured types. Instructions: expressions, switch loops. Functions and procedures: coroutines, parameter passing modes, visibility of identifiers. Comparative study of some languages.
INSERTING THE COURSE INTO THE PROGRAM
Elective courses in the Computer Science Bachelor Program
Prerequisite: INF-112-03 Programming II
COURSE OBJECTIVES
Become familiar with the different concepts used in programming languages
Learn new concepts absent from the languages seen in the other courses of the program
Learn to make up for the absence of a concept in a language
Learn some concepts essential to compiler theory
Develop self-learning skills in new programming languages
Familiarize yourself with two or three programming languages
COURSE CONTENT
The course is mainly based on reading course notes. The students will be able to find in the library reference books on the languages LISP, COBOL, SMALLTALK, PASCAL and the PASCAL object of BORLAND.
Understand the concepts encountered in programming languages.
Grammar, syntax and semantics of a language. Concepts: simple types, objects, heredity, polymorphism, confinement, structured types. Instructions: expressions, switch loops. Functions and procedures: coroutines, parameter passing modes, visibility of identifiers. Comparative study of some languages.
INSERTING THE COURSE INTO THE PROGRAM
Elective courses in the Computer Science Bachelor Program
Prerequisite: INF-112-03 Programming II
COURSE OBJECTIVES
Become familiar with the different concepts used in programming languages
Learn new concepts absent from the languages seen in the other courses of the program
Learn to make up for the absence of a concept in a language
Learn some concepts essential to compiler theory
Develop self-learning skills in new programming languages
Familiarize yourself with two or three programming languages
COURSE CONTENT
The course is mainly based on reading course notes. The students will be able to find in the library reference books on the languages LISP, COBOL, SMALLTALK, PASCAL and the PASCAL object of BORLAND.
Know the databases and their use.
Database concept. Relational data model: relational algebra, SQL query language, access to a database from an application program, views. Integrity and security mechanisms. Indexing. Typical software. Applications.
INSERTING THE COURSE INTO THE PROGRAM
This course is compulsory for Bachelor of Computer Science students and is optional for Certificate in Computer Science students. The prerequisite is INF-112-99 Programming II and it is itself a prerequisite for the course INF-452-99 Complements on databases.
Understand the principles and issues of software design, implementation and maintenance.
Principles of architecture, design and production of software. Role of design in the software lifecycle. Architectural models: tiered, layered, distributed. Learning and evaluation of design methods. Design tools. Application frameworks and design patterns. Prototyping. Quality assurance: code proof methods, program inspection, unit, functional and system testing. Maintenance management. Software reuse and reverse engineering.
This course is compulsory for Bachelor of Computer Science students and is optional for Certificate in Computer Science students. It has INF-111-99 Programming I as a prerequisite and is itself a prerequisite for most of the second year courses.
The aim of the course is to bring the student to develop a mastery of programming and concepts of development of computer projects. The application of these concepts will be tested by the development of projects in the C ++ programming language supported by a graphical environment (C ++ Builder).
COURSE OBJECTIVES
Here is a slightly more exhaustive list of the objectives of this course:
master a programming language (C ++),
master a programming environment (C ++ Builder),
become familiar with object-oriented programming,
become familiar with the new concepts and tools provided in the Builder version of the C ++ language,
learn to use pointers and pointed structures,
develop the skills to algorithmically solve problems of moderate complexity,
set standards for program documentation and presentation; and
learn to refine and validate programs.
This course is not intended to teach you C ++ Builder. It should be understood that Builder is here only the platform used to teach you programming. So do not expect an exhaustive description of the tools available in this software. However, by programming intensively in this environment, you will, by necessity, become familiar with it.
Grammaire, syntaxe et sémantique d'un langage. Concepts : types simples, objets, hérédité, polymorphisme, confinement, types structurés. Instructions : expressions, boucles aiguillages. Fonctions et procédures : coroutines, modes de passage des paramètres, visibilité des identificateurs. Étude comparative de quelques langages qui seront : LISP, COBOL, SMALLTALK et PASCAL OBJET DELPHI.
Connaître les bases de données et leur utilisation.
Concept de base de données. Modèle de données relationnel : algèbre relationnelle, langage de requêtes SQL, accès à une base à partir d'un programme d'application, les vues. Mécanismes d'intégrité et de sécurité. Indexage. Logiciels typiques. Applications.
INSERTION DU COURS DANS LE PROGRAMME
Ce cours est obligatoire pour les étudiants au baccalauréat en informatique et il est au choix pour les étudiants du certificat en informatique. Il a comme pré-requis INF-112-99 Programmation II et il est lui-même préalable au cours INF-452-99 Compléments sur les bases de données.