Issue No: 001

Effectivity: August 2022

Revision No: 000
Revision Date: ---

PAMANTASAN NG LUNGSOD NG MUNTINLUPA

University Road, Poblacion, Muntinlupa City, Philippines
UNDERGRADUATE COURSE SYLLABUS

MUNTINLUPA CITY VISION

We envision Muntinlupa City as one of the leading investments hubs in the country with educated, healthy and God-loving people living
peacefully and securely in a climate change adaptive and disaster resilient community under the rule of transparent, caring, and accountable
leadership.
MUNTINLUPA CITY MISSION

● To promote a broad-based economic growth and business-friendly environment for sustainable development;
● To protect every person from natural and man-made hazards by ensuring strict enforcement of necessary safety measures;
● To provide quality social services that include education, health care, livelihood and employment, socialized housing, and social assistance,
among others; and
● To institutionalize community participation in local governance, environmental protection, and economic development.

PLMUN VISION

A dynamic and highly competitive higher education institution committed to people empowerment towards building a humane society
PLMUN MISSION

To provide quality, affordable and relevant education responsive to the changing needs of the local and global communities through effective
and efficient integration of instruction, research and extension; to develop productive and God-loving individuals in the society.

COLLEGE VISION

The Pamantasan ng Lungsod ng Muntinlupa, College of Information Technology and Computer Studies, envisions itself to be a competent
leader in IT Education committed to produce responsible professionals who can contribute significantly in building a humane, compassionate
and caring society.
COLLEGE MISSION

The Pamantasan ng Lungsod ng Muntinlupa, College of Information Technology & Computer Studies, in its pursuit of a world-class
Information-Technology adheres to:
1. Provide dynamic curriculum responsive to the demands of business industry;
2. Provide highly-trained and skilled staff whose competences are enhanced through research and development; and
3. Provide qualified professionals who are competent in the field of Information Technology and spearhead effective outreach programs
in order to develop values-oriented students and professionals.

A. COURSE INFORMATION

Course Code: INTCOMP

Course Title: Introduction to Computing
Course Units: 3 Units (2 Units-Lecture/1 Unit-Laboratory)
Prerequisites: None
Department: Information Technology Department
College: College of Information Technology and Computer Studies Department
Semester: First Semester
Academic Year: 2023-2024
Instructor/s:
Venue:
Section:
Schedule:

B. COURSE DESCRIPTION
Embark on a foundational journey into the world of computers and technology through this comprehensive
introductory course. Develop a strong understanding of key concepts like computer hardware, software,
networks, and online safety. Explore the realm of digital content creation, get a glimpse of digital marketing
strategies, and grasp the essentials of cybersecurity. Gain insights into user experience design, touch upon the
basics of game development, and discover the latest tech trends. By the course's end, you'll have a sturdy
knowledge base to navigate the digital landscape with confidence.

WHERE IS THE COURSE SITUATED IN THE FRAMEWORK

OF THE PLMUN CURRICULUM?
✓ GROUNDING: Establishing fundamental knowledge, skills, and values
IMMERSING: Deepening understanding and engaging localities
EXPLORING: Reconnoitering globalities and rethinking the complex world
POSITIONING: Forging identity toward sustainability, justice, and social transformation

C. PROGRAM LEARNING OUTCOMES

PROGRAM LEARNING OUTCOMES

PLO1: Apply knowledge of computing, science, and mathematics appropriate to the discipline.
PLO2: Understand best practices and standards and their applications.
Analyze complex problems, and identify and define the computing requirements appropriate to its
PLO3:
solution.
Identify and analyze user needs and take them into account in the selection, creation, evaluation and
PLO4: administration of computer-based systems.
Design, implement, and evaluate computer-based systems, processes, components, or programs to meet
PLO5: desired needs and requirements under various constraints.
PLO6: Integrate IT-based solutions into the user environment effectively.
Apply knowledge through the use of current techniques, skills, tools and practices necessary for the IT
PLO7: profession.
Function effectively as a member or leader of a development team recognizing the different
PLO8:
roles within a team to accomplish a common goal.
PLO9: Assist in the creation of an effective IT project plan.
Communicate effectively with the computing community and with society at large about complex
PLO10: computing activities through logical writing, presentations, and clear instructions.
Analyze the local and global impact of computing information technology on individuals, organizations,
PLO11: and society.
Understand professional, ethical, legal, security and social issues and responsibilities in the utilization
PLO12: of information technology.
Recognize the need for and engage in planning self-learning and improving performance as a foundation
PLO13: for continuing professional development.
Note: This section applies to a student who is a major of the program under which the course is administered.

D. COURSE LEARNING OUTCOMES

By the end of the course, students should be able to

COURSE LEARNING OUTCOMES

Explain fundamental principles, concepts and evolution of computing systems as they relate to
CLO1:
different fields.
CLO2: Expound on the recent developments in the different computing knowledge areas
CLO3: Analyze solutions employed by organizations to address different computing issues

ALIGNMENT OF THE COURSE LEARNING OUTCOMES

TO THE PROGRAM LEARNING OUTCOMES
 PLO1 PLO2 PLO3
CLO1 ✓ ✓ ✓
CLO2
CLO3
CLO4
E. COURSE OUTLINE
COURSE TOPICS AND
WEEK
REFERENCES
Orientation
• E-Learning/Online
Class Orientation
• Course Syllabus
1 Distribution
• Course Intended
Learning Outcomes
• Course Policies
• Course Requirements
Introduction to Computers
• "Definition and
significance of
computers in modern
society
• Classification of
computers based on size
and functionality
2 • Generations of
computers and their
characteristics
• Basic computer
architecture and
components
• Overview of input,
output, and storage
devices"
Computer Hardware
Fundamentals
• "Central Processing
Unit (CPU) and its
components
• Understanding primary
3
and secondary storage
devices (RAM, ROM,
Hard Drives, SSDs)
• Computer peripherals
and their uses (printers,
scanners, etc.)"
Operating Systems and
Software
• "Functions and role of
operating systems
• Comparison of popular
operating systems
(Windows, macOS,
4
Linux)
• Software types: system
software vs. application
software
• Installing, updating, and
managing software on
different platforms"
Computer Networks and
5
Network Topologies
PLO4 PLO5 PLO6 PL07 PL08 PL09
INTENDED LEARNING OUTCOMES CLOs
• Know the basic details, guidelines, and significance of the course CLO1
• Understand the definition and significance of computers in modern
society, including their role in various fields and industries.
• Classify computers based on size and functionality, and recognize their
specific use cases.
• Identify and describe the generations of computers, along with the key
CLO'S
characteristics that define each generation.
1-3
• Explain the basic architecture of computers, including the roles and
functions of different components such as the CPU, memory, and
input/output devices.
• Gain an overview of input, output, and storage devices, and comprehend
their importance in computer systems.
• Examine the Central Processing Unit (CPU) in-depth, understanding its
various components, functions, and how it processes data.
• Differentiate between primary and secondary storage devices, including
RAM, ROM, hard drives, and SSDs, and understand their roles in data CLO'S
storage and retrieval. 1-3
• Explore computer peripherals and their uses, including printers and
scanners, comprehending how they enhance the functionality of computer
systems.
• Comprehend the functions and roles of operating systems in managing
hardware resources, user interfaces, and software applications.
• Compare and contrast popular operating systems like Windows, macOS,
and Linux, recognizing their unique features and applications.
• Distinguish between system software and application software,
understanding their purposes and how they contribute to the overall
computing experience.
• Learn how to install, update, and manage software on different platforms,
gaining practical skills in software maintenance and optimization." CLO'S
• "Comprehend the functions and roles of operating systems in managing 1-3
hardware resources, user interfaces, and software applications.
• Compare and contrast popular operating systems like Windows, macOS,
and Linux, recognizing their unique features and applications.
• Distinguish between system software and application software,
understanding their purposes and how they contribute to the overall
computing experience.
• Learn how to install, update, and manage software on different platforms,
gaining practical skills in software maintenance and optimization.
• Introduce the concept of computer networks and their significance in
modern communication and information sharing. CLO'S
• Understand and differentiate various network topologies such as bus, star, 1-3
ring, and mesh, including their advantages and disadvantages.
 • "Introduction to • Compare and contrast Local Area Networks (LANs) and Wide Area
computer networks and Networks (WANs), recognizing their scope, applications, and differences.
their importance • Identify different network devices like routers, switches, and hubs, and
• Understanding different comprehend their respective roles in network communication and
network topologies management."
(bus, star, ring, mesh) • "Introduce the concept of computer networks and their significance in
• Local Area Networks modern communication and information sharing.
(LANs) vs. Wide Area • Understand and differentiate various network topologies such as bus, star,
Networks (WANs) ring, and mesh, including their advantages and disadvantages.
• Network devices and • Compare and contrast Local Area Networks (LANs) and Wide Area
their roles (routers, Networks (WANs), recognizing their scope, applications, and differences.
switches, hubs)" • Identify different network devices like routers, switches, and hubs, and
comprehend their respective roles in network communication and
management.
• Trace the history and evolution of the internet, including key milestones
and developments that have shaped its growth.
• Familiarize with web browsers and their features, enabling efficient
navigation and interaction with web content.
• Develop effective strategies for navigating the World Wide Web, utilizing
search engines, bookmarks, and hyperlinks.
Internet, World Wide Web, and
• Evaluate the credibility and reliability of online sources and web content,
Online Safety
discerning accurate information from misinformation.
• History and evolution of
• Gain an overview of essential internet services such as email, FTP, and
the internet
VoIP, understanding their purposes and functionalities.
• Web browsers and their
• Identify common internet protocols like TCP/IP, HTTP, HTTPS, and
features
DNS, grasping their roles in data transmission and web communication.
• Navigating the World
• Explore concepts related to web hosting and domain registration,
Wide Web effectively
understanding how websites are hosted and accessed online.
• Evaluating the
• Enhance awareness of internet security measures, including strategies for
credibility of online
protecting personal information, avoiding online threats, and practicing
sources and web content
safe online behavior." CLO'S
6 • Overview of internet
• "Trace the history and evolution of the internet, including key milestones 1-3
services (email, FTP,
and developments that have shaped its growth.
VoIP, etc.)
• Familiarize with web browsers and their features, enabling efficient
• Common internet
navigation and interaction with web content.
protocols (TCP/IP,
HTTP, HTTPS, DNS, • Develop effective strategies for navigating the World Wide Web, utilizing
etc.) search engines, bookmarks, and hyperlinks.
• Evaluate the credibility and reliability of online sources and web content,
• Web hosting and
discerning accurate information from misinformation.
domain registration
• Gain an overview of essential internet services such as email, FTP, and
• Internet security and
VoIP, understanding their purposes and functionalities.
protecting personal
information online • Identify common internet protocols like TCP/IP, HTTP, HTTPS, and
DNS, grasping their roles in data transmission and web communication.
• Explore concepts related to web hosting and domain registration,
understanding how websites are hosted and accessed online.
• Enhance awareness of internet security measures, including strategies for
protecting personal information, avoiding online threats, and practicing
safe online behavior."
• Gain a comprehensive understanding of the concept and significance of
digital content creation.
• Recognize and appreciate the pivotal role that digital content plays in
Understanding Digital Content modern IT industries and various sectors.
Creation • Explore the multifaceted nature of multimedia elements, encompassing
• The significance of text, images, audio, video, and animations, and grasp their integral role in
digital content in effective communication strategies.
modern IT industries. • Develop familiarity with different digital content formats, while also
• Exploring multimedia gaining insights into considerations of compatibility and adaptability
elements (text, images, across various platforms and devices.
audio, video, • Gain insights into how the process of digital content creation contributes
CLO'S
7 animations) and their to enhancing user experiences and driving higher levels of engagement
1-3
role in communication. with target audiences."
• Introduction to different • "Gain a comprehensive understanding of the concept and significance of
digital content formats digital content creation.
and their compatibility. • Recognize and appreciate the pivotal role that digital content plays in
• How digital content modern IT industries and various sectors.
creation enhances user • Explore the multifaceted nature of multimedia elements, encompassing
experience and text, images, audio, video, and animations, and grasp their integral role in
engagement. effective communication strategies.
• Develop familiarity with different digital content formats, while also
gaining insights into considerations of compatibility and adaptability
across various platforms and devices.
 • Gain insights into how the process of digital content creation contributes
to enhancing user experiences and driving higher levels of engagement
with target audiences.
• Establish a solid grasp of the foundational graphic design principles,
encompassing vital concepts such as color theory, typography essentials,
and effective layout strategies.
• Develop proficiency in utilizing industry-standard graphic design software
applications to bring creative visions to life.
• Acquire the skills and techniques necessary for the creation and
modification of images, catering to diverse objectives spanning print
media, web design, and social media platforms.
• Cultivate the ability to translate conceptual ideas into visual
representations by applying graphic design principles, thus honing the
skills needed to communicate effectively through compelling visual
Introduction to Graphic Design
design.
• Fundamentals of
• Gain practical experience in adapting and optimizing designs for various
graphic design
purposes, be it print publications, web interfaces, or engaging social
principles (color theory,
media content, while demonstrating an aptitude for tailoring designs to
typography, layout)
specific contexts and platforms." CLO'S
8 • Graphic design software
• "Establish a solid grasp of the foundational graphic design principles, 1-3
applications
encompassing vital concepts such as color theory, typography essentials,
• Creating and editing
and effective layout strategies.
images for various
• Develop proficiency in utilizing industry-standard graphic design software
purposes (print, web,
applications to bring creative visions to life.
social media)
• Acquire the skills and techniques necessary for the creation and
modification of images, catering to diverse objectives spanning print
media, web design, and social media platforms.
• Cultivate the ability to translate conceptual ideas into visual
representations by applying graphic design principles, thus honing the
skills needed to communicate effectively through compelling visual
design.
• Gain practical experience in adapting and optimizing designs for various
purposes, be it print publications, web interfaces, or engaging social
media content, while demonstrating an aptitude for tailoring designs to
specific contexts and platforms.
9 MIDTERM EXAMINATION WEEK
Introduction to Basic Video
Editing
• The power of videos in
digital communication. • Understand the impact of videos in digital communication.
• Example video shooting • Be familiar with video shooting techniques.
techniques for high- • Navigate user-friendly video editing software.
quality content. • Organize and manage video footage.
• Overview of user- • Utilize basic video editing skills (cutting, trimming, transitions).
friendly video editing • Enhance videos with visual effects.
software. • Integrate audio tracks for a comprehensive video experience." CLO'S
10
• Importing and • "Understand the impact of videos in digital communication. 1-3
organizing video • Be familiar with video shooting techniques.
footage. • Navigate user-friendly video editing software.
• Basic video editing • Organize and manage video footage.
techniques: cutting, • Utilize basic video editing skills (cutting, trimming, transitions).
trimming, adding • Enhance videos with visual effects.
transitions, and effects. • Integrate audio tracks for a comprehensive video experience.
• Integrating audio tracks
for a complete video
experience.
• Gain an understanding of fundamental digital marketing concepts,
including its various components and how they contribute to modern
marketing strategies.
• Acquire the skills necessary to initiate and manage effective social media
marketing campaigns, including content creation, audience engagement,
Introduction to Digital
and platform optimization.
Marketing
• Develop a grasp of the basics of email marketing and content marketing,
• Overview of digital
including crafting compelling content, building email lists, and utilizing
marketing concepts
content to engage and attract audiences." CLO'S
11 • Social media marketing
• "Gain an understanding of fundamental digital marketing concepts, 1-3
fundamentals
including its various components and how they contribute to modern
• Email marketing and
marketing strategies.
content marketing
• Acquire the skills necessary to initiate and manage effective social media
basics
marketing campaigns, including content creation, audience engagement,
and platform optimization.
• Develop a grasp of the basics of email marketing and content marketing,
including crafting compelling content, building email lists, and utilizing
content to engage and attract audiences.

Common Cybersecurity Threats
in Digital Marketing
• Bots
• Threats to customer data
• Brand damage
• Content Management
12
Systems
• Customer Relationship
Management systems
• Email threats
• Staying aware of
cybersecurity threats
HCI Overview
• What is HCI?
13
• Key Concepts
• Design Principles
UI/UX Design Essentials: Basics
and Fundamentals
• The importance of UI
and UX in software and
application development
• Understanding user
experience and user
14 interface design
principles
• Designing user-friendly
interfaces and
navigation systems
• Iterative design and
improving user
experiences
Introduction to Game
Development
• Components of a Game
• Game Engines
15 • Game Assets
• Game Design Process
• User Interaction and
Feedback
• Team Collaboration
• Clearly articulate the concept of motion graphics, including its elements
and how it contributes to dynamic visual communication.
• Understand and appreciate the role of motion graphics in enhancing
digital marketing strategies, including its ability to capture attention,
convey information, and create memorable brand experiences.
• Be familiar with animation techniques that are essential for creating
captivating and engaging motion graphics content, enabling participants to
craft visually compelling narratives.
• Gain familiarity with motion graphics software tools, enabling
participants to efficiently create, edit, and manipulate visual elements for
use in digital marketing campaigns." CLO'S
• "Clearly articulate the concept of motion graphics, including its elements 1-3
and how it contributes to dynamic visual communication.
• Understand and appreciate the role of motion graphics in enhancing
digital marketing strategies, including its ability to capture attention,
convey information, and create memorable brand experiences.
• Be familiar with animation techniques that are essential for creating
captivating and engaging motion graphics content, enabling participants to
craft visually compelling narratives.
• Gain familiarity with motion graphics software tools, enabling
participants to efficiently create, edit, and manipulate visual elements for
use in digital marketing campaigns.
• Clearly explain the concept of Human-Computer Interaction (HCI) and its
significance in modern technology and design.
• Grasp fundamental concepts underlying HCI, including user-centered
design, usability, interaction models, and the interaction between humans
and digital interfaces.
• Apply essential design principles in HCI, enabling participants to create
user-friendly and intuitive digital interfaces that enhance user experience
and satisfaction." CLO'S
• "Clearly explain the concept of Human-Computer Interaction (HCI) and 1-3
its significance in modern technology and design.
• Grasp fundamental concepts underlying HCI, including user-centered
design, usability, interaction models, and the interaction between humans
and digital interfaces.
• Apply essential design principles in HCI, enabling participants to create
user-friendly and intuitive digital interfaces that enhance user experience
and satisfaction.
• Understand the critical role of User Interface (UI) and User Experience
(UX) in software and application development, and appreciate how
effective design enhances user satisfaction and engagement.
• Gain a solid grasp of user experience and user interface design principles,
enabling participants to create digital interfaces that are aesthetically
pleasing, intuitive, and aligned with user expectations.
• Develop the skills to design user-friendly interfaces and navigation
systems that optimize user interactions, streamline workflows, and
provide a seamless experience.
• Apply iterative design methodologies to continually improve user
experiences, incorporating user feedback and data analysis to refine and
enhance digital interfaces." CLO'S
• "Understand the critical role of User Interface (UI) and User Experience 1-3
(UX) in software and application development, and appreciate how
effective design enhances user satisfaction and engagement.
• Gain a solid grasp of user experience and user interface design principles,
enabling participants to create digital interfaces that are aesthetically
pleasing, intuitive, and aligned with user expectations.
• Develop the skills to design user-friendly interfaces and navigation
systems that optimize user interactions, streamline workflows, and
provide a seamless experience.
• Apply iterative design methodologies to continually improve user
experiences, incorporating user feedback and data analysis to refine and
enhance digital interfaces.
• Understand the crucial role of data in contemporary computing,
recognizing how effective data management contributes to informed
decision-making and innovative solutions.
• Gain insight into data organization principles and file systems, enabling
participants to structure and manage data efficiently within various
computing contexts. CLO'S
• Develop a foundational understanding of relational databases and basic 1-3
Structured Query Language (SQL) queries, allowing participants to
interact with and retrieve data from structured datasets.
• Obtain an overview of database management systems (DBMS), including
their functions, advantages, and the role they play in handling and
safeguarding data."

Introduction to Data and
Databases
• The importance of data
in modern computing
• Data organization and
16 file systems
• Relational databases and
basic SQL queries
• Overview of database
management systems
(DBMS)
Exploring the latest trends in
technology
• Potential applications
and implications of
emerging technologies
17 • Ethical considerations
and societal impact of
new technologies
• Preparing for a
technologically evolving
future
18
F. ASSESSMENT AND RUBRICS
Each student will be graded based on the following requirements:
ASSESSMENT TASK
Attendance
The students are expected to attend their classes.
Class Participation
• "Understand the crucial role of data in contemporary computing,
recognizing how effective data management contributes to informed
decision-making and innovative solutions.
• Gain insight into data organization principles and file systems, enabling
participants to structure and manage data efficiently within various
computing contexts.
• Develop a foundational understanding of relational databases and basic
Structured Query Language (SQL) queries, allowing participants to
interact with and retrieve data from structured datasets.
• Obtain an overview of database management systems (DBMS), including
their functions, advantages, and the role they play in handling and
safeguarding data.
• Understand the crucial role of data in contemporary computing,
recognizing how effective data management contributes to informed
decision-making and innovative solutions.
• Gain insight into data organization principles and file systems, enabling
participants to structure and manage data efficiently within various
computing contexts.
• Develop a foundational understanding of relational databases and basic
Structured Query Language (SQL) queries, allowing participants to
interact with and retrieve data from structured datasets.
• Obtain an overview of database management systems (DBMS), including
their functions, advantages, and the role they play in handling and
safeguarding data." CLO'S
• "Understand the crucial role of data in contemporary computing, 1-3
recognizing how effective data management contributes to informed
decision-making and innovative solutions.
• Gain insight into data organization principles and file systems, enabling
participants to structure and manage data efficiently within various
computing contexts.
• Develop a foundational understanding of relational databases and basic
Structured Query Language (SQL) queries, allowing participants to
interact with and retrieve data from structured datasets.
• Obtain an overview of database management systems (DBMS), including
their functions, advantages, and the role they play in handling and
safeguarding data.
• Understand the crucial role of data in contemporary computing,
recognizing how effective data management contributes to informed
decision-making and innovative solutions.
• Gain insight into data organization principles and file systems, enabling
participants to structure and manage data efficiently within various
computing contexts.
• Develop a foundational understanding of relational databases and basic
Structured Query Language (SQL) queries, allowing participants to
interact with and retrieve data from structured datasets.
• Obtain an overview of database management systems (DBMS), including
their functions, advantages, and the role they play in handling and
safeguarding data." CLO'S
• "Understand the crucial role of data in contemporary computing, 1-3
recognizing how effective data management contributes to informed
decision-making and innovative solutions.
• Gain insight into data organization principles and file systems, enabling
participants to structure and manage data efficiently within various
computing contexts.
• Develop a foundational understanding of relational databases and basic
Structured Query Language (SQL) queries, allowing participants to
interact with and retrieve data from structured datasets.
• Obtain an overview of database management systems (DBMS), including
their functions, advantages, and the role they play in handling and
safeguarding data.
FINAL EXAMINATION WEEK
WEIGHT CLOs
10% CLOs 1-3
20% CLOs 1-3
 Throughout the semester, students are expected to have an active involvement
in class. Students must be sure to study the required readings assigned for each
week or set of weeks because class participation will be assessed in terms of
how students thoroughly understood, convincingly applied, and intelligently
made sense of the insights, ideas, and concepts discussed by the different
authors. This will also include the activities to be done during the class or any
take-home activities.
Quizzes
Quizzes are short term assessment given to students covering the topics
discussed as of the schedule of the assessment. A minimum of three (3) quizzes 30% CLOs 1-3
and a maximum of four (4) are given every term. This will result to a total of
six (6) to eight (8) quizzes in a semester"
Term Examination (Midterm)
A term examination is an assessment given to the students covering the topics 20% CLOs 1-3
discussed as of the schedule of the assessment."
Laboratory Activities
Laboratory Activities are hands-on application of theoretical concepts based on 20% CLOs 1-3
discussed topics allocated in the Course Syllabus."
TOTAL 100%

Grading Rubrics

Week 2: Introduction to Computers

Hands-on activity to disassemble and reassemble a desktop computer (simulated or real) to identify and
understand different CPU components.

Criteria Excellent (5) Proficient (4) Satisfactory (3) Needs Inadequate (1)
Improvement (2)
Accurately identifies and Identifies and labels
Identifies and labels Struggles to identify
labels all major CPU some major CPU
most major CPU and label major Fails to identify or
Identification components, components, but
components correctly, CPU components, label major CPU
of Parts demonstrating a with significant
with minor showing limited components.
comprehensive inaccuracies or
inaccuracies. understanding.
understanding. omissions.
Disassembles the Disassembles the Struggles with
Disassembles the
computer correctly computer, but with disassembly, Unable to
computer with precision,
Disassembly but with occasional several errors in requiring significant disassemble the
following proper
Proficiency minor errors in procedure or assistance and computer
procedures, and safely
procedure or handling that making multiple independently.
handles components.
handling. require intervention. errors.
Reassembles the Reassembles the
Reassembles the Struggles with
computer correctly, computer, but with
computer accurately and reassembly, requires Unable to
but with occasional significant errors in
Reassembly efficiently, following substantial reassemble the
minor errors in procedure or
Proficiency proper procedures, and assistance, and computer
procedure or component
secures all components makes multiple independently.
component placement that
properly. errors.
placement. require intervention.
Demonstrates a
Demonstrates a deep Shows a good basic understanding
Struggles to grasp
understanding of CPU understanding of CPU of CPU Fails to demonstrate
CPU component
Understanding components and their components and their components, but an understanding of
concepts, leading to
of Concepts functions, explaining functions, with minor explanations lack CPU component
unclear or incorrect
concepts clearly and inaccuracies in clarity or contain concepts.
explanations.
accurately. explanations. significant
inaccuracies.
Adheres to all safety Follows most safety Follows some
Demonstrates
guidelines, maintains a guidelines, maintains safety guidelines, Ignores safety
limited adherence to
clean and organized an organized but safety and guidelines and lacks
Safety & safety guidelines,
workspace throughout, workspace, and organization organization,
Organization resulting in unsafe
and demonstrates handles components practices are posing a risk to self
practices or
exceptional care for with care, with inconsistent or and components.
disorganization.
components. occasional lapses. inadequate.
Week 3: Computer Hardware Fundamentals
Hands-on activity for students to have a practical experience of using a computer printer to print documents.

Needs Improvement
Criteria Excellent (5) Good (4) Satisfactory (3) Poor (1)
(2)
Student completed Student completed Student completed
Student completed all Student was
most tasks tasks with occasional tasks with frequent
Task Completion tasks accurately and unable to complete
accurately with errors and moderate errors and significant
independently. tasks effectively.
minimal guidance. guidance. guidance.
Student set up the
Student set up the Student set up the Student encountered Student was
printer correctly,
Proper Printer printer mostly printer with some difficulties in setting unable to set up
including paper
Setup correctly, with errors, requiring up the printer despite the printer
loading and ink/toner
minor oversights. assistance. guidance. appropriately.
installation.
Student successfully
Student had some
Student formatted and formatted and Student struggled Student could not
Document formatting problems
printed documents printed most with formatting and format or print
Formatting and and printed
accurately, following documents, with made multiple documents
Printing documents with
instructions. minor formatting printing errors. correctly.
errors.
issues.
Student effectively Student had trouble
Student independently Student encountered Student was
Troubleshooting identified and diagnosing and
identified and resolved difficulties in unable to
and Issue resolved most resolving issues,
minor issues that troubleshooting and troubleshoot or
Resolution issues, seeking help requiring significant
arose. resolving issues. resolve issues.
when needed. assistance.
Student managed Student struggled
Student managed time Student had some Student poorly
time well but with time
efficiently, completing difficulty managing managed time,
Time Management required a little extra management, leading
the activity within the time, resulting in a resulting in
time to complete the to a significant
allocated time. minor overrun. incomplete tasks.
activity. overrun.

Week 4: Operating Systems and Software

Virtual machine lab where students can experiment with different operating systems (Windows, macOS,
Linux) to explore their interfaces and functionalities.

Criteria Excellent (5) Good (4) Satisfactory (3) Needs Improvement Poor (1)
(2)
Operating System Student demonstrated Student showed good Student displayed Student struggled Student was unable
Proficiency a high level of proficiency in using basic proficiency in with using the to effectively use
proficiency in most features of the using the operating operating systems the operating
navigating and using three operating systems, with some and lacked key skills. systems.
all three operating systems. gaps in
systems. understanding.
Interface Student thoroughly Student adequately Student explored Student's exploration Student did not
Exploration explored and explored and interfaces to a limited of interfaces was effectively explore
interacted with various interacted with the extent, focusing on minimal and lacked any interfaces.
interfaces and interfaces of each only a few depth.
functionalities of each operating system. functionalities.
operating system.
Functionality Student conducted Student conducted Student performed Student's Student did not
Experimentation extensive meaningful basic experiments but experimentation was conduct any
experimentation to experiments to missed some key limited and lacked meaningful
understand and compare functionalities. meaningful functionality
compare functionalities in comparison. experiments.
functionalities across most operating
the operating systems. systems.
Documentation Student provided Student documented Student's Student's Student provided
and Reflection detailed and insightful experiments and documentation was documentation was no documentation
documentation of their provided reflections somewhat lacking in minimal, and or reflections.
experiments and on most differences detail, and reflections reflections were
reflections on the between operating were limited. superficial.
differences between systems.
operating systems.
Problem Solving Student independently Student effectively Student encountered Student faced Student was unable
and Adaptability solved challenges that solved most difficulties but multiple challenges to effectively solve
arose while working challenges, seeking managed to and required challenges or adapt
with the different help when needed. overcome some substantial assistance. to changes.
operating systems. challenges.
Week 5: Computer Networks and Network Topologies
Group activity to design and present network topology diagrams for various scenarios, explaining their
advantages and disadvantages.

Criteria Excellent (5) Good (4) Satisfactory (3) Needs Improvement (2) Poor (1)
Topology Group designed Group designed Group's topology Group's topology Group's topology
Design comprehensive, well- clear topology diagrams captured the diagrams were diagrams were
organized topology diagrams with minor main elements of the incomplete or unclear and did not
diagrams that oversights, mostly scenarios but lacked inaccurately effectively
accurately represent capturing the clarity or detail in represented the represent the
the scenarios. scenarios' some areas. scenarios. scenarios.
requirements.
Advantages and Group provided in- Group offered Group's explanations Group's explanations Group's
Disadvantages depth and insightful meaningful covered some were limited and explanations were
explanations of the explanations of most advantages and somewhat unclear, minimal or
advantages and advantages and disadvantages but missing key advantages inaccurate, failing
disadvantages of the disadvantages, lacked depth or clarity and disadvantages. to address
chosen topologies. showcasing a good in a few aspects. advantages and
understanding. disadvantages
effectively.
Collaboration Group members Group members Group members Group faced challenges Group exhibited
and collaborated collaborated well, collaborated, but there in collaboration and poor collaboration
Communication effectively, with balanced were imbalances in communication, and
contributing equally contributions from contributions or affecting the overall communication,
to the design and most members. communication. outcome. leading to an
presentation. uncoordinated
presentation.
Presentation Group delivered a Group delivered a Group's presentation Group's presentation Group's
Skills highly engaging and good presentation was adequate but had noticeable issues in presentation was
organized with minor areas of lacked consistent engagement, unclear,
presentation, improvement in engagement or organization, or disorganized, and
effectively conveying engagement or organization. delivery. failed to engage the
information to the organization. audience.
audience.
Q&A Handling Group effectively Group answered Group struggled with Group had difficulty Group was unable
answered questions most questions answering some addressing questions, to answer questions
from the audience, adequately, questions, revealing indicating limited adequately.
demonstrating a showcasing a good gaps in understanding of the
strong understanding grasp of the topic. understanding. topic.
of the topic.

Week 6: Internet, World Wide Web, and Online Safety

Group activity to assess the credibility of online sources and discuss strategies for evaluating web content
reliability.

Criteria Excellent (5) Good (4) Satisfactory (3) Needs Improvement (2) Poor (1)
Source Group demonstrated a Group effectively Group's source Group's source Group's source
Assessment deep understanding of assessed most assessment showed assessment had assessment was
source credibility, online sources for basic understanding significant gaps in inadequate, with little
accurately assessing credibility, but missed some understanding, to no consideration of
online sources for considering nuances in evaluating resulting in inaccurate credibility factors.
reliability, authority, reliability, credibility and judgments of source
and bias. authority, and potential bias. credibility.
potential biases.
Strategy Group led a Group facilitated Group's discussion Group's strategy Group's discussion on
Discussion comprehensive and a good discussion covered basic discussion was limited strategies was
engaging discussion on on strategies, strategies but lacked in scope and lacked unclear,
strategies for highlighting key depth or failed to detail, missing key disorganized, or did
evaluating web content approaches for address some evaluation techniques. not effectively
reliability, covering evaluating web essential evaluation address the topic.
multiple effective content reliability. methods.
approaches.
Critical Group demonstrated Group applied Group's application Group's application of Group's critical
Thinking exceptional critical critical thinking of evaluation evaluation strategies thinking application
thinking skills by skills well, strategies was was limited, resulting was insufficient or
applying evaluation successfully satisfactory but had in difficulty inappropriate, leading
strategies to real-world evaluating most some inconsistencies distinguishing between to poor judgments on
examples, effectively examples for or inaccuracies in credible and unreliable source credibility.
identifying credible credibility and assessing examples. sources.
and unreliable sources. reliability.
 Participation Group members
and actively contributed to
Engagement the activity, sharing
insights, asking
thoughtful questions,
and fostering a
dynamic discussion.
Week 7: Understanding Digital Content Creation
Hands-on activity where students create a multimedia presentation using different elements to convey a
specific message.
Criteria Excellent (5)
Message Student conveyed a clear
Clarity and and highly relevant
Relevance message using a well-
defined theme and
content.
Multimedia Student seamlessly
Elements integrated multiple
Integration multimedia elements
(e.g., text, images, audio,
video) to enhance the
presentation and convey
the message effectively.
Creativity Student demonstrated
and exceptional creativity and
Originality originality in the
presentation's design and
content.
Visual Student's presentation had
Design and a visually appealing
Layout design, with a well-
organized and balanced
layout that enhanced
content delivery.
Message Student delivered the
Delivery and presentation with
Impact exceptional clarity,
confidence, and audience
engagement, leaving a
lasting impact.
Week 9: Introduction to Graphic Design
Hands-on design project where students create a simple digital poster using graphic design principles
discussed.
Criteria Excellent (5)
Design Student applied
Principles graphic design
Application principles (e.g.,
balance, contrast,
alignment, proximity)
expertly to create a
visually compelling
poster.
Creativity and Student demonstrated
Concept exceptional creativity
and originality in the
poster's concept and
visual elements.
Visual Student established a
Hierarchy and strong visual hierarchy
Composition and well-composed
Group members Group members Group members Group members did
participated well, participated to some participated minimally not effectively
engaging in extent but showed or had difficulty participate, leading to
discussions, occasional engaging in a lack of engagement
sharing ideas, and disengagement or discussions, affecting and meaningful
asking questions. lack of contribution. the overall group discussion.
dynamics.
Needs Improvement
Good (4) Satisfactory (3) Poor (1)
(2)
Student's message Student's message was Student's message Student's message
was clear and mostly clear and lacked clarity, was unclear and
relevant, with a relevant, but there were coherence, or unrelated to the
consistent theme and occasional relevance to the chosen theme.
content. inconsistencies or lack chosen theme.
of focus.
Student effectively Student integrated some Student's integration Student's use of
integrated various multimedia elements, of multimedia multimedia
multimedia elements but there were gaps or elements was elements was
to support the inconsistencies in their limited, detracting disjointed or
message. use. from the overall inappropriate for the
impact. message.
Student's Student's presentation Student's Student's
presentation showed displayed some presentation lacked presentation was
creativity and creativity, but there creativity and entirely lacking in
originality, engaging were areas where more originality, creativity and
the audience innovative approaches appearing generic or originality.
effectively. could have been used. uninspired.
Student's Student's presentation Student's Student's
presentation had a had a satisfactory design presentation had presentation had
good visual design and layout, but there visual design and poor visual design
and layout, were some areas that layout issues that and layout, making
contributing to could have been hindered content it difficult to follow.
effective content improved. delivery.
delivery.
Student delivered Student's presentation Student's Student's
the presentation delivery was presentation presentation
confidently and satisfactory, but there delivery lacked delivery was
engaged the were areas where clarity confidence and unclear, disjointed,
audience effectively, and engagement could failed to engage the or failed to capture
leaving a positive have been improved. audience the audience's
impression. effectively. attention.
Good (4) Satisfactory (3) Needs Improvement Poor (1)
(2)
Student effectively Student applied some Student's application Student's design
applied design design principles, but of design principles lacked clear
principles to create a there were areas where was limited, resulting application of
visually appealing improvement was in visual design principles,
poster. needed. inconsistencies or leading to an
imbalance. unappealing and
disjointed poster.
Student's poster Student's poster had a Student's poster Student's poster
showed creativity and satisfactory level of lacked creativity and lacked any
originality, effectively creativity, but there failed to effectively meaningful
conveying the were areas where more convey the intended creativity or
intended concept. innovative ideas could concept. originality.
have been
incorporated.
Student established a Student's visual Student's visual Student's visual
good visual hierarchy hierarchy and hierarchy and hierarchy and
and composition, composition were composition were composition were
 layout that guided the leading the viewer's satisfactory, but there weak, causing nonexistent, making
viewer's attention eye appropriately. were areas that needed confusion or the poster difficult
effectively. improvement. disorganization. to comprehend.
Typography Student skillfully used Student effectively Student's typography Student's typography Student's
Usage and typography to enhance used typography for usage was generally usage had noticeable typography usage
Readability readability and convey readability and good, but there were issues, affecting was poor, hindering
information, selecting information some issues with font readability and readability and
fonts and formatting conveyance, with selection or information failing to convey
wisely. appropriate font formatting. presentation. information
choices and effectively.
formatting.
Technical Student demonstrated Student displayed Student's technical Student's technical Student's technical
Proficiency a high level of good technical skills, skills were skills were lacking, skills were
technical proficiency effectively utilizing satisfactory, but there leading to errors or inadequate,
in using graphic design software and were some errors or difficulties in design resulting in
design software and tools. inefficiencies in design software usage. significant errors or
tools to create the software usage. an unfinished
poster. poster.

Week 10: Introduction to Basic Video Editing

Hands-on session where students practice shooting short video clips using smartphones or cameras, focusing
on applying the discussed techniques.

Criteria Excellent (5) Good (4) Satisfactory (3) Needs Improvement Poor (1)
(2)
Technique Student expertly applied Student effectively Student applied some of Student's application Student struggled to
Application the discussed video applied the the discussed of video shooting apply the discussed
shooting techniques, discussed video techniques, but there techniques was techniques, resulting
demonstrating a high shooting techniques, were areas that needed limited or lacked clear in poor video quality
level of skill and showcasing good improvement or understanding, and lack of
creativity. skill and creativity. refinement. affecting video creativity.
quality.
Composition Student displayed Student Student's composition Student's composition Student's
and Framing exceptional composition demonstrated good and framing were and framing had composition and
and framing skills, composition and generally satisfactory, noticeable issues, framing were poor,
creating visually framing, resulting in but there were some leading to visual resulting in visually
appealing and well- visually pleasing instances of imbalance discomfort or unappealing and
balanced shots. shots. or inconsistency. confusion. unbalanced shots.
Lighting and Student effectively Student Student's lighting and Student's lighting and Student struggled to
Exposure managed lighting and demonstrated good exposure management exposure management manage lighting and
exposure, achieving control over lighting was satisfactory, but had noticeable exposure, resulting
well-lit and properly and exposure, there were some problems, leading to in significant issues
exposed video clips. resulting in mostly instances of poorly lit or with visibility and
well-lit and overexposure, improperly exposed quality.
adequately exposed underexposure, or shots.
shots. inconsistent lighting.
Camera Student maintained Student achieved Student's camera Student's camera Student's camera
Stability and excellent camera good camera stability and movement stability and stability and
Movement stability and executed stability and were satisfactory, but movement had movement were
smooth camera executed mostly there were occasional noticeable problems, inadequate, resulting
movements, enhancing smooth camera shakiness or jerky impacting video in very shaky and
video professionalism. movements. movements. quality and viewer uncomfortable
experience. footage.
Creativity and Student exhibited Student Student's creativity and Student's creativity Student's creativity
Storytelling exceptional creativity demonstrated storytelling were and storytelling and storytelling were
and effective creativity and satisfactory, but there lacked depth or poor, leading to
storytelling techniques, effective were areas where more clarity, making it unclear or disjointed
conveying a clear storytelling, impactful storytelling difficult to understand video content.
message or emotion in conveying the could have been used. the intended message
the video clips. intended message or or emotion.
emotion in the video
clips.

Week 11: Introduction to Digital Marketing

Group activity where students create a sample social media marketing campaign for a fictional product or
service.

Criteria Excellent (5) Good (4) Satisfactory (3) Needs Improvement Poor (1)
(2)
Campaign Group developed a Group formulated a Group's campaign Group's campaign Group's campaign
Strategy and comprehensive and solid social media strategy was strategy lacked strategy was poorly
Objectives well-defined social marketing strategy satisfactory, but there clarity in objectives defined, with
 media marketing with clear objectives were areas where or target audience, unclear objectives
strategy, clearly and a defined target objectives or audience affecting campaign and an undefined
outlining campaign audience. definition could have focus. target audience.
objectives and target been more refined.
audience.
Creative Group created highly Group developed Group's content was Group's content Group's content
Content and engaging and creative and engaging satisfactory, but there lacked consistent was unappealing,
Messaging innovative content with content that were some areas where brand messaging lacked creativity,
a consistent brand effectively messaging or creativity and failed to engage and did not
voice and compelling communicated the could have been the audience effectively convey
messaging. campaign's message improved. effectively. the campaign
and brand voice. message.
Platform Group selected and Group chose suitable Group's platform Group's platform Group's platform
Selection and utilized appropriate social media selection and utilization selection and selection and
Utilization social media platforms platforms and utilized were satisfactory, but utilization were utilization were
effectively to reach the them well to engage there were areas where inadequate, resulting inappropriate or
target audience. the intended audience. better platform choices in ineffective lacked any
or utilization could have audience meaningful
been made. engagement. engagement.
Analytics and Group defined clear Group established Group's approach to Group's plan for Group's approach
Measurement metrics for measuring measurable metrics analytics and analytics and to analytics and
campaign success and for evaluating measurement was measurement lacked measurement was
provided a solid plan campaign success and satisfactory, but there clarity or detail, insufficient or
for tracking and outlined a plan for were some gaps in hindering effective inappropriate for
analyzing performance. analytics and metric definition or evaluation of evaluating
performance tracking. tracking methods. campaign campaign success.
performance.
Collaboration Group members Group members Group's collaboration Group's Group's
and collaborated collaborated well, and presentation were collaboration was collaboration and
Presentation effectively, presenting a coherent satisfactory, but there somewhat lacking, presentation were
contributing equally to and engaging were occasional leading to an uneven poor, resulting in a
the campaign and campaign with imbalances or presentation that disorganized and
delivering a well- balanced disorganization. failed to engage the unengaging
organized and contributions. audience effectively. delivery.
engaging presentation.

Week 12: Common Cybersecurity Threats in Digital Marketing

Case study analysis where students examine real-world examples of brand damage due to cybersecurity
breaches and discuss preventive measures.

Criteria Excellent (5) Good (4) Satisfactory (3) Needs Improvement Poor (1)
(2)
Case Student demonstrated a Student effectively Student's case analysis Student's case Student's case
Understanding deep understanding of understood and was satisfactory, but understanding and understanding and
and Analysis the case study analyzed the case there were areas where analysis were analysis were
examples, analyzing the study examples, more comprehensive limited, missing key inadequate, resulting
cybersecurity breaches highlighting the insights or connections details or failing to in superficial or
and their impact cybersecurity could have been made. grasp the inaccurate insights.
comprehensively. breaches and their cybersecurity
consequences. threats and their
impact.
Preventive Student provided a Student effectively Student's discussion of Student's discussion Student's discussion
Measures thorough and insightful discussed preventive measures of preventive of preventive
Discussion discussion of preventive was satisfactory, but measures lacked measures was
preventive measures, measures, offering there were some gaps depth or clarity, inadequate, failing to
showcasing a deep meaningful insights in understanding or with limited insights address key
understanding of into cybersecurity detail. into effective cybersecurity
cybersecurity strategies. strategies. cybersecurity strategies effectively.
strategies.
Real-World Student successfully Student applied the Student's application of Student's real-world Student struggled to
Application applied the lessons case study lessons case study insights to application of case apply case study
from the case study to real-world real-world scenarios study insights was insights to real-world
examples to real-world scenarios, was generally limited, resulting in scenarios, resulting in
scenarios, suggesting suggesting satisfactory, but there ineffective or unrealistic or
relevant preventive appropriate were some instances inappropriate ineffective preventive
measures. preventive where preventive preventive measures.
measures. measures could have measures.
been more relevant.
Critical Student exhibited Student displayed Student's critical Student's critical Student's critical
Thinking exceptional critical good critical thinking was thinking was thinking was
thinking skills, drawing thinking skills, satisfactory, but there limited, with inadequate, resulting
insightful conclusions drawing meaningful were areas where superficial in shallow
and identifying conclusions and deeper analysis or more conclusions and a conclusions and a
 potential vulnerabilities identifying creative solutions could lack of depth in failure to identify
and solutions. vulnerabilities and have been offered. vulnerability vulnerabilities and
solutions. analysis and solutions effectively.
solution
identification.
Presentation Student delivered an Student delivered a Student's presentation Student's Student's presentation
Quality engaging and well- good presentation quality was presentation had quality was poor,
structured presentation, with a clear satisfactory, but there noticeable issues in with unclear
effectively conveying structure, were areas where clarity, communication and
case insights and effectively clarity, organization, or organization, or disorganized content
preventive measures to presenting case engagement could have engagement, delivery.
the audience. insights and been improved. affecting the overall
preventive delivery.
measures.

Week 13: HCI Overview

Group activity where students analyze and critique the user interface of a digital product or application,
identifying design principles.

Criteria Excellent (5)
UI Analysis Group demonstrated a
and deep understanding of the
Understanding user interface design,
analyzing various
elements and their
interactions
comprehensively.
Design Group identified and
Principles explained design
Identification principles (e.g.,
consistency, affordance,
feedback) in the analyzed
user interface with
exceptional clarity and
insight.
Critique and Group provided a
Evaluation thoughtful and
constructive critique of
the user interface design,
highlighting strengths and
areas for improvement.
Collaboration Group members
and Discussion collaborated effectively,
engaging in meaningful
discussions and
contributing equally to
the analysis and critique.
Good (4) Satisfactory (3) Needs Poor (1)
Improvement (2)
Group effectively Group's UI analysis Group's UI analysis Group's UI analysis
analyzed the user was satisfactory, but and understanding and understanding
interface design, there were areas were limited, were inadequate,
capturing key where a more missing important resulting in
elements and their comprehensive design elements or superficial insights
interactions understanding or their relationships. into the user
accurately. connections could interface design.
have been made.
Group successfully Group's identification Group's Group's
identified and and explanation of identification of identification of
explained most design principles were design principles design principles
design principles in satisfactory, but there had noticeable was poor, with
the user interface, were occasional errors or omissions, inaccurate or
showcasing a good inaccuracies or gaps. affecting the incomplete
understanding. overall analysis. explanations.
Group offered a well- Group's critique was Group's critique Group's critique
rounded critique, satisfactory, but there lacked depth or was inadequate,
acknowledging were areas where clarity, failing to offering vague or
strengths and more detailed insights effectively unclear feedback on
providing or suggestions for highlight design the user interface
constructive feedback improvement could strengths and design.
on design have been provided. weaknesses.
weaknesses.
Group members Group's collaboration Group's Group's
collaborated well, and discussion were collaboration and collaboration and
participating in satisfactory, but there discussion had discussion were
discussions and were occasional noticeable issues, poor, leading to
contributing to the imbalances or affecting the disjointed or
analysis and critique. disruptions in overall quality of unengaging analysis
contributions. analysis and and critique.
critique.

Week 14: UI/UX Design Essentials: Basics and Fundamentals

Design critique session where students analyze and provide feedback on the user interface of a website or
app, considering usability and user-centered design principles.

Criteria Excellent (5)
UI/UX Student demonstrated a
Analysis and deep understanding of
Understanding UI/UX design principles,
analyzing the interface
and user experience
comprehensively.
Usability Student provided a
Evaluation and detailed and constructive
Feedback evaluation of usability,
offering specific feedback
Good (4) Satisfactory (3) Needs Improvement Poor (1)
(2)
Student effectively Student's UI/UX Student's UI/UX Student's UI/UX
analyzed the UI/UX analysis was analysis and analysis and
design, identifying satisfactory, but there understanding were understanding were
key elements and were areas where a limited, missing inadequate, resulting
considering user more comprehensive important design in superficial insights
experience aspects. understanding or elements or their into design principles
connections could have impact on user and user experience.
been made. experience.
Student offered a Student's usability Student's usability Student's usability
comprehensive evaluation was evaluation lacked evaluation was poor,
usability evaluation, satisfactory, but there depth or specificity, with vague or unclear
providing specific were some gaps or failing to effectively feedback on user
 on user interaction,
navigation, and ease of
use.
User-Centered Student effectively
Design identified and explained
Principles user-centered design
principles (e.g.,
consistency, accessibility,
user feedback) in the
analyzed interface.
Constructive Student provided
Critique and insightful and
Suggestions constructive critique,
highlighting strengths and
offering practical
suggestions for design
improvements.
Discussion and Student actively engaged
Engagement in discussions,
participating in
meaningful conversations
about UI/UX design
aspects and contributing
valuable insights.
feedback on user areas where feedback address key usability interaction and
interaction and could have been more aspects. navigation.
navigation. detailed.
Student successfully Student's identification Student's Student's
identified and and explanation of identification of user- identification of user-
explained most user- user-centered design centered design centered design
centered design principles were principles had principles was
principles, satisfactory, but there noticeable errors or inadequate, with
demonstrating a good were occasional lacked clear inaccurate or
understanding. inaccuracies or explanations. incomplete
omissions. explanations.
Student's critique was Student's critique was Student's critique Student's critique was
thoughtful and satisfactory, but there lacked depth or inadequate, offering
constructive, were areas where more clarity, failing to vague or unhelpful
acknowledging detailed insights or effectively highlight feedback and
strengths and practical suggestions strengths and suggestions for
providing actionable could have been given. weaknesses or design improvement.
suggestions for provide useful
improvement. improvement
suggestions.
Student participated Student's participation Student's participation Student's
well in discussions, and engagement were and engagement had participation and
engaging in satisfactory, but there noticeable issues, engagement were
conversations about were occasional affecting the quality poor, resulting in
UI/UX design aspects instances of of discussions and the disorganized or
and sharing valuable disengagement or lack overall session. unengaging
insights. of contribution. discussions.

Week 15: Introduction to Game Development

Group activity where students brainstorm and create a simple Game design document with a simple game
concept, considering gameplay mechanics and user interaction.

Criteria Excellent (5) Good (4) Satisfactory (3) Needs Improvement Poor (1)
(2)
Game Concept Group developed a Group created a Group's game Group's game concept Group's game
and Creativity highly creative and creative game concept concept was lacked creativity or concept lacked any
innovative game that effectively satisfactory, but originality, failing to meaningful creativity
concept that showcases an there were areas effectively or originality.
demonstrates a deep understanding of where more demonstrate an
understanding of gameplay mechanics. innovative ideas understanding of
gameplay mechanics. could have been gameplay mechanics.
incorporated.
Gameplay Group defined and Group outlined Group's gameplay Group's gameplay Group's gameplay
Mechanics and explained gameplay gameplay mechanics mechanics were mechanics lacked mechanics were
Design mechanics clearly, effectively, providing satisfactory, but clarity or coherence, poorly defined or
ensuring they align clear explanations that there were some making it difficult to unrelated to the game
with the game support the game areas where further understand how they concept and user
concept and user concept and user detail or refinement support the game interaction.
interaction. interaction. was needed. concept and user
interaction.
User Interaction Group considered Group demonstrated Group's Group's explanation Group's consideration
and user interaction an understanding of consideration of user of user interaction of user interaction
Engagement thoroughly, outlining user interaction, interaction was lacked detail or was inadequate or did
how players will explaining how satisfactory, but coherence, making it not effectively
engage with the game players will engage there were areas difficult to understand connect with the
mechanics and with the game where more depth or how players will gameplay mechanics.
experience gameplay. mechanics and clarity could have engage with the game
experience gameplay. been provided. mechanics.
Documentation Group provided a Group presented a Group's game design Group's game design Group's game design
Clarity and well-organized and clear and organized document was document lacked document was poorly
Detail detailed game design game design satisfactory, but clarity, detail, or organized, lacked
document, clearly document that there were areas organization, making detail, and failed to
outlining the game effectively where additional it difficult to effectively
concept, mechanics, communicates the details or understand the game communicate the
and user interaction. game concept, organization could concept, mechanics, game concept,
mechanics, and user have been or user interaction. mechanics, or user
interaction. beneficial. interaction.
Collaboration Group members Group members Group's Group's collaboration Group's collaboration
and collaborated collaborated well, collaboration and and contribution had and contribution were
Contribution effectively, balancing contribution were noticeable issues, poor, leading to a
contributing equally contributions and satisfactory, but affecting the overall disorganized or
to the creation of the creating a positive there were quality of the game unproductive
game design and productive occasional design document. collaborative process.
 document and collaborative imbalances or
fostering a productive environment. disruptions in the
environment. collaborative
process.

Week 16: Introduction to Data and Databases

Hands-on session where students practice basic SQL queries to retrieve and manipulate data from a
relational database.

Criteria Excellent (5) Good (4) Satisfactory (3) Needs Improvement Poor (1)
(2)
Query Student executed SQL Student successfully Student's query Student's query Student's query
Accuracy and queries accurately, executed most SQL execution was generally execution had execution was
Correctness retrieving and queries accurately, accurate, but there were significant errors, consistently incorrect,
manipulating data with only minor some noticeable errors resulting in incorrect indicating a lack of
without errors. errors. or inconsistencies. data retrieval or understanding of SQL
manipulation. fundamentals.
Query Student confidently Student effectively Student's ability to create Student's ability to Student struggled to
Complexity demonstrated the created SQL queries of SQL queries was create SQL queries create even simple
and Depth ability to create SQL moderate complexity, satisfactory, but there was limited to simple SQL queries,
queries of varying showcasing a good were instances where tasks, lacking depth indicating a lack of
complexity, grasp of query query complexity or in query complexity understanding of
showcasing a deep structure. structure could have or structure. query structure and
understanding of query been improved. principles.
structure.
Data Retrieval Student retrieved and Student performed Student's data retrieval Student's data Student's data retrieval
and manipulated data data retrieval and and manipulation were retrieval and and manipulation
Manipulation effectively, manipulation tasks satisfactory, but there manipulation had were consistently
demonstrating a clear competently, with a were areas where data noticeable errors or problematic, resulting
understanding of SQL good understanding of handling or usage of limitations, affecting in incorrect or
functions and SQL functions and SQL functions needed the accuracy or incomplete data
operations. operations. improvement. completeness of handling.
results.
Error Student identified and Student effectively Student's error diagnosis Student's error Student struggled to
Diagnosis and resolved SQL errors diagnosed and and resolution were diagnosis and diagnose and resolve
Resolution independently, resolved most SQL satisfactory, but there resolution were SQL errors, indicating
showcasing strong errors independently, were instances where limited, requiring a lack of
troubleshooting skills demonstrating good guidance or assistance significant guidance troubleshooting skills
and problem-solving troubleshooting skills. was needed for error or assistance for or problem-solving
abilities. identification and identifying and abilities.
correction. correcting errors.
Engagement Student actively Student participated Student's engagement Student's Student's engagement
and engaged in the hands- well in the hands-on and participation were engagement and and participation were
Participation on session, asking session, engaging in satisfactory, but there participation had poor, resulting in a
questions, participating discussions, asking were occasional noticeable issues, lack of meaningful
in discussions, and questions, and instances of affecting the overall interaction and
showing enthusiasm for showing interest in disengagement or lack of quality of the hands- discussion.
learning SQL. learning SQL. contribution. on session.

Week 17: Exploring the latest trends in technology

Hands-on activity that enables students to be familiar with AI-powered image generation to spark their
creativity. By experimenting with prompts and optimizing their approach, students gain insights into the
nuances of human-AI collaboration and expand their understanding of the possibilities offered by AI
technology.

Criteria Excellent (5) Good (4) Satisfactory (3) Needs Improvement Poor (1)
(2)
AI Image Student demonstrated a Student displayed a Student's Student's Student's
Generation deep understanding of good understanding of understanding of AI- understanding of AI understanding of AI
Understanding AI-powered image AI-powered image powered image image generation image generation was
generation, effectively generation, explaining generation was was limited, inadequate, leading to
explaining the the key concepts and satisfactory, but there resulting in incorrect or unclear
underlying concepts processes accurately. were some areas where incomplete or explanations.
and processes. more clarity or detail inaccurate
could have been explanations of key
provided. concepts and
processes.
Creative Student engaged in Student actively Student's creative Student's creative Student's creative
Exploration and extensive creative explored and exploration was exploration was exploration was
Experimentation exploration, experimented with satisfactory, but there limited, resulting in a minimal, leading to a
experimenting with different prompts and were areas where more lack of variety or lack of diversity and
 various prompts and approaches, resulting diverse or imaginative imagination in the imagination in the
approaches to generate in a variety of creative results could have been generated images. generated images.
diverse and and imaginative achieved.
imaginative images. images.
Human-AI Student gained deep Student gained Student's insights into Student's insights Student's insights into
Collaboration insights into the meaningful insights human-AI into human-AI human-AI
Insights nuances of human-AI into human-AI collaboration were collaboration were collaboration were
collaboration, collaboration, satisfactory, but there limited, with only lacking, indicating a
reflecting on the reflecting on the were areas where more surface-level limited understanding
strengths and collaboration profound reflections on reflections on the of the collaboration
limitations of the AI- dynamics and the the collaboration and collaboration and its dynamics and
generated images. impact of AI- its outcomes could implications. outcomes.
generated images. have been made.
AI Technology Student demonstrated a Student displayed a Student's Student's Student's
Understanding deep understanding of good understanding of understanding of AI understanding of AI understanding of AI
AI technology and its AI technology and its technology was technology was technology was
capabilities, effectively capabilities, discussing satisfactory, but there limited, resulting in inadequate, leading to
discussing the the potential and were some areas where vague or inaccurate incorrect or
possibilities and constraints of AI- more detailed discussions of incomplete
limitations offered by powered image discussions of possibilities and discussions of
AI-powered image generation. possibilities and limitations. possibilities and
generation. limitations could have limitations.
been provided.
Presentation Student delivered an Student delivered a Student's presentation Student's Student's presentation
Quality engaging and well- good presentation with quality was presentation had quality was poor, with
structured presentation, clear structure, satisfactory, but there noticeable problems unclear
effectively conveying effectively were occasional issues in clarity, communication and
their experience, communicating their in clarity, organization, organization, or disorganized content
insights, and creative experience, insights, or engagement. engagement, delivery.
results to the audience. and creative outcomes. affecting the overall
delivery.

G. TEACHING-LEARNING ACTIVITIES

WEEK TEACHING-LEARNING ACTIVITIES AND METHODS CLOs

1 • Lecture: Introduction to the course, highlighting the significance of e-learning/online
classes and their benefits.
• Discussion: Engage students in a conversation about their expectations and concerns
regarding the online learning environment.
CLO 1
• Activity: Icebreaker activity to foster a sense of community and introduce students
to each other.
• Homework: Provide students with the course syllabus and ask them to thoroughly
read through it.
2 • Lecture: Introduction to Computer Hardware Fundamentals, explaining the
importance of understanding hardware components in modern computing.
• Discussion: Explore the role of the Central Processing Unit (CPU) in a computer
system and its various components. CLOs
• Activity: Hands-on activity to disassemble and reassemble a desktop computer 1-3
(simulated or real) to identify and understand different CPU components.
• Homework: Read about the functions and differences between primary and
secondary storage devices (RAM, ROM, Hard Drives, SSDs).
3 • Lecture: Introduction to Computer Hardware Fundamentals, explaining the
importance of understanding hardware components in modern computing.
• Discussion: Explore the role of the Central Processing Unit (CPU) in a computer
system and its various components. CLOs
• Activity: Hands-on activity to disassemble and reassemble a desktop computer 1-3
(simulated or real) to identify and understand different CPU components.
• Homework: Read about the functions and differences between primary and
secondary storage devices (RAM, ROM, Hard Drives, SSDs).
4 • Lecture: Introduction to Operating Systems and Software, emphasizing the essential
role of operating systems in computer functionality. CLOs
• Discussion: Compare and contrast popular operating systems, discussing their 1-3
features, advantages, and user experiences.
 • Activity: Virtual machine lab where students can experiment with different
operating systems (Windows, macOS, Linux) to explore their interfaces and
functionalities.
• Homework: Research and compile a list of examples for both system software and
application software.
5 • Lecture: Introduction to Computer Networks, highlighting their significance in
modern communication and data sharing.
• Discussion: Explore the concept of network topologies, emphasizing different types
such as bus, star, ring, and mesh, and their applications.
CLOs
• Activity: Group activity to design and present network topology diagrams for 1-3
various scenarios, explaining their advantages and disadvantages.
• Homework: Research and present a comparison between Local Area Networks
(LANs) and Wide Area Networks (WANs), including their differences and use
cases.
6 • Lecture: Introduction to the Internet, its historical development, and its significance
in modern society.
• Discussion: Explore the evolution of the World Wide Web, its impact on
information sharing, and effective ways to navigate it. CLOs
• Activity: Group activity to assess the credibility of online sources and discuss 1-3
strategies for evaluating web content reliability.
• Homework: Research and present a comparison of different internet services such as
email, FTP, and VoIP, explaining their purposes and advantages.
7 • Lecture: Introduction to the importance of digital content in modern IT industries,
emphasizing its role in communication and user engagement.
• Discussion: Explore various multimedia elements (text, images, audio, video,
animations) and their significance in creating compelling digital content. CLOs
• Activity: Hands-on activity where students create a multimedia presentation using 1-3
different elements to convey a specific message.
• Homework: Research and present on different digital content formats, discussing
their features and compatibility with various platforms.
8 • Lecture: Introduction to Graphic Design, highlighting its importance in various
industries and its role in visual communication.
• Discussion: Explore the fundamentals of graphic design principles, including color
theory, typography, and layout, and their impact on design aesthetics. CLOs
• Activity: Hands-on design project where students create a simple digital poster using 1-3
graphic design principles discussed.
• Homework: Research and present on different graphic design software applications,
discussing their features and capabilities.
9 MIDTERM EXAMINATION WEEK
10 • Lecture: Introduction to the significance of videos in digital communication and
their role in engaging audiences.
• Discussion: Explore various video shooting techniques to capture high-quality
content, emphasizing composition and framing. CLOs
• Activity: Hands-on session where students practice shooting short video clips using 1-3
smartphones or cameras, focusing on applying the discussed techniques.
• Homework: Research and present on user-friendly video editing software
applications, explaining their features and capabilities.
11 • Lecture: Introduction to Digital Marketing, explaining its role in modern marketing
strategies and its various components.
• Discussion: Explore social media marketing fundamentals, including platform
selection, content creation, and audience engagement. CLOs
• Activity: Group activity where students create a sample social media marketing 1-3
campaign for a fictional product or service.
• Homework: Research and present on email marketing and content marketing basics,
discussing their importance and best practices.
12 • Lecture: Introduction to common cybersecurity threats in the context of digital
marketing, emphasizing the importance of protecting customer data and brand
reputation.
• Discussion: Explore different types of bots and their potential impact on digital
marketing campaigns and customer interactions. CLOs
• Activity: Case study analysis where students examine real-world examples of brand 1-3
damage due to cybersecurity breaches and discuss preventive measures.
• Homework: Research and present on threats related to Content Management
Systems (CMS), Customer Relationship Management (CRM) systems, and email
threats.
13 • Lecture: Introduction to HCI (Human-Computer Interaction), explaining its
significance in designing user-friendly digital interfaces and systems.
• Discussion: Explore key concepts in HCI, including usability, user experience, and
interaction design. CLOs
• Activity: Group activity where students analyze and critique the user interface of a 1-3
digital product or application, identifying design principles.
• Homework: Research and present on fundamental design principles in HCI,
discussing their role in creating effective and user-centered interfaces.
14 • Lecture: Introduction to the significance of UI (User Interface) and UX (User
Experience) design in software and application development.
• Discussion: Explore the difference between UI and UX, and discuss the impact of
well-designed interfaces on user satisfaction.
CLOs
• Activity: Design critique session where students analyze and provide feedback on
1-3
the user interface of a website or app, considering usability and user-centered design
principles.
• Homework: Research and present on key UI/UX design principles, highlighting their
role in creating intuitive and engaging user experiences.
15 • Lecture: Introduction to the world of game development, emphasizing its
multidisciplinary nature and the components that make up a game.
• Discussion: Explore different game engines and their roles in simplifying the game
development process.
CLOs
• Activity: Group activity where students brainstorm and create a simple Game design 1-3
document with a simple game concept, considering gameplay mechanics and user
interaction.
• Homework: Research and present on the importance of game assets, discussing their
types and significance in enhancing game aesthetics.
16 • Lecture: Introduction to the significance of data in modern computing, highlighting
its role in decision-making and problem-solving.
• Discussion: Explore different methods of data organization and file systems,
comparing their advantages and disadvantages. CLOs
• Activity: Hands-on session where students practice basic SQL queries to retrieve 1-3
and manipulate data from a relational database.
• Homework: Research and present on the functions and benefits of database
management systems (DBMS) in data storage and retrieval.
17 • Lecture: Introduction to the latest trends in technology, discussing the rapid
advancements and their potential applications.
• Discussion: Explore the potential benefits and implications of emerging technologies
in various industries.
• Activity: Hands-on activity that enables students to be familiar with AI-powered
CLOs
image generation to spark their creativity. By experimenting with prompts and 1-3
optimizing their approach, students gain insights into the nuances of human-AI
collaboration and expand their understanding of the possibilities offered by AI
technology.
• Homework: Research and present on strategies for preparing and adapting to a
technologically evolving future.
 18 FINALS EXAMINATION WEEK

H. COURSE READINGS AND REFERENCES

Freund, S. M., Last, M. Z., Pratt, P. J., Sebok, S. L., Vermaat, M., Campbell, J. T., & Frydenberg, M.
(2017). Discovering Computers & Microsoft Office 365, Office 2016: A Fundamental Combined Approach
(1st ed.). Cengage Learning.

I. GRADING SYSTEM

The grading system for the undergraduate students at the end of every semester is as follows:

GRADE RATING LETTER GRADE REMARK

97-100 1.00 A+ Passed
94-96 1.25 A Passed
91-93 1.50 B+ Passed
88-90 1.75 B Passed
85-87 2.00 B- Passed
82-84 2.25 C+ Passed
79-81 2.50 C Passed
76-78 2.75 C- Passed
75 3.00 P Passed
4.00 INC Incomplete
74 and below 5.00 F Failed
6.00 UW Unauthorized Withdrawal
Notes:
1. A student is marked “AW” if he/she followed the Authorized Dropping procedure prescribed by the Office of the Registrar.
2. A grade of 5.00 (Failed) is given for the following reasons:
a. Inability to satisfy the minimum requirements of the subjects
b. Excessive Absences
c. Cheating during major examinations
3. A base 60 transmutation table must be used in assessing student performance in examinations.

J. CLASS POLICIES

1. Attendance shall be checked regularly. University rules on lateness and absences shall be followed.
2. Proper classroom decorum shall always be observed.
3. All mobile phones shall be put on silent mode.
4. All course requirements shall be submitted on time. Late submissions shall have corresponding
deductions.
5. Students who are caught cheating and plagiarizing in any form shall be punishable by university rules.
6. Class standings shall be posted before they are released as final marks. Questions regarding grades
shall be raised during this period. Once grades are submitted at the end of the semester, they shall be
considered final. Change of grades shall be possible only if there is an error in computation.
7. Consistent with the provisions of Republic Act 11313 or the Safe Streets and Public Spaces Act of
2019, the Pamantasan as a whole and this class in particular will not in any way tolerate any form of
gender-based sexual harassment. Members of the classroom are expected to respect one another
regardless of sexual orientation and gender identity expression.
K. CONSULTATION HOURS

NAME OF FACULTY EMAIL DAY/S TIME

APPROVAL

Prepared by: Reviewed by:

Steven C. Barizo Kaycee R. Mendez, MIT, LPT

Instructor Department Chair
Recommending Approval: Approved by:

Dr. Marites Tagulao

Assoc. Prof. Alain J, Anuevo, MIT Vice President for Academic Affairs
Dean