You are welcome to this Module in History of Education, which covers part of the course in Professional Education Studies. To understand the meaning of History of education, you need to know the key words, History and Education. Perhaps you are aware that History is a study of past events and developments some of which may have occurred many years of ago or might have taken place in the recent times. On the other hand, education can be defined as a process of teaching and learning. More about this will be examined in the module later. History of education is therefore a study of the past that focuses on educational issues. These include education systems, institutions, theories, themes and other related phenomena.

Human-Computer Interaction (HCI) is the study of the principles and methods with which one builds effective interfaces for users. HCI is a field of study that evolves to changes in the technological landscape. During the past decade, the emergence of personal mobile devices, agent-based technologies, and pervasive and ubiquitous computing is motivated by the technique of human computer interaction which has profoundly changed the way people use technology for work and leisure. This course introduces the student to the theory and practice of developing user interfaces. Practical hands-on will be balanced by discussion of relevant literature of computer science e.g. graphics, user interface design, multimedia and visual design of HCI, cognitive psychology, and scientific information design.

The process of integrating ICT in education is rarely a simple and linear one - overlaps are often noted, with some elements operating in parallel, in partnership and cyclically. The sequence of steps varies from one activity or situation to the next and must take context into account in order to be effective. The process is thus necessarily incremental and relies on clearly defined objectives to succeed in improving the efficiency of ICT use in education. This document presents major themes to assist educators in better integrating ICT with their teaching, and particularly allowing them to offer higher quality distance education programs to Mathematics, Biology, Chemistry and Physics students. An introduction to the theories and principles of ICT integration is presented within six themes, and further developed into seven specific learning objectives, which can be adapted according to the specific subject of the program.

Information and communication technologies (ICT) have become one of the fundamental building blocks of modern society. Many countries now regard the mastering of the basic skills and concepts of ICT as an inevitable part of the core of education. To this end, various new models of education are evolving in response to the new opportunities that are becoming available by integrating ICT and in particular Web-based technolgies, into the teaching and learning environment. The effective integration of such applications however, depends to a large extent on teacher’s familiarity and ability with the IT learning environment. Science teachers need to know exactly how ICT is used as a teaching and learning tool, for their own purposes and to help students to use them. This module is about the integration of ICT as a tool in the chemistry/science classroom with the overall aim of increasing the effectiveness of teaching and improving students’ learning. The module outlines a programme of objectives and related activities for an ICT-enhanced learning environment in chemistry teaching and learning.

This course introduces learners to the application of ICT for development programmes. It will introduce learners to the debates and practices surrounding the uses of Information and Communication Technologies (ICT) in both the Global South and Global North. The module covers several issues about the potential and practical use of ICT for solving societal / countries challenges. It gives an account of the impact ICT can have in the base of the pyramid population. It is more specifically designed to equip learners the necessary skills that would enable them to harness the potential benefits of ICT on governance, education, agriculture and healthcare.

This module starts by defining industrial chemistry and then gives a view of the chemical industry, its position in the general economy, and its classification in terms of the chemical processes that characterize it. To enable the study of selected chemical processes, unit operations and unit processes, especially those that are relevant in later learning actvities, are then covered in Unit 2. With this background, it will be easy to study industrial inorganic and organic chemical industries. The study of extractive metallurgy in Unit 3 draws on the knowledge of size reduction and separation unit operations learnt earlier, as well as chemical conversions that take place during pyroprocessing. The extractive metallugy of iron, copper and aluminium is included. In Unit 4, we focus our attention on some basic inorganic industrial processes that synthesize products from a variety of raw materials derived from the natural environment. They include manufacture of chlorine and sodium hydroxide from brine, ammonia from methane and nitrogen, sulphuric acid from sulphur, fertilizer and cement from mineral ores. The study of organic industrial chemistry then starts with petroleum refining followed by the manufacture of selected petrochemicals and polymers. The module closes with the study of ethanol, pharmaceuticals, soaps and detergents. These are high value-added products, some of which are produced through the fermentation route.

This module starts by defining industrial chemistry and then gives a view of the chemical industry, its position in the general economy, and its classification in terms of the chemical processes that characterize it. To enable the study of selected chemical processes, unit operations and unit processes, especially those that are relevant in later learning actvities, are then covered in Unit 2. With this background, it will be easy to study industrial inorganic and organic chemical industries. The study of extractive metallurgy in Unit 3 draws on the knowledge of size reduction and separation unit operations learnt earlier, as well as chemical conversions that take place during pyroprocessing. The extractive metallugy of iron, copper and aluminium is included. In Unit 4, we focus our attention on some basic inorganic industrial processes that synthesize products from a variety of raw materials derived from the natural environment. They include manufacture of chlorine and sodium hydroxide from brine, ammonia from methane and nitrogen, sulphuric acid from sulphur, fertilizer and cement from mineral ores.

This course focus on basic and advanced techniques on text-based information retrieval (IR), the study of the processing, indexing, querying, organizing, and classifying textual documents, including hypertext documents available on the world-wide-web.

Excellence in education calls for the integration of various media, technologies and techniques to teaching and learning environment. Access to a new generation of ICT has brought new opportunities to teachers and learners in the sciences. However the effective integration of such applications depends on educator’s familiarity with and command of the new resources. A module on the integration of ICT in the science classroom is therefore a valuable addition to progressive science and mathematics educators’ progressive development.

This course introduces learners to basics notions in Computer Science and computing. It covers topics such as the development of history of computers and computing; the characteristics of computer systems; the organization of a computer system; the Von Neumann architecture, the history of the Internet; basic software applications. It is designed for learners with little or no experience in computer use

You are welcome to this module that introduces you to General Psychology first and later Educational Psychology. There are four units in all. A total of 120 hours is given which we think should be adequate for you to complete the module. The hours given should also cover the different activities as well as doing the readings that are included. A summary of the major tasks in each unit is presented for your benefit:

Unit one introduces you to the meaning, definition, origin and development of Psychology as a field of study, the different branches, concepts and its relevance to educational process. Finally the unit introduces you to the concepts, and different methods of study that are used in Educational Psychology.

Unit two discusses the relationships between Psychology and Education, and their implications to a practicing teacher. The contributions of Educational Psychology to educational practice are also presented.

Unit three presents to you issues of methods of study used in conducting studies in Educational Psychology. The advantages and disadvantages of each method are also discussed. Unit four introduces you to the benefits of Educational Psychology to the teacher, and to educational process/practice in a school setting and society in general.

Introduction to computer security module provides an essential study of computer security issues and methods in networked systems. It focuses on all the processes and mechanisms by which computer based devices, information as well as services are protected from unauthorized users.

Finishing this module, students will have fundamental concepts of computer security and be able to design and develop authentication systems and security systems. Students will be able to learn different types Attacks, threats, vulnerabilities and Prevention Mechanisms in computer. They will be able to understand different types of malicious software and software security.

This module is important because students learn the methods and tools in computer security and they also learn how to secure operations in a networked environment

You are welcome to the module ICT Basic Skills 1: Introduction to ICT. As the name implies, this module introduces you to computer appreciation and application and the basic concepts of the Internet. Computers and the Internet rule our world today. If you are not computer and internet literate, you would find it difficult coping in today’s knowledge based economy. That is why this module is very important because it explains to you how computers and the Internet work. We invite you to go through this module and enjoy your new experience as you interact with this master piece that has changed the entire activities of humans.

Operating systems are central to computing activities. An operating system is a program that acts as a communication interface among the user, application software and the computer’s physical component. Two primary aims of an operating systems are to manage resources (e.g. CPU time, memory) and to control users and software.

This course introduces the fundamental principles of operating systems design goals, and gives them hands on experience with operating systems installation and maintenance.

This module outlines some of the basic concepts in general chemistry. Typically it deals with chemical reactions and the energy changes that accompany such reactions. The module will therefore focus on the rates of chemical reactions, (i.e. how fast a reaction takes place) and the factors that affect reaction rates. Also the types and properties of solutions will be presented, concentrating mainly on intermolecular forces in solubility and their concentration units. Finally the module provides an overview of the classes of organic compounds, their nomenclature and functional groups.

Introductory Chemistry 1 underpins the concepts of matter, measurements, structure and periodicity of the atom, Molecules and compounds, and their chemical reactions. This study builds on the aforementioned concepts by being the foundation stone for better undestanding of chemicals and the various ways of classifying the elements in Chemistry. With the ever expanding chemistry knowledge, here we show how best to predict and understand the simple applications of both chemical principles and chemical compounds and the use of the elements of the periodic table.

Welcome to this module titled Learning Psychology. In this module our focus will be on human learning. Human learning is not an entirely new topic to you since it was discussed at introductory level in the General Psychology unit and also in Developmental Psychology. Learning is undoubtedly one of the most important parts of psychology for the simple reason that most, if not all, human behaviour is either learned or is influenced by learning. A basic understanding of the behaviour of human beings therefore calls for basic knowledge of the basic psychological principles, concepts and approaches in classroom teaching and learning. The other factors that influence learning are inheritance, but this is beyond the scope of this module.

The study of the field of Linear Algebra will equip you with the requisite background knowledge and understanding which will enable you to teach such topics as simple linear equations and their solutions; vectors and operations on vectors; matrices and operations on matrices. Furthermore, the study will help you to realize the global connections between these topics and apply the knowledge in teaching Transformation Geometry and Mechanics.

The Linear Algebra is a branch Mathematics that studies systems of linear equations and the property of matrices. It is one of the sectors with the vast and varied applications. The matrix calculus, vector calculus, linear applications and the design values and eigenvectors of an endomorphism have wide application in various branches of knowledge, particularly in the computer industry. Moreover, their concepts and developments lend themselves to multiple interpretations and the most diverse uses

The Prerequisite courses are Basic Mathematics and Linear Algebra, which are offered in this degree program. A knowledge of linear independence, basis, matrix operation, inverses, inequalities, vector spaces, convex sets, and graph plotting is essential. These concepts and skills are generally covered in the pre-requisite course (or equivalents) mentioned above and constitute important background knowledge required to undertake this module. A basic understanding of these and related concepts, and reasonable competence in related manipulative skills (such as matrix and graphical representations and associated algebraic manipulations), are essential background knowledge for this module. Familiarity with these basic concepts and skills, which are assumed in this module, must be secured first before proceeding with the module.