Difference between revisions of "IU:TestPage"

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  +
= Frontend Web Development =
−
= Cross-Cultural Management for IT-Specialists =
  
−
* '''Course name''': Cross-Cultural Management for IT-Specialists
 +
* '''Course name''': Frontend Web Development
−
* '''Code discipline''': 0.1 Course characteristics
 +
* '''Code discipline''': CSE122
−
* '''Subject area''':
+
* '''Subject area''': Software Engineering
   
 
== Short Description ==
  
== Short Description ==
  +
This is a practice-oriented course that introduces students to the essentials of modern front-end web development. It starts from the very basics of web technologies, assuming no experience other than any general-purpose programming language. It is structured in a way that covers a wide variety of topics and technologies without going too deep into any of them. The course starts by introducing HTML, CSS, and JavaScript, then covers JavaScript and its ecosystem in more depth (since it is foundational to the rest of the course). After that, we move on to frameworks (in particular, Svelte and React) and how to write modern web apps using them. Lastly, we cover how to ensure quality in modern web apps, as well as different architectural patterns such as server-side rendering and meta-frameworks.
−
This course covers the following concepts: • Interaction in a Multicultural Team;; • Leadership Across Cultures;; • Cross-Cultural Positioning/Adaptation of a Project/Company;; • Resolution of Cross-Cultural Disputes;.
  
   
 
== Prerequisites ==
  
== Prerequisites ==
   
 
=== Prerequisite subjects ===
  
=== Prerequisite subjects ===
  +
* CSE101 – Introduction to Programming I
−  
   
 
=== Prerequisite topics ===
  
=== Prerequisite topics ===
  +
* Basic programming skills
−  
   
 
== Course Topics ==
  
== Course Topics ==
Line 22: Line 22:
 
! Section !! Topics within the section
  
! Section !! Topics within the section
 
|-
  
|-
  +
| Basics of front-end web development ||
−
| Cross-Cultural Management and Modern Challenges in Business ||
 
  +
# Introduction to HTML, CSS, and JavaScript
−
# - The Best Variant to Apply Cross-Cultural Management Skills in Modern Business
  
  +
# JavaScript ecosystem: NPM, bundlers, modern project structure
−
# - Qualitative Aspects of National Cultures
  
  +
# TypeScript
−
# - Personal Branding of a Manager/Specialist Aspiring to Work Globally
  
  +
# Form validation
−
|-
  
−
| Working in Multicultural Teams. ||
 
−
# Cross-Cultural Sensitivity.
  
−
# Collaboration inside a Multicultural Team.
  
−
# Leadership of a Multinational Team
  
−
|-
  
−
| Cross-Cultural Adaptation of a Product/Project. ||
 
−
# - Collecting information on target audiences in a foreign cultural environment.
  
−
# - Cross-Cultural Activities Online.
  
−
# - Corporate Communications in Cross-Cultural Environment.
  
 
|-
  
|-
  +
| Frameworks ||
−
| Cross-Cultural Negotiations and Dispute Resolution ||
 
  +
# Svelte
−
# - Dialogue in International Business.
  
  +
# React
−
# - Specific Features of Business Negotiations in Cross-Cultural Environment
  
−
# - Cross-Cultural Conflicts in Business.
  
−
# - Cross-Cultural Mediation and Dispute Resolution
  
 
|-
  
|-
  +
| Code Quality and modern architectures ||
−
| Written Communication in Multicultural Environment ||
 
  +
# ESLint
−
# - Business Correspondence in Multicultural Environment.
  
  +
# Unit testing, CI/CD
−
# - Interpretation of Texts in Various Cultures.
  
  +
# Code structure
−
# - Cultural Stereotypes while Preparing for Presentations (colors, texts, etc.).
  
  +
# Rendering strategies
−
# - Cross-Cultural Issues in Investor Presentations.
  
  +
# Meta-frameworks: SvelteKit
 
|}
 
|}
 
== Intended Learning Outcomes (ILOs) ==
  
== Intended Learning Outcomes (ILOs) ==
   
 
=== What is the main purpose of this course? ===
  
=== What is the main purpose of this course? ===
  +
The main purpose of this course is to enable students to develop web frontends using modern tools and techniques by having hands-on experience derived from industry-standard practices.
−
The main objective of the course is to provide students with a set of skills to identify and adequately interpret the cultural intentions of their respective target audiences to successfully promote themselves and their projects in foreign markets. During the course, the students will receive information on the following aspects:
  
   
 
=== ILOs defined at three levels ===
  
=== ILOs defined at three levels ===
Line 58: Line 48:
 
==== Level 1: What concepts should a student know/remember/explain? ====
  
==== Level 1: What concepts should a student know/remember/explain? ====
 
By the end of the course, the students should be able to ...
  
By the end of the course, the students should be able to ...
  +
* List the 3 programming languages used in building frontends and explain the purpose of each of them
−
* • qualitative aspects of national cultures;
  
  +
* Explain the benefits of using a static typing system
−
* • business stereotypes in different cultures;
  
  +
* Describe the idea behind frontend frameworks and their purpose
−
* • general principles of leadership in multinational teams;
  
  +
* List the different tools used in ensuring code quality
−
* key challenges while adapting the product/projects to the cultural expectations of the subsequent target audiences;
  
  +
* Explain the different rendering strategies and elaborate on the pros and cons of each
−
* • cross-cultural misunderstandings (conflicts) and the ways to overcome them.
  
−
* characteristic features of written communication in global business environment
  
   
 
==== Level 2: What basic practical skills should a student be able to perform? ====
  
==== Level 2: What basic practical skills should a student be able to perform? ====
 
By the end of the course, the students should be able to ...
  
By the end of the course, the students should be able to ...
  +
* Build an interactive website with basic user input forms
−
* potential problem areas in managing cross-cultural teams;
  
  +
* Make use of 3rd-party JavaScript libraries in their code
−
* key challenges while adapting the product/projects to the cultural requirements of the subsequent target audiences;
  
  +
* Design TypeScript interfaces that represent their data types
−
* steps to build up mutual understanding inside an intercultural team
  
  +
* Build simple user interfaces from ready-made designs
−
* typical mistakes while preparing documents for the respondents from other cultures.
  
   
 
==== Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? ====
  
==== Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? ====
 
By the end of the course, the students should be able to ...
  
By the end of the course, the students should be able to ...
  +
* Produce production-ready bundles and automate their deployment to the internet
−
* techniques to interpret correctly the behavior and intentions of their interlocutors from various cultures
  
  +
* Choose an appropriate architecture for the appropriate use-case
−
* methods to settle down conflicts arisen from cultural misunderstandings
  
  +
* Test their code using different techniques (unit, integration, visual) and libraries (Jest, Testing Library, Cypress)
−
* strategies to improve their cross-cultural competencies to ensure a more correct promotion of their product/project
  
  +
* Use static analysis tools to catch possible bugs early on
−
* fundamentals of global business etiquette (in both oral and written types of communication with interlocutors representing other cultures)
  
−
* strategies to solve problems in cross-cultural issues in the global business environment
  
−
* *- What should a student be able to evaluate at the end of the course? By the
  
−
* end of the course, the students should be able to evaluate:
  
−
* a cultural conflict to apply subsequent remedies;
  
−
* cultural intentions of the parties during negotiations.
  
−
* marketing communication strategies for their possible application in various cultures;
  
−
* presentations for their appropriateness for the demonstration to the representatives of other cultures.
 
 
== Grading ==
  
== Grading ==
   
Line 97: Line 79:
 
| B. Good || 70-84 || -
  
| B. Good || 70-84 || -
 
|-
  
|-
−
| C. Satisfactory || 55-69 || -
 +
| C. Satisfactory || 55-70 || -
 
|-
  
|-
−
| D. Poor || 0-54 || -
 +
| D. Fail || 0-54 || -
 
|}
  
|}
   
Line 108: Line 90:
 
! Activity Type !! Percentage of the overall course grade
  
! Activity Type !! Percentage of the overall course grade
 
|-
  
|-
  +
| Assignments || 50
−
| In-class work (including exercises and case studies) || 100
  
 
|-
  
|-
−
| Final Project (Team) || 0
 +
| Course Project || 50
−
|-
  
−
| Exams || 0
  
 
|}
  
|}
   
 
=== Recommendations for students on how to succeed in the course ===
  
=== Recommendations for students on how to succeed in the course ===
  +
Participation is highly recommended. Conversations in class add a lot of value on top of the provided material.<br>Finish the assignments on time. Each topic depends on the previous one and this course is practice-oriented, so completing the practice tasks on time is essential for understanding the next topic.<br>Invest some time on expanding your knowledge and deepening your understanding beyond what’s directly given in class. Resources are provided, so use them.
−  
   
 
== Resources, literature and reference materials ==
  
== Resources, literature and reference materials ==
   
 
=== Open access resources ===
  
=== Open access resources ===
  +
* Mozilla Developer Network:
−
* Abramson N., and Moran R. 2018. Managing Cultural Differences. Global Leadership for the 21st Century. Routledge.
  
  +
* Can I use …? Support tables for frontend technologies:
−
* Trompenaars F., Hampden-Turner Ch. 2000. Riding The Ways of Culture: Understanding Cultural Diversity in Business. Nicholas Brealey Publishing.
  
  +
* Frontend Developer Roadmap:
−
* Trompenaars F., Woolliams P (2004). A new paradigm for Marketing Across Cultures. Marketing Insights. Available at http://www.thtconsulting.com/Articles/Anew%20paradigm%20for%20Marketing%20Across%20Cultures.pdf
  
  +
* Fireship YouTube channel:
−
* Meyer E. 2014. The Culture Map: Breaking Through the Invisible Boundaries of Global Business. PublicAffairs
  
  +
* The Net Ninja YouTube channel:
−
* Minkov M. 2011. Cultural Differences in a Globalizing World. UK: Emerald Group Publishing Limited
  
  +
* You Don’t Know JS book:
−
* Gudykunst W. 2003. Cross Cultural and Intercultural Communication. California: Sage Publications.
  
−
* Molinsky A. 2013. Common Language Doesn’t Equal Common Culture. Harvard Business Review, April 3, 2013. .
  
   
 
=== Closed access resources ===
  
=== Closed access resources ===
  +
* Maximilian Schwarzmüller courses on Udemy:
−  
  +
* Fireship Pro courses:
  +
* Frontend Masters:
   
 
=== Software and tools used within the course ===
  
=== Software and tools used within the course ===
  +
* Visual Studio Code:
−
 
  +
* Node.js:
  +
* Firebase:
 
= Teaching Methodology: Methods, techniques, & activities =
  
= Teaching Methodology: Methods, techniques, & activities =
   
 
== Activities and Teaching Methods ==
  
== Activities and Teaching Methods ==
 
{| class="wikitable"
  
{| class="wikitable"
−
|+ Activities within each section
 +
|+ Teaching and Learning Methods within each section
 
|-
  
|-
−
! Learning Activities !! Section 1 !! Section 2 !! Section 3 !! Section 4 !! Section 5
 +
! Teaching Techniques !! Section 1 !! Section 2 !! Section 3
 
|-
  
|-
  +
| Problem-based learning (students learn by solving open-ended problems without a strictly-defined solution) || 1 || 1 || 1
−
| Testing (written or computer based) || 1 || 0 || 0 || 0 || 1
  
 
|-
  
|-
−
| Oral polls || 1 || 1 || 1 || 0 || 0
 +
| Project-based learning (students work on a project) || 1 || 1 || 1
 
|-
  
|-
−
| Discussions || 1 || 1 || 1 || 1 || 1
 +
| Modular learning (facilitated self-study) || 1 || 1 || 1
 
|-
  
|-
  +
| Contextual learning (activities and tasks are connected to the real world to make it easier for students to relate to them) || 1 || 1 || 1
−
| Exercises || 1 || 1 || 1 || 1 || 1
  
 
|-
  
|-
−
| Exercises (Case Study) || 1 || 1 || 1 || 1 || 1
 +
| Task-based learning || 1 || 1 || 1
−
|}
+
|}
−
== Formative Assessment and Course Activities ==
  
−  
−
=== Ongoing performance assessment ===
  
−  
−
==== Section 1 ====
  
 
{| class="wikitable"
  
{| class="wikitable"
  +
|+ Activities within each section
−
|+
 
 
|-
  
|-
  +
! Learning Activities !! Section 1 !! Section 2 !! Section 3
−
! Activity Type !! Content !! Is Graded?
  
 
|-
  
|-
  +
| Lectures || 1 || 1 || 1
−
| Question || Is it possible to consider cross-cultural management an independent branch of business? || 1
  
 
|-
  
|-
  +
| Lab exercises || 1 || 1 || 1
−
| Question || What are the main differences between high-context and low-context cultures? || 1
  
 
|-
  
|-
  +
| Individual Projects || 1 || 1 || 1
−
| Question || Provide 2-3 examples of cross-cultural interfaces and state their differences from cross-cultural dimensions? || 1
  
−
|}
 
−
==== Section 2 ====
  
−
{| class="wikitable"
  
−
|+
 
 
|-
  
|-
  +
| Discussions || 1 || 1 || 1
−
! Activity Type !! Content !! Is Graded?
  
 
|-
  
|-
  +
| Presentations by students || 1 || 1 || 1
−
| Question || What are the stages of the Developmental Model of Intercultural Sensitivity (DMIS) by M. Bennett? || 1
  
 
|-
  
|-
  +
| Group projects || 0 || 1 || 1
−
| Question || What is the difference between cultural intelligence and emotional intelligence? || 1
  
 
|-
  
|-
  +
| Cases studies || 0 || 0 || 1
−
| Question || Describe the Cultural Intelligence Techniques of Head, Body, and Heart. || 1
  
 
|}
 
|}
  +
== Formative Assessment and Course Activities ==
−
==== Section 3 ====
  
  +
  +
=== Ongoing performance assessment ===
  +
  +
==== Section 1 ====
 
{| class="wikitable"
  
{| class="wikitable"
 
|+
 
|+
Line 186: Line 164:
 
! Activity Type !! Content !! Is Graded?
  
! Activity Type !! Content !! Is Graded?
 
|-
  
|-
  +
| Individual Assignments || 6 assignments, 1 of which is optional, each on the content of the lab right before it. || 1
−
| Question || Which methods for collecting and analyzing of cultural data can you name? || 1
  
−
|-
  
−
| Question || What factors should be taken into consideration while promoting the project/product among various target audiences in other cultures? || 1
  
−
|-
  
−
| Question || What are the main differences in working with media in different cultures when promoting a product/project? || 1
  
 
|}
 
|}
−
==== Section 4 ====
 +
==== Section 2 ====
 
{| class="wikitable"
  
{| class="wikitable"
 
|+
 
|+
Line 198: Line 172:
 
! Activity Type !! Content !! Is Graded?
  
! Activity Type !! Content !! Is Graded?
 
|-
  
|-
  +
| Individual Assignments || 6 assignments, 1 of which is optional, each on the content of the lab right before it. || 1
−
| Question || What is the difference between ‘dialogue’ and ‘interaction’? || 1
  
−
|-
  
−
| Question || What is understood by ‘semantic scissors’ in the dialogue? || 1
  
−
|-
  
−
| Question || What are the key reasons for cross-cultural conflicts? How can cross-cultural conflicts influence business issues? || 1
  
−
|-
  
−
| Question || What are the key principles of conflict mediation? || 1
  
 
|}
 
|}
−
==== Section 5 ====
 +
==== Section 3 ====
 
{| class="wikitable"
  
{| class="wikitable"
 
|+
 
|+
Line 212: Line 180:
 
! Activity Type !! Content !! Is Graded?
  
! Activity Type !! Content !! Is Graded?
 
|-
  
|-
  +
| Individual Assignments || 6 assignments, 1 of which is optional, each on the content of the lab right before it. || 1
−
| Question || What are the differences in textual structures and their interpretations in various cultures? || 1
  
−
|-
  
−
| Question || Which characteristic features of business correspondence in different cultures can you name? || 1
  
−
|-
  
−
| Question || Which issues must be taken into consideration to interpret correctly emails of business partners from other cultures? || 1
  
 
|}
 
|}
 
=== Final assessment ===
  
=== Final assessment ===
 
'''Section 1'''
  
'''Section 1'''
  +
# The final assessment takes the form of group project presentations for the course project they worked on throughout the semester. Every student in the group is expected to be able to justify the design decisions and explain what any part of the code does (to ensure fair distribution of load). The project is expected to incorporate all the best practices covered in lectures and labs and must be approved by the instructor before the students begin working on it.
−
# Name two directions in international business with the best applications for the tools of cross-cultural management.
  
−
# Which culturally-based risks can one encounter in IT-projects?
  
−
# What are the components of the personal brand of a successful cross-cultural manager?
  
−
# How can you apply the Culture Map (E. Meyer) to avoid cultural traps in business?
  
 
'''Section 2'''
  
'''Section 2'''
  +
−
# What are the potential problem areas in working in cross-cultural teams?
  
−
# What changes occur when evolving through each step of the DMIS scale?
  
−
# Please provide five tips to strengthen the performance of a cross-cultural team
  
−
# What are the key challenges for managing multicultural teams?
  
 
'''Section 3'''
  
'''Section 3'''
  +
−
# What are the main differences in the promotion of the product/project in social networks in different cultures?
  
−
# Give 2-3 examples of culturally inappropriate information for publication in mass media.
  
−
# What coloristic features should be taken into account while preparing a website for the promotion among target audiences in various cultures?
  
−
# Give 2-3 examples of cultural faux pas of well-known companies while promoting their products in other cultures.
  
−
'''Section 4'''
  
−
# Name three aspects to be taken into consideration while negotiating with the representatives of other cultures.
  
−
# Describe the algorithm for solving cross-cultural conflicts in multicultural teams.
  
−
# What are the peculiarities of negotiating strategies of the representatives of various cultures? What are the remedies not to be trapped in such manipulation?
  
−
'''Section 5'''
  
−
# Why is it so important to take into account the cultural characteristics of potential investors while preparing for presentations?
  
−
# Please provide 3-4 examples of the incorrect interpretation of cultural intentions in textual messages of business partners from other cultures.
  
   
 
=== The retake exam ===
  
=== The retake exam ===
 
'''Section 1'''
  
'''Section 1'''
  +
# The retake uses the same criteria as the group project, except that it is individual rather than in groups. Its grade counts as the grade for the entire course, not just the final assessment. If there is no approved excuse (such as medical) for retaking the course, the maximum grade possible is B.
−  
  +
# P7. Activities and Teaching Methods by Sections
  +
# Table A1: Teaching and Learning Methods within each section
  +
# Table A2: Activities within each section
 
'''Section 2'''
  
'''Section 2'''
   
 
'''Section 3'''
  
'''Section 3'''
−  
−
'''Section 4'''
  
−  
−
'''Section 5'''
  

Revision as of 13:07, 9 February 2023

Frontend Web Development

  • Course name: Frontend Web Development
  • Code discipline: CSE122
  • Subject area: Software Engineering

Short Description

This is a practice-oriented course that introduces students to the essentials of modern front-end web development. It starts from the very basics of web technologies, assuming no experience other than any general-purpose programming language. It is structured in a way that covers a wide variety of topics and technologies without going too deep into any of them. The course starts by introducing HTML, CSS, and JavaScript, then covers JavaScript and its ecosystem in more depth (since it is foundational to the rest of the course). After that, we move on to frameworks (in particular, Svelte and React) and how to write modern web apps using them. Lastly, we cover how to ensure quality in modern web apps, as well as different architectural patterns such as server-side rendering and meta-frameworks.

Prerequisites

Prerequisite subjects

  • CSE101 – Introduction to Programming I

Prerequisite topics

  • Basic programming skills

Course Topics

Course Sections and Topics
Section Topics within the section
Basics of front-end web development
  1. Introduction to HTML, CSS, and JavaScript
  2. JavaScript ecosystem: NPM, bundlers, modern project structure
  3. TypeScript
  4. Form validation
Frameworks
  1. Svelte
  2. React
Code Quality and modern architectures
  1. ESLint
  2. Unit testing, CI/CD
  3. Code structure
  4. Rendering strategies
  5. Meta-frameworks: SvelteKit

Intended Learning Outcomes (ILOs)

What is the main purpose of this course?

The main purpose of this course is to enable students to develop web frontends using modern tools and techniques by having hands-on experience derived from industry-standard practices.

ILOs defined at three levels

Level 1: What concepts should a student know/remember/explain?

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

  • List the 3 programming languages used in building frontends and explain the purpose of each of them
  • Explain the benefits of using a static typing system
  • Describe the idea behind frontend frameworks and their purpose
  • List the different tools used in ensuring code quality
  • Explain the different rendering strategies and elaborate on the pros and cons of each

Level 2: What basic practical skills should a student be able to perform?

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

  • Build an interactive website with basic user input forms
  • Make use of 3rd-party JavaScript libraries in their code
  • Design TypeScript interfaces that represent their data types
  • Build simple user interfaces from ready-made designs

Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios?

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

  • Produce production-ready bundles and automate their deployment to the internet
  • Choose an appropriate architecture for the appropriate use-case
  • Test their code using different techniques (unit, integration, visual) and libraries (Jest, Testing Library, Cypress)
  • Use static analysis tools to catch possible bugs early on

Grading

Course grading range

Grade Range Description of performance
A. Excellent 85-100 -
B. Good 70-84 -
C. Satisfactory 55-70 -
D. Fail 0-54 -

Course activities and grading breakdown

Activity Type Percentage of the overall course grade
Assignments 50
Course Project 50

Recommendations for students on how to succeed in the course

Participation is highly recommended. Conversations in class add a lot of value on top of the provided material.
Finish the assignments on time. Each topic depends on the previous one and this course is practice-oriented, so completing the practice tasks on time is essential for understanding the next topic.
Invest some time on expanding your knowledge and deepening your understanding beyond what’s directly given in class. Resources are provided, so use them.

Resources, literature and reference materials

Open access resources

  • Mozilla Developer Network:
  • Can I use …? Support tables for frontend technologies:
  • Frontend Developer Roadmap:
  • Fireship YouTube channel:
  • The Net Ninja YouTube channel:
  • You Don’t Know JS book:

Closed access resources

  • Maximilian Schwarzmüller courses on Udemy:
  • Fireship Pro courses:
  • Frontend Masters:

Software and tools used within the course

  • Visual Studio Code:
  • Node.js:
  • Firebase:

Teaching Methodology: Methods, techniques, & activities

Activities and Teaching Methods

Teaching and Learning Methods within each section
Teaching Techniques Section 1 Section 2 Section 3
Problem-based learning (students learn by solving open-ended problems without a strictly-defined solution) 1 1 1
Project-based learning (students work on a project) 1 1 1
Modular learning (facilitated self-study) 1 1 1
Contextual learning (activities and tasks are connected to the real world to make it easier for students to relate to them) 1 1 1
Task-based learning 1 1 1
Activities within each section
Learning Activities Section 1 Section 2 Section 3
Lectures 1 1 1
Lab exercises 1 1 1
Individual Projects 1 1 1
Discussions 1 1 1
Presentations by students 1 1 1
Group projects 0 1 1
Cases studies 0 0 1

Formative Assessment and Course Activities

Ongoing performance assessment

Section 1

Activity Type Content Is Graded?
Individual Assignments 6 assignments, 1 of which is optional, each on the content of the lab right before it. 1

Section 2

Activity Type Content Is Graded?
Individual Assignments 6 assignments, 1 of which is optional, each on the content of the lab right before it. 1

Section 3

Activity Type Content Is Graded?
Individual Assignments 6 assignments, 1 of which is optional, each on the content of the lab right before it. 1

Final assessment

Section 1

  1. The final assessment takes the form of group project presentations for the course project they worked on throughout the semester. Every student in the group is expected to be able to justify the design decisions and explain what any part of the code does (to ensure fair distribution of load). The project is expected to incorporate all the best practices covered in lectures and labs and must be approved by the instructor before the students begin working on it.

Section 2

Section 3


The retake exam

Section 1

  1. The retake uses the same criteria as the group project, except that it is individual rather than in groups. Its grade counts as the grade for the entire course, not just the final assessment. If there is no approved excuse (such as medical) for retaking the course, the maximum grade possible is B.
  2. P7. Activities and Teaching Methods by Sections
  3. Table A1: Teaching and Learning Methods within each section
  4. Table A2: Activities within each section

Section 2

Section 3

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