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Mobile Programming (PROG2007) course is designed to introduce students to the fundamental concepts and practical skills necessary for developing applications for mobile devices, particularly Kotlin on Android studio. The course covers topics, including Java/Kotlin, UI design, and the integration of various sensors such as geolocation, camera, and sensors. etc. Students learn about popular mobile development platforms, especially Android. Through hands-on course assignments and projects and assignments, students gain experience in building and deploying mobile applications, preparing them for careers in mobile app development or related fields.

The course achieved the planned goals and outcomes, including<ul><li>Students can identify and characterize the strengths and weaknesses of mobile technologies, and their performance limitations</li><li>Students can develop a mobile solution to a defined problem</li><li>Students can implement mobile applications (demoed by projects)</li><li>Students can use an integrated development environment (IDE) to implement applications for mobile devices on the Android and/or iOS platforms</li><li>Students can access and use the variety of input methods for mobile UI</li><li>Students can Develop an appreciation of the potential for innovation in mobile/wearable technology and services, and its impact on society</li></ul>

<ul><li>Many students did excellent projects based on own ideas, which is highly appreciated.</li><li>Course exam is not lightweight, but many students did exam very well.</li></ul>

NTNU:TIA:REST

Institutt for datateknologi og informatikk

Department of Computer Science

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Engelsk

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Forkunnskapskrav

Faglig innhold

Kursmateriell

Læringsutbytte

Læringsformer og aktiviteter

Obligatoriske arbeidsoppgaver

Mobile Programming

Informatikk

Bachelor i digital infrastruktur og cybersikkerhet

Bachelor i programmering

Bachelor i ingeniørfag - data

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Hire more student assistants in the course for the next implementation to improve the follow-up of the students. For over 50 students registered in a course, two TA's had a difficult time follow-up student programming queries as each query could take often hours to locate errors and address them, in addition to providing feedback to three individual assignments plus peer-review reports, and the group project reports even with the course teacher's help. 

Tiltak

More assistants

I requested four TAs and received three, but one left Norway and didn't continue, so we continued with two for 73 registered students at the start of the course. With a limited number of TAs and nearly 23-25 more students as of last year, we made one significant change of omitting peer review for each assignment due to resource limitations. Last year the course was well received by the students, so we didn't make any major changes content/structure-wise; we just updated the code base. However, instead of live coding as last year, I provided my video recordings for 5 tutorials on various types of mobile applications, including BMI calculator, cryptocurrency, login page development, Github access using RetroFit, etc.

Please refer to last year's report, as no significant changes (content-wise and course structure) were made except for omitting peer-review and changing portfolio (assignments + peer-reviews + project) to mandatory assignments to sit in exam plus project work. However, we have to update the code base and libraries for previous examples and updated examples in the labs. The teaching and learning activities in the course:Last year the sessions were hybrid. This year I made it compulsory to have all sessions physical. Recordings were only provided for the tutorials. Pair programming, student participation, and class activities were encouraged. The assessment form (s) in the courseInstead of portfolio assessment as of last year consisting of assignments + peer-review + project work, we made three assignments obligatory to sit in the exam and had 60% for project work and 40% for the exam. The exam was reduced to two hours instead of three with double the amount of MCQ consisting of fill-in-the-blanks, drop-down options, true/false, and descriptive questions. Out of more than 100+ pools of MCQs and questions, the exams were randomized for each student with limited questions. One feedback received from Kiran was that a few MCQs tested memory instead of concept. We need to check the question pool for upcoming years and delete those. The descriptive questions were kept as is in the exam as of last year. Assessment of the learning environment in the course.We tried to put more effort into the lab sessions with weekly tasks for the students. As of last year, we had many who actively participated in the lab, but the number reduced to 20 in the end. 59 students appeared in the exam at the end. We didn't receive any major complaints, and the students received the course well. Assessment of the course's academic content and learning outcomes:The code base and IDEs were updated from the previous year, as one week before the start of the course, Google launched the recent version of the SDK. Most content was reused from the previous year. Students were demonstrated how to run apps on mobile devices, publish apps on the Google play store, and develop advanced applications using available third-party APIs. Students didn't need to publish the project on the play store, which was one suggestion received at the end of the course.

Reference groups were created early on. Three meetings were held. The minutes of the meetings document are attached. After each meeting, the points raised and action taken were updated on the course's MS Teams group with reference group members to comment if I missed any points they raised. No major complaints were received.

Bachelor i ingeniørfag, data

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No previous evaluation exists. The course is offered for the first time with a new course code and study points.

The teaching and learning activities in the course:The course was divided equally into theoretical and practical parts with weekly lectures and lab sessions. Out of 14 planned lessons starting week 34, seven build students' theoretical knowledge about mobile programming coupled with real-world examples and code demonstrations plus tutorials that students practiced during the lab sessions. Pair-programming and peer-review assessment approaches were deployed to help students learn from each other and acquire knowledge. Additionally, the course was theoretical at the beginning with a lot of emphasis on the Kotlin programming language, to which students complained a bit, but soon they saw the benefit of it when they started implementing learned concepts via live and recorded tutorials during the in-class activities and in lab sessions. I had two student assistants to conduct the planned activities, however, we felt that many students couldn't get feedback in time due to the huge workload. Often students had many queries to which it was nearly impossible to check each and every program for each student individually, as even small syntax errors in the program took us hours to figure out and correct. Additionally, due to covid, we could only have one physical lecture initially, and the rest had to be moved online via MS teams. However, we did support hybrid lab sessions, but out of over 50 registered students, only 7-8 students regularly attend the lab sessions physically.  The assessment form (s) in the courseThe course consisted of 60% portfolio assessment and 40% written school exam. So as to easily measure and evaluate students' progress during the course tenure. The portfolio assessment had three individual assignments followed by peer-review reports where students had to evaluate others' work, constituting 50% towards portfolio grade and a 50% group project. The group consists of three to four students. Students' group project reports, presentations, and demonstrations of the developed project were also evaluated. I also conducted Mentimeter surveys to monitor students' progress in between. Overall, the students were satisfied with the evaluation criteria. However, some complained that we shouldn't evaluate other students' work. Nevertheless, I and both student assistant provided feedback to students on all the assignments. It seems that the students were satisfied with the assessment form. It also helped us track each individual's progress over the course of the semester. Assessment of the learning environment in the course.The students were very motivated to take the mobile programming course and were eager to learn and develop mobile applications from day one. Due practical and applied nature of the course, it was easy to keep students engaged during the lectures as we did live programming with real-world examples. The students saw the apps in action and tested them on their own mobile devices. The learning environment was quite friendly as well. Students were encouraged to participate in discussion sessions and ask questions during the lecture.  I think the lab sessions could have been better. As many students opted to participate in the lab digitally, they couldn't get the same experience and help as those physically attending it. We dedicated one student assistant to handle online requests while others entertained physical session queries. Full physical participation in the lab should be encouraged. Assessment of the course's academic content and learning outcomes:The course and syllabus were up to date. We used the latest IDEs, tools, and tutorials. The content was all created from scratch and seemed to work quite well. Students were demonstrated how to run apps on mobile devices, publish apps on the Google play store, and develop advanced applications using available third-party APIs. The students' feedback was mostly positive. The planned activities helped meet the course's learning outcomes, which were in line with what was on the course project description page.

The course feedback (Mentimeter) taken during the mid-semester is attached.

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Mobile Programming - PROG2007