| Guest lecture / keynote speech |
Used for face-to-face theory lectures. The teacher will make a brief description of the topics and objectives , in order to provide students with an overview of the subject. In addition, they will establish relationships with other concepts previously acquired to build a timeline, and set out the recommended bibliography. They will then develop the theoretical contents. |
| Problem solving |
In the problem solving lectures, practical cases directly related with the theoretical concepts will be presented in order to reinforce those concepts. Initially, they will be resolved by the teacher to guide students. As the development of theoretical content advances, students will solve problems organized into working groups.
When the examples used in problem solving lectures or theoretical explanations involve coding or pseudocode, they will be developed showing the successive steps of top-down design. The reason is twofold: (a) to get the student used to employ this method; and (b) to avoid getting lost in the details of the particular syntax and features of the language, instead of paying attention to the understanding and design of the solution.
Additional exercises will be assigned as extra-classroom activities. The student must solve them and comment/correct them with the teacher during group and/or individual tutoring . The purpose is to encourage the participation of students and promote, as far as possible, open dialogue and evaluation of solutions. |
| Laboratory practice |
Practical lectures will consist in the development of continuous and incremental practicals that require the students to program data structures in a high-level language. Regular delivery milestones will be proposed as follow-ups to encourage continued study. Practical project instructions will detail the nature of the problem to solve and its specifications, which must be strictly observed. These instructions will be provided sufficiently in advance for the students to read it carefully and analyze it in depth. Subsequently, the role of the teacher will be to oversee the practical sessions, solving doubts and correcting misunderstandings, bad programming habits and syntax errors, etc. |
| Objective test |
Summative evaluation of the student through a final exam at the end of the fourth-month period, so that the student can demonstrate that he/she has acquired the required skills on abstraction, design, implementation and use of ADTs, and that he/she is sufficiently trained to use the precise skills to solve practical cases involving the application of such structures. |
Subjects