• Description

This subject is the entry point to software development. It is an introductory subject, in which you will learn the fundamentals of algorithmic design or pseudocode and C programming.

There are two different roles involved in the teaching team of this subject:

• Course instructor: is in charge of your classroom. They will answer any questions you may have during the course about the content, activities, assignments, etc. They is also the one who will assess your work. Contact them for any teaching questions.

• Teaching staff: coordinates the different classrooms of the subject and the collaborating teaching team and ultimately is responsible for the subject.

In the People section in the classroom you will find the names and contact address of all members of the teaching team. It is preferable that you write through gmail instead of using the classroom messaging system.

• The subject within the syllabus as a whole

Algorithm design and  C language programming will allow you to acquire the essential knowledge to carry on other subjects within this degree: 

• Programming in Practice 

• Object-Oriented Programming

• Professional fields to which it applies

• Prior knowledge

• Learning objectives and results

Competencies within the Degree

• Ability to design and build computer applications by developing, integrating and reusing code.

• Basic knowledge of the use and programming of computers, operating systems and computer programs with application to engineering.

Objectives of the subject

The general objective of the subject is to learn how to design algorithms and programs that meet basic quality criteria to solve low-complexity problems.

This general objective is specified in the following specific objectives:

• Know and assimilate the fundamental concepts of algorithmic design by learning and understanding the syntax and semantics of an algorithmic notation.

• Practice programming concepts and techniques so that, based on the statement of a problem, an algorithmic solution can be designed and the corresponding program can be implemented to solve it.

• Use different programming techniques to efficiently solve relatively complicated problems: modularity allows solving them by decomposing them into simpler subproblems and algorithmic schemes as an effective technique to build algorithms from already known solutions.

• Practice applying the above concepts in a real program development environment and acquire conceptual and practical knowledge on how to write a program, compile it, assemble it and run it.

• Content

We will introduce the concept of algorithmic language or pseudocode as a formal tool to design algorithms, which can be translated into any programming language (in our case, C)

• • Introduction to algorithms and programming

  • Basic data types

  • Control structures: sequential, alternative and iterative

  • Structured data types: tables and tuples

  • Algorithmic schemes: traversal and search

  • Modularity

  • Recursion

  • Abstract data types

• View the UOC learning resources used in the subject

• Additional information on support tools and learning resources

• Guidelines on assessment at the UOC

Assessment at the UOC is, in general, online, structured around the continuous assessment activities, the final assessment tests and exams, and the programme's final project.

Assessment activities and tests can be written texts and/or video recordings, use random questions, and synchronous or asynchronous oral tests, etc., as decided by each teaching team. The final project marks the end of the learning process and consists of an original and tutored piece of work to demonstrate that students have acquired the competencies worked on during the programme.

To verify students' identity and authorship in the assessment tests, the UOC reserves the right to use identity recognition and plagiarism detection systems. For these purposes, the UOC may make video recordings or use supervision methods or techniques while students carry out any of their academic activities.

The UOC may also require students to use electronic devices (microphones, webcams or other tools) or specific software during assessments. It is the student's responsibility to ensure that these devices work properly.

The assessment process is based on students' individual efforts, and the assumption that the student is the author of the work submitted for academic activities and that this work is original. The UOC's website on academic integrity and plagiarism has more information on this.

Submitting work that is not one's own or not original for assessment tests; copying or plagiarism; impersonation; accepting or obtaining any assignments, whether for compensation or otherwise; collaboration, cover-up or encouragement to copy; and using materials, software or devices not authorized in the course plan or instructions for the activity, including artificial intelligence and machine translation, among others, are examples of misconduct in assessments that may have serious academic and disciplinary consequences.

If students are found to be engaging in any such misconduct, they may receive a Fail (D/0) for the graded activities in the course plan (including final tests) or for the final grade for the course. This could be because they have used unauthorized materials, software or devices (such as artificial intelligence when it is not permitted, social media or internet search engines) during the tests; copied fragments of text from an external source (the internet, notes, books, articles, other students' work or tests, etc.) without the corresponding citation; purchased or sold assignments, or undertaken any other form of misconduct.

Likewise and in accordance with the UOC's academic regulations, misconduct during assessment may also be grounds for disciplinary proceedings and, where appropriate, the corresponding disciplinary measures, as established in the regulations governing the UOC community (Normativa de convivència).

In its assessment process, the UOC reserves the right to:

• Ask students to provide proof of their identity as established in the UOC's academic regulations.
• Ask students to prove the authorship of their work throughout the assessment process, in both continuous and final assessments, through a synchronous oral interview, of which a video recording or any other type of recording established by the UOC may be made. These methods seek to ensure verification of the student's identity, and their knowledge and competencies. If it is not possible to ensure the student's authorship, they may receive a D grade in the case of continuous assessment or a Fail grade in the case of the final assessment.

Artificial intelligence in assessments

The UOC understands the value and potential of artificial intelligence (AI) in education, but it also understands the risks involved if it is not used ethically, critically and responsibly. So, in each assessment activity, students will be told which AI tools and resources can be used and under what conditions. In turn, students must agree to follow the guidelines set by the UOC when it comes to completing the assessment activities and citing the tools used. Specifically, they must identify any texts or images generated by AI systems and they must not present them as their own work.

In terms of using AI, or not, to complete an activity, the instructions for assessment activities indicate the restrictions on the use of these tools. Bear in mind that using them inappropriately, such as using them in activities where they are not allowed or not citing them in activities where they are, may be considered misconduct. If in doubt, we recommend getting in touch with the course instructor and asking them before you submit your work.

• View the assessment model