SYLLABUS FOR UNDERGRADUATE COURSES

MAJOR, CORE CURRICULUM and ELECTIVES

A. COURSE INFORMATION

COURSE NUMBER ITMGT 20.03 ​NO. OF 3

UNITS

COURSE TITLE Basic Information Technology Applications in Business

PREREQUISITE/S N/A

DEPARTMENT/ Quantitative Methods and Information SCHOOL JGSOM

PROGRAM Technology

SCHOOL YEAR 2020-2021 SEMESTER Intersession

INSTRUCTOR/S Jose R. Rueda IV

PLATFORM Canvas LMS SECTION G SCHEDULE D 1530-1700

B. COURSE DESCRIPTION

The course provides an introduction to information technology and applications. The course
addresses the computer proficiency requirement for all JGSOM majors as well as other
business- related majors. It is also the starting point for those who want to pursue a minor in
Information Technology Management.

WHERE IS THE COURSE SITUATED

WITHIN THE FORMATION STAGES
IN THE FRAMEWORK OF THE LOYOLA SCHOOLS CURRICULA

X FOUNDATIONS: Exploring and Equipping the Self

ROOTEDNESS: Investigating and Knowing the World

DEEPENING: Defining the Self in the World

LEADERSHIP: Engaging and Transforming the World

C. COURSE LEARNING OUTCOMES

By the end of this course, students should be able to:

COURSE LEARNING OUTCOMES

CLO1: To understand how businesses are taking advantage of modern technology and
business applications (e.g. Data Science, etc.) to be competitive today. (K)

CLO2: To construct flowcharts to detail structured and logical solutions for different
contexts (S)

CLO3: To utilize Microsoft Excel and/or Google Sheets as a tool to streamline and
automate certain business processes (S)

CLO4: To use Microsoft Excel and/or Google Sheets to analyze and gain relevant insights
from data that can be used to support business decisions (S, A)

CLO5: To use Microsoft Word and/or Google docs to create well-formatted documents
using Microsoft Word or Google Docs such as research papers, contracts, emails, and
other business documents.

CLO6: To use Microsoft PowerPoint and/or Google Slides to communicate business

insights or business ideas using a business minded approach to presentation.

Rewritten as competences:

COURSE LEARNING OUTCOMES (Competences)

CLO 1: ​Analyze data through spreadsheet tools for effective and efficient
decision-making
Knowledge: Discuss spreadsheet tools and functions
Skills: Utilize Microsoft Excel and/or Google Sheets in automating certain business
processes
Attitudes: Assess datasets to gain relevant insights

CLO 2: ​Address business issues using principles and best practices from specialized
IT applications to communicate meaningful insights
Knowledge: Discuss concepts and principles used in specialized IT applications
(Office Suite, Tableau and, e-commerce platforms)
Skills: Communicate meaningful stories and insights using MS Office/Google Suite,
e-commerce platforms, and data visualization tools
Attitudes: Present best practices and solutions to business issues
D. COURSE OUTLINE and LEARNING HOURS

Course Outline (All courses) CLOs Estimated
C

ontact 
or
Learning
Hours

Module 0: Introduction CLO 0 1-1.5 hours

● Course Syllabus (description, objectives, outline,
grading and requirements, references)
● Expectations

Module 1: Flowcharting CLO 1 5 hrs

● Flowchart Elements 1 h: concepts
4 h: use tools
● Flowchart Formulation

Module 2: Basic Excel Applications CLOs 2-4 20 hrs

● Spreadsheet Fundamentals 5 h: concepts
10-15 h: use tools
● Logical and Conditional Functions
● Mathematical and Statistical Functions
● Date and Time Functions
● Textual Functions

Module 3: Intermediate Excel Applications CLOs 2-4 20 hrs

● Lookup and Reference Functions 5 h: concepts
10-15 h: use tools
● Sorting, Filtering, Pivot Tables
● Charts and Graphs

Module 4: Special Topics CLOs 3-6 10-15 hrs

● MS Word & MS Powerpoint

E. ASSESSMENTS AND RUBRICS

Assessment Tasks (All courses) Assessment CLOs

Weight

Written Activities (Quizzes, Homework, Seatwork) 20% CLOs 1-4

Formative

Long Tests (3) 50% CLOs 1-6

Summative
-Module 2: Basic Excel Applications (15%)
-Module 3: Intermediate Excel Applications (25%)
-Module 4: Special topics (10%)

Final Project 30% CLOs 1-6

Summative
*Note that this differs per course and is discussed for
each in the rubrics below.
RUBRICS

Final Project

The integrative project serves as the venue for ITMGT students to demonstrate their
learning of the course in a simulated assignment. The project will involve the preparation
of a business application and a presentation. It is a culmination of all the concepts learned
throughout the semester. Learners should show their understanding on how technology
can be used to solve an everyday problem. The solution to the problem should integrate
applicable skills by creating a simple application using the spreadsheet and creating a
professional business document defining the problem, and how the spreadsheet
application solves this. The learner should also create a presentation and present the
project to co-learners and the instructor.

Requirements​:

1. Create a spreadsheet-based system or application for an establishment, company, or

business of your choice.
2. Create a supporting document serving as a user manual or user guide.
3. Prepare a 20-minute presentation selling the system you have developed.
4. Be prepared to defend specific points of their project directly.

Criteria for Needs Meets Exceeds

Assessment Improvement Standards Expectations

Overall Business The output The output Output that is

Aptness and developed has little developed met the deemed insightful
Usefulness to no practical use minimum and useful but are
(20%) for a business. It requirements stated not included in the
does not address in the project stated requirements
any major business guidelines. are present in the
issues or improve (11-15%) final project.
any processes. (16-20%)
(0-10%)

Integration of The output does not The output has at The output
Spreadsheets (40%) meet the bare least fulfilled the spreadsheet has
minimum listed requirements concepts and
in the project
requirements functionalities that
guidelines.
explicitly listed in (22-31%) are not discussed in
the project class. (The students
guidelines. have demonstrated
(0-21%) an aptitude to learn
these outside of the
class.)
(32-40%)
Document There is difficulty in The output has at The output
formatting (20%) comprehending the least fulfilled the document has
content as well listed requirements concepts and design
in the project
difficulty in elements that are
guidelines.
user-experience in (11-15%) not explicitly
the use of the discussed in class.
document. (The students have
(0-10%) demonstrated an
aptitude to learn
these outside of the
class.)
(16-20%)

Presentation (20%) There is an obvious The presentation The presentation

lack of preparation has at least fulfilled has been done with
in the actual the listed an obvious level of
requirements in the
presentation. There preparation.
project guidelines.
is a lack of sense and (11-15%) Concepts and design
order in the elements that are
presentation and not explicitly
some things that are discussed in class.
expected to be (The students have
presented are seen. demonstrated an
(0-10%) aptitude to learn
these outside of the
class.)
(16-20%)

G. TEACHING and LEARNING METHODS

TEACHING & LEARNING METHODS and ACTIVITIES CLOs

Video Lectures CLOs 1, 2, 3, 4, 5, 6

Practice Exercises CLOs 3, 4

Applying the Excel functions on particular cases CLOs 3, 4

Presentation of the final report (with Q&A) CLOs 5, 6

H. REQUIRED MATERIALS
Softwares that will be used in the course are ​Microsoft Excel and/or Google Sheets​ which are
accessible or downloadable from the web:
Office 365 Education (​https://www.microsoft.com/en-us/education/products/office​)
Google Sheets (​https://www.google.com/sheets/about/​)
 Modules are set up in ​Canvas LMS​. To access course materials and participate in the discussion,
please create an account using your ​OBF email address only​.
Canvas LMS​ ​(​https://canvas.instructure.com/login/canvas​)
Students will be invited to their respective Canvas classrooms. Students who enrol late in
the course may also request access from their instructor.

I. SUGGESTED READINGS
Freund, Steven M. Microsoft Office 365 Excel 2016: Introductory. Australia: Cengage Learning, 2017.
Marmel, Elaine. Teach Yourself Visually Office 2016. Indianapolis, IN: John Wiley & Sons, Inc., 2016.
Microsoft Corporation. “Excel Functions (Alphabetical).” Office Support.
Google Sheets Function List, support.google.com
Google Docs and Slides Documentation, support.google.com

J. GRADING SYSTEM

Raw Score Numerical Grade Letter Grade

92 – 100 3.76 – 4.00 A

86 – 91.99 3.31 – 3.76 B+

80 – 85.99 2.81 – 3.31 B

74 – 79.99 2.31 – 2.81 C+

67 – 73.99 1.81 – 2.31 C

60 – 66.99 1.00 – 1.81 D

Below 60 Below 1.00 F

• All grades given throughout the semester will be numerical. At the end of the semester,
the weighted average numerical grade will be converted to its corresponding letter grade
following the conversion table above.
• No automatic rounding of grades will be done (even if the grade is x.999999999%).

K. CLASS POLICIES

a. Academic Policies Adapted to Online Learning

 Please check the memo released by the Office of Associate Dean for Academic Affairs for a
complete list of the academic regulations and policies that need to be adapted for online learning
(​https://drive.google.com/file/d/1T_QwPPAy83YazdP-bA28yz2gRPfGy8yh/view​).

b. Guidelines for Online Learning by the Ateneo Science and Art of Learning and Teaching
(SALT) Institute:

1. PREPARATION. ​Give your response some thought before you post. Avoid lengthy,
rambling responses by organizing your thoughts first before posting. In most of our
discussion boards, you will be asked to limit your response to a maximum number of
sentences (e.g., "In no more than ten sentences..."). Please make an effort to follow that.
2. PARTICIPATION.​ A discussion is only as helpful as the level of participation that we put
into it. So please participate—not only by posting your response, but also by reading
others' comments and responding to them. You may respond by LIKING a post or by
REPLYING to it. It would be great if you could at least pick one person to respond to each
time you participate in a discussion.
3. REASON. ​We want to stand on the common ground of reason. When we are discussing
ideas (in contrast to expressing our feelings), it is acceptable—and even desirable—to
communicate a dissenting opinion, as long as we support our stance with reason.
Discussions should be grounded in reason--or at least, an attempt to reason. This is the
most important criterion in assessing someone's contribution to discussions of ideas.
4. RESPECT.​ Respect is an absolute non-negotiable whether we are discussing our ideas or
sharing our feelings. It is absolutely all right to disagree as long as we do so in a
reasonable and civil manner. Respect becomes even more crucial when people are sharing
not ideas, but their feelings. In such cases, we are expected only to listen, to accept, or to
support.

c. Email addresses and links to remember

For any kind of help via LS ONE ls.one@ateneo.edu

For Student Help in LMS info.discs@ateneo.edu

OAR Desk (JGSOM) oar.jgsom@ateneo.edu

AteneoBlueCloud https://ateneobluecloud.ateneo.edu/LS

LS-One https://sites.google.com/ateneo.edu/ls-one

L. CONSULTATION HOURS

NAME OF FACULTY EMAIL DAY/S TIME

Jose Rueda IV jrueda@ateneo.edu D 1530-1700
 M. ADDITIONAL NOTES
To join the class in Canvas, you may either click the link or use the code below:
● Canvas Join Code: 3 ​ DNX33
● Canvas Registration Link: ​https://canvas.instructure.com/enroll/3DNX33
Classes will be a mix of asynchronous and synchronous sessions with synchronous sessions via
online conferencing platforms such as Google Meet, Discord, and Zoom. The platform that will be
used will depend on their availability to the students of this course.

​v.1 05/2020