Charmaine Taylor, Vitta 2006Charmaine Taylor, Vitta 2006

Going where no-one has gone before

taking IT1 & 2 into the future

My learning journeyCharmaine Taylor

VITTA 2006

Danger for the unwary!

Excitement for the bold!

Read study design carefully

Read the Teacher advice

Do some research

Select appropriate software

Renew interest for the jaded

Get into higher order thinking

Challenges for all

or

Just come along for the ride!

U1 IT in Action - What’s new?

U1 IT in Action AoS1 IT TechniquesO1 Transform print into

multimediaAoS2 Data managementO2 Solve a problem with

DBMSAoS3 ICT issuesO3 Collaboratively analyse

an issue and present pov in multimedia

1. Software designated:

O1 & 3: web authoring, multimedia authoring plus supporting s/w

02: database

2. AoS names make sense

3. Outcomes directly linked to AoS

4. Almost no repetition

Strategy 1: Be prepared

2007-2010 study design Teacher advice (back of study design) Glossary of terms (back of study design) IT email lists (www.edulist.edu.au) VITTA HBS Working Knowledge news

(workingknowledge@hbs.edu) The Age, Australian, mags My old notes ACTF learning centre website

(www.actf.com.au)

Strategy 2: Be clear in my mind

IT in Action – dynamic information, data

MM data types: images, sound, text

interactivity

IT Pathways – control, careers, creativity

Control over computer

Real products for real clients

IT in Action - Be clear in my mind

Strategy 3: Understand outcomes

1. Convert print information to an on-screen product (ie multimedia)

meet a specific audience need Evaluate the success of this product Explain its likely impact on the audience’s

skills or work practices

Questions: 1. Which software tool?2. What’s the challenge?

Teaching strategies

Difference between print and multimedia Data types and formats for multimedia Show examples of different uses of

multimedia eg these CDs Chicken Run – How film was made Visit Britain – interactive tour Falls Creek – interactive tour Ultimate Survey – game about stats Bodywhys – growing up Big Ideas – interactive tute about IP

then did practical exercise

Teaching strategies

Prac ex 1 Convert the Road Rules book into a slide

show Problem-solving method Thinking tools: mind map Design tools: structure chart; storyboard Slide show functions and techniques Slide show conventions Image editing Animation – gif animation; Flash

Sample: robert Whole class reviewed all work, critically evaluated

Teaching strategies

Pract ex 2 Create a website that gives visitors a quick

tour of the school Design tools: structure chart Web design conventions Web authoring tools – functions, techniques File management – filenames, folders

Class reviewed work, evaluated against criteria (readability, ease of use…)

It’s in the message!

Look beyond the text What is the message?

How best to convey the message using multimedia?

Don’t copy words into slide show or web page

It’s not the words, it’s the message!

Challenge: Find an outcome stimulus that has a straightforward message

Outcome 1 task

Convert Its not OK to be away pamphlet for our school website

DE&T pamphlets to schools SDC adapted pamphlet for

our students

Students’ responses

Web pages – MS Frontpage Choose your own story - Quandary Animation – gif animator Photo story – Flash

website

Testing & Evaluation

Testing – students wrote questionnaire Reviewed as a class Edited and printed two copies each Parents, siblings tested the work

Cultural awareness; audience sensitivities

Edited the products Evaluation and impact done through class

online forum

O1 – What I learned

Worked well Students loved it Real product New ict skills Teamwork Use exemplars!!!!!

Problems Visual representations

and multimedia products take much more time to create

Some students found basic web pages challenging

O1 – What I’ll change

Allow less time Provide more examples of converted

products Teach Flash better

Outcome 2

Solve an information problem by collecting data and using database software to manipulate the

data

O2 Teaching strategies

Databases: what, why, search strings Database structure: fields, records, tables Design tools: DFDs (context diagram, level 1),

report layout diagrams, user interface mockups Data dictionary: field_name, length, type, format,

description User interface design Conventions Data validation: purpose, techniques Hardware & software

Prac ex 1: Create a CD or Car Dealer database

What I learned

Need physical demo that fields are not data items

Flat file database is difficult enough Getting reports to meet conventions is a

challenge – students are stubborn!

What I’ll change

More emphasis on DB as interactive business tool rather than report producer (latest business requirement)

Less MoreList of cars Record saleList of sales Record markdown

Outcome 3

Collaboratively: Analyse a contemporary IT issue and Develop and substantiate a point of viewthen Create an on-screen information product

that presents the analysis and point of view

Priva

cy

Digital

divide

ecommerceenvironment

robotics

games

Internet ethics

AI

Electronic monitoring

ownership

Data mining

O3 – Teaching strategies

Introduce issues with forum and Invited students to share existing

knowledgeExamples: 1,2,3,4

Class discussion Form teams of 2-3 (one team per issue) Brainstorm ideas: VT – mindmaps, pmi

O3 Teaching strategies

effective search strategies Save time and money

copyright laws – avoid plagiarism Referencing – conventions Research – and in newspapers, people Introduce project management with MS

Project – tasks, timeline, people

O3 Responses

Define issue Plan a response timeline Analyse issue – for, against, PMI chart Point of view – state, justify

Priv

acy

Digital

divide

ecommerce

environment

robotics

games

Internet ethics

AI

Electronic monitoring

ownership Data

min

ing

O3 What I learned

Problems: Poor presentation skills too much text Some slackers

Positiveso All took part in presentationso All learned something about

issues

O3 What I’ll change

Set issue at beginning of term Use MS Project to plan the investigation Team Leaders to report to class one session

each fortnight Raise the bar re quality of presentation Provide exemplar as reference point

IT in Action - Learnings

Students need much more time to develop multimedia skills

Outcome 1 can run away from you Outcome 3 is suited to planning over longer

period eg homework The theory is better enmeshed in the prac

in this study design Students accepted the theory better We all had fun!

IT Pathways - focus

Focus on individuals, organisations and collaborative problem-solving (rather than IS in orgs)

Create solutions and information products to meet personal and client needs (rather than provider view)

Examine networked information systems used in organisations

Explore career pathways re programming/scripting

IT Pathways - software tools

Two software tools: a. programming or scripting language

(must manipulate data) b. web authoring or multimedia

authoring + image editor

IT Pathways - Be clear in my mind

O1 – Programming or Scripting

Demonstrate progression in ability to use a programming/scripting language Must manipulate data

Record learning progress (learning journal) Explain possible career pathways for one

with these skills

Teaching strategies

Explain role of ePortfolio (learning journal) Demonstrate how to create one (web

authoring tool eg Netscape, MS Frontpage) Introduce programming with VB6

Terms Structures Design tools: interface layout diagrams, IPO

charts, N-S diagrams, flow charts

Programming exercises

Currency converter – individual utility Better Blinds (ITalive) – business quote Giant Garages – on your own mate Radical Bikes (ITalive) – save files Mobile phone – communications Traffic lights – system control Class test: self-mark

Luke’s BB

Teaching strategies

Develop skills with range of programming apps in range of contexts

Demo of each program Provided some code in each program Lots of praise for each student Record in ejournals weekly

Teaching strategies

Scaffolding the eJournal writingThe 4 Qs What were you expected to do? What did you do well? If you were to do this task again, what

would you change? What help do you need from the teacher?

O1 What I learned

Worked well Range of tasks Challenge Mastery over machine Graphic apps helped

Problems

• three had no idea

• needed to tap into interests

• too many tasks

• wide range of abilities ---------

• Graphics were time wasters

O1 What I’ll change

One example of each type only Replace Radical Bikes with a fines program

– tie in with U1 Road Rules Simplify traffic lights Provide all graphics not some

O2 Networks

Represent an organisation’s networked information system

Describe: how a specified set of data flows through the

system where it is stored where it is processed

O2 Teaching strategies

Straight into it Students set short assignment to find out

how networks work – howstuffworks.com Oral reports (1-2)

Case study – 3Cs I set a challenge: animate the data flow

Lachlan, Donna

O2 What I learned

Worked well Case study Research – keen Animation was a

challengeProblemso plagiarismo not enough depth

in responses

O3 Solve a client’s info problem

Work collaboratively to: Design a solution and information product

for a client Take into account client feedback Solve the problem Evaluate the efficiency and effectiveness of

the solution and product

O3 The problem

Ideally students meet a client and solve their problem

This year, I setDesign and create a promotional CD for Sunbury Downs College to complement the printed info pack

O3 Teaching strategies

Distributed task and Design brief Students viewed an exemplar Groups to brainstorm with Mind maps Explain purpose of planning; and Demonstrate a planning tool (MS Project) View Designing Multimedia (VEA) Explained camera shots, angles,

storyboard with examples from ACTF website

O3 Teaching strategies

Students create storyboards then edit to make them usable

Students practise camera & editing skills Worksheet: terms, structure chart, evaluation, file

management Students being creative! Class discussion/notes on hardware/software

required Class compile a test plan Client tests product Edits made Evaluation as written reports on online forum

O3 What I learned

Worked well The task – great idea! All kids engaged Most independent learners Gifted excited by it Huge improvement in final product over draft Students learned about the cutting room floor!

CD movie Flash front end

O3 What I learned

Problems Some no idea about quality images Some no initiative Dreadfully slow equipment Copyright and privacy breaches Downtime – filled with exam prep

O3 What I’ll change

A lesson on what makes a quality image More direction from me for some students All compiling to be on my laptop

(getting 2 new PCs though!) Provide pro forma for copyright and

privacy record-keeping Exam preparation worksheets for

downtime

Students’ ideas

To learn more about collaborative learning: Friendship groups for some tasks Teacher assigned for some tasks

U2O3 – how to use sewing machine, lathe would help VCAL/VET students

As for 2007…

I can’t wait!