Units 3 and 4 Informatics Implementation program April to May 2015 VCAA and Digital Learning and Teaching Victoria (DLTV)

Transcription

1 Units 3 and 4 Informatics Implementation program April to May 2015 VCAA and Digital Learning and Teaching Victoria (DLTV)

2 Why not IT applications? Information Processing & Management

3 Why not IT applications? IT Applications

4 Why not IT applications? IT applications was ok, just not enough apps VET

5 Why not IT applications? It should be noted that ICT is an unusually problematic term because it is commonly used to mean many different things. Among them are: 1. The subject called ICT 2. The use of generic information technologies to support teaching and learning (interactive whiteboards, ) 3. The use of specific computer technologies to support particular aspects of a subject (eg, weather stations in geography, ). 4. The use of technologies to support teachers administrative processes, and the school s management information systems, 5. The physical infrastructure of a school s computer systems: the networks, printers and so on. Shut down or restart? The way forward for computing in UK schools The Royal Society, January 2012

6 Why informatics? The term informatics was first proposed by Karl Steinbuch to refer to the general field of computer science. In Europe this meaning has remained. In the United States, however, the term focuses less on computer science and more on the application to a specific domain. the emphasis is on information, not data. the point of developing or presenting information is so that people can understand and utilize it. it is technology that brings these two aspects together. [rather than programming] the technology is more about working with information. Fundamentally, in informatics the focus of technology is delivering information to people. Preparing High School Students for College with Informatics Stephen J. Zilora, 2010

7 Why informatics? A study of informatics prepares you for just about any professional work available now or likely in the future, and gives you skills relevant to creative and advanced aspects of other fields. Whether your interests lean towards the business, creative arts, humanities or scientific disciplines, or towards the subject areas of informatics itself, the generic knowledge and skills you gain will continue to be relevant and useful, and applicable as your career and personal interests change. The Book of Informatics Gammack, Hobbs, Pigott, 2011

8 Why informatics? Google informatics course Australia q Health Informatics Uni Melb q Master of Health Information Management La Trobe q Informatics and Business Systems ACU q Health Informatics Uni Tas q Master of Health Informatics Uni Wollongong q Nursing informatics Monash q Centre for Health Informatics Macquarie q Applied informatics Vic Uni q Master of Information Technology (Business Informatics) James Cook q Advanced Genome Informatics Uni Qld q Urban Informatics QUT Informatics is about using computers to work with digital information gathering, using, storing, data. in all types of settings, such a finance, economics, journalism, biology,

9 Informatics q Puts emphasis onto data and information q Students can learn to become informed users producers rather than consumers q A generic skill set that can cater to a wide range of interests/jobs/professions into the future q An enabling discipline

10 Informatics focus data, information and systems Organisations and data management Data analytics: drawing conclusions Data analytics: presenting the findings Information management

11 Informatics focus data, information and systems Organisations and data management Data analytics: drawing conclusions Data analytics: presenting the findings Information management Acquisition Input Validation Manipulation Storage Retrieval Communication Real data Acquisition Input Validation Manipulation Storage Retrieval Output Real information Manipulation Storage Retrieval Output Communication (Disposal) No specific software tool Storage Retrieval Disposal

12 Key changes q Specification of software tools q Outcome 1 (Online communities) gone, so No prototype website Networks no longer directly covered in Unit 3/4 q User flow diagrams included in RDBMS q School-assessed Task (project over two outcomes) q Data analytics q Introduction of types of thinking

13 Software tools example Unit 3 software tools that students are required to both STUDY and USE in this unit Area of Study 1 A relational database management system Drawing or graphics software software tools that students are required to USE, but not required to study, in this unit Area of Study 2 Appropriate tool for documenting project plans Software tools to capture, store, prepare and manipulate data

14 Informatics structure SAC RDBMS and user interface & user flow U3 AoS 1 Organisations and data management U3 AoS 2 Data analytics: drawing conclusions Exam SAT Data analysis Design folio Short report Presentation Project plan Evaluation U4 AoS 1 Data analytics: presenting the findings SAC written report or visual report U3 O1 U3 O2 U4 O1 U4 O2 U4 AoS 2 Information management So#ware for - RDBMS - drawing or graphics So#ware to - capture, store, prepare and manip. data - doc proj plans So#ware for - crea>ng mul>modal, online solu>on - proj plans

15 School-based assessment U3O1 (SAC) % study score U3O2 (SAT) Insert percentage values U4O1 (SAT) GA1 (SAC) % GA2 (SAT) % GA3 (Exam) % U4O2 (SAC) % study score

16 School-based assessment U3O1 (SAC) 10 % study score U3O2 (SAT) U4O1 (SAT) Graded assessment deadline around end of June U4O2 (SAC) 10 % study score GA1 (SAC) 20% GA2 (SAT) 30% GA3 (Exam) 50%

17 Unit 3 AoS 1 Organisations & Data Management

18 U3O1: The outcome IT Applications (U3O2) On completion of this unit the student should be able to design, and develop using a relational database management system, a solution to an information problem, and discuss why and how data is acquired via websites Informatics (U3O1) On completion of this unit the student should be able to design a solution, develop it using a relational database management system, and diagrammatically represent how users interact with an online solution when supplying data for a transaction.

19 U3O1: Changes from current U3O2 q Teacher to provide two design briefs Online transaction RDBMS q For the online transaction component, students design a user flow diagram & user interface ( start page) q Key knowledge: 4 KKs dealing with online communities now look at organisations using online transactions 2 KKs added to cover design for online component Use of the term security control Comparison of RDBMS with flat-file DB Data types now defined and refined in glossary Normalisation to third level now explicit

20 Examples user flow diagrams /07/builderbuzz_mindmap_2.jpg builderbuzz_mindmap_2.jpg Source: Robert Timmer-Arends

21 Unit 4 AoS 2 Information Management

22 U4O2: The outcome IT Applications (U4O2) On completion of this unit the student should be able to evaluate the effectiveness of strategies used by organisations to manage the storage, communication and disposal of data and information, and recommend improvements to current practices Informatics (U402) On completion of this unit the student should be able to compare and contrast the effectiveness of information management strategies used by two organisations to manage the storage and disposal of data and information, and recommend improvements to their current practices.

23 U4O2: Changes from current U4O2 q Key knowledge: Privacy Act 1988, Privacy & Data Protection Act 2014, Health Records Act 2001

24 School-assessed Task Unit 3 AoS 2 Data analytics drawing conclusions Unit 4 AoS 1 Data analytics presenting the findings My hypothesis that in 3 years

25 Complete the design principles

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27 What do students do? U3O2 analysis design development Project plan Hypothesis Acquire complex data Design data org, file management Manipulate data Interpret data Draw conclusion Ask Think Do Conclude U4O1 design development evaluate Monitor and adjust project plan Design ideas Criteria for selecting pref. design Detailed design Develop multimodal solution Evaluate solution Evaluate project plan Present Substantiate Evaluate

28 How big should it be? q VCAA guidelines q Training day near the beginning of the year q Class time has to incorporate teaching as well as project time

29 Authentication q Individual project q Witness progress at school q Student plan versus reality q Meeting intermediate deadlines q reporting in with progress q Ability to explain how something was done q Authentication declaration by student q Teacher can not authenticate sections

30 Assessment framework Extended project over two outcomes Mandated assessment criteria Scores for each outcome are reported separately (see informatics) Ongoing teaching/learning/assessing process Individual projects for authentication

31 Copyright Victorian Curriculum and Assessment Authority (2015). Third parties may own copyright in some content included in this presentation, as indicated. The term VCE and associated logos are registered trademarks of the VCAA. VCAA content may be used in accordance with the VCAA s Intellectual Property and Copyright Policy policy-copyright.aspx

32 New terminology/content U3O1 U3O2 U4O1 U4O2 Design principles User flow diagrams Primary and secondary sources of data Qualitative and quantitative data Coding qualitative data Features of hypothesis Project management processes and concepts Pattern recognition Referencing methods Techniques for generating design ideas Effective multimodal online solutions Design principles Reasons for information management strategies