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Charmaine Taylor, Vitta 2006 Going where no-one has gone before taking IT1 & 2 into the future My learning journey Charmaine Taylor VITTA 2006.

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Presentation on theme: "Charmaine Taylor, Vitta 2006 Going where no-one has gone before taking IT1 & 2 into the future My learning journey Charmaine Taylor VITTA 2006."— Presentation transcript:

1 Charmaine Taylor, Vitta 2006 Going where no-one has gone before taking IT1 & 2 into the future My learning journey Charmaine Taylor VITTA 2006

2 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!

3 U1 IT in Action - What’s new? U1 IT in Action AoS1 IT Techniques  O1 Transform print into multimedia AoS2 Data management  O2 Solve a problem with DBMS AoS3 ICT issues  O3 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

4 Strategy 1: Be prepared  study design  Teacher advice (back of study design)  Glossary of terms (back of study design)  IT lists (www.edulist.edu.au)  VITTA  HBS Working Knowledge news  The Age, Australian, mags  My old notes  ACTF learning centre website (www.actf.com.au)

5 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

6 IT in Action - Be clear in my mind

7 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?

8 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

9 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: robertrobert  Whole class reviewed all work, critically evaluated

10 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…)

11 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

12 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

13 Students’ responses  Web pages – MS Frontpage  Choose your own story - Quandary  Animation – gif animator  Photo story – Flash website

14 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

15 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

16 O1 – What I’ll change  Allow less time  Provide more examples of converted products  Teach Flash better

17 Outcome 2 Solve an information problem by  collecting data and  using database software to manipulate the data

18 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

19 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!

20 What I’ll change More emphasis on DB as interactive business tool rather than report producer (latest business requirement) LessMore List of carsRecord sale List of salesRecord markdown

21 Outcome 3 Collaboratively:  Analyse a contemporary IT issue and  Develop and substantiate a point of view then  Create an on-screen information product that presents the analysis and point of view Privacy Digital divide ecommerce environment robotics games Internet ethics AI Electronic monitoring ownership Data mining

22 O3 – Teaching strategies  Introduce issues with forum and  Invited students to share existing knowledge Examples: 1,2,3,41234  Class discussion  Form teams of 2-3 (one team per issue)  Brainstorm ideas: VT – mindmaps, pmi

23 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

24 O3 Responses  Define issue  Plan a response timeline  Analyse issue – for, against, PMI chart  Point of view – state, justify Privacy Digital divide ecommerce environment robotics games Internet ethics AI Electronic monitoring ownership Data mining

25 O3 What I learned Problems:  Poor presentation skills  too much text  Some slackers Positives oAll took part in presentations oAll learned something about issues

26 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

27 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!

28 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

29 IT Pathways - software tools Two software tools: a. programming or scripting language (must manipulate data) b. web authoring or multimedia authoring + image editor

30 IT Pathways - Be clear in my mind

31 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

32 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

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

34 Teaching strategies  Develop skills with range of programming apps in range of contexts  Demo of each program  Provided some code in each programcode  Lots of praise for each student  Record in ejournals weeklyejournals

35 Teaching strategies Scaffolding the eJournal writing The 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?

36 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

37 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

38 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

39 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 LachlanLachlan, DonnaDonna

40 O2 What I learned Worked well  Case study  Research – keen  Animation was a challenge Problems oplagiarism onot enough depth in responses

41 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

42 O3 The problem Ideally students meet a client and solve their problem This year, I set Design and create a promotional CD for Sunbury Downs College to complement the printed info pack

43 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

44 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

45 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 movieFlash front end

46 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

47 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

48 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

49 As for 2007… I can’t wait!


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