units 3 and 4 informatics 2016 - 2019 · units 3 and 4 informatics 2016 - 2019 implementation...

Units 3 and 4 Informatics 2016 - 2019

Implementation program April to May 2015

VCAA and Digital Learning and Teaching Victoria (DLTV)

Why not ‘IT applications’? Information Processing & Management – 1992-2006

Why not ‘IT applications’? IT Applications – 2007-2015

Why not ‘IT applications’? ‘IT applications was ok, just not enough apps’

VET

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

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

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

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 q  Health Informatics – UNSW

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, …

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

Informatics focus – data, information and systems

Organisations and data management

Data analytics: drawing conclusions

Data analytics: presenting the findings

Information management

http://tinyurl.com/on6qf6a

http://tinyurl.com/leq7ntm

Informatics focus – data, information and systems

Organisations and data management

Acquisition

Input Validation

Manipulation Storage Retrieval

Communication

Data analytics: drawing

conclusions

Acquisition Input

Validation Manipulation

Storage Retrieval Output

(Disposal)

Data analytics: presenting the

findings

Manipulation Storage Retrieval Output

Communication

Information management

Storage Retrieval

Disposal

http://tinyurl.com/on6qf6a http://tinyurl.com/leq7ntm

Real

dat

a

Real

info

rmat

ion

No specific software tool

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

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

U3 AoS 1 Organisations

and data management

U3 AoS 2 Data analytics:

drawing conclusions

U4 AoS 1 Data analytics: presenting the

findings

U4 AoS 2 Information

management

SAC RDBMS and user interface

& user flow

SAC written report

or visual report

U3 O1 U3 O2 U4 O1 U4 O2

SAT Data analysis Design folio Short report Presentation Project plan Evaluation

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  

Exam

Informatics structure

School-based assessment

U3O1 (SAC) __ % study

score

U3O2 (SAT)

U4O1 (SAT)

U4O2 (SAC) __ % study

score

GA1 (SAC) % GA2 (SAT) % GA3 (Exam) %

Insert percentage

values

School-based assessment

U3O1 (SAC) 10 % study

score

U3O2 (SAT)

U4O1 (SAT)

U4O2 (SAC) 10 % study

score

GA1 (SAC) 20% GA2 (SAT) 30% GA3 (Exam) 50%

Graded assessment deadline around end of June

Unit 3 AoS 1 Organisations & Data Management

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.

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

http://gauravpanchal.stuntnyc.com/wp-content/uploads/2013/07/builderbuzz_mindmap_2.jpg

http://gauravpanchal.stuntnyc.com/wp-content/uploads/2013/07/builderbuzz_mindmap_2.jpg

https://netbeans.org/kb/docs/javaee/ecommerce/design.html

http://zurb.com/word/information-architecture

https://www.newfangled.com/how-to-tell-the-users-story

Examples – user flow diagrams

Source: Robert Timmer-Arends

Unit 4 AoS 2 Information Management

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.

U4O2: Changes from current U4O2 q  Key knowledge:

•  Privacy Act 1988, Privacy & Data Protection Act 2014, Health Records Act 2001

Unit 3 AoS 2 Data analytics – drawing conclusions Unit 4 AoS 1 Data analytics – presenting the findings

My hypothesis that in 3 years …

School-assessed Task

Complete the design principles

What do students do?

•  Project plan •  Hypothesis •  Acquire complex data •  Design data org, file management •  Manipulate data •  Interpret data •  Draw conclusion

U3O2 analysis design

development

•  Monitor and adjust project plan •  Design ideas •  Criteria for selecting pref. design •  Detailed design •  Develop multimodal solution •  Evaluate solution •  Evaluate project plan

U4O1 design

development evaluate

Ask Think Do Conclude

Present Substantiate Evaluate

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

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

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

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 http://www.vcaa.vic.edu.au/Pages/aboutus/policies/policy-copyright.aspx

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