understanding functionality and structure · database system input: database + more records in...
TRANSCRIPT
Jens Kaasbøll
INF3280 11 Feb 2016
Understanding functionality and structure
• Aim
– Design scaffolds for understanding IT use
– Complete Assignment 2
• Core literature:
– Chapter 4. Understanding IT
• Additional literature – Aharoni, D. (2000) Cogito, ergo sum! Cognitive processes of students
dealing with data structures
– Furuta, T. (2000) The Impact of Generating Spontaneous Descriptions on
Mental Model Development
– Vessey & Conger (1994) Requirement Specification: Learning Object,
Process, and Data Methodologies
1
Understanding in addition to skills
Learning IT never ends
• New functionality
• New installations of
software
• New versions of software
• New vendors
• New software types
• New hardware
Understanding ease learning
compared to skills only
2
Understanding functionality and structure of IT
neccessary for IT competence
Jens Kaasbøll
INF3280 11 Feb 2016
Constructivism: Experience precede reflection
• Experience through interactions with
– Other learners
– Teachers
– Computers
– Books and documentation
– and the rest of our environment
• Understand through reflection on experience
– Relate it to previous experience
– Relate it to concepts, models, theories…
– Discuss it with others
3
Constructing new understanding
• Learning is based on existing competence
– We construct our own skills and understanding
– Understanding and skills are not transferred • We don’t copy the teacher’s competence
• Understand new concepts based on
– Previously understood concepts • From IT
• From other areas
– New experience
4
Jens Kaasbøll
INF3280 11 Feb 2016
2c. C
om
pare
in
pu
t and
o
utp
ut
2c. Functional understanding
2d. Conceptualise
1. Skills
2d. Structural understanding
Type the Column letter.
Type the Row number.
In order to have one cell refer
to another, one has to get the
coordinates of the other cell
into the formula
Cell-referencing is an
ingredient in formulas
Carry out an action.
Say each step.
Talk about the input and
output of the action
without actually doing it
Refer to the action like an
object of its own which can
be part of other actions
5
6
Exercise
• When requested to explain graphs in spreadsheets, we
get the following responses:
Gloria:
– Graphs are drawings of numbers. They show us the
numbers so that they are easier to compare.
Jussi:
– The graphs are linked to the numbers, so when I
change a number, the graph will also change.
Yma:
– We make graphs by selecting the numbers to be
charted, and then choose the graph type. We can
change the format of the graph afterwards.
• At which levels of skills or understanding of IT concepts
are Gloria, Jussi and Yma?
Jens Kaasbøll
INF3280 11 Feb 2016
2c. C
om
pare
inp
ut
and
ou
tpu
t
2c. Functional understanding
Functional
model
Illustration + text
Slow learners in particular
2d. Conceptualise
Structural
model
Confronting
misconceptions
Oral or written from teacher
Quiz with explanations
1. Skills
2d. Structural understanding
Illustration + text
7
2c. C
om
pare
data b
efore
an
d afte
r imp
ort
2c. Import data into a database system
Input: Database + more records in another file
1. Backup the database.
2. Locate file with records to be imported.
3. Specify column containing record identification.
4. Import.
5. Repeat 1. Check records with similar but not identical identification.
2. Judge whether the records concern the same object.
3. Merge if they do
Database with records from other file, duplications removed
1. Skills
1. Le
arnin
g
Instructions
0. Input from keyboard to a database system
8
Jens Kaasbøll
INF3280 11 Feb 2016
2c. C
om
pare
un
do
in
the
datab
ase
and
ed
itors.
2c. Saving data in a database system
1. Skills
1. Le
arnin
g
Once an operation is completed in the database,
it cannot be undone.
0. Undoing in a text editor
Instructions
9
Functional models
Input Process Output
10
Health data
900 immunised
Population data
1000 children under 1 year
Health data
900 immunised
Health indicators
90% immunisation coverage
Reporting rates
87% EPI report
DHIS
Input Output
Jens Kaasbøll
INF3280 11 Feb 2016
Functional model
for printing
11
Start print function
Select variables
Edit layout
Preview
Select printer
Satisfied?
Yes
No
Document in file
Document on paper
12
Functional model
of software
CBot Design
http://classes.engr.oregonstate.edu/
mime/spring2010/me414-
001/g2/pages/system.html
Jens Kaasbøll
INF3280 11 Feb 2016
Obtaining a functional understanding
13
Oh, I can close
the program
with this
Window
on screen
Clicking X in upper right corner
Clicking program at bottom of screen
No
Window
Click here
to close the
window
Discrimination error
14
Oh, I can use
this one also
Window
on screen
Clicking X or □ in upper right corner
Clicking program at bottom of screen
No
Window
With this you
can minimise
the window
Jens Kaasbøll
INF3280 11 Feb 2016
The functional understanding of the teacher
15
Window
on screen Window
minimized
Clicking □
Clicking button
on taskbar
Program
running
Program
stopped
Clicking X Clicking
program in
Start menu
Confronting misconceptions
Oral 16
I just completed the form, and now its lost! See, the Data Set Report from August is empty. The internet must be down.
No, you see, data is not available in the reports until tomorrow. DHIS has to process them during the night.
Jens Kaasbøll
INF3280 11 Feb 2016
Confronting misconception
Quiz with explanations
17
A number which you have entered in DHIS2 belongs to
a) A manager, a data entry clerk and an organisation unit.
Wrong answer. The data does not belong to a specific manager or a
data entry clerk.
b) A country, an organisation unit and a period.
Wrong answer. An organisation unit is a part of a country..
c) An organisation unit, a period and a data set.
Correct answer.
Levels of ease of structuring data
18
Data and
object
modelling
Difficult
Vessey & Conger, 1994
Process
modeling
Easy
Customer
Occupancy Room
Reservation
Event Travel Agent
Cleaning Restuarant
expense
Restuarant
Organiser
Invoicee
Jens Kaasbøll
INF3280 11 Feb 2016
Structural models
• Designers’ Structural model of the system
– Application specific IT concepts
– General IT concepts
• Conceptualisation is NOT a sequential process
Express Structural models as illustrations with short texts
19
20
Data structures
• 1-many relationship between
customer and address
– Not explicitly stated Restrictions on values
Jens Kaasbøll
INF3280 11 Feb 2016
1. Find the data structures
21
• Outline views
• Data models
• Deduce from user interface
2. Decide main and sub structure types
22
• Sequence
• Grid (array,
matrix)
• Hierarchy
• Network
Combinations?
Jens Kaasbøll
INF3280 11 Feb 2016
3. Decide user group
23
• Most users
• Entering and reporting Only data
• Superusers
• Setting up data structures Include types
Visit Visit-ID
Patient
Visit-type
4. Include abstract entities
24
• Events in the Domain represented by a record
• Planned events
Occupancy From date # nights # guests
Reservation From date # nights # guests Room type
Jens Kaasbøll
INF3280 11 Feb 2016
5. Include examples
• In the model
• Relate to
recognisable places
in the user interface
25
Customer Name: Fjoralba Address: Oslo Phone: 123456 Email: [email protected]
Reservation From date: 24.03.14 # nights: 3 # guests: 2 Room type: Luxe
New reservation
Name Fjoralba
# guests 2
From 24 March 2014
# nights 2
Room type Luxe
Customer Name Address Phone Email
Occupancy From date # nights # guests
Room Type # beds Price
Reservation From date # nights # guests Room type
Structural models for intermediate level users
Jens Kaasbøll
INF3280 11 Feb 2016
Types and Instances
•Description of a common
set of symbols and
operations
Integer
Number without decimals
Calculation operators
•A unit of data adhering to
the type
27
Account
Balance
Owner
Deposit
Withdraw
:Account
18 473.32
Kari
:Account
3 292.00
Ola
Class Objects
234 -2
1 000 000
2c. C
om
pare
styles
with
maste
r slide
s, file
type
s and
kn
itting p
attern
s
2c The effects of modifications of a style apply to all instances
of the style.
1. Skills
1. Le
arnin
g
0. Recipes and food. Knitting pattern and
sweaters. Master slide and slides
2d. Conceptualise
2d The relation between a style and its associated paragraphs.
Every paragraph belongs to one and only
one style at a time. A style can have zero of
more paragraphs attached.
28
Jens Kaasbøll
INF3280 11 Feb 2016
Structural model of IT –
Generalisation-specialisation
29
Data link
Cross reference - inside a document Hyperlink
- between files
Specialisations
30
• Recognisable
• Simple
– Only essentials
Unknown notation Recognisable
Jens Kaasbøll
INF3280 11 Feb 2016
Functional and Structural model of IT –
Discrimination
31 Inconsistencies when
updating the spread sheet Inconsistencies avoided
32
Microsoft Help
Word > Page breaks and section breaks
> Insert a section break
Jens Kaasbøll
INF3280 11 Feb 2016
33
Hyperlink
Video
• Make learners feel being in a conversation
– We and you
– Learning agent
– Natural voice
• Describe complex visuals with audio only
34
Jens Kaasbøll
INF3280 11 Feb 2016
Exploiting both the visual and oral channels
• Teaching and videos
Minimum of written text 35
Speech
Written
text
Pictures
Phonetic
processing
Visual
processing Eyes
Ears
Very limited
capacity
Long term
memory
Target (possible) misconceptions
36
No, I haven’t entered EPI data yet. The form is not complete Really?
Yes, look here. There is no place to enter the coverage.
Jens Kaasbøll
INF3280 11 Feb 2016
Testing understanding
Questioning the learners
– What is a …
– What is the result of …
– What is the difference between …
Not
– How do you …
– Where do we find …
37
A style is a …
a. document which looks good.
b. collection of formatting for a document.
c. common set of formatting for all paragraphs.
d. collection of formatting for a paragraph.
e. sequence of characters of the same shape.
f. uniformly looking document.
Summary
38
c What do we mean by
- Functional understanding?
- Structural understanding?
3. Provide functional and structural
models and confront misconceptions.