Hi,<br>Couldn't people here put forward their opinion on SD?<br>I prefer to just teach an IT subject which is just programming and some programming design eg psuedo code. <br><br>Including so much theory doesn't get any student excited about learning IT at Uni. After all we are trying to promote IT beyond yr12 are we not? Are we not trying to get more people to do it?<br>
Do we have the people in charge of the subject with this in mind?<br><br><div class="gmail_quote">On Wed, Apr 16, 2008 at 12:36 PM, Adrian Janson <<a href="mailto:janson.adrian.a@edumail.vic.gov.au">janson.adrian.a@edumail.vic.gov.au</a>> wrote:<br>
<blockquote class="gmail_quote" style="border-left: 1px solid rgb(204, 204, 204); margin: 0pt 0pt 0pt 0.8ex; padding-left: 1ex;">Hi Steven,<br>
<br>
I think that links between the tertiary and secondary sectors need to become<br>
stronger for us to both move forward - and it would be great to have an<br>
extended dialogue with you about this when the time is right (which may be<br>
soon). So if you are keen to help us onto the right track in terms of<br>
industry standard practice - then it would be great to chat!<br>
<br>
For now however, I think it is important not to confuse those working with<br>
and coming to terms with the current study design. I have renamed this<br>
thread so that those who wish to ignore - simply can. The current study<br>
design is what is important for the 'right now'.<br>
<br>
Cheers,<br>
Adrian<br>
<br>
Adrian Janson,<br>
VITTA President<br>
Director of ICT,<br>
Melbourne High School,<br>
Forrest Hill, South Yarra 3141 Australia.<br>
Phone: 03 9826 0711 International: +61 3 9826 0711<br>
Fax: 03 9826 8767 International: +61 3 9826 8767<br>
E-mail: <a href="mailto:janson.adrian.a@edumail.vic.gov.au">janson.adrian.a@edumail.vic.gov.au</a><br>
Website: <a href="http://www.mhs.vic.edu.au" target="_blank">http://www.mhs.vic.edu.au</a><br>
Blog: <a href="http://jansona.edublogs.org" target="_blank">http://jansona.edublogs.org</a><br>
<br>
-----Original Message-----<br>
From: <a href="mailto:sofdev-bounces@edulists.com.au">sofdev-bounces@edulists.com.au</a> [mailto:<a href="mailto:sofdev-bounces@edulists.com.au">sofdev-bounces@edulists.com.au</a>]<br>
On Behalf Of Steven Bird<br>
Sent: Wednesday, 16 April 2008 11:04 AM<br>
To: Year 12 Software Development Teachers' Mailing List<br>
Subject: Re: [Year 12 SofDev] Resource flows in a DFD<br>
<br>
On Tue, Apr 15, 2008 at 10:40 AM, Mark Kelly <<a href="mailto:kel@mckinnonsc.vic.edu.au">kel@mckinnonsc.vic.edu.au</a>><br>
wrote:<br>
> That's what concerns me. We are marking things right or wrong according<br>
to<br>
> a set of sometimes-arbitrary rules and definitions that sometimes only<br>
apply<br>
> in our little world of VCE theory. An outsider in The Real World could<br>
well<br>
> argue that our answers are either moot or just plain wrong according to<br>
best<br>
> practice.<br>
><br>
> Our definition of the SDLC, for example, is just one of many, yet we ask<br>
> very specific questions about it that can rule all other SDLC variants<br>
> incorrect.<br>
<br>
For effective assessment, I think we need to focus on knowledge and<br>
skills that are relevant and well-codified. As a body of knowledge, I<br>
don't think the SDLC scores very highly on either measure. There are<br>
many other practical and interesting topics that could be covered.<br>
<br>
A possible starting point is to consider the relationship between the<br>
VCE and university curricula. From where I stand, it seems very odd<br>
that VCE would include aspects of our third year subjects as they were<br>
taught 10-20 years ago. Could we find ways to migrate our first-year<br>
curriculum into VCE/VELS?<br>
<br>
By the way, here is what Melbourne University does in first year IT,<br>
as of 2008: <a href="http://informatics.unimelb.edu.au/" target="_blank">http://informatics.unimelb.edu.au/</a><br>
I guess I might have some of your 2007 students. :)<br>
<br>
Steven Bird<br>
<a href="http://www.csse.unimelb.edu.au/%7Esb/" target="_blank">http://www.csse.unimelb.edu.au/~sb/</a><br>
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