[Informatics] Thoughts on the 2020 study design - 'Data Analytics'

Sun Mar 17 03:43:13 UTC 2019

oh there it is - welcome back mark -
a bit of good old fashioned lol is just what we need.
🍎

On Sun, Mar 17, 2019 at 1:20 PM Mark <mark at vceit.com> wrote:

> What? ME? *Grumpy*?
> I've got a good mind to punch you on the nose and...
>
> Oh, yeah. I see what you mean.
>
> On Sat, 16 Mar 2019 at 14:28, Roland Gesthuizen <rgesthuizen at gmail.com>
> wrote:
>
>> Mark,
>>
>> Love your grumpy elder, critical eye and red pencil on yea olde
>> documents, reminds me of that Moody chap in Harry Potter.
>>
>> Totally wonderful, I have printed out your emails as a set of handouts to
>> use on Monday to pick over with my Preservice Teachers.
>>
>> Sending more coffee love your way via VCEIT.COM (hint for anybody else
>> reading this, donation link is on the upper RHS)
>>
>> --
>>
>> *Roland GESTHUIZEN*http://about.me/rgesthuizen
>>
>> On 12 Mar 2019, at 2:08 pm, Mark <mark at vceit.com> wrote:
>>
>> Hi all. Here are some thoughts on the brand spanking new Data Analytics
>> units 3 and 4.
>> Hold onto your hats 'cos things have changed.
>>
>>
>> Unit 3 - DATA ANALYTICS
>>
>> - Yes, folks. Informatics is no more! Not sure if the new name is much
>> better... but the hypotheses and MMOS are no more.
>> - Perhaps this was a reaction to the 40% drop in Informatics enrolments
>> after its first year.
>>
>> *AOS1 tools*
>> - Database (dB), spreadsheet (SS) and data visualisation software.
>> - Note: the 'and' implies that spreadsheets *must* be used. Spreadsheets
>> haven't been examined for a long time. They are welcome back.
>> - Important Note: it does *not* say that the dB software has to be
>> relational! This is odd, but interesting.
>>
>> *AOS2 tools*
>> - at least 1 data manipulation tool (e.g. dB SS) and one visualisation
>> tool + project planning tool.
>>
>> *AOS 1 - Data analytics*
>>
>> Intro
>> "Students develop software solutions using database, spreadsheet and data
>> visualisation software tools".
>> - QUERY - does the 'significant s' in 'solution*s*' mean than more than
>> one solution is required??
>> - QUERY - all 3 of dB, SS, AND datavis tools are required?? YES.
>>
>> "Students develop software solutions using database, spreadsheet and data
>> visualisation software tools"
>> 1. import data from files to a dB
>> 2. import data into SS for 'further refinement' before presenting
>> findings as data visualisations. (Note the plural, again)
>>
>> Analytics U3O1
>> "respond to teacher-provided solution requirements and designs to extract
>> data from large repositories, manipulate and cleanse data and apply a range
>> of functions to develop software solutions to present findings."
>>
>> *U3O1 KK*
>> - new - methods to collect census, Geographic Information System (GIS)
>> data, sensor, social media and weather
>> - the old issue of the difference between correctness and accuracy is
>> still there! More cow jokes, I fear...
>> - New - only the APA referencing style is named! Blessed relief!
>> - Gone - no mention of laws relating to data usage in this outcome. It
>> appears in U3O2.
>> - 3NF is still there. Along with the forever-annoying 2NF...
>> - GONE - user interfaces. This is very odd.
>> - GONE - 'user interacting with online solution' stuff. No more user flow
>> diagrams. Yay.
>> - And the big reveal... HYPOTHESES ARE GONE! MULTIMODAL SOLUTIONS ARE
>> GONE! It's true that a rolling study design gathers no MMOS. Sorry.
>>
>>
>> *AO2 - Data analytics: analysis and design*
>>
>> (Part 1 of the SAT)
>>
>> *Analytics U3O2*
>>
>> "propose a research question, formulate a project plan, collect and
>> analyse data, generate alternative design ideas and represent the preferred
>> design for creating infographics or dynamic data visualisations."
>>
>> *U3O2 KK*
>>
>> - Gantt charts are required.
>> - New - Critical path is named. At long last.
>>
>> Unit 4 - Data analytics
>>
>> *Analytics U4O1*
>>
>> - Develop and evaluate infographics or data visualisations to show the
>> findings of the research question prepared in U3O2.
>>
>> (Part 2 of the SAT)
>>
>> *Analytics U4 AOS1*
>>
>> - Ss can use dB or SS.
>> - dB *need not be relational*
>> - RDBMS is never mentioned. But KK still includes foreign keys and 3NF.
>> This is odd.
>> - Evaluate solutions using evaluation criteria prepared in U3O2
>>
>> *Analytics U4O1*
>>
>> "develop and evaluate infographics or dynamic data visualisations [DDV]
>> that present findings in response to a research question, and assess the
>> effectiveness of the project plan in monitoring progress"
>>
>> *U4O1 KK*
>>
>> - U4O1 KK01 - "procedures and techniques for handling and managing files,
>> including archiving, backing up, disposing of files and security". **
>>
>> So they are *disposing of security* along with files? VCAA punctuation
>> is once again ambiguous and misleading. Use the Oxford comma as standard,
>> people!
>>
>> - U4O1 KK03 - "characteristics of information for educating targeted
>> audiences, including age appropriateness, commonality of language, culture
>> inclusiveness and gender"
>> This says that gender is a characteristic of information. What does this
>> mean, VCAA? 'Gender inclusiveness'? This needs to be fixed. **
>>
>>
>> *Data Analytics U4 AOS2 - Cybersecurity: data and information security*
>>
>> - Note - refers to data security in "an organisation", not
>> "organisationS" with the significant "S"
>> - "an organisation uses to protect their data and information" - this is
>> grammatically incorrect. Should be the singular "its", not "their" **
>> - "Students consider the consequences for an organisation that fails to
>> protect their data and information" - ditto **
>> - Does VCAA proofread their designs for punctuation and grammar?
>>
>> *Analytics U4O2*
>>
>> "respond to a teacher-provided case study to investigate the current data
>> and information security strategies of an organisation, examine the threats
>> to the security of data and information, and recommend strategies to
>> improve current practices."
>>
>> *U4O2 KK*
>>
>> - "possible consequences for organisations that fail or violate security
>> measures" - this is grammatically wonky. This equates to "possible
>> consequences for organisations that fail security measures or violate
>> security measures" which does not make sense. **
>>
>> Assessment - "The student’s performance will be assessed using one of the
>> following:
>>     • a case study with structured questions
>>     • a report in written format
>>     • a report in multimedia format."
>>
>> *Assessment Summary*
>>
>> *U3O2*
>>
>> A project plan (Gantt chart) indicating tasks, times, milestones,
>> dependencies and critical path
>> AND
>> A collection of complex data sets that has been referenced
>> AND
>> An analysis that defines the requirements, constraints and scope of
>> infographics or dynamic data visualisations
>> AND
>> A folio of alternative design ideas and detailed design specifications of
>> the preferred design.
>>
>> *U4O1*
>>
>> Infographics or dynamic data visualisations that present findings in
>> response to a research question
>> AND
>>     • an evaluation of the efficiency and effectiveness of infographics
>> or dynamic data visualisations
>>     • an assessment of the effectiveness of the project plan (Gantt
>> chart) in monitoring project progress
>> in one of the following:
>>     • a written report
>>     • an annotated visual plan.
>>
>> So, a new study design and a new desperate search for a meaning for the
>> unit formerly known as Information Processing and Management, IT
>> Applications, Informatics...
>>
>> I have attached a summary of the Analytics KK for your personal pleasure.
>>
>> Regards,
>> Mark
>>
>> --
>>
>> Mark Kelly
>>
>> mark at vceit.com
>> http://vceit.com
>> Twitter @vceitcom
>> <https://twitter.com/intent/follow?original_referer=http%3A%2F%2Fvceit.com%2Fwp%2F&ref_src=twsrc%5Etfw&region=follow_link&screen_name=vceitcom&tw_p=followbutton>
>>
>> Powered by *a loss of hypotheses.*
>>
>>
>>
>> <analytics 3+4 kk.txt>_______________________________________________
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>> VCE Informatics Mailing List kindly supported by
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>> Victorian Curriculum and Assessment Authority <br>
>> http://www.vitta.org.au  - VITTA Victorian Information Technology
>> Teachers Association Inc <br>
>> http://www.swinburne.edu.au/ict/schools - Swinburne University
>>
>>
>> _______________________________________________
>> http://www.edulists.com.au - FAQ, resources, subscribe, unsubscribe
>> VCE Informatics Mailing List kindly supported by
>> http://www.vcaa.vic.edu.au/vce/studies/infotech/itapplications3-4.html -
>> Victorian Curriculum and Assessment Authority <br>
>> http://www.vitta.org.au  - VITTA Victorian Information Technology
>> Teachers Association Inc <br>
>> http://www.swinburne.edu.au/ict/schools - Swinburne University
>>
>
>
> --
>
> Mark Kelly
>
> mark at vceit.com
> http://vceit.com
> Twitter @vceitcom
> <https://twitter.com/intent/follow?original_referer=http%3A%2F%2Fvceit.com%2Fwp%2F&ref_src=twsrc%5Etfw&region=follow_link&screen_name=vceitcom&tw_p=followbutton>
>
> Powered by *Mitochondria.*
>
>
>
> _______________________________________________
> http://www.edulists.com.au - FAQ, resources, subscribe, unsubscribe
> VCE Informatics Mailing List kindly supported by
> http://www.vcaa.vic.edu.au/vce/studies/infotech/itapplications3-4.html -
> Victorian Curriculum and Assessment Authority <br>
> http://www.vitta.org.au  - VITTA Victorian Information Technology
> Teachers Association Inc <br>
> http://www.swinburne.edu.au/ict/schools - Swinburne University
>

-- 
Litsa Tzelepis
Mount St. Joseph Girls' College
133 Maidstone Street, Altona, VIC. 3018
htzelepis at msj.vic.edu.au
P:8398 2000

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