[Year 12 IPM] OT: Unit 2 IT study design -- LAB [Long and Boring]response

Sat Jun 18 00:39:04 EST 2005

Just to add my twopence-worth: the e-tag readers are remote devices so
communication is also involved. Even so, I agree fully with Keith and the
others here as the data acquisition does involve two or more of the
VCAA-defined steps. Students have to try to decide the best fit in the VCAA
theoretical world, which bears less and less resemblance to the real world
as time ticks by.

Many of my students are probably sick of me prefixing my utterances with "In
the real world ...". Again, I agree with the others that because of this
divergence between the real and theoretical states, it is possible to have
many differing and equally "correct" opinions as evidenced by this
discussion thread.

However, IMHO in the case of the direct screen entry, I would be inclined to
say it was input only. The data has already been acquired and the data is
not processed until after the input.

Cheers (and awaiting possible flack!),

Jeff Lynn,
Hales Institute.

-----Original Message-----
From: ipm-bounces at edulists.com.au [mailto:ipm-bounces at edulists.com.au] On
Behalf Of Keith Richardson
Sent: Friday, 17 June 2005 10:22 PM
To: Year 12 Information Technology Processing and Management
Teachers'Mailing List
Subject: Re: [Year 12 IPM] OT: Unit 2 IT study design -- LAB [Long and
Boring]response

I have to agree with you Mark, and the situation would be almost
ludicrous IF "TRITW" were consistent, but, heavens forbid, they (in the
TRITW) are human also, and so differ from one another. What then must we
do? On the one hand we attempt to serve to our kids with 'reality'
rather than bs, but we know two things - they are approaching a real
life threatening exam that expects certain specifics, and what actually
'reality' is depends on who you talk to, how the facts are used, what
segment of the TRITW they operate in, and where they received their
training.
As an IP&M teacher I try to aquaint them with the whole conundrum we are
discussing in this thread, and the extreme difficulty (and perhaps
hopelessness of trying to search for the one true answer) that emerges
when we try to be definitive. Then I teach them the VCAA 'truth', place
it into some kind of perspective, and go away and pray by myself in the
corner.
Chio, Keith

On Fri, 17 Jun 2005 20:17:58 +1000, "Mark Kelly"
<kel at mckinnonsc.vic.edu.au> said:
> Robert Timmer-Arends wrote:
> 
> > Hello Mike
> > 
> > '...people free scanners /  e-tag readers ...' are otherwise known as
'data
> > capture devices', combining the operation of 'acquisition' and 'input'
by
> > 'capturing' the data at its source. In terms of the Info Proc steps, the
> > step might be called 'data capture', and I suspect that the original
post re
> > direct screen entry might be put under this heading (???)
> 
>  > Regards
>  > Robert T-A
>  >
> 
> I would agree that data acquisition may occur immediately before input 
> (though it may appear to be simultaneous), especially with such things 
> as web forms where the unwashed masses type data into web forms, and the 
> data is then input into some server-side database.   The point is that 
> acquisition occurs a millisecond *before* input, but is still a 
> different logical process to input.
> 
> Alas, there is no such heading as "data capture" in VCAA's gospel of 
> info processing cycling.
> 
> Is this a problem with the real world, or VCAA?  Heaven forfend!  Surely 
> the VCE IT theory *must* concur with the real world of IT...
> 
> Why else would we teach it?
> 
> [Increasingly Off-Topic hereafter]
> 
> Why else would we teach, for example, the theoretical steps of the 
> problem solving steps (SDLC), if it were not the canon of real-world IT 
> business people?   To teach irrelevant or outdated theory would waste 
> our students' time and to elevate ourselves to ridicule from those in 
> The Real IT World (TRITW).
> 
> TRITW *must* believe in ADDTDIE (analyse, design, develop, test, 
> implement, evaluate) because we would not be teaching this otherwise...
> 
> Unfortunately, for every VCAA model, there are many different models in 
> The Real World (e.g. those that include "Document" as a step in the
> SDLC.)
> 
> I would be entirely delighted to hear more from those in TRITW about 
> what theory and skills our IT kids need.  I suspect the panel pondering 
> the new study design would be equally delighted.  I know they consult 
> TRITW people already.
> 
> Frankly, I don't care what the details of the dictated theory is.  I 
> just trust that it is industry-relevant, and of practical use to the 
> kids we indoctrinate and send off with a packed lunch into the arms of 
> TRITW.
> 
> I just dread my Previous Year's Top Kid being laughed at on his/her 
> first day for  believing in his/her IPM received wisdom.
> 
> Phew.  I feel better now!
> 
> Mark
> 
> > 
> > ----- Original Message -----
> > From: "Mike Brookes" <mikeb at labyrinth.net.au>
> > To: "Year 12 Information Technology Processing and Management Teachers'
> > Mailing List" <ipm at edulists.com.au>
> > Sent: Friday, June 17, 2005 5:02 PM
> > Subject: Re: [Year 12 IPM] OT: Unit 2 IT study design
> > 
> > 
> > 
> >>Addendum
> >>
> >>After a few more seconds reflection I think that people free scanners /
> >>e-tag readers might be considered as both aquisition and input devices.
> >>reading and converting to binary the etag/barcode data would be
> >>aquisition and sending the binary data to the computer would be input.
> >>
> >>Mike Brookes
> >>
> 
> -- 
> Mark Kelly
> Manager - Information Systems
> McKinnon Secondary College
> McKinnon Rd McKinnon 3204, Victoria Australia
> Phone +613 95780844  Fax +613 95789253
> http://www.mckinnonsc.vic.edu.au
> IPM Lecture notes: http://vceit.com
> IPM Mailing List Evil Moderator
> 
> I'm not Catholic, but I gave up picking my belly button for Lint.
> 
> _______________________________________________
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Keith Richardson
IPM List Moderator
Head of ICT, Leibler Yavneh College
Elsternwick
Ph: 03.9528.4911
k.richardson at yavneh.vic.edu.au

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