[Year 12 IPM] Rationale behind the new study design
Christophersen, Paula P
christophersen.paula.p at edumail.vic.gov.au
Tue Feb 21 14:51:25 EST 2006
Dear Mark and Mark and other colleagues
Since 1:15 pm (time Mark K sent his message) I have been contemplating
my reply, and while very appreciative of Mark S's support, I am going to
provide you with some key reasons for making changes to the study
design. They are not exhaustive, nor ranked in order of importance.
>From the online survey conducted in 2004, the following key criticisms
were made of the existing study:
* too much emphasis on theory, hence insufficient time for skill
development
* excessive focus on breadth of coverage rather than depth of
understanding
* too much overlap between IPM and IS.
In addition, we had to closely scrutinise causes for our declining
enrolments and explore strategies for redressing the increasing gender
imbalance experienced in all units.
Armed with this info, plus the collective wisdom of many, some of the
changes we have made include:
* requiring students to solve problems for real clients. Why?
Using real data to solve a real problem fosters deeper learning and
greater engagement. (E.g. Unit 1, Outcome 1; Unit 2, Outcome 3)
* increasing the requirement to solve problems in teams. Why? It
replicates everyday practices in business, and students learn and
perform well in team settings (link to VELS, requires the use of
effective file management strategies, allows for problem solving in a
virtual environment etc)
* incorporating an ICT career paths component in an outcome
(Unit 2, Outcome 1). Why? This may assist in increasing interest in
further study and careers in this area, particularly females. Also
heightens the relevance of the study to the 'real' world
* requiring only two outcomes to be demonstrated in Unit 3 (both
Software development [IS] and IT applications [IPM]). This fosters
greater depth of understanding of the key concepts. This shift is also
valued by industry
* mandating database software as in Unit 1 and a programming
language or scripting language in Unit 2. This forges closes links with
the Units 3 and 4 sequences. There has been criticism of a disconnection
between Units 1 and 2 and the 3 and 4 sequences
* requiring students in IT applications (IPM) to study three
software tools. This enables them to develop an understanding of
problem-solving through doing, rather than learning about it
(understandings are more transferable to other areas of endeavour). Also
addresses the first of the abovementioned criticisms.
* multimedia software is studied in all units in conjunction
with other software tools. This tool is appealing to both males and
females, and also provides an excellent entree into the more technical
aspects of IT.
* removing the systems development life cycle from IT
applications (IPM). Why? This overcomes the overlap between IPM and IS
(Software development in the reaccredited study) and it redresses the
criticism of IT applications (IPM) being too theoretical.
* closer links have been made between the styles of learning and
assessment in the VELS and this study, for example, IT applications,
Unit 3, Outcome 2 and Unit 4, Outcome 1; Unit 1, Outcome 3 (visualising
thinking.
That's enough for now - I've moved from succinctness to abundance.
Regards
-----Original Message-----
From: ipm-bounces at edulists.com.au [mailto:ipm-bounces at edulists.com.au]
On Behalf Of Mark Kelly
Sent: Tuesday, 21 February 2006 1:15 PM
To: Year 12 Information Technology Processing and Management
Teachers'Mailing List
Subject: Re: [Year 12 IPM] Rationale behind the new study design
A wonderfully concise answer, Paula! (I've just been lecturing my
IPMers about concision and relevance when answering questions!)
The reasons for changing a course are, I think, as important as the
actual changes that are made.
Why, for example, is the new course much richer in multimedia? Could it
be that: multimedia experience is demanded by tertiary institutions, or
employers, or both; it makes the course more attractive to students who
are deserting IT; it makes the course more attractive to girls; the new
course is less geeky and choked with dry theory; etc.
Things should not be changed without reason, and I think it would be
illumination to have the reasoning explained along with the changes.
Mark
Christophersen, Paula P wrote:
> Mark, VCAA has not published its reasons for changing the course, and
it
> does not for any study. Do you have a specific query?
>
>
>
> Regards
>
> -----Original Message-----
> From: ipm-bounces at edulists.com.au [mailto:ipm-bounces at edulists.com.au]
> On Behalf Of Mark Kelly
> Sent: Tuesday, 21 February 2006 11:45 AM
> To: Year 12 Information Technology Processing and Management
> Teachers'Mailing List
> Subject: Re: [Year 12 IPM] Rationale behind the new study design
>
>
>
> Thanks, Paula. My only question is the original question :-)
>
>
>
> Has the VCAA published its reasons for changing the course as it has
done?
>
>
>
> Mark
>
>
>
> Christophersen, Paula P wrote:
>
>>
>
>>
>
>> Dear Mark and other interested colleagues
>
>>
>
>>
>
>>
>
>> All VCE studies follow the same process when undergoing
reaccreditation.
>
>> Key steps in the process include:
>
>>
>
>> * Establishment of review committee (all teachers have the
>
>> opportunity to submit an expression of interest to be on this
committee)
>
>>
>
>> * Consideration of the terms of reference, prepared by the
>
>> Board of VCAA
>
>>
>
>> * Preparation of a benchmarking report that investigates
>
>> national and international practices and recommends areas for
>
>> consideration by the review committee
>
>>
>
>> * Ongoing reaccreditation meetings to respond to the terms
of
>
>> reference and to draft a study design, in accordance with the VCAA
>
>> Principles, Guidelines and Procedures for the Review of VCE studies
(see
>
>> VCE Bulletin, Supplement 1, March 2003, No 186)
>
>>
>
>> * Regular, formal reporting to internal VCAA committees
(and
>
>> responding to queries raised by these)
>
>>
>
>> * Consultation with teachers and other targeted
stakeholders on
>
>> the draft study design (methods include online surveys, paper-based
>
>> surveys, focus group meetings)
>
>>
>
>> * Review of draft study design by independent reviewers
>
>>
>
>> * Refinement of study design, in light of feedback from
>
>> consultation and direction from internal committees
>
>>
>
>> * Recommendation for accreditation from the VCAA board, and
>
>> accreditation granted from the Victorian Qualifications Authority.
>
>>
>
>>
>
>>
>
>> Typically this process takes 9 - 10 months.
>
>>
>
>>
>
>>
>
>> If you have any further queries, please do not hesitate to ask.
>
>>
>
>>
>
>>
>
>> Regards, Paula
>
>>
>
>>
>
>>
>
>> -----Original Message-----
>
>> From: ipm-bounces at edulists.com.au
[mailto:ipm-bounces at edulists.com.au]
>
>> On Behalf Of Mark Kelly
>
>> Sent: Tuesday, 21 February 2006 10:26 AM
>
>> To: Year 12 Information Technology Processing and Management
>
>> Teachers'Mailing List
>
>> Subject: [Year 12 IPM] Rationale behind the new study design
>
>>
>
>>
>
>>
>
>> Does anyone (even Paula, perhaps) know of any publication from the
VCAA
>
>>
>
>> that gives a concise justification for the way the new VCE IT (oops
-
>
>>
>
>> 'ICT') study design has been put together?
>
>>
>
>>
>
>>
>
>> --
>
>>
>
>> Mark Kelly
>
>
> Mark Kelly
>
--
Mark Kelly
Manager - Information Systems
McKinnon Secondary College
McKinnon Rd McKinnon 3204, Victoria, Australia
Direct line / Voicemail: 8520 9085
School Phone +613 8520 9000 <<< NEW NUMBER
School Fax +613 95789253
Webmaster - http://www.mckinnonsc.vic.edu.au
IPM Lecture notes: http://vceit.com
Moderator: IPM Mailing List
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