[Year 12 IPM] Rationale behind the new study design

Mark Kelly kel at mckinnonsc.vic.edu.au
Tue Feb 21 15:07:04 EST 2006


Many thanks, Paula.  It was abundant, but totally relevant.  That's 
exactly what I wanted to know.  It's reassuring to see your hands were 
not bound after all  :-)

Thanks for taking the contemplation time, Paula. And for the record, I 
agree with all of your reasons for changing the course!

Regards

Mark K



Christophersen, Paula P wrote:
> 
> 
> 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
> 
>  
> 
> There are 10 kinds of people in the world: those who understand binary
> 
> and those who don't.
> 
>  
> 
> _______________________________________________
> 
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> Information Technology Teachers Association Inc


-- 
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 9578 9253

Webmaster - http://www.mckinnonsc.vic.edu.au
IPM Lecture notes: http://vceit.com
Moderator: IPM Mailing List

There are 10 kinds of people in the world: those who understand binary 
and those who don't.


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