[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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>
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>
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>
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>
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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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