[Year 12 IT Apps] Task 3 I'm still confused

Thu Aug 2 12:38:47 EST 2007

Dear Mark and colleagues

I assume that this email was directed at me, though it is a little
presumptuous for me to say I am 'VCAA'. 

I hope that this information is of some assistance.

The intention of task 3 is for students to demonstrate their thinking
when solving this problem. It is designed to help them create their
solution so it should be developed as their solution develops. 

The task is not intended to be done at the end of the SAC - that would
be the same as creating a design after you have finished the solution
and product. It is a thinking exercise, which is used to help students
make decisions about how they are meeting the needs of an organisation
through the creation of their solution. 

For the students and the teachers it shows the underpinnings of student
thinking. It is an attempt to reveal how and why particular decisions
are made by the student, rather than only revealing to you what actions
were taken. Understanding one's thinking processes is such as valued
skill in industry, and it supports the notion of lifelong learning.

Using whatever software students like, they can show/articulate, for
example,
. what problems/challenges/dilemmas are being faced (being a SAC they do
not have to show every problem; this is important, because they only
have to provide you with enough evidence for you to make an informed
judgment - they do not have to sustain a performance)
. what are the options for solving the problem
. what are the consequences of the options, if selected.

It is important that students do not repeat this process for every
decision. 

It is not prescribed how this representation of thinking should be
created. Students could use a graphic organiser template such as two
that I am attaching (POOCH - problem, options, outcomes, choices; and
Possibilities-Consequences-Decision); an organic tool such as a concept
map/thinking map tool, such as the Intel 'seeing reason' [a cause and
effect tool]; Rationale (AusThink) cmap, Inspiration etc. Students could
word process their thinking representations or they could use a tool
such as Visio.

As an example, a problem/challenge may have been what form of user
documentation to use. Students could then list the possible options
(maybe as text boxes, bubbles etc. For each option they would identify
the likely outcomes if selected, and nominate (for example, through
colour coding) their choice. etc

I am listing some further reading on visualising thinking for those who
have the time or inclination. And, I also thank Antonia for the work
that she has just posted on the list.

Further reading

Jonassen, D 1999, Computers as Mindtools for Engaging Critical Thinking
and Representating Knowledge Keynote address. 
http://www.moe.gov.sg/edumall/mpite/edtech/papers/keynote_1.pdf

Jonassen, D 1998 'Constructivist Learning Environments on the Web:
Engaging Students in Meaningful Learning'
http://www.moe.gov.sg/edumall/mpite/edtech/papers/d1.pdf

Wong, P and Williams, M 1999, Beyond Drill and Practice: Exploring IT
tools for thinking
http://www.moe.gov.sg/edumall/mpite/edtech/abstract_h7.html

Intel
http://www97.intel.com/en/ThinkingTools/SeeingReason/Overview/
http://www.intel.com/education/tools/benefits.htm

VCAA
http://vels.vcaa.vic.edu.au/support/graphic

Regards
Paula

Paula Christophersen
ICT Curriculum Manager
Victorian Curriculum and Assessment
Authority
41 St Andrews Place
EAST MELBOURNE 3002
Phone: 03 9651 4378
Fax: 03 9651 4324

-----Original Message-----
From: itapps-bounces at edulists.com.au
[mailto:itapps-bounces at edulists.com.au] On Behalf Of Mark Kelly
Sent: Thursday, 2 August 2007 10:51 AM
To: Year 12 IT Applications Teachers' Mailing List
Subject: Re: [Year 12 IT Apps] Task 3 I'm still confused

I'm still rather disconcerted by the lack of support from VCAA to 
support this visual thinking innovation.

Sure, textbooks can guess what the VCAA might be asking of students, and

_I_ can guess what they mean, but we are all still guessing, and the 
VCAA still have not issued any kosher examples of what they really want 
from students.

Surely such examples would help teachers, just as the VCAA's practice 
exam questions did.

I think it's unfair to give teachers a vague instruction about a skill 
that most of us have never used before (visualising thinking) without 
explaining it in an authoritative manner.

Sadly, the perfect place for such explanation, the Advice For Teachers 
in the Study Design, is mute on the matter.

Has there been any official PD this year on this task?

Cheers
Mark K

margaret.lawson at konstantkaos.net wrote:
> Ok ....What we are working on is a visual thinking workbook that the
kids
> can use throughout the SAC to brainstorm and work through solutions as
> part of Task 1 and 2. We have included a range of blank mindmaps,
fishbone
> diagrams and other thinking structures to assist them in choosing a
tool
> to develop their thinking for each of the Tasks in the SAC. For the
> majority of the kids in our Y12 class, they have never used structured
> thinking tools in this way before and many do not see how it fits in
with
> their preconceptions of IT.
> 
> For Task 3, the students can use this "workbook" to produce their
visual
> representation using the software in a set period of time. Using
> Inspiration or whatever tool you have access to.
> 
> Where we are getting stuck is the metacognitive part of the SAC -
thinking
> about thinking - "evaluate all thinking strategies" is a large task -
also
> given the time that this task has to take, I think that it is unfair
to
> get the kids to evaluate ALL their strategies, but perhaps get them to
> choose 2 or 3 of their visual thinking pathways and evaluate the
> effectiveness of them.
> 
> How does this sound?
> 
> I must admit that scaffolding the course to allow the kids to
understand
> these concepts (we have quite a weak group) and allowing them the
*time*
> to learn the skills has been challenging. (But don't we all like the
> challenge?) and looking at the way that other Year 12 subject
introduce
> new Course Designs, I am disappointed in the range of PD sessions that
> have been available for teachers to attend.
> 
> Next year (or the next time I teach ITA) the use of thinking skills
will
> be embedded from the VERY START so that when I get to this SAC, the
kids
> know a range of thinking tools, how to apply them and the
> strengths/weaknesses of them.
> 
> :)
> 
> Margaret
> 
> On Thu, August 2, 2007 9:41 am, Brendyn Hancock wrote:
>> All
>>
>>
>> "record visually the decisions made and actions taken when
>> problem-solving"
>>
>> This to me sounds like a task that needs to be done at the same time
as
>> the problem solving methodology is being followed through. If this is
the
>> case then mind mapping tools are not really useful as they are best
used
>> up front in the analysis/design process.
>>
>> To me the skill required is best served with a diary type solution
>> except for the fact that it says "record visually..."
>>
>> What's the point of drawing pictures or using icons etc to express a
>> simple linear progression through the problem solving methodology. To
me it
>> feels like forcing a tool into an assessment task that does not
really fit
>> but "we have to put it some place...".
>>
>> A little cynical I know, but if anyone can help me understand better
>> what is required I would appreciate it.
>>
>> Thanks
>>
>>
>> Brendyn
>>
>>
>>
>> Brendyn Hancock
>> IT Manager
>> bhancock at nagle.sale.catholic.edu.au
>> ---------------------------------------------
>> Nagle College
>> 5152 6122
>> Bairnsdale VIC 3875
>>
>>
>>
>>
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