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

Thu Aug 2 13:23:41 EST 2007

Thanks, Paula.  That was a very useful guide, and the sample 
presentations help a lot.

And while you may not really be the VCAA, you are - to us  :-)

Christophersen, Paula P wrote:
> 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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> 
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