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

Thu Aug 2 13:31:42 EST 2007

Thanks Paula, perhaps the next version of the Assessment Guide can have
these notes included.

For what it is worth, I have attached notes that I have prepared with
three tools.

MindMap - everyone knows this one
Fishbone - which I think would be good for problem analysis
Decision/Action - vamped up from Antonia's document - thanks

POOCH is a good one as well, but I couldn't find much material on it online

Regards

Margaret

On Thu, August 2, 2007 1:23 pm, Mark Kelly wrote:
> 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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