[Year 12 IT Apps] Potts Ch 3 and Study Design

Keith Richardson keithcr at fastmail.fm
Tue Feb 13 10:42:57 EST 2007 

Michael - written on the videotape case: Learning Essentials
(incorporating VC Media) 405 Riversdale Rd, Camberwell, vic, 3124
info at infosentials.com.au, www.infosentials.com.au.
Another I find useful (sound could be better though) "Information System
Solutions" - a series of scenarios and how they solved the info
problems.
Cheers, Keith




On Tue, 13 Feb 2007 09:17:13 +1100, "Fitzpatrick, Michael"
<michael.fitzpatrick at carey.com.au> said:
> Hi Keith,
> I have a number of videos but no the one about the Big W info system.
> Where can I get it?
> Mike
> 
> -----Original Message-----
> From: itapps-bounces at edulists.com.au
> [mailto:itapps-bounces at edulists.com.au] On Behalf Of Keith Richardson
> Sent: Monday, 12 February 2007 10:44
> To: Year 12 IT Applications Teachers' Mailing List
> Subject: Re: [Year 12 IT Apps] Potts Ch 3 and Study Design
> 
> The approach I use (in covering the plethora of stuff to be memorized)
> is I DO NOT TEACH IT.
> How do I justify that? There is simply too much and lecturing almost all
> of the time switches the kids off (IMHO).
> Solution - my kids have to make summaries of the chapters (one per
> fortnight) plus some scenarios and sample questions. Reward - they are
> allowed to take their own summaries into each sac.
> So what do I do with class time? Plenty of practical - let them keep
> their hands on computers much of the time. Plenty of short sharp
> discussions to whet the appetite/enthusiasm, answer some questions they
> might have about what they are reading for homework (emphasizing that
> the teacher is only one of many resources available to aid learning).
> I have a number of videos such as the study of the info system used in
> Big W - this provides a wonderful opportunity for them to identify some
> of the stuff they are learning as they summarize.
> I am not saying mine is the best approach, just that it seems to work OK
> for me.
> Cheers, Keith
> 
> 
> 
> On Mon, 12 Feb 2007 14:35:35 +1100, "Mark Kelly"
> <kel at mckinnonsc.vic.edu.au> said:
> > 
> > 
> > Russell Edwards wrote:
> > > Hello list,
> > 
> > Hello Russell.
> > 
> > > I just finished my last set of powerpoint slides for Ch 3 of Potts.
> > > 
> > > I have a few questions; please excuse the naive ones as I am new to 
> > > teaching.
> > > 
> > > Firstly, I did not expect to be giving lecture-style presentations
> to 
> > > secondary students, but in ITA there seems to be so much guff
> they're 
> > > expected to memorise with no real practical activity possible to
> cement 
> > > it, that lecturing and encouraging revision seems the only way to
> go. I 
> > > have been doing 20 mins of theory at the start of each double and
> then 
> > > have them go on with practical work (at present, Dreamweaver). Do
> others 
> > > follow a similar format for ITA? (The 20 mins looks to be too little
> 
> > > actually)
> > 
> > That's why my site is called "IT Lecture Notes" - exploratory learning
> 
> > can be great but it chews up classtime.  The 'Lecture Tolerance Limit'
> 
> > of your kids can vary from year to year, but I mix lectures with 
> > practice whenever I can.
> > 
> > > Secondly, a few things in the book seem outdated. I'm no network 
> > > engineer, but it's my understanding that hubs and token ring
> networks 
> > > are a thing of the ancient past. Yet, both receive a fair bit of 
> > > coverage in the Potts book, especially hubs. Likewise, you'd be
> pretty 
> > > hard pressed to find anyone still using 10BASE2 these days.
> > 
> > It's funny how conservative IT folk can be.  Yes - hubs and coaxial
> are 
> > history; so, effectively, are bridges and repeaters.  Token Ring is a 
> > rare oddity.
> > 
> > To save time, I just teach CAT6, switches and Ethernet and basically 
> > ignore coax, hubs and Token Ring.  Be wary with ITA - the depth of 
> > networking knowledge is way less than it was in IPM: no topologies or 
> > protocols are needed now.  The most technical stuff remaining is
> cables 
> > and wireless.
> > 
> > > 
> > > Thirdly and related, how can I tell *specifically* what things
> students 
> > > will need to know for the exam? (Will hubs and token ring nets be in
> 
> > > it?) The study design mentions switches and not hubs in the glossary
> 
> > > under network architecture, and bus, star and hybrid, not ring,
> under 
> > > network topologies. Does that mean they're guaranteed not to be on
> the 
> > > exam? It seems fairly tricky for teachers and students with a brand
> new 
> > > study design and no past exams to go by.
> > 
> > If a key knowledge dotpoint or the glossary says "including X,Y and Z"
> 
> > it means that X,Y and Z are examinable.
> > If it says "for example", it is just an example to clarify what is 
> > intended by a point.
> > 
> > No topologies are listed in U3O2 key knowledge so could not be
> justified 
> > as examinable.  Topologies and protocols belong in Software
> Development
> > now.
> > 
> > > 
> > > Fourthly, the approach taken to network communications standards and
> 
> > > transmission media both in Potts and in the study design seems a bit
> of 
> > > a dog's breakfast, i.e. there is no concept of layers. Readers won't
> 
> > > know that IP runs on top of a data link layer protocol like the data
> 
> > > layers of ethernet or 802.11, that TCP runs on top of IP and so does
> 
> > > UDP, etc etc. I can't see how they're supposed to know what the
> random 
> > > bits and pieces they are exposed to are for and how they fit
> together if 
> > > they're not given the big picture.
> > 
> > Fear not.  Such complexities are irrelevant for ITA.
> > 
> > > Is that a fair comment? So, in my slides I am presenting the TCP/IP 
> > > five-layer network model: physical, data, network, transport, 
> > > application. I will then go on and cover all the bits mentioned in
> the 
> > > book plus a few more examples for clarity, but all in the context of
> the 
> > > layers. Students will be told that they only need to know what's in
> the 
> > > book but that the five-layer model is a good way to learn it.
> > 
> > None of that is needed for IPM.  Just stick to the study design.
> Don't 
> > overcomplicate things: IPM students are FAR from technical geniuses
> :-)
> > 
> > > Thanks in advance for any input I can get
> > > 
> > > Russell Edwards
> > > Whittlesea Secondary College
> > 
> > -- 
> > Mark Kelly
> > Manager - Information Systems
> > McKinnon Secondary College
> > McKinnon Rd McKinnon 3204, Victoria, Australia
> > Direct line / Voicemail: 8520 9085
> > School Phone +613 8520 9000
> > School Fax +613 95789253
> > 
> > Webmaster - http://www.mckinnonsc.vic.edu.au
> > IT 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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> > IT Applications Mailing List kindly supported by
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> > Authority and
> > http://www.vitta.org.au  - VITTA Victorian Information Technology
> > Teachers Association Inc
> Keith Richardson
> ITA List Moderator
> Head of ICT, Leibler Yavneh College
> Elsternwick
> Ph: 03.9528.4911
> k.richardson at yavneh.vic.edu.au
> 
> _______________________________________________
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> IT Applications Mailing List kindly supported by
> http://www.vcaa.vic.edu.au - Victorian Curriculum and Assessment
> Authority and
> http://www.vitta.org.au  - VITTA Victorian Information Technology
> Teachers Association Inc
> 
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> _______________________________________________
> http://www.edulists.com.au - FAQ, resources, subscribe, unsubscribe
> IT Applications Mailing List kindly supported by
> http://www.vcaa.vic.edu.au - Victorian Curriculum and Assessment
> Authority and
> http://www.vitta.org.au  - VITTA Victorian Information Technology
> Teachers Association Inc
Keith Richardson
ITA List Moderator
Head of ICT, Leibler Yavneh College
Elsternwick
Ph: 03.9528.4911
k.richardson at yavneh.vic.edu.au

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