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

Wed Feb 14 15:40:02 EST 2007

Think that they went out of business.
Think that Video education Australia VEA may have bought some of their stock.
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Stephen Digby, Learning Technology Manager 
mailto:admin at cheltsec.vic.edu.au  
Cheltenham Secondary College www.cheltsec.vic.edu.au Ph: 613 955 55 955  Fx: 9555 8617
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-----Original Message-----
From: itapps-bounces at edulists.com.au [mailto:itapps-bounces at edulists.com.au] On Behalf Of Keith Richardson
Sent: Tuesday, 13 February 2007 10:43 AM
To: Year 12 IT Applications Teachers' Mailing List
Subject: RE: [Year 12 IT Apps] Potts Ch 3 and Study Design

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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> 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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> Applications Mailing List kindly supported by 
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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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