[Year 12 IT Apps] U3O1: Database and proj man SAC

[Maggie Iaquinto]

Same here.

 

Maggie

 

________________________________

From: itapps-bounces at edulists.com.au
[mailto:itapps-bounces at edulists.com.au] On Behalf Of Mark Scott
Sent: Friday, 23 February 2007 8:49 AM
To: Year 12 IT Applications Teachers' Mailing List
Subject: RE: [Year 12 IT Apps] U3O1: Database and proj man SAC

 

A well debated question last time this was raised.

 

I'm with you Michael, we can make the experience more real by simulating
an actual PM exercise rather that having students doing PM on something
as trivial as undertaking their SAC.

 

Mark Scott

Luther College

 

PS Hi Paula

 

________________________________

From: itapps-bounces at edulists.com.au
[mailto:itapps-bounces at edulists.com.au] On Behalf Of Michael Torsello
(Mr)
Sent: Friday, 23 February 2007 8:28 AM
To: Year 12 IT Applications Teachers' Mailing List
Subject: [Year 12 IT Apps] U3O1: Database and proj man SAC

 

I am writing to get feedback of something that has always bothered me
about this SAC (and the old U4O1).

 

Do I have to base the project management part of this SAC on the same
database problem that the students solve? The marks for this SAC are
distinctly separate (40 + 10), can we separate the SACs too?

 

Let me explain: Most of us are happy to dedicate an incredible 500
minutes (10 period x 50 minutes) to this SAC and students have to apply
project management to their own project. I find this incredibly
unrealistic (not that we can be totally realistic in a classroom).
However, they allocate resources to one person, themselves, they plan
their time over the allotted 10 periods and the concept of a budget is
usually irrelevant. They first do an analysis and then plan their
project and then the analysis is meant to be part of the project. It
seems totally out of whack to me.

 

In the past, I have allotted 5 periods x 50 minutes to a database
problem (analysis, design, production, testing, evaluation) and then
later (not necessarily the next class) a written test for about two
periods for the project management part. I provide a case study that is
a bit more realistic, involves more people, (albeit fictitious) and even
throw a spanner in the works, just like real projects.

 

I have attached a Proj Man test on spreadsheets that I used last year. I
draw your attention to the last two pages. At one point near the end of
the paper, students have to ask the teacher for another page, (the last
page of file). I circled one choice from each option and they have to
answer questions about having to deal with these unexpected events.

 

This approach uses less time, does proj management justice and students
are less stressed about monstrous SACs.

 

Perhaps Paula can tell me if there are any reason why I can't use this
approach this year?

 

---------------------------------- 
With thanks 
Michael Torsello 
Director of Computing 
St Margaret's School, Berwick 
Ph: (03) 9703 8111 

"Unless mankind redesigns itself by changing our DNA through altering
our genetic makeup, computer-generated robots will take over our world."
Stephen Hawking

 

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Teachers Association Inc

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