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

[geoffmoss37 at optusnet.com.au]

I have used the same approach over the last 2 years as well Michael.

The students were unable to adequately project manage their time and unable to really relate the project management processes to their own work

Having it related to a more realistic exercise, such as a PC lab upgrade, change in IT system and processes arising from a business merger or takeover (e.g. Supercheap Auto when they did a takeover of another company and planned and completed an IT system changeover to the Supercheap system over a weekend for stores throughout Australia.) or in the way you have approached it is more realistic Michael and meaningful for the students.

While a tradesman working on his own may project manage jobs he is undertaking, he does it with the experience gained from doing similar work over time as well as working for a boss during apprenticeship and other employment years.  Our students do not have that "experience" to draw from to manage a project.

Geoff Moss
RMIT



> Joseph Papaleo <josephpapaleo at gmail.com> wrote:
> 
> We used the same approach as yours the last 2 years.  Hoping to do the 
> same
> again this year.
> 
> Joseph Papaleo
> 
> On 2/23/07, Michael Torsello (Mr) <michael at stmargarets.vic.edu.au> 
> wrote:
> >
> >  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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> >
> >
> 
> 
> -- 
> Joseph Papaleo
> 
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