[Year 12 IT Apps] suitable freebie PM software for ITA outcome 1
Peter Collingwood
pco at stpeters.vic.edu.au
Sun Feb 25 19:46:14 EST 2007
GanttProject works fine - from SourceForge. Free.
Only one bug that I've found (being worked on) you have to use blocks of one
day. The new version might be out by now...
Peter Collingwood
St.Peter's College
Cranbourne-Frankston Road
Cranbourne, Vic 3977
<mailto:thogan at stpeters.vic.edu.au> pco at stpeters.vic.edu.au
Phone (03)59966733
Fax (03) 59968277
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From: itapps-bounces at edulists.com.au [mailto:itapps-bounces at edulists.com.au]
On Behalf Of Kent Beveridge
Sent: Sunday, 25 February 2007 5:26 PM
To: Year 12 IT Applications Teachers' Mailing List
Subject: [Year 12 IT Apps] suitable freebie PM software for ITA outcome 1
Hi all,
As my school has no PM programs on its system, I will be resorting to using
Excel and hoping that my class can understand my ramblings when I talk about
resources, timelines etc for our outcome to attempt shortly.
Being previously personally spoilt with MS Project at previous schools, I
wondered how many others are in this same boat and have found suitable
freebie programs on the net that don't explode with copyright law.
I have a great bunch of kids who are keen and willing to listen and would
love to have them use a simple piece of PM software rather than
Excel(they're sick of the microsoft stuff). They have picked up Access
tables, queries etc superquick(this means I can focus more on the theory for
them)
They have the basics about the theory at this stage but a program that could
plot critical pathways and show resources used etc would be ab fab!
Any suggestions folks...
Kent Beveridge,
I.T. to years 8-12
St. Brigids Catholic Sec. College
Horsham
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From: itapps-bounces at edulists.com.au on behalf of Christophersen, Paula P
Sent: Fri 23/02/2007 3:47 PM
To: Year 12 IT Applications Teachers' Mailing List
Subject: RE: [Year 12 IT Apps] Unit 3,Outcome 1 database and project
management
Dear Michael and colleagues
I’m just a little perplexed about your comments regarding annotations, as
the 2003−06 study design, Unit 4 IPM Outcome 1 required students to
‘annotate the solution to indicate how it meets the decision-making needs of
the organisation.’ – this requirement for IT applications, Outcome 1 is no
different.
I apologise in advance for my following verbose response to your annotations
query, but I think it is best to be expansive rather than brief. Students do
not have to comment on every instance of efficiency and effectiveness, in
order to demonstrate to you that they understand the relationship between
their solution and how it meets the decision-making needs. For example, you
could quite reasonably ask your students to annotate a specified number of
examples, such as two efficiency and two effectiveness features (the number
is dependent on the nature of the task) – this puts boundaries on the scope
of the task component. Or, you might ask them to provide annotations to
support a set number of evaluation criteria. In any such situations,
however, you must consider what leverage is available for you to
discriminate between performances; if only one example of each is required,
this restricts your ability to discriminate. Of course, the quality of the
annotation is also critical, so students need to meet both qualitative and
quantitative requirements. Limiting the annotation requirements decreases
the amount of printed material.
The most difficult part of preparing a realistic project plan is estimating
time – most people invariably grossly underestimate the time it will take to
complete a task (and I thought this response would take about 5 minutes to
prepare!!!). If progress goes according to plan, we hope that this is due
more to good management rather than good luck. If, however, things do not go
according to plan, you are not going to ‘punish’ a student who reports this
− surely a student who can then make adjustments to their plan in order to
still finish ‘on time’ is smart, and should be rewarded for their nous and
effort.
Happy to continue the discussion if needed.
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 Michael Torsello (Mr)
Sent: Friday, 23 February 2007 2:17 PM
To: Year 12 IT Applications Teachers' Mailing List
Subject: RE: [Year 12 IT Apps] Unit 3,Outcome 1 database and project
management
Paula
I take your point but annotations seem very weird to me.
You are telling me that we want students to create an electronic information
product but we want them to print out tables, queries, forms so they can
annotate them.
Talk about going backwards to the old CAT days where every CAT was a tome's
worth of paper.
When students create their project plan, is the analysis stage meant to be
part of it or do they only plan the actual making and testing of the
database?
And which students will want to admit that things went wrong during their
SAC? If everything goes well, they don't have to change their plan. If
something goes wrong, then they have to change their plan as well as fix
their mistakes.
----------------------------------
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
_____
From: itapps-bounces at edulists.com.au [mailto:itapps-bounces at edulists.com.au]
On Behalf Of Christophersen, Paula P
Sent: Friday, 23 February 2007 12:15 PM
To: Year 12 IT Applications Teachers' Mailing List
Subject: [Year 12 IT Apps] Unit 3, Outcome 1 database and project management
Dear colleagues
I have a couple of comments to make about the queries raised in Michael
Torsellos’s email regarding the tasks for this outcome.
* The outcome requires students to apply project management
strategies when producing a solution and information product. This means
that giving students a separate project management (PM) task that does not
require the application of PM skills to the development of a solution is not
appropriate. So sorry folks, but Task 2 is intertwined with Task 1, even
though they are reported separately.
Also note on page 25, second para of Area of Study 1 − ‘The project plans
must be developed in the designing stage of the problem-solving
methodology.’ The amount of project management required in this outcome is
not extensive, and the reaccreditation committee responsible for the
development of the study design believed that it is a more meaningful task
if applied to the development of a solution and product.
Also, this para states that the PM plan should include information about:
tasks, time and resources − budget is not a consideration. For resources,
students just have to list the technology they are using, so the bulk of the
plan focuses on tasks and time, and the monitoring of their progress. If all
goes according to plan, then no adjustments need to be made.
* I would consider 500 minutes for the SAC to be at the upper end
of the time scale. I wonder if your task expectations are a little too much?
Also note that students do not have to prepare a written report for Task 1 −
while the key skill states that students must ‘evaluate how the efficiency
of the solutions and the effectiveness of the products meet identified
decision-making needs’, the task description says that this is achieved
through annotations. This is a lot less formal and time consuming (see page
30 ‘Students annotate the solution and information product to indicate how
the identified decision-making needs are met’) than a written report.
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
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