[Year 12 IT Apps] Unit 2 Outcome 3.

Mon Sep 6 23:56:25 EST 2010

You mean real ³hypothetical² client? Like you mean real ³prototype² website?
Obviously you have to do what is realistically possible within the demands
of the SAC and the conditions you find yourself in within a school. I have
chosen the school canteen as the client this year. Yet it does present
problems similar to the Virtual Teams SAC in ITA.
It would be a lot easier to access a ³real client² if there was more time to
prepare for and complete the SAC. Given that one is competing with numerous
other curricular and extra curricular activities that pull students in and
out of classes on a consistent basis, it is a juggling act. For a
collaboratively based activity it can be a minefield. At least that is my
experience so far. Eight to 10 periods does not a comfortable environment
make. Hence, real clients can become simulated/hypothetical clients. And in
reality what is wrong with that approach? Doesn¹t it happen most of the time
in schools? I think one has to be careful in suggesting that real learning
only takes place by solving authentic problems and attaching these authentic
problems to real, living breathing ³normal?² people. Learning can, and does,
take place in a variety of settings. Solving authentic (or non-authentic 
what is the difference in this context?) problems within a simulated
environment, I would argue, can be just as valid and in some cases even more
so given the control you have over the learning environment. The notion of
authenticity is also arguable here because the ³real² client is doing the
student a favour and this is well known by the student from the outset. In
real life, with real clients the timelines for solving problems are much
longer than what we could ever hope to give our students. I agree that it
should be within the spirit, as this allows for a variety of approaches.

Cheers
George

On 9/6/10 8:30 PM, "Christophersen, Paula P"
<christophersen.paula.p at edumail.vic.gov.au> wrote:

> I would like to support Mark's comments. The requirement is that it is a real
> client, and this is very important, as solving authentic problems supports
> real learning. While not preferable, the client can be a person from the
> school, but it should not be you, the teacher.
>  
> Regards
> Paula
> 
> 
> From: itapps-bounces at edulists.com.au on behalf of Mark KELLY
> Sent: Mon 6/09/2010 8:23 AM
> To: Year 12 IT Applications Teachers' Mailing List
> Subject: Re: [Year 12 IT Apps] Unit 2 Outcome 3.
> 
> The spirit is that it is a real outside person.  In desperation, I have used
> teachers as clients in the past, but it's still very much an insulated
> environment with supportive and comfortable people being your boss.  They need
> to learn with normal people, not teachers  ;-)
> 
> I tell them early in the year to start finding clients - the shock of dealing
> with people in the real-world is a valuable experience.
> 
> On 2 September 2010 19:24, Robert Koren <robert.koren at overnewton.vic.edu.au>
> wrote:
>> Folks,
>>  
>> Trying to get my head around some of the new study design for IT and I wanted
>> to know how to interpret ³client² in Unit 2 Outcome 3.  Can I as a teacher
>> simulate a client with my students issued a case study to complete for their
>> projects or do I have to go out and find clients that my students report to?
>>  
>> When I read it I feel I am supposed to have a real world example and I am
>> going to find it hard to find projects with real world clients.
>>  
>> Your thoughts??
>>  
>> Regards,
>>  
>> Robert Koren 
>> Head of Pasteur House
>> Head of IT Faculty 9 - 12
>> Overnewton Anglican Community College
>> Telephone: (03) 9334 0031
>> Email: robert.koren at overnewton.vic.edu.au
>>  
>>  
>> 
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