[Year 12 IT Apps] Unit 2 Outcome 3.

Tue Sep 7 09:20:21 EST 2010

I tend to start the outcome quite early, often when starting U2O2.  Since
there's little class time needed at the start, they can find lots of
opportunities to meet their client.  When the outcome starts 'officially'
after U2O2 they get class time to properly start producing the product
(usually a website - I'd hate to inflict my kids' programming skills on a
real client, unless the client really needed an application wherein a pig
wiggled its ears...)

I like the outcome: it's an interesting change for the kids to go on
unsupervised excursions and feel the pressure of actually getting their work
go live and be accountable for it.  It's good to see the outcome return in
the new study design.

On 6 September 2010 23:56, George Ciotti <ciotti.george.w at edumail.vic.gov.au
> wrote:

>  You mean real “hypothetical” client? Like you mean real “prototype”
> 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 “real client” 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? Doesn’t 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 “normal?” 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 “real” 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 “client” 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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-- 
Mark Kelly
Information Systems Manager; Reporting Manager
McKinnon Secondary College
McKinnon Rd McKinnon 3204, Victoria, Australia
Direct line / Voicemail: 8520 9085
School Phone +613 8520 9000, Fax +613 9578 9253
kel at mckinnonsc.vic.edu.au
VCE IT Lecture notes: http://vceit.com
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