[Year 12 SofDev] How to use programming to add value tothe students' learning

[Kevork Krozian]

Hi Andrew,

  Yes, indeed I also enjoy the programming and more recently the programming in a network environment. 
Also, the course does require network design and this is also an area I enjoy as it is what I do as a network manager 0.345678 time fraction rounded up to 1.0 or similar.
 I have actually always demanded a very high level of programming rigour from my students. Eg. Never a flat database back end but always a relational database; use of OOP and so on.
  Live paper based debugging is never easy to assess and this is a limitation of a paper based exam I concede.
  It is enjoyable to teach , no doubt about that.

Best Wishes
Kevork  


>>> "Andrew Shortell" <a.shortell at braemar.vic.edu.au> 15/08/2007 12:32 pm >>>
Hi Kevork
The only reason I teach this subject is because I enjoy programming.
Many of my students do it because they enjoy programming too. Thus I do
teach up on the programming and then make them do lots of past papers to
show them the expected standard!!

Andrew

Andrew Shortell
Braemar College
 
 
> -----Original Message-----
> From: sofdev-bounces at edulists.com.au [mailto:sofdev-
> bounces at edulists.com.au] On Behalf Of Kevork Krozian
> Sent: Wednesday, 15 August 2007 12:14 PM
> To: Year 12 Software Development Teachers' Mailing List
> Subject: Re: [Year 12 SofDev] How to use programming to add value
tothe
> students' learning
> 
> Hi James,
> 
>  You raise a very good question.
> 
> Using the last umpteen years of IT (Systems ) exams as a guide the
> programming component of the written exam rarely comes close to what
the
> students do in class.
> Many colleagues have privately ( off the record but visible here to
the
> world ) have decided to dumb down the level of rigour in programming
in
> class  ( SAC ) work and just focussed on the exam type questions.
> So, to answer your question, perhaps you can look at a set of simpler
> algorithms taken from the last 10 years of exams ( VCAA, VITTA and any
> others such as IARTV, Chemistry Associates ) and ask them to simply
desk
> check and find the logic errors.
>  If they are keen they can write the program in the language you are
using
> but since exam questions have always been in pseudocode ( there may
have
> been an N-S sample sometime in the past too ) there is no benefit
> whatsoever in doing more coding as far as the exam is concerned.
> 
> I may be challenged on this but would love to take up the discussion
if
> there are any other views.
> 
> Regards
> 
> 
> Kevork Krozian
> IT Manager , Forest Hill College
> k.krozian at fhc.vic.edu.au 
> http://www.fhc.vic.edu.au 
> Mobile: 0419 356 034
> 
> >>> "James GIBNEY" <jgy at sthelena.vic.edu.au> 15/08/2007 11:24 am >>>
> Hi all,
> 
> 
> 
> Now that my class has finished the last programming SAC I'm wondering
> how I can continue to use programming as a tool to reinforce the
> students' learning. Throughout the year I have been allotting 2 of my
5
> periods a week to programming and the students enjoy working on the
> computer. In other years I have got the students to use VB like
> Powerpoint or a hyperlinked document as a revision tool or to
summarise
> work done in class. Does anyone have any ideas how to use the
> programming software as an aid for teaching the remainder of the
course
> and as preparation for the exam?
> 
> 
> 
> Thanking you for your help in the past and the future
> 
> 
> 
> Jim
> 
> 
> 
> 
> 
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