[Year 12 SofDev] We are indeed fortunate to be in such a wonderfulvirtual community as this

Sun Mar 13 10:02:15 EST 2011

Thank you Kevork - I feel very humbled by your comments.

Regards
Paula

-----Original Message-----
From: sofdev-bounces at edulists.com.au on behalf of Kevork Krozian
Sent: Sat 12/03/2011 8:29 PM
To: 'Year 12 Software Development Teachers' Mailing List'
Subject: [Year 12 SofDev] We are indeed fortunate to be in such a wonderfulvirtual community as this

Hi Folks,

  It takes enormous commitment, endurance, empathy, sympathy, care and
strength to do what Paula has done for us for so long and so readily for not
just this Study Design, but for several that preceded this one, going back
about 20 years.
  But it takes even greater strength to step back and correct the record and
apologise when someone has been hurt through miscommunication and
misunderstanding.

 We are grateful to you Paula for who you are, and what you do for each
every one of us, which goes way beyond your job description.
 Our online "family" would not be what it is without you.
 Andrew, you are also a huge presence in our community with contributions
that stretch back to the first days of this forum in the mid 90s and so
often you have given us a perspective and insight to lift us to a better
understanding. 

Wishing you all a pleasant, restful, long weekend   

Kevork Krozian
Edulists Creator Administrator
www.edulists.com.au
tel: 0419 356 034

-----Original Message-----
From: sofdev-bounces at edulists.com.au [mailto:sofdev-bounces at edulists.com.au]
On Behalf Of Christophersen, Paula P
Sent: Saturday, 12 March 2011 10:33 AM
To: Year 12 Software Development Teachers' Mailing List
Subject: Re: [Year 12 SofDev] Software development key knowledge

Dear colleagues

It's a tricky business writing study designs, and history tells us that
paticularly in the first year of a new study design, the intent of some new
words is open to interpretation. We are fortunate to have this forum in
which we can challenge and discuss the nuances and intent of these words so
that we are all on the same page.

Regards
Paula 

-----Original Message-----
From: sofdev-bounces at edulists.com.au on behalf of Mark KELLY
Sent: Sat 12/03/2011 7:33 AM
To: Year 12 Software Development Teachers' Mailing List
Subject: Re: [Year 12 SofDev] Software development key knowledge

Hi Paula.  Thanks for the clarification of the KK.  It's good to know what
we should be teaching.

I hope I never insinuated that the Study Design panel deliberately set out
to obfuscate matters; it's just that sometimes the *intent* of the design
can be hard to determine.

As always, many thanks for your ongoing support for us.

Regards
Mark

On 11 March 2011 17:50, Christophersen, Paula P <
christophersen.paula.p at edumail.vic.gov.au> wrote:
> Dear colleagues
>
>
>
> I write for two reasons - to discuss the key knowledge point in U3O1 
> 'purposes and functions of the physical layer (Layer 1) of the OSI and 
> the relationship of the physical layer to the TCP/IP model' and to 
> apologise
to
> Andrew Shortell and this community.
>
>
>
> Key knowledge - why layer 1 and its relationship to the TCP/IP model
>
> I certainly appreciate that everyone wants to do the best for their 
> students, hence the need for further discussion about this KK. I hope 
> that the following information helps.
>
> .          The physical layer KK needs to be read in the context of the KK
> 'a brief overview of the concept of the OSI model for network protocols'.
It
> is important that students have an overview of the entire OSI model 
> and
how
> this connects to the TCP/IP model.
>
> .          The physical layer was selected for a number of reasons
including
> the need to restrict the scope of the OSI due to its complexity for
teaching
>
> .          As the layers all interact and build upon the functionality of
> those below them it is appropriate to begin at the foundation level.
>
>
>
> Below is an example of how a teacher has approached these two KKs - 
> this should provide an indication of the depth of treatment.
>
> .          Provide a brief overview of all layers, starting at layer 1
>
> .          Discuss the link between layer 1 and the TCP/IP by 'showing'
how
> the TCP/IP model is very similar to the OSI model at the physical 
> layer,
and
> then discussing the movement from layer 1 to the upper layers
>
> .          Discuss network topologies, NICs and hubs and how these devices
> aid the transportation of data.
>
>
>
> I hope that this information contributes to a better understanding of 
> the two key knowledge points. It is never the intention of the VCAA to 
> write cryptic study designs - every effort is made to write robust 
> curriculum documents. Sometimes, however, it's not until the study 
> design is bedded down that points of clarification arise. If this is 
> the case, then the
VCAA
> will take appropriate courses of action to clarify these concerns.
>
>
>
> Apology
>
> On a personal note, I wish to apologise to Andrew and other members of 
> the community who I have offended with my comments. As so eloquently 
> stated by Kevork problems can arise because of the disjunct between 
> intention and interpretation. My intention was never to criticise the 
> community for its informed and vigorous discussions about the study 
> design - these
discussions
> are always encouraged. I sincerely hope that my comments do not stifle 
> further conversations.
>
>
>
> Please feel free to contact me if you have any further comments or
queries.
>
>
>
> Regards
>
> Paula
>
>
>
>
>
> Paula Christophersen
>
> ICT Curriculum Manager
>
> VCAA
>
> 41 St Andrews Place
>
> EAST MELBOURNE 3002
>
> (03) 9651 4378
>
>
>
> Important - This email and any attachments may be confidential. If
received
> in error, please contact us and delete all copies. Before opening or 
> using attachments check them for viruses and defects. Regardless of 
> any loss, damage or consequence, whether caused by the negligence of 
> the sender or not, resulting directly or indirectly from the use of 
> any attached files
our
> liability is limited to resupplying any affected attachments. Any 
> representations or opinions expressed are those of the individual 
> sender, and not necessarily those of the Department of Education and 
> Early
Childhood
> Development.
>

--
Mark Kelly
Manager of ICT, Reporting, IT Learning Area McKinnon Secondary College
McKinnon Rd McKinnon 3204, Victoria, Australia Direct line / Voicemail: +613
8520 9085, Fax +613 9578 9253 kel at mckinnonsc.vic.edu.au

VCE IT Lecture Notes: http://vceit.com
Moderator: IT Applications Edulist

All generalisations are false, except this one.

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