[Year 12 SofDev] The next study design
Mark
mark at vceit.com
Mon Feb 11 11:20:12 EST 2013
Hi all. Databases were not, as far as I know, ever a part of SD's study
design.
The problem was that too many people were starting to use databases so much
that the core principles of traditional programming were being neglected.
The current study design explicitly rules out the use of database
programming for that reason: so students focus on core principles rather
than an exotic and esoteric subset of programming.
On 11 February 2013 08:38, Kevork Krozian <kevork at edulists.com.au> wrote:
> Hi James,****
>
> ** **
>
> I like your idea of a list of emerging technologies and perhaps an
> annually maintained list so it doesn’t need to be future proof for 4 years.
> ****
>
> It would be really good to hear from people who argue that we should not
> have not databases in SD by shifting the debate to the programming rather
> than the storage. Check out the Horizon Report for what is expected in 1, 3
> and 5 years.****
>
> ** **
>
> ** **
>
> With the programming, I have been trying to find a solution to the issue
> that has not been resolved regarding databases vs files.****
>
> Wouldn’t it be better to mandate programming skills rather than how to
> store or retrieve data ?****
>
> For example, SAC31 will have the following programming structures and
> skills:****
>
> **1. **1D arrays and/or records ****
>
> **2. **Integers, reals/floats/doubles, strings and Booleans****
>
> **3. **Validation for existence, range and type****
>
> **4. **Storage to persistent memory and retrieval****
>
> **5. **Selection and iteration ****
>
> **6. **And ………****
>
> ** **
>
> ** **
>
> SAC41 will have the following programming structures and skills:****
>
> **1. **2D arrays and/or stacks and/or queues and/or linked lists
> and/or ……****
>
> **2. **Integers, reals/floats/doubles, strings and Booleans****
>
> **3. **Calls to functions and/or procedures with or without
> parameter passing****
>
> **4. **Validation for existence, range and type****
>
> **5. **Storage to persistent memory and retrieval****
>
> **6. **Iteration, selection, ****
>
> **7. **The use of a mobile device to demonstrate features of the
> solution****
>
> **8. **And. ………..****
>
> ** **
>
> We need to focus on the programming rather than the storage . In that way
> everyone will deliver the same skill set rather than continuing the
> unwinnable argument about databases vs files.****
>
> ** **
>
> Take Care****
>
> ** **
>
> Kevork Krozian****
>
> Edulists Creator Administrator****
>
> www.edulists.com.au****
>
> tel: 0419 356 034****
>
> ** **
>
> *From:* sofdev-bounces at edulists.com.au [mailto:
> sofdev-bounces at edulists.com.au] *On Behalf Of *Vella, James
> *Sent:* Thursday, 7 February 2013 4:48 PM
> *To:* sofdev at edulists.com.au
> *Subject:* Re: [Year 12 SofDev] The next study design & Thanks to Mark****
>
> ** **
>
> · Maybe for U1/2 we could look at an approved list of emerging
> technologies (similar to that of approved languages) for U1O2 where they
> currently talk of Social networking, robotics & artificial intelligence et
> al. This list could then be dynamic for every year of the study design –
> just to keep things nice and fresh****
>
> ****
>
> · It would be awesome for the definition of scope to be clarified*
> ***
>
> ****
>
> · Would I become an outcast if I said databases should make a
> return to being utilized in SD? Is there really a difference between
> inputting data from a text file which stores data and a formal
> database…please don’t banish me!****
>
> ****
>
> I’m sure more ideas will pop into my head soon enough****
>
> ****
>
> Also, a big thanks to Mark for his great site, his resources and his exam
> post mortems that have kept us all relatively sane over the years. The site
> and resources have definitely helped me keep my head above water over the
> past couple of years teaching IT.****
>
> ****
>
> ****
>
> ****
>
> ****
>
> *Mr James Vella*****
>
> *Head of Technology – ICT*****
>
> *Information Technology/Mathematics Teacher*****
>
> *MacKillop College*****
>
> *Russell Street
> Werribee, VIC 3030*****
>
> ****
>
> ****
>
> ****
>
> +* ** email:* *jvella**@mackillop.vic.edu.au* <s at mackillop.vic.edu.au>*
> ***
>
> ( *phone: +61-3-87345200*****
>
> + *Fax: +61-3-87345261*****
>
> - *mail: PO Box 522, Werribee VIC 3030*****
>
> 8* **web: **www.mackillop.vic.edu.au*<http://www.mackillop.vic.edu.au/>
> ****
>
> ****
>
> ****
>
> -----Original Message-----****
>
> Message: 1****
>
> Date: Thu, 7 Feb 2013 13:02:19 +1100****
>
> From: Mark <mark at vceit.com>****
>
> Subject: [Year 12 SofDev] The Next Study Design****
>
> To: "Year 12 IT Applications Teachers' Mailing List"****
>
> <itapps at edulists.com.au>, "Year 12 Software
> Development Teachers'****
>
> Mailing List" <sofdev at edulists.com.au>,
> "Year 11 Information****
>
> Technology Teachers' Mailing List" <
> yr11it at edulists.com.au>****
>
> Message-ID:****
>
> <
> CACu=8Z2J-ejb3JDx-V-rd+7pHJBVcB=jYjbBH6Uve2EPxbKvxQ at mail.gmail.com>****
>
> Content-Type: text/plain; charset="iso-8859-1"****
>
> ****
>
> We are now halfway through the 'new' study design and moves will be
> underway before too long to start designing the next study design. You
> might want to start sharpening your pencils and knives for that bunfight.*
> ***
>
> ****
>
> To start the buns flying, I would suggest:****
>
> ****
>
> - Study design in general -****
>
> ****
>
> - Can we (I?) please get guidance on how defining scope is different to
> determining solution requirements? As I see it, defining one's functional
> and non-functional requirements necessarily also defines scope. If they
> don't completely define scope, what is missing?****
>
> ****
>
> - A personal annoyance of mine in the mandated PSM is that determining
> evaluation criteria is part of the design phase. Surely it's part of
> logical design, not physical design, and could and should happen during
> analysis?****
>
> ****
>
> - The PSM leaves out training from the development phase.****
>
> ****
>
> - Implementation has been omitted from the PSM. I think it needs to
> return, as a separate step or at the end of development.****
>
> ****
>
> - Let's make sure the detailed examples actually obey the mandated
> requirements of outcomes: ITA U4O2, I'm looking at YOU.****
>
> ****
>
> - Make sure mandated requirements actually appear in mandated sections of
> the study design, and not in the "Advice" or "Recommendations" sections -
> ITA U4O2's "organisations" with a significant S, I'm still looking at YOU -
> was just unfair.****
>
> - All significant changes to a study design should be clearly flagged, and
> not subtly changed.****
>
> ****
>
> - There should be a single (online) point of truth for all mandated VCE IT
> course and task requirements: sprinkling them across a study design,
> assessment handbook, FAQs and VCAA bulletins (some up to 3 years old!)
> leads to accidental non-compliance by teachers.****
>
> ****
>
> ****
>
> - Units 1 & 2 -****
>
> ****
>
> - I'm pretty happy with the balance overall, but some 'sexying up' would
> help attract punters - e.g. programming web apps, image/audio editing.****
>
> ****
>
> - Perhaps an 'integrated project' to bring together several IT skills into
> one information product.****
>
> ****
>
> - Definitely keep the groupwork.****
>
> ****
>
> - Definitely keep the client project. I loved throwing them out into the
> real world on unsupervised excursions for most of the term 4 double periods
> ****
>
> :-)****
>
> ****
>
> - SD -****
>
> ****
>
> - Please let's sort out the strange attraction that the study design has
> for the physical layer of the OSI model. What is so magnetically
> attractive about that layer compared to the others, especially the more
> interesting higher layers?****
>
> ****
>
> - And what's with KK U3O1 KK04 - the OSI physical layer' connection to
> TCP/IP? AFAIK there is no connection. TCP/IP has its own parallel version
> of the OSI layers. Kevork may be able to help me better understand this
> baffling key knowledge.****
>
> ****
>
> - I'd like to see linked lists added to data structures.****
>
> ****
>
> - Let's remove laptops from the list of allowed "mobile devices". They are
> certainly not retarded computers any more. Mine is more powerful than my
> desktop!****
>
> ****
>
> - Let's also remove "gaming consoles". If it's meant to refer to handheld
> games, say so. Otherwise it infers that Xboxes are "mobile computing
> devices", which their cables certainly argue against!****
>
> ****
>
> - Completely new fields of IT -****
>
> ****
>
> - Most of my suggestions have been mere tinkering with what is already in
> the study design. What important fields are unrepresented or
> under-represented in the current study design? Perhaps...****
>
> ****
>
> - 3D printing****
>
> - Data centres****
>
> - Social/psychological implications of omnipresent computing and
> communication facilities on children, students, workers, and governments.*
> ***
>
> e.g. how many of the political revolutions in 2012 were incited and
> coordinated by social media?****
>
> - Privacy in the digital age****
>
> - Changing attitudes to information ownership - open source software,
> "acceptable piracy", Megaupload, Creative Commons, CopyLeft, GNU licences,
> Facebook privacy settings, Anonymous, Wikileaks, jailbreaking/unlocking
> (recently outlawed in USA) etc.****
>
> - Artificial intelligence, e.g. IBM's Watson, Amazon's suggested buys,
> Siri, human/computer interfacing (e.g. Google glasses)****
>
> - Changes in computing paradigms - mainframes/dumb terminals > smart
> standalones > cloud/dumb browsers.****
>
> ****
>
> Over to you guys. The beach is calling me...****
>
> ****
>
> --****
>
> Mark Kelly****
>
> mark at vceit.com****
>
> http://vceit.com****
>
>
> --
Mark Kelly
mark AT vceit DOT com
http://vceit.com
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