Units 3 and 4 Informatics
2016 - 2019
Implementation program
April to May 2015
VCAA and Digital Learning and
Teaching Victoria (DLTV)
Why not ‘IT applications’?
Why not ‘IT applications’?
Why not ‘IT applications’?
‘IT applications was ok, just not enough apps’
Why not ‘IT applications’?
It should be noted that ‘ICT’ is an unusually problematic term because it is commonly used to mean many different things. Among them are:
1. The … subject called ICT …
2. The use of generic information technologies to support teaching and learning (interactive whiteboards, …)
3. The use of specific computer technologies to support particular aspects of a subject (eg, weather stations in geography,…). 4. The use of technologies to support teachers’ administrative
processes, and the school’s management information systems, …
5. The physical infrastructure of a school’s computer systems: the networks, printers and so on.
‘Shut down or restart?
The way forward for computing in UK schools’ The Royal Society, January 2012
Why ‘informatics’?
The term “informatics” was first proposed by Karl Steinbuch … to refer to the general field of computer science. In Europe … this meaning … has remained.
In the United States, however, the term … focuses less on … computer science and more on the application … to a specific domain.
… the emphasis is on information, not data.
… the point of developing or presenting information is so that people can understand and utilize it.
… it is technology that brings these two aspects together.
… [rather than programming] the technology is more about working with information.
Fundamentally, in informatics the focus of technology is delivering information to people.
‘Preparing High School Students for College with Informatics’ Stephen J. Zilora, 2010
Why ‘informatics’?
A study of informatics prepares you for just about any
professional work available now or likely in the future, and gives you skills relevant to creative and advanced aspects of other fields. Whether your interests lean towards the business, creative arts, humanities or scientific disciplines, or towards the subject areas of informatics itself, the
generic knowledge and skills you gain will continue to be relevant and useful, and applicable as your career and personal interests change.
‘The Book of Informatics’ Gammack, Hobbs, Pigott, 2011
Why ‘informatics’?
Google ‘informatics course Australia’
q Health Informatics – Uni Melb
q Master of Health Information
Management – La Trobe
q Informatics and Business Systems –
ACU
q Health Informatics – Uni Tas
q Master of Health Informatics –
Uni Wollongong
q Nursing informatics – Monash
q Centre for Health Informatics –
Macquarie
q Applied informatics – Vic Uni
q Master of Information Technology
(Business Informatics) – James Cook q Advanced Genome Informatics – Uni Qld q Urban Informatics – QUT
q Health Informatics – UNSW
Informatics is about
using computers to work with digital information – gathering, using,
storing, … data. … in all types of settings, such a finance, economics,
Informatics
q
Puts emphasis onto data and information
q
Students can learn to become
•
informed users
•
producers rather than consumers
q
A generic skill set that can cater to a wide
range of interests/jobs/professions into the
future
Informatics focus – data, information and systems
Organisations
and data
management
Data analytics:
drawing
conclusions
Data analytics:
presenting the
findings
Information
management
http://tinyurl.com/on6qf6a http://tinyurl.com/leq7ntmInformatics focus – data, information and systems
Organisations and data management Acquisition Input Validation Manipulation Storage Retrieval Communication Data analytics: drawing conclusions Acquisition Input Validation Manipulation Storage Retrieval Output (Disposal) Data analytics: presenting the findings Manipulation Storage Retrieval Output Communication Information management Storage Retrieval Disposal http://tinyurl.com/on6qf6a http://tinyurl.com/leq7ntm R ea l da ta R ea l in fo rm ati onKey changes
q
Specification of software tools
q
Outcome 1 (Online communities) gone, so
•
No prototype website
•
Networks no longer directly covered in Unit 3/4
q
User flow diagrams included in RDBMS
q
School-assessed Task (project over two outcomes)
q
Data analytics
Software tools – example Unit 3
…
software tools that students are required to both
STUDY
and
USE
in this unit
Area of Study 1 •
A relational database management
system
•
Drawing or graphics software
…
software tools that students are required to
USE
, but
not
required to study, in this unit
Area of Study 2
•
Appropriate tool for documenting
project plans
•
Software tools to capture, store,
U3 AoS 1 Organisations and data management U3 AoS 2 Data analytics: drawing conclusions U4 AoS 1 Data analytics: presenting the findings U4 AoS 2 Information management SAC RDBMS and user interface
& user flow
SAC
written report
or visual
report
U3 O1
U3 O2
U4 O1
U4 O2
SAT
Data analysis Design folio Short report Presentation Project plan Evaluation
So#ware for -‐ RDBMS -‐ drawing or graphics So#ware to -‐ capture, store, prepare and manip. data -‐ doc proj plans
So#ware for -‐ crea>ng mul>modal, online solu>on -‐ proj plans
Exam
Informatics structure
School-based assessment
U3O1 (SAC)
__ % study
score
U3O2
(SAT)
U4O1
(SAT)
U4O2 (SAC)
__ % study
score
GA1 (SAC)
%
GA2 (SAT)
%
GA3 (Exam)
%
Insert percentage valuesSchool-based assessment
U3O1 (SAC)
10 % study
score
U3O2
(SAT)
U4O1
(SAT)
U4O2 (SAC)
10 % study
score
GA1 (SAC) 20%
GA2 (SAT) 30%
GA3 (Exam) 50%
Graded
assessment
deadline
around end
of June
U3O1: The outcome
IT Applications (U3O2)
On completion of this unit
the student should be able
to design, and develop
using a relational
database management
system, a solution to an
information problem, and
discuss why and how data
is acquired via websites
Informatics (U3O1)
On completion of this unit
the student should be able
to design a solution,
develop it using a
relational database
management system, and
diagrammatically
represent how users
interact with an online
solution when supplying
data for a transaction.
U3O1: Changes from current U3O2
q
Teacher to provide two design briefs
•
Online transaction
•
RDBMS
q
For the online transaction component, students design
a user flow diagram & user interface (‘start’ page)
q
Key knowledge:
•
4 KKs dealing with online communities now look at
organisations using online transactions
•
2 KKs added to cover design for online component
•
Use of the term ‘security control’
•
Comparison of RDBMS with flat-file DB
•
‘Data types’ now defined and refined in glossary
http://gauravpanchal.stuntnyc.com/wp-content/uploads/2013/07/ builderbuzz_mindmap_2.jpg http://gauravpanchal.stuntnyc.com/wp-content/uploads/ 2013/07/builderbuzz_mindmap_2.jpg https://netbeans.org/kb/docs/javaee/ecommerce/design.html http://zurb.com/word/information-architecture https://www.newfangled.com/how-to-tell-the-users-story
Examples – user flow diagrams
U4O2: The outcome
IT Applications (U4O2)
On completion of this unit
the student should be able
to evaluate the
effectiveness of strategies
used by organisations to
manage the storage,
communication and
disposal of data and
information, and
recommend
improvements to current
practices
Informatics (U402)
On completion of this unit
the student should be able
to compare and contrast
the effectiveness of
information management
strategies used by two
organisations to manage
the storage and disposal
of data and information,
and recommend
improvements to their
current practices.
U4O2: Changes from current U4O2
q
Key knowledge:
•
Privacy Act 1988,
Privacy & Data Protection Act 2014
,
Unit 3 AoS 2 Data analytics – drawing conclusions
Unit 4 AoS 1 Data analytics – presenting the findings
My hypothesis that in 3 years …
Complete the design principles
What do students do?
• Project plan
• Hypothesis
• Acquire complex data
• Design data org, file management
• Manipulate data • Interpret data • Draw conclusion
U3O2
analysis
design
development
• Monitor and adjust project plan
• Design ideas
• Criteria for selecting pref. design
• Detailed design
• Develop multimodal solution
• Evaluate solution
• Evaluate project plan
U4O1
design
development
evaluate
Ask
Think
Do
Conclude
Present
Substantiate
Evaluate
How big should it be?
q
VCAA guidelines
q
Training day near the beginning of the year
q
Class time has to incorporate teaching as well
as project time
Authentication
q
Individual project
q
Witness progress at school
q
Student plan versus reality
q
Meeting intermediate deadlines
q
‘reporting in’ with progress
q
Ability to explain how something was done
q
Authentication declaration by student
Assessment framework
Extended project – over two outcomes
Mandated assessment criteria
Scores for each outcome are reported separately (see informatics)
Ongoing teaching/learning/assessing process
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©
Victorian Curriculum
and Assessment Authority
(
2015
).
Third parties may own copyright in some content
included in this presentation, as indicated.
The term
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and associated logos are registered
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New terminology/content
U3O1 U3O2 U4O1 U4O2
• Design principles
• User flow diagrams
• Primary and secondary sources of data • Qualitative and quantitative data • Coding qualitative data • Features of hypothesis • Project management processes and concepts • Pattern recognition • Referencing methods • Techniques for generating design ideas • Effective multimodal online solutions • Design principles • Reasons for information management strategies