[Year 12 IPM] ITA ("IPM 2007") summary

[Zach Alexakos]

Wants=Future Driven Course Design;
Needs= Now;
2007-2010Course Design==2003-2006Course Design;
2006StudentNumbers - 10000 = 2007StudentNumbers;

Might be time to fire up Borland on the laptop to write this all in 
C++ code.  Hang on, I could even make a game out of this and apply 
for ASISTM funding.  Want to join in Margaret?


Zach Alexakos




At 02:23 PM 3/03/2006, you wrote:
>Hi
>Having been one of the people involved in writing the previous study
>design (the one brought in for 2000) I believe that the task is
>incredibly large. There are so many conflicting "wants" and so much care
>is needed to make it rigorous, do-able and respected by Uni and industry
>representatives.
>The final product is meant to please as many as w e can while still
>making the subject reasonable for teachers without the need for
>significant upskilling. Remember that there are many teachers of IT who
>are not perhaps as skilled as say Mark or Keith or Kevork; who have
>never been network administrators; never run a CISCO course; not
>lectured at uni to 3rd or 4th year programming; not worked in the
>business world (or even done the TRIP from yrs ago in the state system);
>or lots of other things. For example I have never done a CISCO course. I
>came into teaching later in life and so have some appreciation of
>working in the business environment, working in a collaborative
>environment (and also in a non-team workplace) etc.
>
>Specific criticisms of the study design and suggestions of how to
>address these 'problems' and how to cope as teachers are always very
>helpful. The study design is now published. If you feel that badly about
>it then perhaps you could prewrite parts of the next one and send it to
>Paula and the rest of the panel. Perhaps put it up on the edulist site.
>Become a text book author and add your ideas to the book to excite the
>students and so demonstrate the value of what you want.
>
>And if none of these work - then take a tree / sea change and relax a
>little.  After all, what we are teaching in IT will be utterly old in
>five to ten years. This subject is not like maths - when I teach maths I
>teach much the same stuff that I learnt when I was at school. (When I
>got a calculator I was not allowed to use it at school because the
>teachers did not understand how it worked - computers - make me laugh- I
>met mainframes at uni)
>
>Seriously :  Be constructive  HELP your fellow teachers to cope. This
>list is really great at helping teachers, let us keep it that way.
>
>
>Andrew Shortell
>Braemar College
>
>
>-----Original Message-----
>From: ipm-bounces at edulists.com.au [mailto:ipm-bounces at edulists.com.au]
>On Behalf Of Adrian Janson
>Sent: Friday, 3 March 2006 1:36 PM
>To: 'Year 12 Information Technology Processing and Management
>Teachers'Mailing List'
>Subject: RE: [Year 12 IPM] ITA ("IPM 2007") summary
>
>Hi all,
>
>As one of the "eggheads" I feel that I need to respond to this thread.
>I do
>not live in the "dark ages".  Personally, I take offense at some of the
>terms that have been used.  We all have the right to express our
>opinions as
>professionals, however I feel that those making derogatory remarks need
>to
>temper them into constructive criticisms rather than "sledges" or
>referring
>to the study design as "crud".  It would certainly be possible for
>someone
>to take the study design and create tasks for the students to complete
>that
>would be "crud".  It is a STUDY DESIGN - and it is now our brief to
>create
>tasks and material for our students to inspire and excite them, which we
>should all be aiming to do.
>
>Firstly, the process of writing the new study design was a long and
>exhaustive one.  I, for one, felt privileged to have been selected to be
>on
>the advisory panel.  Those of us on the panel debated long about how to
>make
>the study design appealing and relevant - and I for one, feel that we
>have
>succeeded in that aim.  Databases are a CORE element of IT and their use
>in
>industry is widespread.  I don't think any one of us could dispute that.
>
>
>When writing a course from the ground up - and this IS what we did, it
>is
>important to consider those elements that are core elements of our
>discipline.  We have included these - and more.  The VET courses provide
>a
>very different experience for students, and we did not want to replicate
>that.  The study design affords a wide range of applications and tasks
>to be
>completed - and it is up to us to write coursework to fit into our
>schools
>and tailored for our particular students.  I for one, will gladly post
>my
>tasks to the list and as I often do, I would encourage others to do the
>same.
>
>During the writing process, a large number of industry experts,
>organisations and focus groups were consulted - and their feedback was
>addressed to a point.
>
>........  Think I might stop now and take a walk outside.
>
>Any more personal sledges - perhaps respond to my email off the list.
>
>Adrian Janson
>Melbourne High School
>
>
>
>
>_______________________________________________
>http://www.edulists.com.au - FAQ, resources, subscribe, unsubscribe
>IPM Mailing List kindly supported by
>http://www.vcaa.vic.edu.au - Victorian Curriculum and Assessment
>Authority and
>http://www.vitta.org.au  - VITTA Victorian Information Technology
>Teachers Association Inc
>
>_______________________________________________
>http://www.edulists.com.au - FAQ, resources, subscribe, unsubscribe
>IPM Mailing List kindly supported by
>http://www.vcaa.vic.edu.au - Victorian Curriculum and Assessment Authority and
>http://www.vitta.org.au  - VITTA Victorian Information Technology 
>Teachers Association Inc




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 & Training.