Year+11+IT

=Head Start= 1. Create a gmail account! 2. Set up your Google Drive 3. Get a wikispace account 4. Join this wikispace (BSCeLearning). NOTE: You don't need to be a member to view the wiki, only to modify it.
 * Housekeeping/preparation**

=Unit 1=

@Unit 1 & 2 Summary

PLANNER!

== Workbook - create your digital notebook. Anything marked with this symbol is to be completed in your digital workbook from now on.


 * Make sure your name and the type of file is part of the filename. Eg. Glossary - Laureen.doc, IT Workbook - Laureen**

Glossary - Create a separate document that will be your digital glossary.

Look up, and insert, definitions of **data** and **information** to begin it.
 * THE GLOSSARY IS COMPULSORY AND FORMS PART OF YOUR ASSESSMENT FOR VCE INFORMATION TECHNOLOGY**

Problem Solving Methodology (PSM) - create your own chart for the PSM in your workbook. Here is a sample and an explanation.

=UNIT 1 OUTCOME 1 - FROM DATA TO INFORMATION= In this area of study students develop and apply knowledge and skills in using spreadsheet software to manipulate numeric data. Students select relevant data and apply functions and techniques to manipulate the data to produce information in graphic form, which is displayed onscreen. Examples of graphical representations are column graphs, scatter diagrams and bubble charts. Spreadsheet knowledge and skills acquired in this area of study are applied in Area of Study 3. When working with given data sets, students apply the design and development stages of the problem-solving methodology. As students will not be engaged in the analysis stage, they must be provided with details of relevant requirements of the solution, such as what information the solution has to provide and the constraints on the solution



1-1 NEWSPAPERS - ONLINE v PRINTED
What are some advantages and disadvantages of online verses printed newspapers? Use one on the following templates, or your own, to do a comparison. Insert this in your notebook.

PMI (Plus, Minus, Interesting) template

Contrast and Compare

1-4 EXAMPLE WEBSITES - Inform, entertain, persuade, educate.
Put them in a table in your notebook
 * ** Website ** || ** Purpose ** ||
 * http://www.sample.com.au || Educate ||

1-5 PEER WEBSITE AUDIT
Add a "Peer guess" column to your table. Transfer their guess to your table. Were they right? Sometimes the "purpose" is based on perception - and that can differ from person to person. Think about ways you could make it clearer if you were the web designer.
 * ** Website ** || ** Purpose ** ||  || ** Peer guess ** ||
 * http://www.sample.com.au || Educate ||  || Educate ||
 * http://www.sillyone.org.au || Entertain ||  || Inform ||

1-6 LIST OF CHARACTERISTICS
Write a list of characteristics that would help identify the purposes of a website.

Data, Information (what is the difference?), Output, inform, persuade, entertain, educate

== =CHALLENGE=

Select ONE purpose for information out of the "hat" (educate, entertain, persuade, inform) and create an advertisement for this...

You have 2 periods to complete this challenge. You can create: - a print advertisement using something like Word, Photoshop, Paint, a word cloud etc   OR   - an animation using something like Pivot, Voki, Dvolver   OR   - a short clip using something like Moviemaker, iMovie, Photostory POWERPOINTS ONLY BY NEGOTIATION

== =1-7* TYPES OF DATA= There are 4 main types of data. What are they? List them in your GLOSSARY and define them in your own words. Give an example of each.

=1-8 UN DATA - types= It is important to be able to identify relevant data



== =1-9 RELIABILITY - "TOP 10 TIPS FOR FINDING RELIABLE INFORMATION ON THE INTERNET".= Make sure you reference the terms suitability, reliability, accuracy and timeliness.

== =1-10 QUALITY OF DATA= Think of other examples in which the quality of data would be affected by __suitability__, __reliability__, __accuracy__ and __timeliness__. == - wiki, podcast, vodcast, primary scources, secondary sources, bias, vested interest, stakeholder,mass media

=1-11 BIAS= Provide scenarios in which the the data gathered may be biased due to A) vested interest B) timing & C) sample size

=1-12 EXPLAINING BIAS= Find examples from newspapers, magazines and brochures of output showing bias through a graphic representation.

=1-13 Research Task.= Look at __three__ of the daily major newspapers and identify the characteristics of their readership. Create a simple, short animation using Styks (app), Pivot (app), xtranormal(web), [|Dvolver] (web) or Voki (web) to explain your views.

media type="custom" key="22159052"

media type="custom" key="22159036"

== =READING TASK= Read pages 18 - 36 (all about Spreadsheets) in preparation for starting to work with spreadsheets.

=1-14*= =Visit the following websites and determine the target audience. Give reaosns why, referring to the characteristics of audience already discussed - gender, special needs, culture, age, education level, status and location.=

www.ford.com.au

www.hi-5.come/#/home

www.mayoclinic.com

www.mcgrathfoundation.com.au

=1-15*= =Open Microsoft Excel (or equivalent/similar spreadsheet software). Explore the different types of graphical representations that you can create with data. Select 5 of them, make a table with the TYPE, DESCRIPTION and USE (what it would be good to use it for - what types of data/situations)=

=1-16*= =Complete the first self-test for Chapter 1 below. You can repeat this as many times is necessary to get the best possible mark you can.= =- What do you still need to learn about for Chapter 1?= =- Write a list. Research the answers (in your text or online)= =- Re-do the test.= =- When you are happy with your result (and have learned the right answers), save your result as a complete webpage and insert into your digital workbook...is this even possible? Do you need to change the format first? What will work?=

=SELF TEST=

== =SAC Assessment Task 1 - Spreadsheet Analysis.=



=UNIT 1 OUTCOME 2 - NETWORKS= On completion of this unit the student should be able to recommend a networked information system for a specific use and explain possible security threats to this networked information system.

Key skills:

 * 1) identify types of networks and state reasons for their use
 * 2) evaluate the capabilities of different networks and communications technology
 * 3) explain the limitations and strengths of networks to support the communication and storage of data and information using mobile devices
 * 4) explain ways in which network professionals develop and maintain networks
 * 5) select and recommend networks suitable for specific uses
 * 6) explain how actions, devices and events can threaten the security of data and information communicated and stored within networks.

=2-1= Create a mindmap that answers the following questions. 1. What is a network? 2. What is a modem 3. Where does the word modem come from? 4. What is the download speed of your computer? (do the test at www.ozspeedtest.com) 5. How do cable modems, used in household broadband connections, differ from analogue dial-up modems. 6. What hardware is shared on the school network? 7. Describe the network connections that might exist in a small supermarket 8. What is a LAN? 9. What is a node? 10. What is a peer-to-peer network? 11.What is INTERNET peer-to-peer? 12. What is a client-server network? 13. What is network topology? 14. What could Wikipedia do to stop false information from being published (refer ISSUE page 52) 15. What is a bus network? 16. What is a star network? 17. What is a hybrid network?



[|SELF TEST NETWORKS]

=SAC Assessment Task 3 - Networks. Thursday exam. Sample/practice Assessment Task below. You will get a series of multiple choice questions (like the online Self Test for networks, above) and a case study (like the sample provided, below) to complete.=

==

ICT in a global society
In this area of study students develop an understanding about how the applications of particular information and communications technology (ICT) can cause tensions and conflicts between different stakeholders. This area of study involves consideration of contemporary issues within a selected context. **Working in teams**, which can be virtual, students use **web authoring software** to create a **website that presents an overview of an issue** associated with one context. With evidence acquired from both primary and secondary sources, students present on their website the viewpoints of different stakeholders, the team's opinion regarding the issue and their strategies for encouraging individuals to influence how ICT is applied in particular situations.

Students use **visualising thinking tools** and techniques to assist in formulating team opinions. They use **spreadsheet software to manipulate acquired primary data** and generate graphical representations to include on their website using the skills acquired in Area of Study 1. Students can supplement these graphical representations with related sound and images, such as recorded and video interviews.


 * Project plans** are developed using ICT to record tasks to be completed and team member responsibilities. During the development of the website, progress is monitored and recorded. ** Students do not have to use dedicated project management software **. Students apply the design and development stages of the [|problem-solving methodology] when creating a website.


 * ==**Unit 1 Outcome 3** - Team website analysing an IT issue== ||
 * On completion of this unit you should be able to contribute collaboratively to the design and development of a website that presents an analysis of a contemporary ICT issue and substantiates the team's point of view. ||
 * ===Key knowledge:===

Skills:

 * 1) select and apply appropriate methods and techniques to acquire and reference data and information from primary and secondary sources
 * 2) use ICT to document and monitor project plans when creating team solutions
 * 3) analyse the causes and effects of the ICT issues using visualising thinking tools
 * 4) synthesise information about the selected ICT issues and strategies for influencing how ICT is used for particular purposes
 * 5) select and apply appropriate design tools to represent solutions
 * 6) use spreadsheet and web authoring software and select and apply functions, design elements, formats and conventions, data validation and testing techniques to manipulate data and produce solutions.

- applications of ICT in a range of contexts ||
 * - a detailed study in one of the following **CONTEXTS:**
 * computer gaming
 * social networking
 * robotics
 * e-commerce
 * cloud computing

The site should **FOCUS** on:
 * the nature of a contemporary issue associated with the context
 * legal, social, environmental and ethical reasons for the issue arising
 * types and [|capabilities] of technology associated with the context
 * types of key stakeholders, such as individuals, organisations and governments, and their responsibilities
 * positive and negative opinions of each stakeholder on the issue


 * //Stakeholders//** //are those who are affected by the issue, for better or worse. They stand to gain or lose depending on how the issue turns out.// ||
 * [[file:Project-management.ppt]] strategies (tools and techniques) for [|coordinating the tasks, people, resources and time] required to create solutions.

Gantt Charts || =SAC Assessment Task 2 - ICT in a global society=
 * =[[image:important width="160" height="112"]]=
 * =[[image:important width="160" height="112"]]=
 * 1) Use ICT tools and techniques to produce a website solution in response to an identified, contemporary issue.
 * 2) Create an oral and visual presentation that includes multimedia (video and sound)
 * 3) Compile all files (or links) and present as finished product ||

STEPS
1. Identify your teams (2 or 3 only). 2. Choose your issue/context (computer gaming, social networking, robotics, e-commerce or cloud computing) 3. Start your research of your issue. You should keep all references (including the URLs and date accessed). You might like to try Sweet Search to refine your searches). Remember that you are looking for supporting information for the positives AND negatives of your issue, including evidence and support for your point of view. You must use your website to convince your audience of your opinion. 4. Plan your project. Feel free to use the tools already demonstrated (SS Project, Excel, Gannt Charts etc) 5. Go for it! 6. Check the rubric to see how you will be assessed

=Dreamweaver tutorial= http://www.youtube.com/watch?v=XMZARc_GdLE

http://www.adobe.com/devnet/dreamweaver/articles/first_website_pt1.html

=Html Resources= This website, W3 Schools, has a whole great big bunchload of website development tutorials and tips. It is a great place to start your journeys... http://www.w3schools.com/

Just be aware of the compatibility issues between Html 4 and Html 5.
 * Html 4 will work on all browsers
 * Html5 has more features
 * Html 5 will not work well on Internet Explorer versions below 10
 * Html 5 has advanced graphics capabilities but may not work on all browsers

=ICT in a Global Society= [|SELF TEST]

=Infographics=





= = =A LIST OF GREAT RESOURCES= http://www.creativebloq.com/design-tools/data-visualization-712402

In your digital workbooks - define what an infographic is - locate one that is meaningful to you (copy it into your workbook). Don't make it the first one you find on a Google search - go deeper, look harder and smarter. - describe it fully, including why you chose it - articulate it’s purpose (Entertainment, information, education, persuasion etc) It is all about Visualisation of data. Remember Aaron Koblin waaaaaaaay back in Term 1 in the video "Artfully visualising our humanity"? Here is it again in case you missed it...

media type="youtube" key="4v4XxlfVk3o" width="560" height="315"

=TASK 30/5=

So first you should have found some data that is interesting to you. Keep it simple...like these...


Now use one of these tools (or another, better one that I don't yet know about) to create your infographic...

http://www.gapminder.org/

http://visual.ly/

http://www.easel.ly/

http://piktochart.com/themes/#all

http://infogr.am/

http://www-958.ibm.com/software/data/cognos/manyeyes/

Mapping lots of locations http://batchgeo.com/

=Due Monday, start of lesson. Have fun! I look forward to seeing your creations!=

=QUESTIONS "TEST YOUR KNOWLEDGE" PAGE 211 - 212=

== =SAC Assessment Task - Data Visualisations 23/7= ===In Unit 2 Outcome 1, you are required to produce a data visualisation that meets the needs of a user. This will involve using a complex data set and accessing software or online tools that will enable you to convert this data into a more meaningful format.===

Steps to be followed The analysis, design, development and evaluation stages of the problem-solving methodology will be used to create the solution.

1 **Analyse** and define the problem. From the design brief, identify: a the factors that affect the problem b the data visualisation needs of the user c the data visualisation product to be produced to meet the user’s needs d appropriate sources of data that must be processed to produce the solution.

The problem to be solved is best written as a question. For instance, identify a pattern in the late attendance of students across a one-month period.

2 **Design** the solution. This includes: a use of techniques such as flowcharts, storyboards or layout diagrams for all aspects of the output, both on screen and in printed reports b a decision about which software and hardware are most suitable for producing the data visualisation c formats and conventions that will be used in the data visualisation d selection of the test data that will be used to conduct tests to check that the data visualisation is producing the information that is required.

3 **Develop** a data visualisation that can be viewed either on screen or in hard copy, depending on the needs of the user. This includes: a producing a clear and concise data visualisation b showing the source of the data that you are using c ensuring that you have correct headings, axis labels and measurements to ensure clarity in the data visualisation.

4 **Test** the solution. Detail how you have checked that the output produced is working as expected. Test data selected in the design stage will be used. This includes: a testing that the source data is displayed correctly in the data visualisation b testing the clarity of the data visualisation c testing the relevancy of the data visualisation. You will need to provide testing tables, showing functions of the data visualisation software tested, results that are expected using the data, and the actual result that was observed when using the software to produce the data visualisation.

5 **Evaluate** the solution. Prepare an evaluation feedback form and gain feedback from the known audience.

6 **Discuss** the likely impact on the ability of the user to make clear decisions based on how information is communicated through the data visualisation. For instance, identify the decisions the user will be able to make with the data visualisation.

=Programming=



Grok Learning


https://groklearning.com

NCSS Challenge
= =

=FLOWCHARTS & DIAGRAMS= To help problem solve your programming you will find it useful to use flowcharts. Here are some good reosurces for flowcharting.

Microsoft Word has all the flow chart symbols necessary to create digital flowcharts under drawing tools.

http://www.breezetree.com/article-excel-flowchart-shapes.htm http://www.rff.com/structured_flowchart.htm http://www.breezetree.com/article-excel-flowchart-shapes.htm

Extra resources:

http://www.tutorialspoint.com/python/python_quick_guide.htm

TIME CAPSULE PROJECT

// In this area of study students develop an understanding about how the applications of particular information and communications technology (ICT) can cause tensions and conflicts between different stakeholders. This area of study involves consideration of contemporary issues within a selected context. With evidence acquired from both primary and secondary sources, students present the viewpoints of different stakeholders, their opinion regarding the issues and their strategies for encouraging individuals to influence how ICT is applied in particular situations. //
 * // From the Unit 2 Study Design: ICT in a global society //**


 * You will create a product (physical or digital) that encapsulates the current situation with regards to technology and it’s use in 2013: Ideas that represent technology now ** . You may like to mention the near future in terms of what is coming - what technocratic dreamers think might be next.

There are **__many__** forms your product could take (and can be physical or digital): - a poster - a collage - an animation - a website - an infographic - a game or program - a song or music - a research paper - an exposition/essay - artwork

You will negotiate your product and have it approved **Monday 16th September**.

You will be required to submit:

BRAINSTORM A collection of ideas for what could go into the time capsule (at least 20 ideas) ** Due Tuesday 10th September ** CONCEPTS A shortlist of (3) things you think are the best, Provide a description and justification of **__why__** it should be included. This will be presented to class on   ** Monday 16th September ** EVALUATION An evaluation of your concepts that narrows down to one Score each one on a list of criteria (reasonableness, achievable within timeframe, cost effective, interesting etc). Put your criteria in a table and give each concept a score for each criteria. ** Do this over the holidays PLUS progress your product ** FINAL PRODUCT This must be suitable for inclusion into the Time Capsule and be “stable” for 50 years. Acid free paper must be used if using printed material. ** Final product is due 10 th October (Term 4, Week 1) ** // Consult the rubric for details on marking criteria. //

PROMOTIONAL VIDEO PROJECT Produce a short promotional video that advertises the school. You may work in groups of up to 3. ** IDEAS: Music video, interviews, tour, comedy, documentary **

RESEARCH   Find 3 promotional videos and analyse and critique the videos in terms of effectiveness, techniques used etc STORYBOARD  You must submit a storyboard for your project. You can make your own storyboard template, download one form theinternet or use an online tools such as ACMAs Generator. http://generator.acmi.net.au/storyboard HEAPS OF RESOURCES AT ACMA FOLKS! http://generator.acmi.net.au/resources/getting-started

PRODUCTION  Remember to plan your resource use and time. Production must not interfere with other classes. If you need other people and resources make sure you organise them well in advance. POST PRODUCTION   Leave enough time for editing! This typically takes 10 times what it takes it film.

Final product due 7th November Term 4, Week 5)



Here you will find all the Year 11 Info Tech Pages

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Let me know if I can help you at any stage

Laureen Barnard laureenDOTbarnardATgmailDOTcom(why did I write my email address like this?)