Notes for Teachers | Notes for Students | Unit of Work Overview | Detailed Weekly Activities
Online Event | Evaluation | References
Notes for the Teacher
Introduction
This unit of work known as 'Computers in the Workplace' fits into the Computer Studies sixth semester. (Computer Studies Study Area Specification, 1999) Traditional and mundane types of activities, that see students differentiating between hardware and software, keyboards and other pieces of hardware, have been included. What is new, is the suggestion of an on-line event hosted by a mentor to deal with the problem of transferring documents electronically. For sometime now documents have been transferred in this manner, and for sometime the authenticity of the documents received have been queried. Legislation in Victoria has been introduced to deal with this problem, and Queensland is just a step behind with its Bill known as the ‘Electronics Transaction Bill, (Queensland) 2001 which will be before parliament mid 2001.
It is suggested that pre-requisite skills needed to teach this unit include a thorough knowledge of computer systems, as well as an appreciation and experience of working in the information technology industry. A knowledge of office practice as well as legislation which impacts on this industry is also paramount. Teachers will also need to offer the names of their workplace colleagues to help with the further development of mentor relationships. It is also expected that the teacher will guide students in an effort to develop their skills to enable successful participation in the work environment and in particular, the information technology sector. Skills the teacher acquired whilst in the workforce will be an invaluable reference and fall back in the classroom supporting successful student outcomes in order to promote personal skills of self management, self reliance as well as taking responsibility for tasks in a variety of areas to promote problem solving. It is anticipated that the development of a knowledge of current legislation in regards to e-commerce skills will occur, in turn promoting a synthesis of information to arrive at a conclusion.
Following the suggested unit activity plan and making available to students stories and knowledge but also all software, hardware and a generous allocation of time, will help develop an environment that promotes success. The teacher will also need to prepare a paper-based booklet for students to use to record their progress and answers during the course of this unit of work. This booklet will also form part of the assessment scheme.
For success, it will be necessary to apply all six stages
of the information problem solving cycle. Planning in advance should allow
the teacher anticipate problems and have a plan ready to solve such
problems. Promotion of successful outcomes in an effort to allow for the
development of information literacy to deal with the information age and
its workforce. It is also essential that the teacher be experienced in working with
online communities as students will need to analyse different web sites to
develop knowledge and skills that help with their problem solving and practical
skills.
Objectives
At the end of this unit of work students will be aware of computer set-ups, hardware, software, services; be able to connect hardware and peripherals; install software applications, maintain computers and consumables. As well, they will be aware of different aspects of the legal system, namely legislation applicable to e-commerce. An extension of their lateral thinking, problem solving and communication skills that promote risk taking to achieve successful outcome is also anticipated. Also, they will develop and build on previous knowledge to solve problems and be able to draft and present documents that display their findings. Students will develop knowledge of Australian law and the information technology industry and be able to transfer newly acquired skills. They will also discover the true value of the internet communities and be inspired sufficiently to seek further stimulation in this field of study and employment.
Rationale
To ensure that students develop an understanding of workplace practices including management of computers. It is also essential that they, understand the significance of computers and electronic information networks, and the importance of communicating in the global community that allows for the transfer of information electronically. As such, this unit of work embraces technology by its extensive use for communications and encourages social awareness of our ever-changing workplace and social environments.
This unit of work has a vocational orientation and throughout its problem solving activities help students develop generic skills and by combining these with their pre-existing knowledge, will develop skills for lifelong learning. Students will be defining the problems, locating and selecting information to solve the problem and evaluating the experience and outcome. As such students will gain an understanding of the impact of technology on b usiness with emphasis on decision making about legal, effective and ethical use of technology in the.
Curriculum approach
The approach to the curriculum will focus on information literacy cycle that allows students to: - define, locate, select, organise, present and evaluate in an effort to solve problems and/or make informed decisions. (Sakzewski, 1998) Once in the workforce, students will be able to apply skills learnt during their formal education to solveproblems.
Philosophy of learning
The learning strategy will be constructivism. This approach not only mimics real workplace expectations, but also helps students through investigation and discovery to deal with information. Primarily, students will initially identify stakeholders, organise information access; interpret information; gather local data construct pathways through the information knowledge; forming solutions and communicating ideas. During this process, the teacher will act as a guide, stimulating questions and directing learning. www.iste.org I feel that students learn from their experiences, and in particular, those that had meaning and were relevant to their lifestyle. To cater to their needs further, the six stages of learning namely knowledge, comprehension, application, analysis, synthesis and evaluation have been considered during the design stage of the unit.
http://faculty.washington.edu/krumme/guides/bloom.html
The implementation of this unit of work will occur in the sixth term of the senior studies in Computer Education and will see students set a variety of problems to solve. (Computer Studies Area Specification, 1999.) The teacher will act as a guide to solve different issues as they arise. Students will be immersed into an environment that aids the development of higher order thinking skills . This constructivist approach takes responsibility away from the teacher to deliver content and directs it to students.
Software tools
To fully participate in this unit of work, a variety of tools are essential. It will be necessary for students to have access to the services of the internet, and the school’s intranet. It is recommended that passwords be made available to students to use when they access to IRC chat Students may wish to interact with the mentor and therefore elect to use video conferencing. If this were the case, all essential equipment must be available to meet their needs.
The information problem
An allocation of time of approximately one week is given for work experience in the construction industry. During this time a dispute arises that challenges the authenticity of an electronically transmitted document. An investigation to solve the problem is undertaken, and consideration must be given to current legislation that ensures the safe passage, storage etc. of documents A Bill known as “Electronic Transactions (Queensland) Bill 2001 deals with this matter and its explanatory notes that outlines the objectives of the legislation, gives a general rule about the validity of transactions, it also looks at writing, signatures, production of documents as well as the recording and keeping of information and documents – storage, can also be observed. Click below to read more -
The Big6 Skills Information Problem-solving Approach http://www.big6.com
is a good starting point to help manage the problem.
The
curriculum purpose
The curriculum purpose of this task is to observe office practice especially that of the mentor in his architectural practise located in Brisbane and to investigate the impact of transferring documents electronically. Working in groups students will use the information literacy cycle to help solve the problem, or if that isn’t possible come up with some viable alternatives pathways for the transfer of documents, keeping in mind the fast-track manner in which the building industry finds itself. The online chat sessions will form part of the proposed activities and will develop students' questioning and answering skills. Students will form teams to work out problems As such this first hand account will add authenticity to the unit of work as well as an understanding of how work place environments operate. Valuable contacts may help direct students into various careers.
Before The On-line Event
Prior to the commencement of the unit it will be necessary for the teacher to contact the Brisbane office, either by e-mail or by making an appointment with David Trott to become familiar with the problem, work out possible solutions and to show appreciation to this mentor for offering his services to the students in an effort to add authenticity to learning.
During the event
It is expected that the teacher will be working side by side with students offering guidance and assistance and that all hardware, software and services are available and operating. If students need guidance and assistance the teacher must be available. It is quite possible that a second on-line event may be needed for the completion of the task, and if students elect to have a video-conferencing session, it will be up to the teacher to organise necessary equipment.
After the event
Together students and teachers will discuss and evaluate the e-learning experience. Recording their findings on the evaluation form. This information is to be recorded and discussed with school administrators and peers in an effort to promote further up-to-date and authentic learning in this manner.
Assessment
The paper based booklet used during the unit will form part of the overall assessment scheme.
A presentation and writing task revealing the results of research and the solution to the digital online event.
The IT teacher is to allocate the marks to the individual assessment articles.
Notes for Students
Introduction
This unit of work will be fun, hands-on and the extent of your learning experiences will depend upon the extent of your commitment. Working in the classroom environment during school hours will set the scene for the unit, further commitment which see students researching at home or at local universities and on-line at times that are convenient to mentors and those in the workplace, will also be essential. During the course of this unit of work, students will also expand upon practical information technology skills whilst concreting current knowledge of computer hardware, software and communications in the workplace.
There will be an on-line event with a Brisbane Architectural practice that will take considerable planning and expose students to burgeoning legislation currently impacting upon this workplace environment.
Communicating with others, whether it be in peer-groups, with the teacher, or with on-line communities seeking data and creating information, debating this information to arrive at a solution or possible alternatives to help with the problem is an essential criteria for success. It is also expected that students will also rapidly expand their knowledge of IT contract work, the hours of work and the responsibilities such as planning, documenting, communicating and negotiation solutions.
Students
expectations
It is expected that students attend all classes and class meetings, and if not available contact the Head of the Department. All activities including assessment must be completed and submitted.
Assignments
Please note that assignments must be word processed and submitted by the due date clearly indicating the student name, tutorial group and teacher. Assignments submitted after the due date without authorised extension will be penalised at a rate of 10% per day for three days, after such time, the assignment would be considered as fail. Assignments will not be accepted if sent by fax.
On-line Digital Event
This task involves communicating with an expert, on this occasion it will be David Trott, Director of an international firm of architects. David currently manages two offices in Brisbane, these photographs set the scene.
Spring Hill Office- some staff working on long weekend in June, 2001.
At the moment he is involved and responsible for a number of large projects such as the re-development of the Royal Brisbane Hospital, a new development at University of Queensland, a proposed new building at QUT, and more. As such, and in keeping with today's practice of fast tracking, it is essential to embrace suitable current technologies to keep up with demand. Recent discussions revealed that one area of concern for e-Architecture is the transferring of documents electronically. The question of authenticity has been raised, and in particular that of -
"Was the product sent the same product claimed to have been received?"
In other words, during transmission, has the document been tampered with? Lawyers, politicians and all connected with the building industry are concerned about this problem.
Discussing this issue and others related to business and workplace practice will occur during the on-line event. In fact there may be a need for several events that will involve more than one of the internet technologies, but include e-mail; IRC chat and video conferencing.
The problem solving approach taken will be that of "The Big6 Sills Information Problem-solving Approach" and includes -
1. Task Definition
2. Information Seeking Strategies
3. Location and Access
4. Use of Information
5. Synthesis
6. Evaluation
A full explanation of this approach can be found at the following URL. http://ww.big6.com/overview.htm.
Before
the on-line event
Students will need to have completed their research, have questions ready and have in mind some possible solutions for this problem. Relevant questions will need to be organised along with the names of students allocated who will participate in the digital events.
Students are to make sure all software, hardware and services are available
and operational. As well they will be working in groups with peers and with the teacher available for support and guidance, it will be necessary to use the before mentioned problem solving technique to work out their strategies to create a solution, or at least come up with some viable alternative methods of transferring documents electronically and that guarantees authenticity of documents.
This will be the time for research and the development of questions to ask the mentor. Contacting on-line communities to seek advice is one avenue available during research times. Contacting local architectural practices to compare their experiences is another avenue available. After discussions students will be able to formulate questions and nominate spokespeople to make these requests during the on-line event.
During the on-line event
Recording the event by using a video camera will prove helpful during the evaluation.
style. Don't forget your netiquette, introduce yourselves and thank the mentor before signing off. No street language to be used. He will not understand it, and the event will be put in jeopardy Students will take turns in asking questions, pausing and considering the response of the mentor before replying. If sufficient information is not available at the time of the event, a second may need be organised.
After the event
Discuss your findings and record your results. This will help finalise the unit and it will also form part of your assessment.
An evaluation should be carried out to establish the worth of the unit and whether this new approach to learning should be permanently adopted.
Revealing results and evaluation of the unit of work that included authentic learning experiences in real-time and employed on-line discussions with learning institutions and on-line communities, must continue with peers and the HOD IT and administrators in an effort to encourage change
Assessment
The paper based booklet used during the unit will form part of the overall assessment
scheme. A presentation and writing task revealing the results of research and the solution to the digital on-line event will also form part of the assessment. The IT teacher will indicate the percentage of marks to be awarded to this or any other type of assessment items.
Computers in
the Workplace -
Week 1, 2.
Theory
of Computers - input/output devices; hardware, software
Resources - internet and paper-based booklet, prepared by the teacher.
Week 3.
Communication in the workplace
Resources - internet and booklet
Week 4, 5. 6. 7.
What is the internet?
What influence does the internet have on business?
What is legislation?
What
is Electronic Transactions Legislation
Digital
Event with mentor David Trott; Daryl Jackson Architects
Pty. Ltd.
Resources - internet and booklet
Week 8.
Workplace Health & Safety
Resources - internet and booklet
Week 9.
Project - group investigation and writing task
OR
hands on competency task
Resources - your choice
Week 10.
Evaluation
Resource -
Evaluation
sheet attached
Detailed weekly activities
Activities for Week 1, 2
Theory
Resources - internet and paper based
answer booklet.
Task
Answer the following questions in your paper-based booklet
Q. What is a computer?
Q. What are its essential components?
Q. What are the input and output devices?
Q. What would you classify a modem?
Hardware
Task
Use Image composer to create a labelled collage for each of
the three headings listed below. Make
sure your composition space is about 420 pixels, X 170 pixels (File, Composition,
Space), then create your collage to fit into the space.
Input devices, output devices, I/O devices.
Task
Describe the purpose of each of the following part of the computer and record your details in the booklet.
Secondary storage;
Primary storage;
Power supply/Fan;
Case
RAM
ROM
Ports
Motherboard
Buses<o
Secondary Storage
Task
What is meant by ‘volatile’ and ‘non-volatile’
Record your information in the paper based booklet.
Computer Specifications.
Task
What do we mean by computer specifications?
Record your answers in the usual manner.
Task
Imagine you had to purchase an entire system for an computer illiterate person who did
not have an enormous supply of money. Research using the resources of the world wide web to solve this problem. Detail your purchases and give an explanation for your choice in your booklet.
Terminology
Task
Research the internet and find out what the following abbreviations mean. Record your information in the paper-based booklet.
DVD
HDD
Zip
PCMCIA
Cache
What is Software?
Task
The two main types of software
are? Give examples. Record your answers in
the booklet.
Systems Requirements
Task
What are the systems properties for the computers used at our
school? Record your answers in the booklet.
Software licensing
Task
Find out what is it?
Task
Do you agree that we need to strictly follow guidelines suggested by commercial software companies? Record your answers.
Task
Some hands-on activities
Work-out how to import a text file into a spreadsheet.
Work out how to export a spreadsheet into MS ACCESS
Paste a screen capture of the Help screen.
Export the spreadsheet to ACCESS
What would be an advantage of having this data in a database rather than a
spreadsheet?
Activities for Week 3
Communications in the workplace
Resources - internet and paper-based booklet
Communication
is an interactive process involving the transferring and understanding of
information from one person to another.
Task
Research
the internet and find out the types of communications. There are a number of
forms, examples being speaking, listening, reading and writing. Of course the mode of transferring and
receiving the information must be also considered. Don’t be hasty with your
research.
Discuss
your findings with your peers and teacher if necessary and then record your
information on the paper based booklet prepared and provided by your teacher.
Task
Now
consider this scenario and record your information.
As a worker in
the IT field you are working in an isolated situation during which personal
communication is limited.
The question
to consider is
‘How can our
body language and other important forms of communication be transferred
electronically. How do we convey good manners or our interest or dislike in a
particular area without offending anyone.
How important
is this area of communication?
Discuss these issues and answer the above questions recording your information in the booklet, or a disk and saved, ready for discussion during the course of this unit of work.
Activities for Week 4, 5. 6. 7.
During this part of the unit, there are a number of questions to answer over a number of weeks. This time period will give you an opportunity to deal with the smaller issues rapidly and then have sufficient time to concentrate and develop some expertise in areas that you need to develop.
It is during these four weeks that the on-line event will occur, consequently to put us on the right track and to establish some new lines of thought concerning the resources of the world wide web, we will start with what you may consider some basic questions. The information will need to be stored and discussed with peers and communities, teachers and friends. The knowledge preened from these experiences will promote success during the on-line event.
What is the
internet?
Task
To
answer this question research the resources of the internet, discuss your
findings with your peers and record your information for your later needs.
What
influences does the internet have on business?
Task
Contact
local businesses in your area or research using the internet. Formulate your questions focusing the of
changes and advantages to the particular business. Record your findings for
later use.
What is
legislation?
Task
Discuss
this question with your peers and teacher.
Use the internet for further research; contact on-line communities and
ask for help. As usual record your
findings for later reference.
On-Line
Event
This event deals with the problem of transferring documents electronically, on receipt of the documents, authenticity has been queried. You must research and discuss the problem. The situation in Queensland is that a Bill will soon be presented to Parliament. You need to gain knowledge in this area prior to the on-line event, and be prepared to ask questions of the mentor in an effort to be able to come up with some sort of a solution.
What is Electronic Transactions Legislation?
Task
Refer to the attached explanatory notes file regarding the Electronics Transactions (Queensland) Bill 2001.
Electronic Transactions Bill 2001
In
groups discuss and analyse the contents of the Bill.
When
a thorough understanding has been reached, record some questions to ask the
mentor during the one-line event.
Record
all notes.
If
more information is sought, and for just a few dollars, further information detailing
the Bill can be obtained from the Government Printer in Brisbane.
Digital Event
with mentor David Trott; Daryl Jackson Architects
Pty. Ltd. dtrott@bigpond.net.au
Task
Have
a thorough understanding of the problem.
Have
successfully worked your way through this unit of work.
Researched
all areas and have a good understanding of communications in the workplace and
netiquette.
Have
prepared sample questions.
Worked
out spokes people responsible for communication during the event.
Ensure
that the program - IRC has been
successfully installed and everyone knows how to use it.
Have
researched the mentor’s firm and other like practices to establish the
importance of transferring documents electronically, and the surrounding issues
of security and authenticity.
Have
previously introduced yourself to the mentor.
Have
available and in working conditions all hardware and other software necessary
for the on-line event.
Have
arranged a time for the event to occur, with a second one in mind just in case
of unforseen problems arising.
Activities for Weeks 8, 9, 10.
Task
Research using the world wide web, and find out what workplace health and safety is. Contact your workplace health and safety officers in your school and discuss the types of issues they have to deal with. Record your findings in your booklet.
Project
– finalisation of writing task and presentation of findings and solutions.
Resources - your choice
Evaluation
Resources paper-based
Prior to Assessment
Task
Complete
the paper based booklet and submit it to your teacher.
Ensure
that all information is included.
With
a partner or a small group present your findings and solutions with regard to
the on-line event.
Make
a time for the presentation with your teacher.
Submit
your writing task at the same time as your presentation.
Assessment
1.
The
paper based booklet used during the unit will
form part of the overall assessment scheme.
2.
A
presentation and writing task revealing the results of research and the
solution to the digital on-line event will also form part of the assessment. The IT teacher will indicate the percentage of marks to be awarded to
this or any other type of assessment items.
Evaluation
Task
Answer
the evaluation sheet and submit it to your teacher.
Evaluation Sheet
Name……………………………………………..
Unit……………………………………………….
Instructions
for use:-
Comment in the space provided. If additional space needed, add a further sheet of paper. Submit when complete.
The
Process
Have
you worked efficiently?
Did
you complete all aspects of all tasks?
Did
you expand your knowledge of the workplace and its use of IT during its daily
activities?
Did
you find communications with the mentor informative and constructive?
Was
there good two-way communications?
Was
the problem of transferring documents electronically, stimulating and relevant to students prior to work
experience? Expand on your
comments.
With
regard to group or peer work –
Were
communications good?
Was
it successful or do you prefer to work by yourself?
What did you think of the approach taken by your teacher?
References
Author Unknown - 'Major Categories in the Taxonomy of Educational Objectives
(Bloom 1956' URL: :http://faculty.washington.edu/krumme/guides/bloom.html
(May, 2001)
Eisenberg, M. & Berkowitz, K. 'The Big6^ Skills Information Problem-Solving approach'. URL: www.big6.com/overview. (May, 2001)
Queensland Board of Senior Secondary School Studies, (1999) 'Study area specification
in Computer Studies', Queensland.
Sprague, D. & Dede, C. 'If I teach this way am I doing my job?'
URL: www.iste.org (May, 2001))
The State of Queensland, (2001) 'Electronic Transactions (Queensland) Bill 2001: Government Printer, Queensland.
Sakzewski, A.(1998) 'A problem solving approach to becoming information literate in the classroom and workforce'. Quick, Number 69, pp. 1-11.
Bibliography
Lloyd, M.. & Reller, D. (1998) 'Information Literacy in the Classroom', unpublished paper, pp.1-6.
Lloyd, M. (1997) 'Industry links day: national computer studies teacher's conference', Quick, Number 66, pp. 18-25.
Weiss, J. & Wysocki, R. (1992) 'Introduction', 5-Phase Project Management, United States: Addison-Wesley, Chapter 1, pp.3-7.
Williams, M. (1997) 'A problem solving and information literacy approach to information problems: applying this to network communities and other modules of the Computer Studies Subject Area Specification', National Computer Studies Teachers Conference Proceedings, Brisbane: QSITE, CD and web versions onlyproduced, pp. 1-11.
Williams, M. (2000) 'Make IT studies count: time to acknowledge schools initiatives in IT curriculum', Australian Education Computing, 15(1), in print.