IT Applications 2011+

Unit 3: IT applications

The focus of Unit 3 is the World Wide Web and how it supports the information needs of individuals, communities and organisations. In Area of Study 1, students investigate the design and technical underpinnings of different types of websites that support the varying needs of online communities. Students use web authoring software to create prototype websites for particular online communities, taking into account both technical and non-technical constraints. Area of Study 2 focuses on the use of a relational database management system (RDBMS). Students examine techniques used by organisations to acquire data via websites and consider the relationship between how the data is acquired and the structure of an RDBMS. At the practical level, students acquire and apply knowledge and skills in the use of an RDBMS. In Unit 4 when solving information problems students can either use spreadsheet software or continue to use an RDBMS. Students apply the analysis, design and development stages of the problem-solving methodology when creating solutions. Details of this methodology are here.

Software tools

Students study the following tools in this unit:

ITA Unit 3 - Area of Study 1 - Online communities

In this area of study students investigate types of online communities and their needs, and the types, purposes and functionality of specific types of websites that support information exchange, including wikis, blogs, forums and social networking sites. A list of approved types of websites serving the purpose of supporting information exchange will be published annually by the Victorian Curriculum and Assessment Authority in the VCAA Bulletin VCE, VCAL and VET.

In this area of study there is an emphasis on the analysis, design and development stages of the problem-solving methodology. Details of the methodology are located here. When analysing the needs of online communities students consider the technical requirements for hosting the site, any relevant legal and other non-technical matters, access rights (open or closed), the size of membership and the different needs of individual online community members. Students use design tools to represent the websites, and develop these websites using web authoring software. Prototype websites are sufficient - students are not expected to develop operational websites that support the exchange of information for online communities. The prototype should represent the functionality, partial navigation options and user interface; however, every feature is not expected to be fully functional. Sufficient testing must have occurred to ensure that major elements are tested and working as expected. In addition to the mandated use of web authoring software, students may use other software such as image editing software.

When creating a prototype website, students respond to a design brief that contains information about a particular online community. Content material for the prototype website will be supplied by the teacher and the students are expected to select from this material, information relevant to their website. Supplied material could include text, images, video and sound files, and students may use a range of software tools to manipulate the data.

Approved types of websites for the prototype include:

• blogs
• chat rooms
• forums
• social networking
• wikis.

ITA Unit 3 Outcome 1

apply stages of the problem-solving methodology to create a prototype website that meets an online community's needs, and explain the technical requirements to support the hosting of this website.

Key knowledge

1. types, purposes and functionality of websites that support information exchange within online communities
2. types of networks and the functions of their key hardware and software components
3. capabilities of wired and wireless communications technology to support local and remote communications
4. hardware and software requirements for setting up websites on servers, including operating system, web server software, protocols, security and proxy servers
5. stages of the problem-solving methodology
6. types and purposes of online communities including social, work-based, project/interest-based that support the purposes of collaboration, knowledge sharing and collective identity
7. needs of online community members that affect the nature of their websites, including access requirements (open or closed)
8. non-technical constraints on website solutions, including privacy, copyright and human rights requirements and social online protocols
9. design elements that influence the functionality and appearance of websites
10. design tools for representing website solutions
11. functions of web authoring software used to manipulate data
12. manual and electronic validation techniques
13. formats and conventions applied to websites in order to improve their effectiveness for intended users
14. methods and techniques for testing that the solutions perform as intended.

Key skills

1. identify types of websites suitable for different online communities
2. analyse online communities in order to identify solution requirements and technical and non­technical constraints
3. select and apply appropriate design tools to represent the functionality and appearance of prototype websites
4. use web authoring software and select and apply suitable functions, methods, formats, conventions, techniques and design elements to develop prototype websites that operate as intended
5. justify websites that suit the needs of different online communities
6. explain the technical requirements of the networks hosting the websites.

From http://www.vcaa.vic.edu.au/vcaa/correspondence/bulletins/2010/July/vce_study.html#2

Web authoring software functions

• cascading style sheet
• edit and format content
• links (relative and absolute links, internal and external links)
• navigation
• buttons
• screen layout
• tagging (metadata tags, alt tags)
• forms
• incorporate images/sound

Unit 3 Outcome 1

Task 1 - Apply stages of the problem-solving methodology to create a prototype website that meets an online community's needs. 40 marks

Task 2- One of the following that justifies the selected website and explains the technical requirements of the host network: a written report or a short-answer test. 10 marks

ITA Unit 3 Area of Study 2 - Organisations and data management

In this area of study students develop knowledge about how organisations acquire data via websites. They also develop knowledge and skills in using a relational database management system (RDBMS) to manipulate data typically acquired through websites. Students review websites to ascertain the types of data being acquired, including text, numeric and images (still and moving), and to identify how the data is acquired. Students examine how organisations fulfil their legal requirements of protecting the rights of data providers and why organisations want the data organised in particular ways. This provides a lead-in to the fundamentals of an RDBMS, namely fields and field types, and the relationships between data sets. Students develop knowledge and skills in describing data types and data structures, and in applying functions, techniques, formats and conventions to manipulate and validate data, and to present suitable information.

In this area of study there is an emphasis on the design and development stages of the problem-solving methodology. Details of the methodology are located here.

ITA Unit 3 Outcome 2

Key knowledge

1. reasons why organisations acquire data via websites, including 24-hour customer access, improved efficiencies through direct data entry by customers, improvements in effectiveness and access to global market economies
2. reasons why individuals and organisations supply data via websites, including purchasing of goods and services, voting, social networking and exchanging information
3. techniques used by organisations to acquire data on websites and reasons for their choice
4. techniques used by organisations to protect the rights of individuals and organisations supplying data, including security protocols and stating policies regarding privacy, shipping and returns
5. stages of the problem-solving methodology
6. purposes and structure of an RDBMS
7. naming conventions to support efficient use of an RDBMS

{Be sure to check the amended next 2 dotpoints - VCAA changed them after I complained that they didn't exist}

8. Data types, including text (string), number, date/time, Boolean (true/false)
9. Data formats used for display, including fixed decimal places, various date formats, 12 hour/24 hour time, true/false, yes/no
10. a methodology for creating an RDBMS structure: identifying tables and fields; normalising tables, defining data types and field sizes, identifying primary key and foreign key fields
11. ways in which normalisation can ensure the integrity of data in an RDBMS
12. design tools for describing data types, and the value of entity relationship (ER) diagrams for representing the structure of an RDBMS
13. design tools for representing solutions
14. functions and techniques within an RDBMS to efficiently and effectively manipulate and validate data
15. functions and techniques to retrieve required information through searching, sorting, filtering and querying data sets
16. methods and techniques for testing that the solutions perform as intended.

Key skills

1. explain reasons why data is acquired and supplied via websites
2. propose techniques for acquiring data via websites and for protecting the rights of data providers
3. select and apply design tools and techniques for describing data types and representing the functionality of solutions
4. use RDBMS functions and techniques to manipulate and validate data
5. apply functions and techniques to construct queries that efficiently retrieve required information
6. select and apply testing methods and techniques to confirm whether the solutions operate as intended.

From http://www.vcaa.vic.edu.au/vcaa/correspondence/bulletins/2010/July/vce_study.html#2 ...

Relational database management system
The following functions apply to Unit 3:

• create tables
• create relationships between tables
• use a range of data types
• electronic validation
• create, edit and use queries
• use of calculated fields
• sort records or index on different fields.

ITA Unit 3 Outcome 2

Task 1: Design, and develop using a relational database management system, a solution to an information problem
In response to a design brief that includes an analysis of an information problem. 40 marks

Task 2: One of the following that discusses why and how data is acquired via websites: a written report or a test. 10 marks

ASSESSMENT

School-assessed Coursework for Unit 3 will contribute 25 per cent.
The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination, which will contribute 50 per cent.

Unit 4: IT applications

In this unit students focus on how ICT is used by organisations to solve ongoing information problems and on the strategies used to protect the integrity and security of data and information.

In Area of Study 1 either a relational database management system (RDBMS) or spreadsheet software is used to create solutions to information problems.

In addition, students use web authoring or multimedia authoring software to produce onscreen user documentation. Students apply all stages of the problem-solving methodology.

In Area of Study 2, students explore how organisations manage the storage, communication and disposal of data and information in order to minimise threats to the integrity and security of data and information, and to optimise efficient information handling.

Software tools

Students study the following tools in this unit:

• A relational database management system (RDBMS) or spreadsheet software
• Web authoring or multimedia authoring software

ITA Unit 4 - Area of Study 1 - Organisations and information needs

In this area of study students develop and apply knowledge and skills for solving ongoing information problems encountered in organisations. This involves developing knowledge about decision making in organisations and how information systems enable information to be produced to assist decision making. Students must use an RDBMS or spreadsheet software.

To support the ongoing use of these solutions, students produce user documentation using either web authoring or multimedia authoring software.

In this area of study students apply all stages of the problem-solving methodology. Details of this methodology are here.

ITA Unit 4 Outcome 1

Use selected software to solve an ongoing information problem, and evaluate the efficiency and effectiveness of the solution in meeting the information needs of an organisation.

Key knowledge

1. types of goals of organisations and information systems
2. role of components of information systems
3. characteristics of strategic, tactical and operational decisions made in organisations
4. stages of the problem-solving methodology
5. problem-solving activities relating to the analysis of ongoing information problems
6. design tools for representing the functionality and appearance of solutions
7. criteria for evaluating the efficiency and effectiveness of solutions to ongoing information problems
8. functions, techniques and procedures for efficiently and effectively manipulating data using an RDBMS or spreadsheet software, including the application of formats and conventions, the validation of data and the management of files
9. techniques for testing solutions and user acceptance
10. strategies for evaluating the extent to which solutions meet organisations' needs
11. content and types of onscreen user documentation, including quick start guide, tutorial, content sensitive help and manual
12. characteristics of efficient and effective user interfaces and information architecture
13. functions, techniques and procedures for efficiently and effectively manipulating data using web authoring or multimedia authoring software.

Key skills

1. identify how information systems enable the creation of information needed by organisations
2. analyse current practices in order to identify the requirements, constraints and scope of solutions
3. select and apply appropriate design tools to represent solutions
4. determine criteria to evaluate the quality of solutions
5. use an RDBMS or spreadsheet software and apply suitable functions, formats, conventions and data validation techniques to develop solutions
6. use web authoring or multimedia authoring software to create onscreen user documentation
7. select and apply testing methods and techniques to confirm whether the solutions operate as intended
8. propose strategies and apply criteria to evaluate the extent to which solutions and user documentation meet the information needs of organisations.

Unit 4 Outcome 1

Task 1- Use selected software to solve an ongoing information problem including user documentation. 50 marks

Task 2 - A report that evaluates the extent to which the solution meets the needs of the organisation, in a written report or an annotated visual report. 10 marks.

From http://www.vcaa.vic.edu.au/vcaa/correspondence/bulletins/2010/July/vce_study.html#2

The following DBMS functions apply to Unit 3:

• create tables
• create relationships between tables
• use a range of data types
• electronic validation
• create, edit and use queries
• use of calculated fields
• sort records or index on different fields.

If students use a relational database management system in Unit 4, the following additional functions apply:

• import/export of data
• format data for display
• create and edit a range of forms, including different data types and controls
• create and edit a range of formatted reports.

For multimedia documentation, knowledge of the following functions is required:

Multimedia authoring software

• edit and format content
• links
• navigation
• buttons
• screen layout
• incorporate images/sound

If Spreadsheets are used in U4O1 these are the minimal skills needed:

• conditional formatting
• formulae including
  • simple functions (SUM, average, maximum, minimum, count)
  • conditional statements
  • lookup tables
• cell protection
• graphs
• insert notes/comments
• macros
• relative and absolute cell references
• naming a range
• electronic validation
• sheet referencing
• formatting/layout

ITA Unit 4 - Area of Study 2 - Information management

This area of study focuses on information management and its importance to organisations. Students investigate the strategies used by organisations to store, communicate and dispose of their data and information. They examine the nature of threats to this data and information, whether accidental, deliberate or technical and use evaluation criteria to consider the subsequent consequences. for ineffective information management strategies.

Students recommend information management strategies to protect the integrity and security of data and information, taking into account key legal obligations of organisations and any ethical dilemmas faced by organisations and individuals regarding security of information.

The key legislation is outlined in the Glossary and includes:

• Privacy Act 1988
• Information Privacy Act 2000
• Health Records Act 2001
• Copyright Act 1968
• Charter of Human Rights and Responsibilities Act 2006 (VIC) (sections 13,14 and 15)
• Spam Act 2003 (Part 1.3, Simplified outline).

ITA Unit 4 Outcome 2

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.

Key knowledge

1. reasons why data and information are important to organisations
2. key legislation that affects how organisations control the storage, communication and disposal of their data and information
3. threats to the integrity and security of data and information stored, communicated and disposed of by organisations
4. procedures and equipment for preventing unauthorised access to data and information and for minimising the loss of data accessed by authorised and unauthorised users
5. the advantages and disadvantages of using cloud computing for storing, communicating and disposing of data and information
6. ethical dilemmas arising from information management strategies used by organisations
7. strategies for resolving legal, ethical and social tensions between stakeholders arising from information management strategies
8. possible consequences for organisations of the violation of, or failure to follow, security measures
9. disaster recovery strategies and the testing of these strategies
10. criteria for evaluating the effectiveness of information management strategies.

Key skills

1. explain why particular information management strategies are used by organisations to monitor and control their data and information
2. discuss the nature of particular threats to the integrity and security of data and information
3. discuss possible consequences of ineffective information management strategies
4. propose strategies to minimise tensions between stakeholders
5. propose and apply criteria to evaluate the effectiveness of information management strategies
6. recommend information management strategies to improve current practices.

Unit 4 Outcome 2

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. Use a written report, a test or an annotated visual report. 40 marks.

ITA Unit 4 ASSESSMENT

School-assessed Coursework for Unit 4 will contribute 25 per cent.
The end-of-year examination contributes 50 per cent.
All the key knowledge and key skills in Units 3 and 4 are examinable. Duration: two hours.