Unit One: Outcome One

Data and Information

Collecting Data – use for information systems Eg. Doctors Surgery, School Admin, YouTube Upload, etc.

            There are two types of data:

Qualitative (Quality) -          Cannot be measured or counted (Example: feelings, descriptive text, observed change, colour, etc.) -          Qualitative data is less easy to process and is often represented in text

Quantitative (Quantity) -          Can be measured or counted and represented as a value -          Quantitative data is easy to process (Example: Spreadsheet)

Primary & Secondary Sources:

·         Primary Sources of data come directly from the origin.

Eg: interview users of a website

·         Secondary Sources come from a previously published document.

Eg: academic journals, newspapers, reference texts, etc.

In the development of an information system, we need to collect our data from primary sources.

            Examples:

1.    To create this computing class, we surveyed the students of year 10 to decide who would make up the class. (Quantitative Data)

2.    The board of the school is surveying all the staff on their opinions on the school management. Comments are included. (Qualitative Data)

Collecting Data

·         Surveys/Questionaries: Allows for limited feedback, options for answers. Very easy to analyse and quantify.

·         Focus Groups: Gathering potential customers/clients/audience (stakeholders) to discuss the nature of issues related to the problem/decision.

·         Interviews: Questions that allows and open ended response – allowing for new information to come to light. Complex data needs mover processing before it can be used.

·         Observations: Watching current practices play out to observe and identify

·         Experiments: Running test data or a practice task such as a ‘Drill’, example client, physical task.

·         Case Study: Story from someone’s experience. These can highlight issues experienced by individuals about conflict, dilemmas and vary between contexts.

Example: Difference – context

·         Aboriginal Organisation in NT

·         Citibank Corp

Link to Chapter One Preview

The link below will allow you to access the first Chapter of the Text Book for Units 1 and 2.

http://wadsworthmedia.com/marketing/sample_chapters/anz/Secondary_Sample_Material/9780170364744_UncorrectedSampleChapter.pdf

Friday 27 November TASK

Hi Guys,

I'm not here. (I'm at RMIT)

So here is your mission for class today:

1. All notes provided in class need to be published on this blog. John is responsible, but he may need some assistance.
2. Read pages 22 - 28 on the "ICT Techniques" handout
Answer the following questions:
a) Name the nine factors that affect the quality of an information product
b) What decisions do you need to make to ensure data is suitable for your client/audience?
c) Are websites a sources of reliable information? Why?
d) Give an example when inaccurate data impacts on the effectiveness of an information system.
e) When is accessibility an issue? (Give an example)
f) What is "bias"? How can it negatively impact on the development of an information system?
g) Give an example from our Year 10 DB project, when you had to decide which data would be relevant for a task.

Schedule Term I

Above is the Class Notes posting schedule for Term 1. In Week One in 2016 John will be responsible for posting the class notes (including any diagrams) onto this blog. All posts must be appropriately titled and labeled for easy access to the information later in the term.

Welcome Year 11

Hello everybody!

 

Welcome to Year 11 Computing VCE!

This blog is where we will be posting all classroom notes! This will be the responsibility of each student to write up each week so there will be a record of all classroom notes here to be accessed if someone is away or if Mz Faz breaks her leg and can only communicate across the interwebs.

 First of all, here is the Study Design for Computing VCE. I recommend you download and/or print this document out so you know exactly what you are studying.

 Here is our first unit:
Unit 1: Computing
In this unit students focus on how data, information and networked digital systems can be used to meet a range of users’ current and future needs. 

• In Area of Study 1 students collect primary data when investigating an issue, practice or event and create a digital solution that graphically presents the findings of the investigation. 

• In Area of Study 2 students examine the technical underpinnings of wireless and mobile networks, and security controls to protect stored and transmitted data, to design a network solution that meets an identified need or opportunity. They predict the impact on users if the network solution were implemented. 

• In Area of Study 3 students acquire and apply their knowledge of information architecture and user interfaces, together with web authoring skills, when creating a website to present different viewpoints on a contemporary issue. When creating solutions students need to apply relevant stages of the problem-solving methodology as well as computational, design and systems thinking skills.

Software tools
 
The following table indicates the software tools that students are required to both study and use in this unit.

• Area of Study 1 Any software tool to create a graphic solution

• Area of Study 3 Web authoring software, visualising thinking tool/s, tool for planning a project

The following table indicates the software tool that students are required to use, but not required to study, in
this unit.

• Area of Study 2 A graphic tool to represent a network solution

So what was all that then?

Straight from the Study Guide!

So we're going to look at data and the range of different ways it can be collected, the issues affecting the collection of data and social consequences of data collection. Then we're going to look at networks - and the kinds of protection required when storing sensitive data. Finally we're creating a web site.

Our transition classes will cover key knowledge: Data and information
• types and purposes of qualitative and quantitative data
• sources of, and methods and techniques for, acquiring and referencing primary data and information
• factors affecting the quality of data and information such as relevance, accuracy, bias and reliability
• techniques for authorising the collection and use of data and information such as using consent forms
• techniques for protecting the privacy of the providers of data and information such as de-identifying personal data

Our transition classes will cover Key skills
• frame an investigation inquiry
• identify, legally and ethically acquire, and reference data and information from primary sources
• devise and implement controls and techniques to minimise risks to the security and privacy of data and information
• interpret selected data, identifying relationships and patterns
• select and apply appropriate design tools to represent the functionality and appearance of graphic solutions
for particular purposes
• use software, and select and apply functions, formats, conventions, data validation and testing techniques to
efficiently manipulate data and create graphic solutions.

You will need this document Guide to Information Security 2013 Australian Government. This document covers all the legal obligations data storage operators have in terms of the owners of the data.