Day 1 – Connect: TESAC conference

Digital Information Systems: John Creighton

  • Focus on L2 – 2.40
  • schools driven by data in school and system
  • How do it at Burnside
    • Give students the actual standard – global, holistic view. Copy online – highlight (red, yellow, green – stop light) the stuff that you actually know.
  • Do the school – the school is a complex system.
  • John Creighton – youtube channel
  • Look at region, organisations that have thousands of people, look at school, money that goes through the school – teachers income, students fees. Libraries, books – system. Paying fees for x, y, z. School grades – what would happen if someone got into it and changed your grades. Counselors – students at school, students tough time, for those students only people to talk to are the counselors at school, what if was a stuff up and the counselor notes made available to all the students in the school.
  • Shared information – has real consequences.
  • What would happen if all your data was lost? What would happen if teachers lost all of their resources? Lost information.
  • What would happen if grades were compromised? Would you go to that school / university?
  • Touched on ethical and legal issues.
  • How does the school back it up? How much data? How long does it take to back up?
  • Examples in NZ – Novapay, WINZ, schools in Chch, EQC etc etc. STudents can look up, use as case studies.
  • What would happen if someone got into the Police data base? Can take stuff out but also put stuff in!
  • What if someone got into Kamar and changed grades? Or attendance?
  • Staff and student drives – why different, how different?
  • Above info probably an Achieved, if student is able to demonstrate understanding.
  • Real world context – MUSAC, changing of number in URL, access another student.
  • Kamar attendance information – is changed via ‘system’ for parents / students to view in a way that they understand.
  • If took systems away, school would not be able to run! Information in school is huge, needs to contain, store, use etc.
  • How John introduces standard and then gives them more information – handouts
  • First sheets – template driven assessment.
  • Video of IT manager with set questions of how things are done. Listen first. Go back to help with writing.
  • Kamar / attendance person – legal document, access to network folders
  • Students can’t ‘quote’ what people are saying, need to write in own words. Students have to be able to explain it, get them to talk about their own folders.
  • Choose the things they write about and understand, only need to write about something at achieved level once, e.g. file management, don’t need to write something at achieved 5 times.
  • Excellence – why bad, if back ups not working, explaining.
  • All real life real stuff!

Digital Media Knowledge L1-L3: Gerard MacManus

1.42 Demonstrate understanding of basic concepts of digital media

  • Use of PAK’nSAVE Stick Man adds and breaking down the basic concepts of digital media
  • Students can pull this ad apart.
  • Has just looked at ads on TV, more then one ad so students can compare and contrast – to get discussion to start happening.
  • “Dumb ways to die” lyrics, another ad – from simple text, sound, then animation, movie – be safe around trains, Metro. Moral and ethical responsibilities – could you do this with real actors? NZTA, NZ Rail – what do they use? Why would it be created as a cartoon?
  • NZTA – “ghost chips” – using digital media to communicate a message very effectively.
  • Google Presentation – standards
  • Look up key messages – Key Messages: 2.42
  • PAC’n’SAVE – Level 1
  • Another way – different movie trailers
  • How do students evidence their learning? Media knowledge – written, or digital recording – video.
  • Level 3 – complex techniques 3.43?? – making standard, physical skills media standard
  • Magazines on using programmes which have tutorials, e.g. Practical Photoshop, complex techniques. Students have to incorporate into own projects.
  • John – gives students mag tutorials and work through themselves. Students can work through at own pace. Do the complex techniques. For digital media, explaining the complex techniques.
  • Look into using InDesign with Photoshop.

VLN Resources

Digital Media – Working with standards that implement information using PHP and MySQL Level 2 & 3.

Andy Abel, Robyn Patston (St Orans) & Jenny Blake (Onslow)

  • Digital Information and Media – presentation
  • Andy – first focus, movies database and other exemplars
  • Digital Technologies 2.41 – Implement advanced procedures to produce a specified digital information outcome with dynamically linked data
  • If doing web for media standard anyway, why not combine the two?
  • Robyn, Jenny – this is where it is at for the digital information standards, plus get great outcome with linking with digital media standards
  • Implement advanced procedures to produce a specified digital information outcome
  • with dynamically linked data involves:
    • designing and creating a database with field types that meet data requirements
      • one of major factors, getting website to display also important
    • a web page that links to a database to display content or populate the database
      • webpage just needs to read data
  • Should have a relational database – linking related tables, database normalisation. If wanting to teach database basics, then should be teaching relation etc.
  • Advanced procedures are those that require the student to use advanced features of software. Advanced procedures to be demonstrated in database software will  include a selection from:
    • linking related tables in a database, using keys 
    • sorting on one field with a secondary sort on another field 
    • creating multiple criteria queries, using logical, mathematical and/or wildcard operators 
    • customising reports and forms 
    • setting validation rules to restrict what users can enter in a given field (such as expressions, operators).
  • Got to get database up and running and get webpage to display it – e.g. NOT IMDB
  • For development, using phpMyAdmin (open source). Need Apache web server, MySQL – bundled in XAMPP – single executable. Can run of USB as quite small. Is open source so no always consistent.
  • Possible issues – run off stick, issue firewall permissions can block even if on stick, could run from Apache file, once allowed on windows then fire, some students want to work on it at home – students need full user rights on laptop, runs on some port as skype,
  • root of xampp – if xamppcontrol blocked, apache start, mysql start
  • Mac – usually needs to run from Applications folder
  • Remind students to back up USB sticks!! Worthwhile getting good quality ones.
  • Excellence – relational database, efficiency, skillfully – if have not normalised can’t get E
  • Thinking about creating databases efficiently and properly – best practice.
  • MySQL – totally a relational database.
  • Link to Yoobee PD – Normalisation: if follow rules, students can get Excellence
  • PHP – variables, IF & ELSE logic is not equal to, loop – universal to every programming language. Is all about the logic. Lots of built in functions that just do stuff
  • If wanting to extend, straight forward to create a new query – copy post code into new document / php, then just change the ORDER BY….for example
  • Different customised reports
  • If not done L1 programming and digital media, will find more difficult.
  • Jenny
  • software options: mac – text wrangler, PC notepad ++
  • Different versions of XAMPP, full vs lite, lite version does not have Mercury
  • L2 Information Examplers
  • Wgtn real Estate – lock step –
  • done loads of examples, based on access examples, database design is the key thing
  • Robyn – students no programming etc, right back to beginning, flowchart – instructions for walking to canteen – teach them the process
  • echo out with bits of paper – you are going to echo the following things:
  • if just tell them to type long bit of code they won’t understand and won’t be able to troubleshoot
  • could teach them PHP but haven’t taught process
  • giving access to resources for learning HTML – e.g. codeavengers
  • Onslow College –  assessment task
  • show me what you have done that was really smart or really good – efficiency
  • write out the queries – what are your questions, where are you going to find the information from
  • a lot more work then access but more realistic outcome, better looking,
  • Variable boxes – $directory, $file
  • Book – “Head first: PHP & MySQL” Lynn Beightly & Michael Morrison, pictures, more natural language, Jenny used with Level 3 students
  • If not doing programming at L1, then do HTML first before PHP & MySQL
  • Level 3 – difference to L2, assuming you have done a relational at L2
  • have to be able to modify the database – edit, delete, insert
  • write to database and have some permissions
  • validation – built into PHP when user adds data, e.g. registration form
  • Kayaking club – could we use Sports Clubs at school
  • Key resource – two day STAR course, huge learning curve at start, good to do seamlessly at Yoobee. Intensive period of time is really good.
  • Make sure tested, on student account etc, and talk with IT people, no changes after it has been tested.
  • Design relating to it – webpage, database. Could sit nicely with conceptual design standard. Need to spend time on design – queries, database structure, nouns, describing words,
  • could you do with 2.43 media, Jenny – conceptual design suggested, wrap up with CD, or could use prototype
  • Lots of problem solving!
  • Marking off screen – suggested, particularly at Level 3.
  • Free webhosting NZ – admin account, create student accounts, can go to the backend of their sites
  • At Yoobee students would be required to hand in username and password when work is due.


    • Jenny’s advice – give it ago, give it a go when you feel confident about writing code, resourcing and facilitating is a good model, technology model.
    • WordPress – for digital media, for complex procedures
    • Robyn – new standards, first set of Level 3’s that want to go on and pursue DT / IT after school


    • How much output of data on webpage for A, M and E?
    • Database examples
    • Do students need to make up databases? Or can we just give them that data?? all data given to students

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