ITQ Flavours - Support and Collaboration
Introduction
The ITQ (NVQ of IT users) offers a wide range of study options and levels and can be used to create a unified and progressive way for learners to gain the skills and knowledge required to be able to work within any industry which requires IT based skills. Looking at job postings relating to IT, you can see a range of skills required that are not purely IT or computing. The current (2015) ratio of IT to Computing jobs is 212 to 1. The top four growth areas are: graphic design, sales, databases and maintenance. All of these require a general knowledge of IT, as well as some specialist knowledge with applications such as graphic design packages or databases. In order to meet this type of demand, TLM proposes a series of qualification "flavours", in the points scoring IT Open Systems and Enterprise qualification which is based on the ITQ. These flavours are produced from groupings of ITQ units providing a flexible approach in targeting specific skill sets. The flavours will require the core skills of IT, but offer opportunities for some specialisation in areas of specific interest and industry demand. The coursework is designed to allow working across subjects and departments to optimise resources in squeezed timetables in schools, but this is not mandatory.
The following is a scheme of work which covers three areas of specialisation: Collaborative Web Design; Games Design; and Computer User Support. These 3 strands cover the core needs of the ITQ qualification in 3 different tracks. Since the ITQ is 100% coursework there are also many opportunities to prepare pupils for the common synoptic grading examination that tests generic underlying knowledge and understanding for the qualification that provides points in the league tables. They can be run along side each other so that an entire cohort can work together, but in different areas of choice for their coursework and even gather the evidence they need in different subject areas, for example designing in art using graphics applications, creating databases in science or planning the IT in business studies. These are only suggested units to meet this possible SOW. There is considerable flexibility so if you don't like the way we have done it here there are alternative methods. We have focused here on 3 specific strands/tracks to illustrate the scope with real examples but any units can be used which suit your organisation's specialisation and subject knowledge and could include, for example a media approach using the multimedia unit and audio software. You could also combine them, for example, using the example flavours here the cohort could set up a game design company, market it through a web site and have a support desk for any issues that arise.
Units Covered
In order to meet the delivery needs of the mandatory and optional units, the following units will be covered.
- Unit 1 - Improving Productivity Using IT (4 Credits)
- Unit 2 - Website Software (4 credits)
- Unit 3 - Using Collaborative Technologies (4 credits)
- Unit 4 - IT Security for Users (2 credits) (1 credit at level 1)
- Unit 6 - Specialist Software (3 credits)
- Unit 8 - Using the Internet (4 credits)
- Unit 20 - Using Mobile IT Devices (2 credits)
- Unit 24 - Computer Games Development (4 credits)
Flavour Constituents
Collaborative Web Design: Units 1, 2, 3, 4, 8 (17 credits) (With IT Security at Level 1)
Games Development: Units 1, 3, 4, 6, 24 (17 credits) (With IT Security at Level 1)
Computer User Support: Units 1, 2, 3, 4, 6, 20 (18 credits) With IT Security at Level 1.
Resources
Various supporting resources will follow shortly and either be embedded into this SOW, or placed here. Watch this space!
Comprehensive list of live demos of software with admin and user logins provided. Broken into categories: eCommerce, VLE, Blog etc.
We have a demo eGroupware site set-up with demo accounts to login and generate data. The system has email, ticket tracking, project management etc. Contact the office if you require logins.
Some games we have developed, with source code and guidance. Students can download them and modify them for their game design work.
Delivery Overview
The qualification is designed to be the same size as a single GCSE (120 GLH). The practical approach to coursework and units at Level 1 and Level 2 corresponding to each other and therefore differentiation by outcome, means the qualification can be started at a younger than normal age, even at the beginning of KS3. The suggestion here is for a KS4 cohort. This would mean roughly 70 hours of delivery in Year 10 and 50 in Year 11. Year 11 will need to have time to revise for the mandatory synoptic grading examination. The suggested SOW here assumes this type of structure but you are free to adapt it in any way you want. All that matters is that the candidates can meet the coursework assessment criteria and do well enough for a grade in the grading exam at the end. The example delivery for the coursework is to contribute to an over-arching project. Therefore, all of the individual criteria are grouped in terms of their focus and linked to a project map. This does not mean that skills and knowledge will not need at least some specific teaching, focused testing and similar teaching strategies, it just provides a structure so that learners can see the purpose of what they are doing and therefore be motivated to keep learning. This gives the following sections:
- Introduction - basic criteria looking at what they are working on and why
- Planning - material to look at how they will achieve their objectives and any problems that might occur
- Preparation - getting ready to work on their project proper, understand any material or legal constraints etc.
- Implementation - carrying out their project, gathering data, creating designs etc.
- Evaluation/Reporting - feedback and assessment of how it worked and what they might change, including documentation if required.
Scheme of Work
The following are suggested blocks of study to cover these five elements. Each block is approximately 1 term.
Block 1 - Introduction and Analysis
| Lesson | Unit (s) | Criteria | Objective | Focus | Notes |
|---|---|---|---|---|---|
| 1/2 | 1 | 1-1.1 - I can describe the purpose for using IT | This is an introduction to the entire project and a chance for learners to begin to investigate what the "problem" is and how IT can help to solve it. | The focus should be on exploring various aspects of IT and applications in order to begin putting together a proposal for their project. | Learners need to be introduced, or re-introduced to IT applications and be encouraged to explore these in other subject areas. The more applications they can investigate, the more range for their project. |
| 3/4 | 4 | 4-1.1 - I can describe the security issues that may threaten system performance | This is an introduction to the importance of security and eSafety in any IT undertaking. It needs to be addressed before starting and re-visited regularly to make sure no problems occur once the project is "live". | What issues need to be considered by the learners in relation to security? What data security or physical security do they need to consider? How do they prevent threats to data or potential threats? How do threats affect system performance? How can these be reduced? | A central requirement throughout the qualification is an understanding of IT security and eSafety issues. These will be embedded throughout the qualification and need to be reinforced regularly. |
| 5 | 4/8/20/24 |
4-1.2 - I can apply a range of security precautions to protect IT systems and data 8-5.3 - I can describe the threats to information security when working online 20-1.1 - I can describe the purpose of the different features and drawbacks of the mobile device 24-1.1 - I can identify the hardware and software components of a video game system. |
The objective for this lesson is more preparatory work. having identified some of the threats to systems, learners can now begin to explore how they will address these findings and make sure they do not derail their projects. The objective is also to begin investigating their specific areas of focus with an objective to begin planning what they need. | The general focus for all learners here is on discussing some of the ways that the identified threats from the previous lessons can be addressed. In addition, students working on other units can look at specific aspects of their area focus, such as mobile device features or video games. This is very much an exploratory lesson to plan for the overall project. | This is a detailed planning unit. For all learners, they need to plan how to prevent threats to their project. There is a detailed need of on-line threats for students looking at web designs. For other learners, it is beginning to look at the available resources and deciding what their focus will be. For example, they might investigate 4 or 5 games in order to decide which one they want to improve, or they can look for weaknesses in mobile devices that will prevent a good outcome. |
| 6 | 4/8/20/24 |
4-1.3 - I can describe the threats to system and information security and integrity 8-5.4 - I can manage personal access to online sources securely 20-1.2 - I can describe different methods that can be used to access mobile networks 24-1.1 - I can identify the hardware and software components of a video game system. |
The objective for all learners is to finalise their understanding of threats and make sure they are clear about how to mitigate them. The objective for Unit 8 is to set up a secure working environment to start collecting their material. They need to have a secure environment from the outset. Unit 20 will be an investigation into mobile networks with an overview of their features, strengths and weaknesses. Unit 24 will be to map out the key components, hardware and software, that they will need to deal with. |
The focus here is still gathering information about the environment they will be working with for the duration of their project. If it is web based, what considerations are important, how do they access systems and keep them safe. For game development, what limitations do they have with the equipment they have access to. The hardware and software will create limitations based on resources available. How will this affect what they can do? | Learners should now have some type of management system in place to begin collecting and documenting their analysis and investigations. This could be something like Google docs so that they can share their material or they can use this Learning Site since the evidence can automatically be tied to the criteria. |
| 7 | 3/8/20/24 |
8-5.5 - I can describe threats to user safety when working online 20-2.2 - I can define file formats appropriate for mobile devices 24-1.1 - I can identify the hardware and software components of a video game system. |
The objectives for this lesson are to continue to plan and prepare. Learners can gather more information about their particular area of focus and begin to fashion it into a project. Unit 3 here is about understanding the potential problems with collaboration. The most obvious one here is sharing with the wrong people, so learners will need to investigate what the problems might be in order to avoid or minimise them. The other units are looking at specific details of the working environment and the objective is to understand these as fully as possible. |
Looking at the working environment, whether this be an on-line world, so what is required, or what file formats will work efficiently. For the game developers, begin a detailed look at the game development environment to make sure they can work with it or at least find something workable. | The remaining lessons for this first block are about consolidating the planning and being able to have a working project idea by the end of the block. Some of the criteria here are repeated as they will take some time to do properly. |
| 8 | 3/8/20/24 |
3-1.1 - I can take appropriate steps to avoid risks when working with collaborative technology, in line with relevant guidelines 8-5.6 - I can describe how to minimise internet security risks 20-3.1 - I can describe different types of secure connection methods that can be used between devices 24-1.1 - I can identify the hardware and software components of a video game system. |
The only changing units here are 8 and 20. The objectives remain the same for the shared units as above. Unit 8, the objective is for learners to demonstrate an understanding of what threats they will encounter, such as spam and viruses etc, and what they can do with their design to limit their impact. Unit 20, the focus is on displaying an awareness of security in relation to data connection. They don't need to know the detail of this, but do need to show that they appreciate the way it works and why it is important to use devices to protect the connections. perhaps an evaluation of the different systems and methods available as a table. |
The overall focus is still to prepare the material for planning to make sure that they are working on something achievable and that they understand reasonably well enough what they are required to do, specially in terms of limitations. | By now, students should have a good idea of what their project might be. If they are working on collaborative web sites, they should have an idea of what that web site will be and what it will be designed with. The game developers should have an idea of hat game they would like to modify, and the support people should have a good idea of the platform they will use and the methods for supporting other people. |
| 9 |
8-5.7 - I can apply laws, guidelines and procedures for safe and secure internet use 20-3.1 I can describe different types of secure connection methods that can be used between devices 24-1.2 - I can identify activities required to develop modern computer games |
The overall objective for this and subsequent lessons in looking at some of the legal and local guidelines that need to be considered. Learners will need to evidence that they understand these or know where to find them for reference when working on their projects. Unit 3 is looking in more detail at risks associated with collaboration and ways that might help prevent them before they arise. Unit 8 is looking at the legal requirements when dealing with web site design or Internet use. Unit 24 is for learners to start looking in more detail at the game development they will undertake. This might also require them to look at legal issues, so there is an overlap. |
The focus now is to begin developing a detailed plan for the eventual implementation. Learners will need some assistance in determining what they will do and how achievable it is. | From this point forward, the learners can begin to work more independently on their own projects and start focusing on their individual areas of expertise. There is still some overlap and time can still be spent on basic skills in software applications and planning, but learners will be more detail focused. | |
| 10 |
3-1.2 - I can explain what risks there may be in using collaborative technology and how to keep them to a minimum 8-5.7 - I can apply laws, guidelines and procedures for safe and secure internet use 24-1.2 - I can identify activities required to develop modern computer games |
The objectives here are the same as the previous lesson and learners should be getting closer to a working plan. Unit 20 is taking a final look at the working environment to make sure it is feasible. Learners will look at performance issues and suggest ways that they can make this less of a problem. |
The focus is on consolidating their knowledge gained and to begin creating an environment for themselves to begin the proper preparation for the eventual implementation. | Learners working on the mobile device unit may need some assistance on some of the technical terms related to system improvements. They don't need to know a huge amount of detail, but should understand basic differences between traditional storage media such as mechanical hard drives and the solid state storage on mobile devices. This should lead to discussions about size versus performance that are at the heart of mobile development. | |
| 11/12/13 | 3/8/20/24 |
3-2.1 - I can describe the purpose for using collaborative technology 8-5.8 - I can explain the importance of the relevant laws affecting Internet users 20-4.1 - I can describe the factors that can affect performance of the mobile device and how to make improvements 24-1.2 - I can identify activities required to develop modern computer games |
The key objective for this last series of lessons is to make sure that all learners have a plan ready for preparation and that they are clear where they are going. There is also a need to finalise the investigation and understanding of basic laws and guidelines. Unit 3 is looking at why they have chosen to use collaborative technologies. This will also help them prepare for the synoptic examination later on so is important to get clear. Unit 8 is consolidating their understanding of laws in relation to their internet use. |
The focus is on completing their planning and to ready for the preparation of their projects. They should all have a working plan in place and the tools required to support this, such as software and hardware. | There are 3 lessons suggested here to give time to work with groups of learners or individuals to get their working projects finalised so they know what they are doing, how and why for the coming months. |
Block 2 - Planning and Development
| Lesson | Unit (s) | Criteria | Objective | Focus | Notes |
|---|---|---|---|---|---|
| 14 | 1/8 |
1-1.2 - I can describe the methods, skills and resources required to complete tasks successfully 8-1.1 - I can identify different types of connection methods that can be used to access the Internet |
Unit 1 entails more detailed planning about how the learners will carry out their various tasks, what applications they will use to make this happen (i.e. Word Processing documentation) with some view on how much time and effort they think it might take. Unit 8 is an overview of ways to connect to the Internet with some sort of choice about the best ones and why these are the best. |
The focus here is to refresh the learners about the project they are doing and look at ways to develop the project further, for example with the different IT skills they need to develop and support it. | Learners here will need to spend some time on how to plan and execute projects successfully. Some time of action plan with timelines will allow them to track their progress and comment on it to achieve more "describe" elements in the assessment of the criteria. |
| 15 | 2/4/6/8/24 |
2-1.1 - I can describe what web site content and layout will be needed for each page 4-1.4 - I can keep information secure and manage personal access to information sources securely 6-2.1 - I can describe what functions to apply to structure and layout information effectively 8-1.1 - I can identify different types of connection methods that can be used to access the Internet 24-1.3 - I can describe the features of an existing computer game |
Unit 2 is looking at planning out the individual pages of the web site to be designed and made. Some consideration of layout, for example if pages are for collecting data or presenting information should be in evidence. Unit 4 is a deeper look at ways to keep on-line information safe. Learners should investigate aspects of safe information access such as encryption and security policies. Unit 6 is looking at the structure of programming or specialist software. If it is a graphical design package, what are some of the guidelines to ensure best practice. Unit 24 is an evaluation of the best features of a chosen game with the intent of using those best elements in their own designs or improvements. |
The overall focus here is an increasingly more detailed look at their project and the resources they will use to build out their final pieces, whether this is a web site or game design. |
Other than unit 4, which is on-going security investigations, the main new material here is about good designs and best practice. What makes a web site work; how do you guarantee people use web sites, if they are for support, in an efficient way; what makes games enjoyable to play. A clear understanding of these issues and a demonstration of this, will ensure learners are on track with their projects. Learners can use our open games to look at the source code and work on modifications. |
| 16 | 2/4/8/20/24 |
2-1.1 - I can describe what web site content and layout will be needed for each page 4-1.5 - I can describe ways to protect hardware, software and data and minimise risk 6-2.1 - I can describe what functions to apply to structure and layout information effectively 8-1.1 - I can identify different types of connection methods that can be used to access the Internet 24-1.3 - I can describe the features of an existing computer game |
Unit 4 extends the pervious criterion by looking at ways to protect what the learner has identified as at risk. Some overview of the risks and their minimalisation in the form of a table would be clear. | Focus is as above, but with the extension of Unit 4 to devise a table of risks and their prevention or at least minimalisation. | Some lesson time can be spent with learners working specifically on Unit 4 to explore some security issues in some depth. Perhaps a visit from a local law enforcement officer who specialises in eSafety and security risks. |
| 17 | 2/3/6/8/24 |
2-1.1 - I can describe what web site content and layout will be needed for each page 6-2.1 - I can describe what functions to apply to structure and layout information effectively 8-1.2 - I can identify the benefits and drawbacks of the connection method used 24-1.3 - I can describe the features of an existing computer game |
Unit 3 is looking at what some of the requirements of their system might be. The key point here is on the intended outcomes. Is the collaboration is help a small group of internal workers, or a larger more public group of users. If it is very important information, such as material that could be used for a knowledge base, is archiving a key requirement and how might this be handled. Unit 8 is delving more into how the Internet connection can be judged to be good or bad. What criteria need to be used. Usually, these are adjudged on performance vs reliability. There will always be a trade off, so what is acceptable. |
The focus in general is as above, with learners working on Internet based issues doing some extra research into features of collaborative software systems and the best way to get to these systems and other Internet based areas. |
For Unit 3, we have a site set up that can be used for collaborative work (TLM Resources). Please contact the office for login details. |
| 18 | 2/3/6/8/24 |
2-1.1 - I can describe what web site content and layout will be needed for each page 3-2.2 - I can describe what outcomes are needed from collaborative working and whether or not archiving is required 6-2.1 - I can describe what functions to apply to structure and layout information effectively 8-1.2 - I can identify the benefits and drawbacks of the connection method used 24-2.1 - I can contribute to the production of a pre-production proposal document for a computer game project |
Unit 24 is now beginning to focus on what will be designed by the learners working on Game Development. It may be that a group of learners work on an overall game and divide up aspects of the game between them. Perhaps each member designing a different element or a sub-routine. The pre-production proposal would be something submitted to a client in order to fund the further development, but in this case it will be a detailed guide as to what they want to achieve. | The focus is continuing to build more detailed notes and ideas about a possible project and looking at some of the resource requirements and potential issues that might slow things down. | It would be useful to go through some basic proposal processes with the learners working on Unit 24. This overall SOW is based on a production process of sorts, with an initial analysis, some preparation, then implementation etc, so it should be familiar to the learners. The document should be clear enough to allow the next phase of production without any unforeseen problems. |
| 19 | 2/3/6/8/24 |
2-1.1 - I can describe what web site content and layout will be needed for each page 8-1.2 - I can identify benefits and drawbacks of the connection method used 24-2.1 - I can contribute to the production of a pre-production proposal document for a computer game project |
Unit 3 is looking at access rights and control, of systems. Learners should be clear about why not everyone should be a system administrator, or why certain areas of systems have to remain protected from certain users. Unit 6 will depend on where and how they are creating their system. If it is cloud based, how will this affect what and how data is stored and deployed. What advantages and disadvantages are there to cloud versus local systems. If they are dealing with sensitive data, such as something for a school club, then what conventions will apply that would be different to a more public club. |
The extra focus here is on the external and internal constraints on their systems and how they work within these. The extent will vary depending on the situation, but they need to show a general knowledge and understanding of what applies and how it affects their work. | If you use something like the TLM Resource site, you can look at ACL (Access Control Lists) and show how these can be adjusted to grant different rights and responsibilities to different users. |
| 20 | 2/3/6/8/24 |
2-1.1 - I can describe what web site content and layout will be needed for each page 3-3.1 - I can describe what access rights and issues other people might have in using collaborative technologies 6-2.3 - I can apply local and/or legal guidelines and conventions for the storage and use of data where available 8-2.1 - I can select and use browser tools to navigate web pages 24-2.1 - I can contribute to the production of a pre-production proposal document for a computer game project |
Unit 8 now explores what features are available in browsers and learners will need to show competence in their use and understanding these features. Since thy are likely to be developing their system for people other than themselves, they should also show an understanding and appreciation of the different browsers and the features, strengths and weaknesses of each. | The learners are continuing to focus on the external elements of their design, such as the environment it will be used in, what type of systems will access it and any guidelines that might affect the use of the system. | It would be useful for learners to explore and evaluate a range of browsers. This may not be possible in their school or college, but they may be able to achieve this at home. Using a virtual machine will make it easier to do this without upsetting their personal computer set up. (Video of installing a Linux VM) |
| 21 | 2/3/6/8/24 |
2-1.5 - I can describe how copyright and other constraints may affect the web site 6-2.3 - I can apply local and/or legal guidelines and conventions for the storage and use of data where available 8-3.1 - I can select and use appropriate search techniques to locate information efficiently 24-2.2 - I can identify the components required to develop a computer game |
Unit 2 is generally useful for all learners as it is looking at copyright. If they are developing any material and re-using coding for games or specialist software, they must abide by and understand copyright issues and constraints. Unit 3 is looking at some of the structure of their collaborative projects, who is in charge, who is a team supervisor or team contributor, consumer etc. They will also need to explain and show the aspects of their environment such as file types and sharing aspects. Unit 8 is looking at the ways of finding and filtering information and should be something they have looked at previously in their IT or computing studies. They just need to evidence they know how to do this. Unit 24 is now looking in some detail at the components that make up a good game such as the graphics, the storyline, the structure etc. |
The focus for this later part of the block is on developing more of a clear understanding of the working environment, the tools, the restrictions and the needs of their clients in order to have a very clear idea of the solution they will soon implement. | Learners need to go through some of the main attributes of copyright and look at how these change in different circumstances so they are clear what they can and can not do with their projects. The TLM Resource site can be explored in terms of making specific groups with specific access rights depending on need. (video) |
| 22 | 2/3/6/8/24 |
2-1.5 - I can describe how copyright and other constraints may affect the web site 3-2.3 - I can describe the roles, IT tools and facilities needed for collaborative tasks and communication media 6-2.3 - I can apply local and/or legal guidelines and conventions for the storage and use of data where available 8-4.1 - I can identify opportunities to create, post or publish material to web sites 24-2.2 - I can identify the components required to develop a computer game |
Unit 8 is evidence that learners are good "netizens" and that they know how to work across sites, how to publish materials (pictures or posts) and can look after their own and other's information. Some evidence either from the Learning Site here or their own social networking would be useful. | Focus as above. | Perhaps introduce more examples of some roles and facilities in collaborative work and if local people with experience can be called upon this will give more real world examples. |
| 23 | 2/3/6/8/24 |
2-1.5 - I can describe how copyright and other constraints may affect the web site 6-3.3 - I can select and use appropriate methods to present information 8-5.1 - I can describe threats to system performance when working online 24-2.2 - I can identify the components required to develop a computer game |
Unit 3 is an overview of some of the different tools and devices that can be used to collaborate online. These can be fixed, such as PC and browser, or more mobile such as smart devices. Unit 6 is for learners to show the on-going development of their game or specialist project. This criterion can be re-visited periodically as the project develops. They can use various methods depending on the topic and audience, i.e. presentation for their pre-proposal, web site or video showing the working software etc. Unit 8 is a table of details about some of the main threats such as malware, contention and other elements. It does not need to be detailed, but learners should be able to show some performance statistics relating to the effects of malware. This might be through someone else's study. |
The different groups here will be working on their on elements, such as evaluating collaborative systems or thinking about how they will present their findings and results to others. The IT support cohort will be looking at the various threats that they will need to understand as these are likely to be asked by their potential customers in the future. |
It may be necessary to go over some of the various threats such as malware and virus. Most of these tend to affect Microsoft systems due to their current market share of 90% or so. Learners can investigate other OSs such as Linux to see any possible advantages here. |
| 24 | 2/3/6/8/24 |
2-1.5 - I can describe how copyright and other constraints may affect the web site 3-2.4 - I can describe the features, benefits and limitations of different collaborative technology tools and devices 6-3.3 - I can select and use appropriate methods to present information 8-3.4 - I can download, organise and store different types of information from the Internet 24-2.3 - I can contribute to the production of an implementation plan for a computer game development |
Unit 8 is a general check on their skills at using the Internet and management of the large amount of data they will inevitably accumulate. Some good practice should be evidenced here such as folders for different areas of their work or folders for different file types etc. Unit 24. Having investigated game components and worked out a pre-production plan, the learners can now start planning in some details the day to day activities to make their designs and program elements. |
Some of the learner's focus here will be on the detailed planning required to now start to make their designs. Others will be carrying out some final investigations into the limitations of their working environment. |
As previously, learners may need some help in formulating a good plan with some detailed structure, including the elements here of analysis, planning, implementation and reporting. Some worked examples if possible will help, though detailed implementation plans would probably be more L3. |
| 25 | 2/3/6/8/24 |
2-1.5 - I can describe how copyright and other constraints may affect the web site 3-2.5 - I can describe compatibility issues in different combinations of collaborative tools and devices 6-3.3 - I can select and use appropriate methods to present information 8-4.3 - I can use browser tools to share information sources with others 24-2.3 - I can contribute to the production of an implementation plan for a computer game development |
Unit 3 is looking at the whole picture of their designs. They may have a great collaborative tool, but if it only works on X manufacture's smart phones using Y browser, then it is not very useful for anyone without those devices. It is impossible to suit every situation as there are few real "standards", but they should be able to find something akin to a common denominator so that they can support as many people as possible with the system. Unit 8 is using tools such as bookmarks to be able to better retrieve useful web sites for others to see. These bookmarks could be shared via a web site by embedding the links or exporting the bookmark history etc. |
The main focus here is on making the systems and elements they design as useful as possible and knowing what tools will help them in their work. | Some practical exercises on compatibility would be good here. The UK government is now committed to open standards on it's own web sites and most documents are now in .odt format. What is an open standard? How does it help usage? |
| 26 | 2/3/6/8/24 |
2-1.5 - I can describe how copyright and other constraints may affect the web site 3-2.5 - I can describe compatibility issues in different combinations of collaborative tools and devices 6-3.3 - I can select and use appropriate methods to present information 8-4.4 - I can submit information online 24-2.3 - I can contribute to the production of an implementation plan for a computer game development |
Unit 8 is wrapping up the usage of the Internet tools by demonstrating material submission. Learners can use this Learning Site to easily demonstrate this criterion. | The focus should be on being ready to begin work on making their web sites, support sites and materials and games. | General support here to get them ready for their implementation |
Block 3 - Preparation
| Lesson | Unit (s) | Criteria | Objective | Focus | Notes |
|---|---|---|---|---|---|
| 27 | 1/2 |
1-1.3 I can plan how to carry out tasks using IT to achieve the required purpose and outcome |
Unit 1 is for all learners to evidence the various IT tools they will use, i.e. word processors to write up reports or the Learning Site for evidence management. Unit 2 is for learners to show what pages they are going to create for their site and why they are making those particular pages. |
The main focus here is on the required preparation with clear plans and examples to work towards, as well as the systems used to support the process. |
Some evidence of a plan and layout here would be good. Some learners can even use the TLM Resource site to set timelines and create Gantt charts. Learners may need some assistance looking at best practice in web page layout or colour choices. |
| 28 | 1/2/6 |
2-1.2 - I can plan and create web page templates to layout 6-2.2 - I can select and use appropriate structures and or layouts to organise information |
Unit 1 is really show a range of basic applications used well to support the entire process. This should be pretty apparent by now. Unit 6 is demonstrating a grasp and good use of programming layouts, or at least an understanding of how some of the elements of a good program interact. |
The games design learners will begin to look at and put together their own program code and make sure it is documented properly, which should sow an understanding of the elements for layout. |
If learners have not covered enough about programming, then they may need some refresher teaching here. Some code they may not use in their own work, but it still would be useful to show they know what it is for. |
| 29 | 2/4/6/8 |
2-1.2 - I can plan and create web page templates to layout 4-1.6 - I can apply guidelines and procedures for the secure use of IT 6-2.2 - I can select and use appropriate structures and or layouts to organise information |
Unit 4 is wrapping up their understanding of Internet safety before they finally commit material online to make sure they know what they are doing. Unit 8 is documenting that they are ready to go. This could be done earlier in the course if required. |
The focus here is finalising their understanding of what they need, particularly in relation to the Internet based projects. | The IT team could give an overview of the school or college network here to explain how it works and what the Internet access and speeds are etc. |
| 30 | 2/4/6/8 |
2-1.2 - I can plan and create web page templates to layout 4-1.7 - I can describe why it is important to backup data and how to do it securely 6-2.2 - I can select and use appropriate structures and or layouts to organise information 8-1.3 - I can get online with an Internet connection |
Unit 4 is looking at some of the more important strategies for Internet and network use, in this case backups. | As above | The network team could discuss the different types of backup strategies and security procedures, such as types of data back-up device and if this is on-site or not. |
| 31 | 2/4/6/8 |
4-1.8 - I can select and use effective backup procedures for systems and data 6-2.2 - I can select and use appropriate structures and or layouts to organise information 8-1.4 - I can use help facilities to solve Internet connection problems |
Unit 2 is looking at the quality of the designs they make. Do they have clear signs or ways to help users get around if it is not inherent in the system. Unit 4 is the last part of this unit and completes what was introduced the week before by learners evaluating the backup procedures they have looked at. Unit 8 is evidencing that learners know how and why to find solutions to basic Internet problems, even if they can't solve them. |
Learners will be finishing up Unit 4 and concentrating on their other project units. The Internet based learners will be investigating ways to make the system as user friendly as possible, even if it is before it goes live as with Unit 8 in finding problem solutions. |
Some assistance may be required for finding information that is understandable, rather than too technical. It may be that these exist on the intranet, so this might be a useful first start. |
| 32 | 2/3/6/8 |
2-1.3 - I can select and use web site features and structures to help the user navigate round web pages with the site 3-1.3 - I can use appropriate methods to promote trust when working collaboratively 6-3.1 - I can select and use appropriate tools and techniques to edit, process and format information 8-1.4 - I can use help facilities to solve Internet connection problems |
Unit 3 is exploring some of the aspects of working with others. How do you know who you are talking to and how can you trust them. Learners should be able to show some of the methods, such as control lists and passwords, that give some confidence about who you are dealing with. Unit 6 is looking at showing an understanding of the working environment when creating specialist elements such as programs. If working on Python this could be with a basic editor or with something more specialised such as Idle. |
Learners will focus on what they need to begin their project and begin practicing with the tools they need to use for ongoing success. |
Some discussion of trust issues would be useful and tie in with other units and studies. It would also be useful more generally given the amount of Internet use learners now undertake. |
| 33 |
2-1.3 - I can select and use web site features and structures to help the user navigate round web pages with the site 3-1.4 - I can carry out appropriate checks on others' online identities and different types of information 6-3.1 I can select and use appropriate tools and techniques to edit, process and format information 8-2.2 - I can identify when to change settings to aid navigation |
Unit 3 is for learners to demonstrate their ability to use information effectively. How do you know a person is what they say they are on the Internet? Can they check and cross reference information to be reasonably sure it is accurate. Unit 8 is looking more carefully at internet page designs in order to make the user experience as good as possible. What navigation or visual aids help and can be used, which ones make it worse. |
The focus for some of the learners here is on improving and fine tuning their designs and projects to make them as efficient an effective as possible and to begin to think about what the end user's experience will be like. |
Some work on cross referencing and the need for these checks would be useful here. It would also be good to explore good design practices and maybe do some work with colleagues in other departments, such as DT, to look at the aesthetics of using things. |
|
| 34 | 2/3/6/8 |
2-1.6 - I can describe access issues that might need to be taken into account 3-1.5 - I can identify and respond to inappropriate content and behaviour 6-3.1 - I can select and use appropriate tools and techniques to edit, process and format information 8-2.2 - I can identify when to change settings to aid navigation |
Unit 2 is looking at the broader potential user base for web based designs and systems. Learners need to be aware of design issues relating to fone sizes, or systems to allow changes, and colour issues. Simple things like using alternative text for graphics is important. Unit 3 is about demonstrating and awareness fo potential threats and bad behaviours that they need to avoid and where necessary take up to a higher level, such as staff or the network team. |
As above, the learners are continuing to refine their designs and the knowledge that underpins the "why" of their systems. | Might be good to go through the school or college AUP in some detail to make sure that learners know how and why they need to deal with Internet based issues such as inappropriate material and bahaviours. |
| 35 | 2/3/6/8 |
2-1.6 - I can describe access issues that might need to be taken into account 3-2.6 - I can select an appropriate combination of IT tools and devices to carry out collaborative tasks 6-3.1 - I can select and use appropriate tools and techniques to edit, process and format information 8-2.3 - I can adjust browser settings to optimise performance and meet needs |
Unit 3 is for learners to demonstrate they know how to use the tools for their design and that they can therefore make the best possible system given their locally constraints. Unit 8 is for learners to demonstrate that they are proficient users of browsers and can use shortcuts and add elements to their system to make it better. This can be used in conjunction with learners doing the technical support flavour to aid them in their work of supporting others. |
As above, continuing to refine their understanding and apply this to their designs and practise. |
The collaborative group may need to be taught some of the tools available to them for their work if they are not fully familiar. (video?) Some practice with browser skills would be beneficial. The learners may have to do this outside of school or college, depending on the level of access they have to customise their own browsers. |
| 36 | 2/3/6/8 |
2-1.6 - I can describe access issues that might need to be taken into account 3-3.2 - I can assess what permissions are needed for different users and content 6-3.2 - I can check information meets needs, using IT tools and making corrections as necessary 8-2.3 - I can adjust browser settings to optimise performance and meet needs |
Unit 3 is for students to try out existing collaborative systems, or review ones they are already part of. They need to show competence in what information they use and explain why they made that choice, i.e personal details. Unit 6 is for learners to begin working on their specialist systems and programs and begin testing what they are doing against "users" to get good feedback and respond to this to improve their designs. |
Learners will now be working on their designs and incorporating some of the ideas and practices they have learned over the preceding lessons. | Some class based discussions on permissions and access levels would be useful, to guage how well understood they are by learners. The games designers or specialist software group will need to have some assistance on designing their systems to meet specific needs. |
| 37 | 2/3/6/8 |
2-1.7 - I can describe what file types to use for saving content 3-3.3 - I can set-up and use access rights to enable others to access information 6-3.2 - I can check information meets needs, using IT tools and making corrections as necessary 8-3.2 - I can describe how well information meets requirements |
Unit 2 is for students to demonstrate they understand the importance of using correct file types and some form of standards. Some notion of the impact of file choice n usability would also be good. Unit 3 is to demonstrate some competence in getting onto sharing based sites and what this entails in terms of information shared and control of information. Unit 8 is to demonstrate competence in using tools such as search engines so that information can be found and evaluated before use |
The overall focus here is on the external attributes of what they are doing. What should they share on-line? How do they get onto these collaborative systems and what do they do when there? How can they find useful information to push their general work in IT and other subjects forward? |
Some teaching of different file types will be necessary here, perhaps with some practical work on the implications. How easy is it to move a word proceed document between various word processor software for example. Can they control access to their personal information effectively. Some practical work on this and discussion of ACL by using the TLM Resource site should help. |
| 38 | 2/3/6/8 |
2-1.7 - I can describe what file types to use for saving content 3-4.1 - I can describe rules of engagement for using collaborative technologies 6-3.2 - I can check information meets needs, using IT tools and making corrections as necessary 8-3.2 - I can describe how well information meets requirements |
Unit 3 is exploring some of the working rules of collaboration. If they are working on-line with others, what is acceptable behaviour, what is not acceptable. Some evidence that they adhere to these requirements in their activities would be useful. | As above, with some focusing on whether they really use collaboration effectively and understand proper interactions. | It might be good to work in other subject areas, for example MFL, where it is easy to get complacent in dealing with others who don't speak "our" language. We should also think that we don't speak "theirs". |
| 39 | 2/3/6/8 |
2-1.7 - I can describe what file types to use for saving content 3-4.2 - I can enable others to contribute responsibly to collaborative tasks 6-3.2 - I can check information meets needs, using IT tools and making corrections as necessary 8-3.3 - I can manage and use references to make it easier to find information another time |
Unit 3 should allow the development of some evidence of some team work and clear understanding of the advantages of collaboration. Unit 8 is an extension of the previous criterion They can demonstrate that they know how to find good quality information and assess it via cross-referencing, now they need to be able to save it so they can access it again later. |
Learners will wrap up their basic knowledge of their projects here and begin implementing and testing their designs. | Some practical exercise of team work and its advantages may help to consolidate the learners's ideas and help them think it through. |
Block 4 - Implementation
| Lesson | Unit (s) | Criteria | Objective | Focus | Notes |
|---|---|---|---|---|---|
| 40 | 1/2/24 |
1-2.1 - I can review ongoing use of IT tools and techniques and change the approach as needed |
Unit 1 is looking at how best to use the various IT based tools to support their project work and how to modify these or use other applications to get the best results. Unit 2 is looking at consistency in design. ideally, learners would use Cascading Style Sheets (CSS), but should at least show an understanding of design consistency. Unit 24 is the development and documentation of the learner's game component or game. |
For most of the learners, the focus is on fine tuning their work for the final implementation phase. For the game developers, it is working on the actual work, be it a component or a full blown game. | Learners may need some guidance on reviewing their work and documenting things as they move along. The game developers may need assistance on how to properly comment in their designs so that other people can replicate their work. This is an important aspect of computer programming. |
| 41 | 1/2/6/24 |
1-2.2 I can describe whether the IT tools selected were appropriate for the tasks and purpose 2-1.4 - I can create, select and use styles to keep the appearance of web pages consistent and make them easy to understand 6-1.1 - I can input relevant information accurately so that it is ready for processing 24-3.1 - I can design a component of a computer game |
Unit 1 is a describe element so it requires an evaluative approach from the learners. It is not good enough to say a piece of software is "easy" to use. What are the criteria for making this judgement. How mush does it cost to keep the software up to date, is it interoperable etc. Unit 6 is a complement to the games work in Unit 24, but looking at the suitability of the tools being used for development. |
The overall focus here for all new work is on the suitability of the tools they are using and thinking, and describing, their suitability. | Perhaps some work on how to evaluate. What sort of criteria to use for evaluation and what the scope is in terms of the aspects of evaluation: cost, performance, ease of use, upgrade paths, collaboration etc. |
| 42 | 1/2/6/24 |
2-1.4 - I can create, select and use styles to keep the appearance of web pages consistent and make them easy to understand 6-1.1 - I can input relevant information accurately so that it is ready for processing 24-3.1 - I can design a component of a computer game |
Unit 1 is looking more widely at the learner's use and application of tool knowledge. How good are they at choosing the right tool for the right job. Are they consistent? | The focus here is on evidence to show a good understanding of the IT application world. Making web sites in word processors should not even be on the table. | Some external input here would be useful. How do companies use applications to do their work. A range of professions and how they use applications would be good. |
| 43 | 1/2/6/24 |
1-3.2 I can describe ways to improve productivity and efficiency 6-1.1 - I can input relevant information accurately so that it is ready for processing 24-3.1 - I can design a component of a computer game |
Unit 1 is detailing what they discovered in looking at the good use of IT tools and documenting their ideas and views. Unit 8 is some evidence of an understanding of how to manage files in a web based world. |
The new focus is diving deeper into what it is they are doing and why. | Some class based discussion on efficiency and open standards may help to illustrate the importance of efficiency and how best to achieve it, but also the hurdles that prevent it , such as closed programs and files. |
| 44 | 1/2/6/24 |
1-3.3 I can develop solutions to improve my own productivity using IT 6-1.1 - I can input relevant information accurately so that it is ready for processing 24-3.1 - I can design a component of a computer game |
Unit 1 should show learners gaining in experience and confidence in using IT tools. Getting feedback and acting on this to improve or modify their work. Unit 2 is about an awareness of the end product and using tools to make sure the material in their designs is suitable, such as graphics being properly sized or of the correct resolution. |
As above, the focus continues to be refinement and polish of their project designs. | Some discussion on good quality designs to see what the consensus on clarity and ease of navigation means. Do they all agree on the same material? is there some common ground? If so, what makes it suitable for the widest audience. |
| 45 | 1/2/6/24 |
1-3.4 I can test solutions to check that they work as intended 2-2.4 - I can select and use appropriate development techniques to link information across pages 24-3.1 - I can design a component of a computer game |
Unit 1 is exploring best working practices, in this case making sure that things work as you develop them, rather than going back and checking when it is probably too late. Unit 2 is looking at checking the quality of their web pages and using more advanced techniques properly to make sure the web pages work together as intended. Unit 6 is about showing they can combine elements in specialised software, such as text and graphics, in order to make the whole more than the sum of the parts. |
The focus continues to get better quality designs and to work towards their projects meeting the needs of their intended audience. |
Some overview of testing procedures can be introduced and discussed here. Some form of checklist idea so that they have a guide to use for their own work. The game developers or specialist software learners might need some help putting all their work together into one piece, though L2 will need to do this as independently as possible. |
| 46 | 2/3/6/24 |
2-2.5 - I can change the file formats of documents appropriately for content 3-2.7 - I can connect and configure the combination of IT tools and devices needed for a collaborative task 6-1.2 - I can select and use appropriate techniques to link and combine information of different forms or from different sources within the software 24-3.1 - I can design a component of a computer game |
Unit 2 is showing an understanding and appreciation of the nature of web pages. It is no good creating proprietary content for a web site as there is no guarantee anyone else can do anything with it, especially with a world wide audience. Unit 3 is evidence of being able to set up support systems for their work, for example a chat system to be able to discuss things with other remotely.
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The main focus on the new material here is on an open view of the world. File exchange is easier if there is some sort of standard or shared goals. The collaboration based work is helped more generally with tools like VoIP or other social networking systems. Some evidence that learners can set these up and use them for tasks. |
If you have a test server you can use, it should be easy enough to explore how these systems can be set up and configured. For example, (set up demo site on resource) |
| 47 | 2/3/6/24 |
3-3.4 - I can set-up and use permissions to filter information 6-1.2 - I can select and use appropriate techniques to link and combine information of different forms or from different sources within the software 24-3.1 - I can design a component of a computer game |
Unit 2 is all about beginning to test their web based designs. Learners need to test on as many browsers as possible to ensure they have covered everyone's needs. Unit 3 will require some sort of system, either they set up themselves or is set up for them, to allow proper permissions understanding. |
The focus for the web based learners is testing their system as thoroughly as possible. They need to make sure it works on various systems and devices, with various browsers. |
Using a Virtual Machine will allow the installation and testing of different browsers. There is a php based VM that can be used that allows users to install os systems remotely. It would be useful for students to be shown how to set-up and use a proper web based VM. (video needed) |
| 48 | 2/3/6/24 |
2-3.1 - I can select and use appropriate testing methods to check that all the elements in my web site work as planned 3-3.5 - I can adjust settings so that others can access IT tools and devices for collaborative working 6-1.2 - I can select and use appropriate techniques to link and combine information of different forms or from different sources within the software |
Unit 3 is looking at the wider aspects of user access, for example making sure colours do not disadvantage people who are colour blind, or using applications that require special browser software such as Flash. If they are working collaboratively, how do they make this material accessible for others. Unit 24 is the production phase of the modifications to a program/game, or the overall development. |
The focus for may here will be on additional testing and refinement to make sure their web sites or collaborative sites are accessible to all. The games developers and specialist software groups will be working on their final designs to "get to market". |
It would be useful to either look at and discuss some of the issues relating to wider internet access, such as sight or audio problems for end users, or preferably, to invite guest in to talk about these issues and how they are affected by them. |
| 49 | 2/3/6/24 |
2-3.3 - I can select and use an appropriate program to upload and publish the web site 3-3.6 - I can select and use different elements to control environments for collaborative technologies 6-1.3 - I can respond appropriately to data entry error messages 24-3.2 - I can develop a component of a computer game |
Unit 2 evidence will depend on what design package the learners use. It could be developing material directly on a site such as this learning site, or they might use the built in tools of something like Dreamweaver, or use FTP and other tools. Unit 3 is about advanced aspects of collaborative designs. For example, modifying themes on something like Wordpress to their own needs, or adding pre-compiled code for interactive features such as spinning logos of slideshow front pages. Unit 6 is checking for errors and correcting them to avoid bad data entry or system problems. |
The focus for Unit 2 is showing what and how they get their web sites up online. This could be built in tools in web design software, or more direct ways via FTP programs. The focus for Unit 3 is on showing what changes they make to collaborative sites to make them easier to use or more beneficial for all parties using them. The focus for Unit 6 is providing evidence of how bugs and errors are dealt with. This could be directly, or showing how third parties are notified and tracked. |
Might be good here to introduce some of the tools used in maintaining web sites. Packages like Dreamweaver have built in FTP functionality, but it would be good to explore it with something like Filezilla or similar. Look at the process of FTP and how it fits in to the general OSI model. A discussion of protocols in general and comparing HTTP with FTP. Using a collaborative tool, such as eGroupware or similar would be useful for students to see how they fit together and discuss the features. (contact us for logins). The above system has a ticket tracking element which can be used by students for their problem tracking and solving. |
| 50 | 2/3/6/24 |
2-3.3 - I can select and use an appropriate program to upload and publish the web site 3-3.7 - I can select and join networks and data feeds to manage data to suit collaborative tasks 6-1.3 - I can respond appropriately to data entry error messages 24-3.2 - I can develop a component of a computer game |
Unit 3 is now looking in more detail at what tools are available to users outside of their immediate network in order to help them solve issues or work more effectively. Most open source collaborative tools have active communities of support users and developers who answer questions and provide links to solutions. Many companies these days use social networking like Facebook and Twitter as extensions of their help desks. New, non advertising social networking sites such as Ello might be good to get involved with. | The focus here is looking at the various tools that extend collaborative working such as RSS, forums and other networks. | Students could evaluate which systems are the most useful and make some judgements about the quality of information they receive in extended networks. Is there any bias involved? Is the information from commercially driven networks better or worse than more voluntary ones? |
| 51 | 2/3/6/24 |
2-3.4 - I can respond appropriately to problems with multiple web pages 3-4.4 - I can moderate the use of collaborative technologies 6-1.3 - I can respond appropriately to data entry error messages 24-3.2 - I can develop a component of a computer game |
Unit 2 is completing the quality control of their wen designs and making sure that all links, internal to the site and external, work as expected. Unit 3 is working as a moderator on a site to ensure that content and activities fall within acceptable guidelines. |
The focus on Unit 2 is quality control. If the web site consists of a large number of pages, then some system needs to be employed to make sure that all pages are checked and that the pages, links, graphic elements etc, all work as expected. Any errors will need addressing. The focus for Unit 3 is administrative tasks. This is their web site, so they are responsible for what happens. |
Some sort of spreadsheet could be designed for students to carry out their final checks on their sites. This can also be used later on for any re-designs or given to a client if they are designing for a client. For Unit 3, it would be good to go over some of the netiquette required for certain sites and look at AUPs of existing sites. If using something like a Wordpress site, it is relatively easy to control what gets published. |
| 52 | 2/3/6/24 |
2-3.4 - I can respond appropriately to problems with multiple web pages 3-4.5 - I can archive the outcomes of collaborative working 6-1.3 - I can respond appropriately to data entry error messages 24-3.2 - I can develop a component of a computer game |
Unit 3 is looking at the way of managing collaborative sites for the long term. A site like the Ingots Community site here is used for qualifications, so there needs to be a long and detailed archive of content. A site set up for a short term project, like building an eco school, may only need to be saved for a short while. | The focus for Unit 3 is on how and what to save. | Some discussion of archiving and decision making would be useful here. Looking at a version control system might be good. If students use something like Wordpress, or other open source systems, they might be shown something like git which allows seamless upgrades of software. (NB video of git in action) |
Block 5 - Reporting and Evaluation
| Lesson | Unit (s) | Criteria | Objective | Focus | Notes |
|---|---|---|---|---|---|
| 53 | 1 | 1-1.4 - I can describe factors that might affect the task | Unit 1 is evaluating some of the elements that did not work quite as planned. | The focus is on some level of describing and evaluating what the students did on their various tasks. Some of these will have already been noted earlier, and this is a chance to compile them into something understandable and repeatable. | In working on IT tasks, a key thing is for other people to be able to see what you have done and be able to do the same tasks. Some level of evaluation and overview of the key "gotchas" would be useful to discuss and enhance. Some evaluation template could be collaboratively designed. Are there similar problems that occur across different IT areas? |
| 54 | 1 | 1-1.6 - I can describe how the purpose and outcomes have been met by the chosen IT systems and software applications | Looking back at the original design brief and expectations. How close did they get to their design goal? | As above, this is focusing on evaluating the task overall. Did it work to what was required? If yes, how well, or what might be improved. If it didn't work, what can be done next time to make sure it does. | There is no perfect IT projects and because of the complexity of IT, there are always ways to improve things. Have some discussions about what worked. if possible, ask local IT consultants to come in and give some examples of projects that went wrong and how they fixed them. |
| 55/56 | 1 |
1-2.3 - I can assess the strengths and weaknesses in my final work |
A more in depth look at specific details of their work and assessing how well they were performed and also on how well and in what ways problems were addressed. | What would be considered a strength and what would be a weakness? Discuss the different units as they will have similar and different approaches to this. A weakness in web design might be considered a strength in collaborative tools etc. | |
| 57 | 1 |
1-2.4 - I can describe ways to make further improvements to my work |
A detailed description of how they intend to make their work even better, with some specific examples. A description must be a paragraph at least and show a good understanding. | ||
| 58 | 1 |
1-2.5 - I can review outcomes to make sure they match requirements and are fit for purpose |
Did the overall project meet the expectations and outcomes determined in the beginning? | With both of these, some discussion on what it means to really look at your work and critique it constructively. It is no good just saying, "it was rubbish, it didn't work". needs to be clear. It took 5 minutes to load, but should have taken 1 minute etc. Use SMART targets for evaluation. | |
| 59 | 3 |
3-4.6 - I can assess when there is a problem with collaborative technologies and when to get expert help |
This is wrapping up Unit 3 and looking at where else they can go for help. They would not be expected to solve everything, especially is they are using a complex piece of software such as a CRM. They need to evidence where they could go to get the help they need. | Have a look at some of the problems and FAQs on popular forums. Discuss with students what some of the questions mean, or might mean, and look at the quality of solutions offered. | |
| 60 | 3 |
3-4.7 - I can respond to problems with collaborative technologies |
Some evidence of students using support forums and asking questions. This could be on the TLM forums or more widely, depending on what collaborative software you choose. | ||
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Revision for Examination |
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