Notes:

Friday

M1, ALL Ps, all not possible for Ds

Thursday

BED Start P7 (must have P3, P4,)

Think about this: If you were asked to take over your classmate's game and finish the development, what would you need? Those would be covered in P7- technical guide

 

BD:

All to work in the same group. All must hand in P5 (plan + testing record)

Some will test each other's game (M4)

extension: Based on the feedback, describe how you would improve your game. (M4)

AS group

  1. AS Thursday – Finishing all features of the packages
  2. Using the homework to peer assess
  3. Rewrite the answers for 6 mark standard.
  4. Use the best 6 marks one for modal work.
  5. Prepare for mock next
  6. ALL mock questions will be from the book
  7. Follow up – the mock problems –
  8. Use the good students – or teacher comments to rework

Groups

Monday:

Do the same question, leaders’ will be checked – discuss, rework, then collected.

Thursday – mock

Monday discuss questions in the paper

Next Thursday - mock test

Wednesday

BNC: Complete P4, P6 and hand in at the end of lesson.

BED: Test plan, testing (P5), test each other's game (M4), different testing methods (debugging tool of Flash, Compiler messages, output error messages, trace(),) (M3)

Hand in today: P5, P6, (M3, M4 raw data)

MiCommunity -

Tuesday

Tutorial - coursework auditing, attendance, UCAS point calculation, Trip preparation, come back for MiCommunity project.

G17 - BNC - P6 is due for the extended deadline. Must address the problems described in P4.

 

INFO3

Testing: feedback individually - C.

 

Monday -

AS

Reading - http://www.bbc.co.uk/news/technology-17333601 (cover title, and abstract) - who is Jonathan Millican?

  1. Mock test next Thursday - to cover all chapters 1, 4,5,6,7
  2. Today's AIM - to know all the key features in the package, learn to use some of them
  3. Before the practice, do one exam question
  4. List the key features and purposes
  5. Do one practice - one for each

 

BND2

Unit 16,

Unit 16 - M1 - Read Task 2 of the Brief. Research to find a few policies and procedures related to maintenance. Summarise their main points, describe what would happen without them.

Individual research, present to group - present to class.

Deadline for M1 - Next Monday.

Unit 31 M1 - read Task 3 of the Brief. Based on P2, name 3 pairs of stakeholders, 1 pair with common interest in the organisation, 2 with conflicting interests. Describe how they are common or different. Describe some methods or ways of influencing the organisation in order to get what they want.

 

Friday

BND - ALL Ps are due.

BNC: P4, P6 are due

Thursday

BED hand in P5, M3, M4

Extension: P6 (Q: check your mobile phone user guide, what are the headings and subheadings in the contents table?)

P6: Aim is to produce a guide book for players of your game. It should help the player of your game to set up, to find instructions, to play, to troubleshoot, to get help from other sources.

Check the sample folio

 

BD: P5 second part - testing. Some will test each other's game (M4)

P5 testing - test plan

demo of game by

Marvin - Dawid, Sohail/Mazin - Edris, Yasin, Adrian /John -Andrez, Kafiya, /Yasmin - Mohamed, / Hassan - John Ipendi, Abdi,

/ Kitty - Rianna ------- Team work - cooperative, explain, on paper, how to find out, websites - all4all.co.uk

Ibrahim, Ugur, Sivan, Emmanuel, Abdalla,

Tell the leaders to prepare - Peer assessment to be done. Leaders to ask questions to check understanding. And then take questions from the audience.

Test each other's game and fill in the form.

Game Developer Name: ____ Comment
Tester Name: ____  
Date:    
Good things about the game (>=5) Things to be improved (5 minimum)  

 

 

    

 

 

    

 

 

    

 

 

    

 

 

    

 

 

    

 

 

    

Based on the feedback, describe how you would improve your game. (M4)

AS group

Introduce Ch7, exercise on each package mentioned in the book.

Aim - to know all the key features in the package, learn to use some of them

List the key features and purposes

Do one practice - one for each

 

Homework - attempt questions at the end of each chapter (4, 5, 6, 7)- Q1 from each chapter due next lesson (Monday)

Next Thursday - mock test

Wednesday

BNC: Complete P4, P6 and hand in at the end of lesson.

BED: Test plan, testing (P5), test each other's game (M4), different testing methods (debugging tool of Flash, Compiler messages, output error messages, trace(),) (M3)

Hand in all by Thursday.

MiCommunity -

Tuesday

Tutorial - 10.45 - Talk on "notgoingtouni", UCAS + Other options

G17 - BNC - P4 Deadline for Wednesday 9am

Analyse the screenshots to find out what need to be upgraded.

(1) Task manager, what information can you get out of it? What to upgrade based on it?

(2) Event Viewer, same questions.

Extension: upgrade them and take photographs as evidence.

Extension 2: annotate for P6

INFO3

Testing:

 

Monday -

AS

Reading - Ch7 Qs

Homework- if not, go away and do it.

presenting to class - one per person

market hall - 3 groups - leaders stays to

criteria for selecting output devices

criteria for selecting storage devices

criteria for selecting input devices

homework for today - revise and do exercises at the end of the chapters, due on Thursday

Thusday

Exercise - on the 3 chapters - and discussion

Next Monday - Do ch7 in lesson

BND2

Unit 24 P6 (re-introduce), P3

Unit 16 P4, P6

Unit 31 P5

ALL DUE THIS WEEK. ALL the Ps in all the units

P6 - copyright law - the aim is to know when and how to use it for your own protection, when you use others' work, or when you have work to be protected

Summary of the law: exclusive rights to use, alter in any ways ot the owner of work and intellectual properties. If you are not the owner then you need the opwner's permission rto use them, or alter them. This law covers ... for 50-75 years. It varies around the world in how the rights is granted. Once matured the rights needs to be renewed or anyone could use it for free beacuse the protection is lapsed.

The best country is the UK where the rights is born with the work.

If you need permission, how do you get it?

Find out who the owner is - using information on the resource, getting information from the user, contact copyright.com

Show an example of you getting permission from the owner.

 

 

 

Monday

Reading a bit every lesson! - 2 questions - one basic, one challenging -

Anne to introduce scanning and skimming when finding specific information

Then 5 minutes reading and answering questions - quickest to get it.

Then present one given storage device to the class.

Homework: read Chapter 6 and answer the questions - hand in Friday, after Thursday lesson.

 

Thursday - A level INFO1

Continue to complete the questions and the table.

Be ready to present one device to the class on Monday.

And answer questions from the floor/audience

Move on to the "higher level questions" when finished.

Homework - questions (ch5) to hand in on Monday

 

Tuesday:

U22-

change of tutorial time - from 3-4.15 to 12:45 - 1:45pm???

without handing the P4 evidence, stay behind if not.

Extension: complete Level 2 independently.

Thursday: ALL attempt Level2

if completed Level2 already, collect evidence, in the same way as they did for Level 1.

U16 - G17

Starting P4 - tools demo

Reading in every lesson - 5 minutes - 2 questions - let's see who get the answer firstquestions -

A2 - ACCESS -

Build the prototype -

Spreadsheet - multiple sheets and linked

 

Monday

 

Deadline: Thursday 4pm.

 

 

  1. Tuesday A2 - Access - Table - design normalisation -
  2. Tuesday BNC2 - U16 - P3 / P4
  3. Tuesday BD3 Y1 - U22
  4. New Project - game design for lower levels and other schools -
  5. Eventually - different platforms, different types of games - live online presentation, polling and voting
  6. Project - The Games Studio
  7. Level 1 can come up for Tuesday lesson to test and chat about the games - 7ish stdents

 

 

Thursday: (1) Presenting and (2) Exam Type Questions (3) Ask Exam type questions

    1. Each student is to present one input device, explaining where it could be used, how it works, limitations and benefits
    2. Use the higher level questions for testing
    3. Ask three exam type of questions per students and share by readin gout and noting down.(Monday to continue this)
    4. collect homework today.

 

Research to find a bank cheque, a gas bill with turnaround document, a multiple choice question answer sheet,

Higher level questions for Chapter 4 Input devices

  1. Explain your reasons for your choices in the hardware matching exercises (3 per match)
  2. For text input, why is the use of scanner and OCR is more advantageous than typing on a keyboard? (6)
  3. Why do shops choose EPOS and EFTPOS systems over manual tills? (10)
  4. Satallite navigation system is used for delivery. Choose an input device for the system and explain why (5)
  5. What problems could there be for scanning and OCRing documents to convert handwritten and typed text into digital files, suitable for word processing. (4)
  6. Describe how each device works.
  7. Make a complete list of hardware devices required for a brand new supermarket. 1 item per type.

Chapter 5 - Storage devices

  1. Explain why you chose the devices over other alternatives
  2. What printers should be used for a hotel? Why?
  3. What output devices to use for satallite navaigation systems? Why?
  4. How does speech recognition work? what hardware and software are required?

Chapter 6 - Output devices

Chapter 7 Select the right software

 

Unit 22 - BD

Marvin and Mazin to present their game to class with explanation of code - speak to them -

Followed by questions and answers

Then pair up to play each other's game - owner explains code and game play, CORRECT AND IMPROVE, The other will listen and question. (Improve your own game, comment the code)

Then switch role,

produce evidence for P4 (graphics annotated, code commented, print out)

 

pair-up list

Hassan - Yasmin

Edris - Kitty

Jonathan Batakalua - Abdallahi

Yasin - Emmanuel

David - Adrian - Andreij

Kafiya - Enoc

Marvin - Rianna

Sohail - Mohamed

Ibrahim - Mazin

Jonathan Ipenda - Ugur

Abdi - Kelpish

 

Unit 22 - BED

Demonstration of game - explain the work

PAIR UP TO EXPLAIN AND IMPROVE, HELP ECH OTHER - SWITCH

Mehmet - Natasha

Lazar - Daniel blackstock

Hewlton - Gabriella - Nadia -

Daniel - Fatma

Alysiha - Dominika

Produce evidence for P4

Next lesson - use of Arrays and then start level 2 of the game

 

AS INFO 1 - Chapter 1

Health issues arise from (1) incorrect use of system, (2) poor environment and hardware settings, (3) poor software design. For health issues RSI, Back prob, Eye strain, Epilepsy, Stress, KNOW the SYMPTOMS, CAUSES and PRVENTION methods.

4 groups and each is responsible for a section of the text - read, summarise, present to group

  1. RSI, Back problem
  2. Eye strain, Epilepsy, Stress
  3. Health and Safety (Display Screen Equipment) Regulations of 1992
  4. Software Design impact on health and safety

Do one topic, ROTATE PAPER, then THE LAST ROUND, ROTATE, LEADER STAYS ON TO EXPLAIN, MEMBERS JOIN OTHER GROUPS TO LISTEN ND QUESTION.

THEN ORIGINAL AUTHORS WILL COME UP TO EXPLAIN TO THE CLASS.

 

Unit 16

Requirements of P1

Work on it and email me

Presentation of P1 -

Question

Why do you do x task?

When do you need to do y task? How often do I do it?

How to do z task?

 

To look after the computer to ensure smooth continuous operation. For example, checking the cables and connector to ensure they are well fastened. Check mouse and keyboard to make sure they are clean and working, replace lost keys.

To troubleshoot and repair. For example, when the system stops booting up, the technician needs to ...

To upgrade to enhance the performance. For example, ...

What are the maintenance tasks?


Check and clean the keyboard

– to make sure all the keys are in the right position, it is clean and hygienic for the user, well connected

 

 

.
What is scheduling? It is to set up a task in a system for computer to carry out automatically when the time reaches the set point.
How to do it?
Go home and try it. Control panel -

 

Academic Writing

•Requires good grammar, formal language, subject terminology

–Talking, discussing – try to use subject terms

–Use connectives

–Report sources – A said .... B said... According to C....

–VARY THE SENTENCE STRUCTURE TO MAKE IT INTERESTING

 

 

Learning to Program is the same as learning a foreign language.

Vocabulary ---

Eat, Apple, computer, ------------------

stop( );, var....; function, addEventListener( );

 

Wrong spellign ---- addeventlistener ()

 

Grammar --- I like to play computer games.

sentence structure ------- function structure,

paragraphs ----- ----------- event - event handling - --

ball.x = 100;

ball.hitTestObjet(paddle);

function nameOfFunction(){

 

}

THREE MAIN CONCEPTS - variable, function, event

 

 

Maintenance

  1. To look after the computer to ensure smooth continuous operation
  2. To troubleshoot and repair
  3. To upgrade to enhance the performance

Research & Present these topics:

Housekeeping procedures – list all the housekeeping tasks, purpose and how to do it.
Health and safety issues - As a user or practitioner; symptoms, prevention, legal requirements or procedural guidelines. laws
Policies and procedures: find examples of policies and procedures, why are they necessary?
Environment protection: issues (what problems could be caused by the use of computers), how to protect the environment, t
Diagnostic tools for Windows, Mac, networking
The best of all – hardware devices research

Ergonomics

http://www.hse.gov.uk/humanfactors/index.htm

Electrical Safety at work

http://www.hse.gov.uk/electricity/index.htm

Electrical inspection and testing

FAQ - http://www.hse.gov.uk/electricity/faq.htm

 

injuries and FAQ

 

Unit 16

P1 -

What is meant by maintenance? Full list of sample tasks

What is meant by routine and non-routine maintenance?

What is "Scheduling" and how to do it

Why is planning and scheduling important?

 

 

 

Unit 22

    1. Storyboard

    2. Pseudocode

    3. Continue with P4

    4. Yesterday - random, hitTestObject, score, display, creating object using code - bullet.

Revision Folder Checking

      1. mind map of each chapter
      2. summary of each chpater
      3. online questions of each chapter
      4. questions in the book
      5. past papers
      6. past papers again
      7. go over the summaries and mind maps again
      8. test each other

Cloud Computing

Need to answer three questions

  1. What is it?
  2. How does it works?
  3. What impact does it have on the scoiety, individuals and organisations?

What is "the cloud"? It is a network of computers, or a netowrk of computer networks.

Cloud computing is the delivery of computing functions as a service rather than a product. The user dos not buy the product, the hardware or software and is not responsible for the maintenance. Instead the user subscribes to a service provider and pays for the usage (time or units of work) of the srvice. Some exmples of this could be backup of data via data centres, email service by ISP, and online processing (creation of webpages, image processing, file validation, etc)

How does it work?

There are two layers - back-end and front-end. Front-end is the user interface which should be similar or identical to its traditional look. The back-end is the servers and network technologies in operation to support the delivery of the service.

 

Why do people push for its implementation?

suitable for big players. economies of scales, cost reduction in the provision,

To the user: flexibility and cost reduction. no more maintenace, less initial capital injection,

Hotel or House? Analgy: Build a house or live in a hotel. Going to a new town, £200k to buy a new house, good, you own it, do whatever you want, like. Hotel, cheap, £150 a week, no need to worry about water, electricity, gas, etc. if leaking, call for service.

A 3D engine for game design, buy or do it online?

Employment pattern

Ethical issues

Economic issues

 

 

Data flow

Information flow

System process flow chart

for the game design

 

 

Revision folder checking:

 

  1. Minimum: (knowledge)
    1. Mind maps of each chapter - overview of the content - on one page)
    2. Summaries of each chapter (try presenting to the class, many pages)
    3. Answers to all the questions in each chapter (online ones), and the ones in the book
  2. Next level: past paper questions to practise exam skills, self marking (skills)
  3. Next level : the papers again and again, self marking, peer marking
  4. Next level: Make questions using them for each chapter.
  5. Next level: test each other

 

Classroom displays - no room is fixed, or could display criteria, sample work. HOW can a room be fixed for the teacher? or several teachers to share a room - fixed.

Forster a CAN-DO philosophy - motivation, self-esteem and confidence - + independent learner.

they can be achieved by engaging students in a non-threatening and supportive environment. Clear purpose, pace, encouragement and positive feedback are the key elements of such classrooms.

participation - and engagement -

How to assess if they have learned?

Effective feedback

- timely and right amount of detail (especially including how to improve to achieve a standard)

The feedback needs to point out the errors, the weaknesses, the criteria it is failing, how to improve to meet the criteria.

different ways of saying - expressions - should be allowed - as long as it is not wrong. But could recommend better ways - e.g. being more persuasive, more vivid etc.

Build peer/self assessment into the assignment/task

Objective: HOW TO PRESENT YOUR WORK?

Unit 24 - P3 - The client requirements

  1. The work should have suitable title and clear headings (introduction, user requirements, client requirements, chcklist)
  2. It should state who the client is and who the users are. then followed by requireemnts.
  3. It should have a checklist at the end.
  4. The whole document should read as ONE- proper linkage between sections.
  5. It should make clear sense to the reader.

YOU ARE THE TEACHER NOW for 5 minutes! Peer assessment - Mark, using a pencil, peer's work, Write down your name as the assessor. feedback to the author, Submit both copies to me after correction.

Alternative - self assessment by following the same procedure.

In the end you must have 30% of the tasks assesseed by a peer.

 

Unit 24 P2 -

The title

the headings (Introduction, old system, recommended hardware, conclusion for hardware, research and discussion about the findings of software, conclusino of software recommendation)

 

 

 

YOU ARE THE TEACHER NOW for 5 minutes. Peer or self assessment.

Lesson objective - "HOW TO EVIDENCE P4?"

Unit 22 - P4 - Create a working game for a given specification

Introduction: stating what you are about to do. What you are presenting below. (the evidence of your creation)

Produce the screenshots and annotate them clearly evidence your work.

Then, work in pairs, read each other's work, mark and comment on the work as if you are the teacher. Using a pencil. Give feedback to the author. The marked work and the corrected work should be submitted to me later.

Alternatively, do the same on your own work - self assessment.Then hand in both copies (old and corrected)

how to best FEEDBACK

 

 

 

 

AS Revision: Not suitable as each is on their own pace.

A2 Revisino: Not suitable as each is on their own pace.

Learning stage - yes - plenty peer assessment and self assessment. Mark own answers, debate, discussion.

 

What is strategic development?

 

 

How can ICT support the staff and students of a school?

 

 

How to determine if formal or informal information flow is more appropriate?

 

 

 

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Upload to the website

  1. WHERE to start?
  2. Your purpose of studying the PM is:
  3. What is described in the PM?
  4. Do you know ALL the vocaularies used?
  5. Have you linked each key word to the chapter(s)?

 

Where to start? Your purpose is to understand the material fully, so that you will be able to answer questins about, give recommendations and justify your points with INFO 3's knowlege.

 

 

Revision - analyse the question - what is required by the examiner or the one who askes the question.

e.g. not knowing how to tackle 10 pt question. get only 2-3 out 10.

 

 

 

 

Example test plan:

Game Title: _ Break the Brick

Type of test: _ White box; _ Black box; _ Module test; _ System test; _ User test

Test Focus: _ ball movement; _ paddle movement; _interaction with bricks; _ display update; _ .....

Test # Date Test description Data Expected result Actual result Corrective action
1   The ball flies upward to start and bounce off all bricks click on paddle or space bar press or click anywhere on stage      
2   The ball bounces off the left wall        
3  

The ball bounces off the right wall

        
4            
             
             
             
             
             
             
             
             
             
             
             
             
             
             
             
             
             
             
             
             
             

 

respond to key event

respond to mouse movement

Each group will sit together in a cluster to enable fast track development. OR alternately sitting to help each other.

Group 1: Adrian, Dawid, Andrei, Jonathan, Mazin, Marvin, Hasan, Kitty, Yasmin

Group 2: Edris, Jonathan IPenda, Sohail, Mohamed, Emmanuel, Kafiya

Group 3: Abdula, Ugur, Enoc, Rianna, Yasin,

Group 4: Sivan, Ibrahim,

 

 

23/11/2011

A student says "Attendance policy for ensuring that students are in college everyday. This will ensure that the students do not miss any learning and don't jeopardise their chance of achieving the best grades possible." the end.

Teacher's comment "The policy should specify how to ensure. The above is fit for the purpose part of the pilicy, or for the strategy. Needs detailed measures (proceudres) to ensure the aim is achieved."

Teacher's example:

"Use an online register for the registration process.

Set up an intranet to host the registration. issue a laptop for each teacher to do the register in lesson. The backup measure is to set up a desktop PC in each classroom for the teacher to do the register.

At the end of each lesson or each day, the system will generate summary reports automatically and email the link to the manager or teacher or ...

The system will automatically email the students about their absence.

The hardware system will be bought through a bidding process to select the best benefit/cost ratio

The register will be designed by Team X. Supported by Capita Inc.

ICT manager is responsible to train the teachers.

The first training is an in-house off-the-job inductiontraining.

Then individuals can book sessions.

users will be issued Username and password. The access is fully controlled and logged. All changes to the data will be logged.

Only teachers and managers are allowed to alter the register once it is been submitted."

Read the above sample and group them into procurement, security and training sections.

 

22/11/2011

A2 - not enough work produced.

 

BD3 - well done - enough work done in lesson

Not enough homework - practical exercise - no flash or no computer at home.

Thursday - coding - hand in the homework - specification + game idea + storyboard + pseudo code + action list

BND2 - U6 deadline for this Friday

 

21/11/2011

Issue 1: Not enough time allocated for revision

Issue 2: Not analysing the question

How to revise?

 

Tasks:

de·duce

tr.v. de·duced, de·duc·ing, de·duc·es
1. To reach (a conclusion) by reasoning.
2. To infer from a general principle; reason deductively: deduced from the laws of physics that the new airplane would fly.
3. To trace the origin or derivation of.
infer
conclude, reason, reason out - decide by reasoning; draw or come to a conclusion; "We reasoned that it was cheaper to rent than to buy a house

Induce

4. (Philosophy / Logic) Logic obsolete to assert or establish (a general proposition, hypothesis, etc.) by induction

 

induce - reason or establish by induction

logical system, system of logic, logic - a system of reasoning
conclude, reason, reason out - decide by reasoning; draw or come to a conclusion; "We reasoned that it was cheaper to rent than to buy a house"

 

Allocation of chapters

 

18 Yusuf, Promise;

19 Zainab, Rhea,

20 Ejow,

21 Pierre,

22 Arron, Clinton

23 Kathryn, Mohammed

24 Samson, Przemyslaw

 

 

Next lesson

Prepare questions for each chapter - enter into the website

Monday - Lesson - present your chapter to the class

 

 

 

A2 ICT Strategy, Policy & Procedures

What it is: LOW Level and must know

A strategic and long term plan for ICT equipment and services to support the organisation's overall goals and aims.

Policy is the rules for the organisation to follow. They are the action plans for implementing the ICT strategy in the organisation. They contain procedures, which are step-by-step guides, to ensure the ICT strategy is enforced. Each policy would have a purpose section, a scope sectin, the rules to be followed, a disciplinary section and Review date.

 

Apply (Synthesis)

Level 1 BTEC students - THE ISSUE: disadvantaged students (aged over 16 below or at entry level) - difficult in retaining their attention, poor achievement level

Learning needs + physical disability, new to the country (qualification), behaviour.

Bored for some, easy for some and too difficult for some others - too easy for them....

as a result, poor attendance, slack work,

Wide range of needs, all to achieve to their

move on to L2 for some, some another L1 course.

The aim of the centre is: To motivate them all to achieve the best learning possible,

ICT Strategy (to support the overall organisational goal)?

(Apart from ICT strategy, there might be also a recruitment strategy, marketing strategy, finance strategy, cross-centre support strategy, etc.)

Devise the ICT Procurement Policy to support the goal -

Devise the ICT Training Policy for the staff (cross centre) to suppor the goal

Devise ICT Security Policy to support the goal - (copy from other's work - prevention)

Set up the E-Learning system to support the goal

Online register to improve attendance & punctuality

Quick response unit to improve attendance & punctuality

Set up the ICT progress tracking system to support the goal

Research - interview etc.

Anne to brief the group on the background issues of L1 group.

 

Policies:

Proceudres:

 

Collect questions ---- use the web