Series 9 Flexible Learning Toolbox

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Teacher guide

Information Technology ICA05

Series 9 Flexible Learning Toolbox

ICA50605: Diploma of Information Technology – Website Development

1/5/2006: Version 2.0

© Commonwealth of Australia 2006
The views expressed herein do not necessarily represent the views of the Commonwealth of Australia.
This work is copyright. It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgement of the source and it is not used for commercial use or sale.

Reproduction for purposes other than those indicated above requires the prior written permission from the Commonwealth. Requests and enquiries concerning reproduction and copyright should be addressed to the Branch Manager, Technology and Information Services Branch, Industry Skills Development Group, Department of Education, Science and Training, GPO Box 9880 CanberraCity, ACT, 2601.

Part of the Australian Flexible Learning Framework

E-Commerce Toolbox teachers guide

Table of Contents

General overview

Purpose

The context

Learning methodology

Learning design

Metaphoric teaching and learning environment

Learning pathways

Target audience

Language literacy and numeracy

Reading

Writing

Oral communication

Learning strategies

Numeracy

Facilitation requirements

Structure of the Toolbox

Common core units

Specialist website units

Elective units

Project based approach

The projects and units of competency

The projects

Resource packs

Tools and resources

Customising the Toolbox

Folder structure

Folder names

File names

Disaggregation

Customising assessment

Customising communication tools

Special features

Practical requirements

Facilitation guide

Resource packs

Project area

Units of Competency

PSPPM502BManage complex projects

Project 1 Stage 1:Project management for website

ICAA5151A Gather data to identify business requirements

Project 1 Stage 2:Business requirements for website

ICAA5158A Translate the business needs into technical requirements

Project 1 Stage 3:Technical specifications for website

ICAA5146A Develop website information architecture

Project 1 Stage 4:Develop architecture for website

ICAB5165A Create dynamic pages

Project 1 Stage 5:Create pages for website

ICAA5054A Validate quality and completeness of design

Project 1 Stage 6:Validate quality for website

ICAP5039A Match the IT needs with the strategic direction of the enterprise

ICAP5039A Match the IT needs with the strategic direction of the enterprise

Project 2 Stage 1:Strategic plan for website

BSBPM505A Manage project quality

Project 2 Stage 2:Quality management for website

ICAA5141A Design dynamic websites to meet technical requirements

Project 2 Stage 3:Design website

ICAB5180A Integrate a database with a website

Project 2 Stage 4:Database integration for website

ICAT5083A Develop and conduct client acceptance test

Project 2 Stage 5:Client acceptance for website

ICAS5202A Ensure privacy for users

Project 2 Stage 6:Privacy policy for website

ICAU5208A Use site server tools for transaction management

Project 3 Stage 1:Server tools for website

ICAT5081A Perform systems test

Project 3 Stage 2:Systems testing for website

ICAA5056A Prepare disaster recovery/contingency plans

Project 3 Stage 3:Disaster recovery for website

ICAS5102A Establish and maintain client user liaison

Project 3 Stage 4:Client liaison for website

Electives for the Diploma of website development

General overview

Purpose

This Teachers guide supports the E-Commerce Toolbox for the Diploma of Information Technology (Web Development).The Toolbox is a collection of resources and learning activities.

The section “Facilitation guide” provides guidance on assessments.

The section on ‘Customising the Toolbox’ provides guidance on how to customise the Toolbox to suit the needs of your learners.

The Teachersguide does not include installation instructions or technical information. You will find these in a document on the CD provided: ecommerce\shared\guides\computer_setup.doc.

Abbreviations used in this guide:

ITInformation Technology

RTORegistered Training Organisation

The context

The E-Commerce Toolbox is built around the idea of a newly qualified web designer winning a position in a virtual company (Online Systems Solutions) which uses the power of the Internet and telecommuting to connect its workers and allow them to do all of their work online. The telecommuting portal gives them all the tools to work, communicate, and learn online.

On starting the Toolbox, the learner enters the analogy of the employee who has gained a position working for the online solutions company. The learner is directed to the induction page to find information on how to navigate the Toolbox and is then advised to go to the projects area to begin work.

Learning methodology

Learning design

This Toolbox takes the approach informed by the methodology of situated learning.It allows for the development of skills that are highly relevant and developed through interaction within an authentic environment.

The learning design utilises:

• learner centeredness
• the teacher’s role as facilitator
• activity rather than content-based learning
• exploratory, structured, and constructive learning processes
• the integration of experiences, perspectives, and situations that enable the learner to transfer to authentic environments.

Metaphoric teaching and learning environment

Toolboxes integrate the training and activities within a workplace metaphor to make the activities authentic and engaging.This Toolbox uses the metaphor of a “Tele-worker” (i.e. an IT worker) who uses an Internet connection to connect to the workplace.

Learning pathways

The Toolbox has been designed to provide flexible pathways through the content, activities and assessments.There are a number of possibilities, for example:

• The learner believes they have the skills, in which case they may begin immediately on the project.
• The learner reviews part of the resource pack – just enough to get started – and then references the resources as required.
• The learner works through the resource pack in its entirety before beginning the project tasks.

Target audience

The target audience has been identified as highly computer-literate learners seeking training in advanced and complex IT systems. They may be school leavers or mature age learners with industry experience, although it is expected they will have completed the Certificate IV in IT.

Language literacy and numeracy

This section outlines and summarises the Language Literacy and Numeracy (LLN) standards utilised in the E-Commerce Toolbox.

Using the national reporting system on LLN, and in consultation with practitioners in LLN, we have determined that the entry requirements for this diploma level should be set at Level 4.

The National reporting system has definitions of five levels of competence and defines six domains of LLN.

Summary of level 4 indicators of competence

Reading

Reads and interprets structurally intricate texts in chosen fields of knowledge which require integration of several pieces of information for generating meaning.

Interprets texts which include ambiguity and inexplicitness where reader needs to distinguish fact from opinion and infer purpose.

Interprets and extrapolates from texts containing data which includes some abstraction, symbolism and technicality presented in graphic, diagrammatic, formatted, or visual form.

Writing

Communicates complex relationships between ideas by matching style of writing to purpose and audience.

Generates written texts reflecting a range of genres and using appropriate structure and layout.

Oral communication

Participates in sustained transactions with flexible use of range of generic structures for the purpose of exchanging or obtaining goods and services or gathering/providing information.

Participates in sustained interpersonal exchanges, demonstrating flexible use of register and a range of interactional strategies for the purpose of establishing, maintaining and developing relationships, for exploring issues, or for problem solving.

Extracts main ideas and most details from sustained oral texts.

Learning strategies

Evaluates appropriateness of learning strategies/practices and refines activities to achieve goals and enhance learning.

Numeracy

Selects and investigates appropriate mathematical information and relationships embedded in an activity, item, or text.

Selects and applies an expanding range of mathematical strategies flexibly to solve problems in a variety of contexts.

Examines and questions the appropriateness, possible interpretations, and implications of aspects of mathematical activity.

Uses a range of oral and written informal and formal language, and representation including symbols, diagrams, and charts, to communicate mathematically.

Although the standards that are set here are quite high, we believe they are appropriate, as the entry requirement for a diploma course is the completion of a Certificate IV in IT or equivalent.

Facilitation requirements

There are two main areas in the Toolbox: the projects and the resource packs.

The resource packs are generally self-contained and provide theory and activities to ensure learners gain the skills necessary to complete the projects.These activities include formative assessments.You may choose to ask learners to submit some of these activities if it suits your assessment requirements.

The projects provide an opportunity for learners to apply the skills (summative assessment) learnt in the resource pack.A number of collaborative activities have been built into the projects, requiring more facilitation at this point (eg setting up discussion forums and organising interview times).

Suggestions and support for facilitation has been provided in the section “Facilitation guide”.

Structure of the Toolbox

The Toolbox covers the following training package:

ICA50605Diploma of Information Technology (Web Development)

The Diploma consists of nine common core units, seven specialist units, and five electives, three of which are currently available in this Toolbox.

Common core units

These core units, which are common to the majority of IT Diplomas, are:

PSPPM502BManage complex projects

ICAA5151AGather data to identify business requirements

ICAA5158ATranslate the business needs into technical requirements

ICAA5054AValidate quality and completeness of design

ICAP5039AMatch the IT needs with the strategic direction of the enterprise

BSBPM505AManage project quality

ICAS5202AEnsure privacy for users

(Note – this can also relate to business analysis and planning)

ICAA5056APrepare disaster recovery/contingency plans

ICAS5102AEstablish and maintain client user liaison

(Note – this is post-implementation support)

Specialist website units

ICAA5146ADevelop website information architecture

ICAB5165ACreate dynamic pages

ICAA5141ADesign dynamic websites to meet technical requirements

ICAB5180AIntegrate a database with a website

ICAT5083ADevelop and conduct client acceptance test

ICAU5208AUse site server tools for transaction management

ICAT5081APerform systems test

Elective units

ICAI5212AImplement quality assurance processes for websites

ICAA5139ADesign a database

ICAB5068ABuild using RAD

Project based approach

The Toolbox is organised around three projects, which have been based on discussions with industry content specialists.The learner will be expected to take on the role of project manager for each project.

A project based methodology has the following benefits:

• Contextualised, authentic learning.
• Discussions with people working in related industry areas suggest that work is commonly managed and assigned around projects.
• Projects provide opportunities for higher level skills appropriate at the diploma level.
• Provides reinforcement of higher level concepts and skills such as project management and systems analysis by applying these skills on each project.
• Provides the opportunity to integrate analytical, generic, and technical skills to a complex and realistic situation.

The projects and units of competency

There are three projects associated with the Diploma of Web Development. On completion the learner will have met all the objectives of the nine core and seven specialist units.

The projects area provides a summary of all the projects.Each project is divided into a number of stages with each stage representing one unit of competency.Associated with each project stage is a resource pack.

The projects

Website project 1 – Bazaar Ceramicswebsite

PSPPM502BManage complex projects

ICAA5151AGather data to identify business requirements

ICAA5158ATranslate the business needs into technical requirements

ICAA5141ADesign dynamic websites to meet technical requirements

ICAA5146ADevelop website information architecture

ICAB5165ACreate dynamic pages

ICAA5054AValidate quality and completeness of design

Website project 2 – Bazaar Ceramics e-commerce website

ICAP5039AMatch the IT needs with the strategic direction of the enterprise

ICAS5202AEnsure privacy for users

ICAB5180AIntegrate a database with a website

ICAT5083ADevelop and conduct client acceptance test

ICAS5102AEstablish and maintain client user liaison

Website project 3 -Website performance

ICAA5056APrepare disaster recovery/contingency plans

ICAT5081APerform systems test

ICAU5208AUse site server tools for transaction management

BSBPM505AManage project quality

Resource packs

A resource pack contains all resources necessary to develop the skills and knowledge to complete the related project stage.Importantly however, the resource pack is independent of the project and only contains formative assessments (the project is the summative assessment).

Resource packs contain resources such as discussion papers, tutorials, activities, and selfchecks to ensure the learner has opportunities to develop the knowledge and skills necessary to complete the project tasks.

A resource pack equates to one unit of competency.

Tools and resources

Several competencies require specialised tools and environments, although this Toolbox has been developed independent of specific tools, environments, and platforms.As an example: Build Using RAD presents Rapid Application Development theory and explores the practical use of CASE tools.The resource pack includes images and reports from the CASE tool QDesigner. This has not been specified as a required resource for this competency although learners will need access to a CASE tool to progress through the competency. The RTO will need to specify a CASE tool for learner use, or allow learners to select their own CASE tool.The resource pack includes links to several CASE tools.

Where software is required to complete the competencies, suggestions have been provided in the Technical guide.

Customising the Toolbox

This section provides some guidelines and suggestions on how to customise the Toolbox for your needs.This includes suggestions for disaggregation (i.e. to divide into constituent parts).

Before you begin customising it is necessary to understand the folder structure and naming conventions used in the Toolbox.

Folder structure

The folder structure has been designed to facilitate disaggregation.Each project stage is contained in a separate folder with a separate index file, so that it can be used in isolation from the Toolbox.The resource pack also has its own index file so that it can be taken from the main Toolbox and used in isolation.

A segment of the folder structure and a description of these folders are provided below:

The “map_respak” folder holds all the resources required for the Manage projects unit (other than the finalproject or summative assessment)

Inside this folder there is a folder map_e0 which holds the introductory htm page (similar to index.htm).

There are folders (eg map_e1, map_e2, etc) for each element or resource in the respak.

The folder tocmenu holds the frameset and menu files (for this respak), and the index file.

There is a “shared” folder to hold all the shared files used by the entire Toolbox (eg style sheets).

The “wd_map_proj” folder holds project files required for the project stage relating to the Manage projects unit.

“map_proj_desc.htm” is the page describing Project 1 Stage 1.

“projectpak” is a folder containing all the resources required by this project (templates, Word or pdf files, etc - NOT the respak).

NOTE:Each unit is identified by a three-letter code (descriptor) as detailed below:

Unit of CompetencyDescriptor

Common Core Units

PSPPM502B / Manage complex projects / map
ICAP5039A / Match the IT needs with the strategic direction of the enterprise / msd
ICAS5102A / Establish and maintain client user liaison / mcl
ICAA5151A / Gather data to identify business requirements / gbr
ICAS5202A / Ensure privacy for users / epu
ICAA5158A / Translate the business needs into technical requirements / tbn
ICAA5054A / Validate quality and completeness of design / vcd
BSBPM505A / Manage project quality / gqm
ICAA5056A / Prepare disaster recovery/contingency plans / pdr

Specialist Units

ICAB5180A / Integrate a database with a website / idw
ICAA5141A / Design dynamic websites to meet technical requirements / ddw
ICAA5146A / Develop website information architecture / dwa
ICAB5165A / Create dynamic pages / cdp
ICAT5083A / Develop and conduct client acceptance test / dca
ICAU5208A / Use site server tools for transaction management / uss
ICAT5081A / Perform systems test / pst

Electives

ICAI5212A / Implement quality assurance process for websites / iqa
ICAB5068A / Build using RAD / bur
ICAA5139A / Design a database / dad

Folder names

Project folders

Project folders will be identified by the following naming convention:

wd_yyy_projwhere yyy = is the three letter competencydescriptor

Project resource folder

If there is an associated folder for project resources the name of that folder shall be:

projectpak

Resource pack folders

A resource pack is a stand-alone module that relates to the activities in one competency.The resource pack folder will be identified by the following:

yyy_respakwhere yyy = is the three letter competency descriptor

Inside a respak folder there may be folders that relate to a specific element of competency, in which case the folder naming convention is:

yyy_ezwhere z is the element number from the competency

Filenames

All filenames will be lower-case, no spaces (use underscores instead), and a maximum length of 20 characters.

The extension will be .htm for web pages, with other extensions as required and as per Windows associations – limited to three characters.

So that files can be grouped within a learning object, they should begin with the competency descriptor

i.e.yyy_[description].ext

Disaggregation

The Toolbox has been designed for disaggregation, allowing a facilitator to remove one or more resource packs (Units of Competency) from the Toolbox, or to disaggregate the project and resource pack from the rest of the Toolbox.