. module 1 | module 2 | module 3 | module 4 Authors Note: If students are informed of the outcomes by which they will be assessed, they may consider from the beginning what process they wish to take through this course and be fully informed. Information on both learning.outcomes and assessment instruments (1 2 3 4) are available.
Module 1 Jump to the lessons Systems, Resources and Power are the primary foci in this module. Students explore interactions between systems, economy and business, decision-making, citizenship, government and access to power through analysis of key areas of information technological dependence in western societies. Outline of Module One: Over a period of five lessons students begin to investigate and collect information about what role technology plays in modern society and how it is controlled. In the final two lessons students focus on researching a system of technology (eg: communications, security, power, or other electronic networks) and develop a written summary of how these systems operate in a regional, national or international area. General Learning Outcomes: This module begins students exploration of the genre of information technology dependence. Students will develop literacy in regards to the social implications of technological use and inter-dependence through class and independent learning. This module requires students to begin to formulate ideas about the implications and ramifications of information-technology systems and to begin to formulate concepts about how these systems can be improved in terms of equity, access, public control, or by regional agreement. Curriculum Learning Outcomes: The Questions in this module are based on the following: a)
Core learning outcomes SRP
6.1 Students develop and test a hypothesis related to a relationship
between global economic and ecological systems. SRP
6.3 Students advocate to influence Australia' s role in the future global
economies or environments. SRP
6.4 Students communicate informed interpretations to suggest reforms to an
economic, political or legal system. SRP 6.5 Students apply an understanding of social justice and democratic process to suggest ways of improving access to economic, political and legal power. b)
Discretionary Learning Outcomes BY6.1
Students predict the consequences of attempts to reform economic,
political or ecological systems. BY6.4
Students propose changes to economic, political or legal systems to make
them more democratic and socially just. BY6.5
Students suggest solutions to problems involving inequitable distributions
of power and resources in a global context. Resources: Initial exploration of the technological and social issues is facilitated by both the lesson.materials and the web.links provided. These allow students to begin to build a foundation of knowledge. Links can also be found to graphs of statistical information from the Bureau of Statistics which indicate the level of: Australian Business Use of Computers | Australian Business Use of Internet Lessons The lesson list for this module is available HERE Suggested Examination Mechanism: Students formulate a two hundred and fifty word essay in which they answer one of the core or discretionary learning outcome questions. This essay will form a component of their later group work. For a marking mechanism see SIT Assessment Instruments Module 2 Jump to the lessons Time, Continuity and Change are explored through investigation of the implications of a threat to information technology systems. While such a scenario may have a global basis, students focus on the implications to their own Asia-Pacific region. Outline of Module 2: In this module students extend their knowledge of the nature and ramifications of changes to continuity of technological infrastructure in the Asia-Pacific region. Students develop a contingency plan that would protect against the problems arising from one of three scenarios. These are: a) Hacker Disruption b) Viral Damage c) Machine Control (AI dominance) and analysis what this plan provides that current safety mechanisms do not. This stage of unit involves students furthering their understanding of issues such as distribution systems for food supply, energy and electricity sources and distribution systems, cash-exchange systems and the communications related to safety, and other critical services. General Learning Outcomes: Students should develop the ability to participate effectively in groups to pursue a generally agreed goal. This will be demonstrated by the ability to develop a creative analysis of the information exchanged within group collections . Core
Learning Outcome TCC
6.2 Students use their own research focus to analyse changes or continuities
in the Asia-Pacific region. Discretionary
Learning Outcome BY6.3
Students make reference to values and peer-generated visions of preferred
futures to suggest how they might contribute to creating better futures. Suggested Assessment Mechanism: See SIT Assessment Instruments Module 3 Jump to the lessons Outline of Module 3: At this stage students begin to expand their analysis to determine what differences their may be in this scenario as it affects other cultures. A regional perspective is expanded to a global perspective and analysis of difference begun. Culture and Identity are explored through consideration of the impact of technological change on different social and cultural groups. General Learning Outcome: Students should improve their ability to participate effectively in groups to pursue a generally agreed goal. This will be demonstrated by the ability to continue creative analysis of the information exchanged within group collections. Core
learning outcomes: CI
6.1 Students analyse the ways in which various societies inhibit or promote
cultural diversity. CI
6.4 Students describe specific instances of cultural change resulting from
government legislation or policies that have impacted on other cultural groups. Discretionary
Learning Outcomes: BY6.2
Students synthesise quantitative and qualitative data on perceptions of a
current cultural issue to develop a community information strategy. Suggested Examination Mechanism: See SIT Assessment Instruments Module 4 Jump to the lessons Outline
of Module 4: Students will synthesise their group findings, using a range of technologies
from word processing to multimedia authoring or through other mechanism as
agreed with their teacher to prepare a report that express predictions about
the impact of change on environments and makes clear links between their values of peace and sustainability
and their preferred vision of a place. Place
and Space are explored through
consideration of human-environment relationships, especially as they are
impacted upon by information technology. Activity: Working in groups, students create a presentation of their findings in the form of a project report delivered to their peers. This requires pursuing relevant information; learning how to access information efficiently; evaluating information critically and effectively; and to use information effectively and creatively to develop a report General Learning Outcome: Students should demonstrate social co-operation and reporting literacy skills. This will be evidenced by ethical behaviour in regard to information referencing, and working co-operatively in groups to create a group presentation. Core
learning outcome: PS
6.4 Student use maps, tables and statistical data to express predictions about
the impact of change on environments. PS
6.5 Students make clear links between their values of peace and sustainability
and their preferred vision of a place. Discretionary
Learning Outcome: BY6.2
Students use modes of delivery appropriate for informing and persuading
different audiences, to promote ecologically and economically sustainable
futures. Suggested Examination Mechanism: See SIT Assessment Instruments |
