Search results

Result list

• VCDTDI038

  Analyse and visualise data using a range of software to create information, and use structured data to model objects or events

  Elaborations

  • using features and functions of software to summarise data to create information, for example calculating a simple budget of income and payments and creating a summary table for analysis
  • visualising data to create information, for example displaying geocoded data on a map
  • applying a set of conditions to a spreadsheet to organise and filter data, for example using conditional formatting to highlight the state of particular cells, and filtering and sorting categorical data using column filters
  • querying an existing database to extract data for analysis, for example devising multiple selection criteria or using simple structured query language (SQL) SELECT statements to select records and retrieve specified fields
  • describing the attributes of complex objects, for example defining the records, fields, formats and relationships of a simple dataset
  • modelling the attributes of real-world objects for a computer game

  VCDTDI038 | Technologies | Digital Technologies | Levels 7 and 8 | Data and Information

• Digital Technologies: Levels 7 and 8 description

  In Levels 7 and 8, students analyse the properties of networked systems and their suitability and use for the transmission of data types. They acquire, analyse, validate and evaluate various types of data, and appreciate the complexities of storing and transmitting that data in digital systems.

  Stude...

  Level description | Technologies | Digital Technologies

• VCDTCD040

  Define and decompose real-world problems taking into account functional requirements and sustainability (economic, environmental, social), technical and usability constraints

  Elaborations

  • determining the factors that influence proposed solution ideas, for example user age affects the language used for instructions, dexterity affects the size of buttons and links, hearing or vision loss influence captioned or audio-described multimedia as alternative ways that common information is presented on a website
  • investigating types of environmental constraints on solutions, for example reducing energy consumption and on-screen output of solutions
  • identifying that problems can be decomposed into sub elements, for example creating a decision tree to represent the breakdown and relationships of sub elements to the main problem or identifying the elements of game design such as characters, movements, collisions and scoring
  • starting from a simplified system, gradually increase complexity until a model of a real-world system is developed, and record the difficulties associated with each stage of development

  VCDTCD040 | Technologies | Digital Technologies | Levels 7 and 8 | Creating Digital Solutions

• VCDTCD044

  Evaluate how well student-developed solutions and existing information systems meet needs, are innovative and take account of future risks and sustainability

  Elaborations

  • comparing student-developed solutions with existing solutions that solve similar problems, for example identifying differences in the user interface of two adventure games and explaining how these differences affect the usability or appeal of the game
  • judging the quality of a student-developed solution based on specific criteria such as meeting an economic need or contributing to social sustainability
  • investigating what features of touch input rather than keyboard or mouse input contribute to their success in meeting a wide range of needs, for example mimicking a common movement such as expanding or contracting a hand to change the size of an object on screen, suits users with a range of dexterity
  • evaluating the success of information systems in meeting an economic, environmental or social objective, for example interviewing a local business owner to find out how effectively their information system supports a business objective such as increasing market share
  • considering the effects of e-waste on societies and environments, for example the impacts of toxic chemicals when hardware is disposed of, and the practice of dumping unwanted digital systems overseas, particularly in the Asia region
  • comparing cloud-based information systems to client-based information systems on the basis of security of transmitted and stored data and energy costs

  VCDTCD044 | Technologies | Digital Technologies | Levels 7 and 8 | Creating Digital Solutions

• VCDTDI039

  Manage, create and communicate interactive ideas, information and projects collaboratively online, taking safety and social contexts into account

  Elaborations

  • discussing how different social contexts affect participation in global virtual spaces, for example considering the use of language, acronyms and humour, and providing opportunities for each team member to express their opinions on their own terms
  • organising the instructions and files in readiness for the development of a solution, for example applying a file name convention such as author initials, version and date to all data files that are going to be used to create solutions
  • creating a web-based project that involves modifying an existing website template or writing HTML and cascading style sheets (CSS), for example using web-authoring software and CSS to create a website that allows customers to interact with an enterprising solution, such as purchasing an item
  • devising and applying protocols to manage the collaborative creation of solutions, for example planning to use cloud computing to store common files and establishing virtual meetings that acknowledge time zone differences
  • organising the timeline, resources, file naming conventions, back-up measures and sequence of tasks required to collaboratively create solutions that meet specified needs

  VCDTDI039 | Technologies | Digital Technologies | Levels 7 and 8 | Data and Information