Showing posts with label Year 13 Programming. Show all posts
Showing posts with label Year 13 Programming. Show all posts

Saturday, 6 June 2009

Extra Curricular


A number of years ago while I was doing my teacher training I was working in a school that started classes at 8am as a glide class. This was a extra class the students could take to earn themselves some extra credits and develop some extra skills. I am thinking about offering something like that for my students next term, we have a opportunity to enter the LEGO robocup, there is just one problem. We have not done any work on robotics yet. This leaves in a position of having nothing.

I am proposing that we offer a class early one or two mornings a week where the students who are interested in entering this can come and design as well as program their entry.


It needs to be a well designed course that puts the students in charge, they will need there google apps account running, as well as access to a blog account? Do I make it a wiki and use sites in google apps?

Issues I can see, are students that start coming but when it gets harder they will drift away.
Wednesday morning is Professional Development - that we are required to go to.

Could this run during the students study period, will have to do a check on what options the student have what in, this is not too much of a problem as we can export the students subjects in option lines in our Student Management System.

It cannot put any extra burden on my timetable?

Another class is going to be xna programming using the curriculum so I can take some games that the students have created to Ulearn.


Saturday, 31 January 2009

Useful Web links for Computer Science/IT/Computing/ICT/Programming teachers


I have found a number of these websites useful for developing some programmes that have been useful in teaching students programming and included in these are some fun innovative projects.
If anyone has any other useful websites they use for encouraging students to get into IT I would love to hear about them!

K-12 Faculty Community Site http://www.microsoft.com/education/FacultyConnection/precollegiate
A source for curriculum resources, teacher forums, and program announcements

Programming Languages for Beginners
  • Alicehttp://www.alice.org/ – A 3-dimensional, drag and drop programming language from Carnegie Mellon University
  • Kodu - http://research.microsoft.com/en-us/projects/kodu/ A graphical programming tool for younger students. (Not available for public release yet!)
  • Scratchhttp://scratch.mit.edu/ – a light weight 2-dimensional, drag and drop programming language from MIT, for learning resources visit http://learnscratch.org/
  • Small Basic - http://msdn.microsoft.com/en-us/devlabs/cc950524.aspx Small Basic is a project that's aimed at bringing "fun" back to programming. By providing a small and easy to learn programming language in a friendly and inviting development environment, Small Basic makes programming a breeze. Ideal for kids and adults alike, Small Basic helps beginners take the first step into the wonderful world of programming.
  • Microsoft Popfly - http://msdn.microsoft.com/en-us/devlabs/cc950523.aspx Popfly includes a simple way to create and share games with your friends. Choose from a variety of built-in templates or start from scratch to create a side scrolling game, a 2D shoot-em-up, or a host of others. And best of all, you can get started without writing a line of code. You can also build mashups. Mashups are a kind of application that take information from many places and mix it together.
MSDN Academic Alliance http://www.msdnaa.net/
A Microsoft program for schools to get Microsoft Development software for labs, teachers, and students - costs attached

DreamSpark for High schools https://www.dreamspark.com/HighSchool/Default.aspx
DreamSpark High School provides professional-level development and design tools to students enrolled in an accredited, secondary educational institution at no charge.

XNA Game Studio Express http://msdn.microsoft.com/xna
Software for developing games for Windows, the Zune and the XBOX 360. Also links to the XNA community with sample code, tutorials and support forums.

Visual Studio Express Editions http://msdn.microsoft.com/Express
Free development tools (IDEs) for Visual Basic, Visual C++, Visual C# and Visual Web Developer

Beginner Developer Learning Center http://msdn.microsoft.com/en-us/beginner/bb308754.aspx
A web site for people of all ages who want to learn programming and web development. Tutorials, videos, projects and web casts

Microsoft Robotics Studio http://msdn.microsoft.com/robotics
Visual Programming Language for robots, runtime libraries for higher level programming, a 3-dimensional robot simulator with sample simulations, tutorials, and videos

Coding 4 Fun http://blogs.msdn.com/Coding4Fun
A web site for hobbyists and computer tinkerers - sample projects and information for doing fun and interesting thing with programming; often combined with interesting or unusual hardware

CSUnplugged http://www.csunplugged.com/
Computer Science Unplugged is a series of learning activities that reveals a little-known secret: computer science isn't really about computers at all!

Privacy
Also I know that we are back at school now, but 28 Janurary was Data Privacy Day 2009

January 28th, 2009 is the second annual Data Privacy Day. Intel has a great information page about this day and includes this explanation:

Designed to raise awareness and generate discussion about data privacy practices and rights, Data Privacy Day activities in the United States have included privacy professionals, corporations, government officials, and representatives, academics, and students across the country.

One of the primary goals of Data Privacy Day is to promote privacy awareness and education among teens across the United States. Data Privacy Day also serves the important purpose of furthering international collaboration and cooperation around privacy issues.

At the Intel Data Privacy Day page you will find educational resources that you may find useful in class. Items include:

Fun Stuff

Ok, now some fun stuff, got a webcam, now you can have your own Microsoft Surface,

One of the hottest new technologies in computer interfaces is Microsoft Surface which uses multi-touch to allow several items (like hands for example) to control things happening in software. The hardware for this is a bit expensive. OK it's a lot expensive. Microsoft recently released some software as an open source project that makes this technology a lot easier and less expensive to try out. It requires a webcam to use and the following Touchless SDK video shows what it is about.

http://www.codeplex.com/touchless/Release/ProjectReleases.aspx?ReleaseId=17986


And something for you Mythbusters fans out there, what is the difference between a CPU and a GPU?

Well there is cost for one thing. And prep time for another. Oh wait, you don't know what I'm talking about. Let me back up. Apparently at some sort of event the NVidia people wanted to show the difference between how a CPU works and a GPU (graphic processor) works. They also had an interest in entertaining people so obviously they hired the people from the TV show Mythbusters to create the demo. You can see the demo here. Now if you know the show at all you probably know that they are big fans of robots and of shooting things – all sorts of things with all sorts of shooting apparatus. Yep, there is some of that here.


Thursday, 24 July 2008

Programming problems in High Schools

We use a managed network system at our school which limits the students ability to run .exe files.

I have been using gamemaker through a virtual environment and discovered problems that would not allow students to run the executable in the virtual environment, due to Microsoft Virtual PC 2007 would not allow a graphics card greater than 16meg to be created, gamemaker requires a 64 meg graphics card or greater. We solved this by enabling an area on the network to run .exe files so the students could test.

The other programming software environments we teach run fine in virtual environments, visual basic and visual c# run well in Microsoft Virtual PC 2007, but this does not have USB support.

When my year 13 students asked whether we could create games for the xbox 360 through the XNA creators kit using the skills they have gained in Visual C#, I thought sure, this sounds like something we can do and works in well with Achievment Standards and the competition/learning resources for STUDENT INTELLECTUAL PROPERTY DESIGN COMPETITION located at http://www.nzfact.co.nz/education.html.

After a couple of months figuring out that Microsoft Virtual PC 2007 won't run the xbox 360 for windows game controllers, installing vmware player and getting all the systems working and testing we have encountered our next problem, vmware player does not support directx3d, there is no drivers or solutions around.

We cannot create the exectable file and copy it through to another area as XNA reequires you to debug the program first. How are other schools providing computer programming experiences, do you dual boot, run liveCD's run off USB sticks? have a complete computer science lab that is setup just for those classes?

Your help would be appreciated.

Note: 28/7/2008 While reading Lance Armstrongs book, it's not about the bike I came up with the answer for my troubles, give the students privileged user rights on the machine. they cannot access anywhere else or so anything on the network due to permissions, but user rights on the machine might just work. I just need to work out what machines they privileged  use and grant them access, no messy creating different user rights or anything like that. Why did I not think of that 6 months ago. I think it because I had my mind on something completely different. Shows what reading a book can do for you. Also we can test out the web browsers that we are going to create...

Monday, 10 March 2008

Robotics

I have ben working on my robotics unit plan for the term. We have a number of Lego RCX robots and a NXT robot available to us. I have been working on the theory behind the assessment. So far we have looked at Robots, where they fit into things, how they work and the three laws of robotics.

Asimov’s Three Laws of Robotics:
  1. A robot may not injure a human being or, through inaction, allow a human being to come to harm.
  2. A robot must obey orders given to it by human beings except where such orders would conflict with the First Law.
  3. A robot must protect its own existence as long as such protection does not conflict with the First or the Second Law.
But are these laws safe, there is a website that looks at these issues

"3 LAWS UNSAFE" ARTICLES
Is it possible to create ethical AI based on the Three Laws? Is it ethical to create ethical AI based on the Three Laws? What other solutions have been proposed for the problem? These questions are explored in the Articles Section. The articles give perspective on why the field of AI ethics is crucial, and why Asimov’s Laws are simply its beginning.

We have watched a couple of episodes of "Lost in Space", the 1965 original and I, Robot. We are now working on creating a couple of robots and getting some programs into them. However, to do this we need batteries and a virtual machine with usb support, something that Microsoft Virtual PC 2004 or 2007 doesn't have.

Saturday, 3 November 2007

Subnetting a network

One of the things that I have trouble with when setting up networks is the subnetting part. On digg.com today they an article that talks about how to setup a subnet for schools. This could be interesting part to talk about when doing the networking unit at school or the hacker high school.

http://www.learn-networking.com/design-basics/how-to-subnet-a-network.php

Denial of service attacks and how to prevent them
http://www.learn-networking.com/network-security/how-to-prevent-denial-of-service-attacks.php

Now one of the things I like about the learn-networking is that they have is a quiz at the end of each.

Monday, 22 October 2007

Hacker High School Movies

Facts behind screen hacks
http://news.bbc.co.uk/2/hi/programmes/click_online/7029540.stm

We see a lot of impressive hacking in the movies, not just taking over individual PCs but whole traffic systems and top security databases.

Waterloo Station formed the back drop for The Bourne Ultimatum, one of the biggest movies of the year, in which Americans take over all of the CCTV cameras. But just how realistic is that scenario and worse, what about a hostile takeover?

According to Sarb Sembhi, IT systems analyst at ISACA, local authorities and the police use network TV because they can take advantage of the technology that allows them to view cameras on any system.

"Unfortunately not only does it enable them to view any camera on their system from anywhere, it also means that other people who shouldn't have access to the system may end up having access to the system.

"Anyone can do this if they know what they're doing," he said. "It may not be friendly governments, it could be any government anywhere, it could be criminals, it could be terrorists, they can use the system for their own advantage."

Paul Docherty of Portcullis Security is paid by governments and blue-chip companies to hack into their systems. He has been doing it for 20 years and believes hijacking Waterloo's cameras would be a difficult feat

"The Waterloo scenario is a wired system, whereby they're wired back to a central control station. You would need access to the control station in order to gain access to the data.

"In a wireless network the camera has to broadcast whatever it's picking up across a wide area in order for it to be picked up by another system and then relayed to whoever is looking at the data. In those instances anyone can sit nearby and intercept the data.

"Potentially they could inject [data] packets in that so they could control the camera and point it in the direction they wanted it to go."

'Drastic attacks'

What about our critical infrastructure. Could undercover hackers take down a power plant or bring transport to a standstill?

An Associated Press report was posted on the internet last month showing an internal test by Homeland Security in the US to see if hackers could tap into the power network and shut down a turbine. The test succeeded.

"If you know something about SCADA technologies you can introduce yourself inside the network of power plants, nuclear plants, pipelines, hospitals, traffic lights in the city, airports and so on," said security evangelist Alessio Pennasilico. "Once you are inside the network you can do whatever you want."

SCADA is an older system that is still very common today. It allows you to acquire data from multiple systems.

Mr Docherty said: "In terms of how realistic the attacks are, personally I think it's somewhat over dramatised, the stuff of James Bond movies.

"However, what we're seeing is a convergence of technologies, and many SCADA systems are now connected to other systems which are connected to the internet via the IP protocol.

"So potentially the theory of the attacks is true. I think the realism of them is not so true. Someone would very much have to understand many, many proprietary systems in order to make such drastic attacks happen."

Personal safety

Hackers can also target individual mobile phone users if they are using a Bluetooth headset or a handset with Bluetooth switched on.

Bluetooth headsets rely on the phone to transmit radio waves to the earpiece. But they are vulnerable. That two way connection can also be a gateway into your handset.

"If there is a specific flaw in the Bluetooth implementation in the model of the phone you won't even know that a hacker is getting into that specific phone," said Dino Covotsos of Telspace Systems.

"A lot of different techniques include bluesnarfing and bluebugging. You can actually do something called STP tooling."

STP tooling is a method for establishing the services that are supported by the phone.

Mr Docherty showed BBC Click how easy it was to pull off all the contacts from a phone placed 10 metres away from him. Using a laptop and a free computer program available on the internet it took him about a minute. The target's phone did not make a sound.

He could also have lifted calendar and diary entries and even have made a call without the phone owner's knowledge.

Fortunately, newer Bluetooth phones now warn the user.

Portcullis Security also hacked into the programme's wi-fi system in 10 minutes. It was "protected" by a 128-bit WEP encrypted password. Again the programme they used is free and it is available on the internet.

You still need a degree of expertise to pull off a movie-style spying attack but it does seem that wireless systems in particular, while convenient for us, have made the hackers' lives a little easier, and those spy scenarios just a little more realistic.

Microsoft XNA: A Primer

Trying to find some more information on teacher microsoft XNA development to year 13 students. Using slashdot.org and the search term homebrew I came across this article

"Over at the education site Game Career Guide, they've got an in-depth primer of Microsoft's XNA, including interviews with Julie Ellen and Joe Nalewabau of Microsoft about the PC and Xbox 360 indie/student homebrew construction tool, as well as chats with two developers (Benjamin Nitschke and Alex Okafor) who have worked with XNA to some notable effect. Microsoft's Ellie claims of the efforts: 'Homebrew and independent developers are often very talented and have lots of creative ideas. Being able to officially write games directly for a retail console right at home is a first and could be very empowering for them. For the homebrew and indie scene to succeed we need to provide two things: great tools and access to a large audience. We're working on both.'"

Some of the sites that are listed are

XNATutorial.com also offers video tutorials - there's an amazingly comprehensive set there too, with everything from installation, right through to information on physics engines, and an immense number of topics in between.

XNADevelopment.com
hosts a number of interesting written tutorials on subjects like installation and how to find the first tutorial within the XNA download, as well as source code and instructions for developing a Tetris clone, and a simple controllable 2D sprite.

XNAResources.com also hosts a variety of tutorials, with a well put together series on map tile engine creation, plus they offer links to more advanced subjects like 3D engine solutions and stroke based text rendering.

Last, but certainly not least, is Xbox360Homebrew.com, which hosts tutorials, news, a gallery of user uploaded XNA titles, forums and developer blogs, and provides and excellent hub for the XNA community.

Sunday, 21 October 2007

Wizard Of Woz Keeps Casting His Spells

What would you do after founding a technology giant? Steve wozniak Uses those resources to keep innovating and following his creative impulses.

http://electronicdesign.com/Articles/Index.cfm?AD=1&ArticleID=17186

For many, "Vice President in charge of R&D" sounds like a good job - reputable, good pay, and maybe even exciting. But tack the words "at Apple Inc." to the end of that title, and you have, well, a whole different barrel of apples.

Steve Wozniak didn't earn this job with a good resume. He forged it, inventing the first single-circuit motherboard with embedded ROM in 1975. He and Steve Jobs had to sell their most valuable possessions to assemble a product line of Apple Is. Some people can't put a price on fame and fortune, but they can. About $1300 and a few IOUs later, they kinda made their money back.

Follow the Silicon Road

Wozniak didn't want to become an entrepreneur or take the world by storm. He was content with his job at Hewlett-Packard and even more content as a hobbyist. Wozniak worked at a bench from 1973 to 1976, optimizing designs for calculators other EEs developed.

"I wanted to be an engineer in a lab," says Wozniak. "The spirit of engineers was most important. I loved the engineers, loved the project, loved the company!" He spent his days at the plant and his nights batting around design ideas and inventions with the Homebrew Computer Club. "I'd be off in 'computer design world' and Steve [Jobs] would ask where it could go," he says.

This dynamic led to the sale of a wood-cased CPU comprising roughly 30 chips for $500 (then $666.66 after a markup) and the beginning of a revolution. "After Apple I, every computer used a keyboard," Wozniak says. "Before, they used geeky switches. It was a trading transition in history." The Apple I was a quantum leap in the available technology. Before Wozniak threw his hat into the ring, the Altair 8800 was the closest thing to a personal computer.

"You could turn it into a computer, but it was basically an Intel processor," Wozniak says. "A computer to me has to have the ability to program. Altair couldn't. You had to buy extra cards. I was well past that point. Sure, it used ones and zeros, but I wanted a real computer my whole life. I would've sold my house for a computer, but it had to run a program."

He created a motherboard and compatible components, but the product was more for a hobbyist or engineer than a consumer because users would have to add input sources, a keyboard, casing, and a display themselves. He wanted to bring it all together so anybody and everybody could operate an Apple right out of the box.

Playing Games

Born in 1950, he didn't have much technology available to him as a child, but he would stumble onto information about technology here and there. Picking up little scraps wherever he could, these bits of info would be like "little secrets" to him and his young mind - information he would keep that other people would flat-out ignore.

When he was 10, a book about a ham radio operator inspired him to not only earn a ham radio license, but build a transmitter and receiver by hand as well. He also conjured a game where he would experiment with adding and subtracting transistors to his gadgets. "It helped me very much. You sit down, think, plan, and make sure what you build is efficient. It's good practice for what engineering involves," he says.

Wozniak left HP in 1976 and formed Apple Computer with Jobs, asking himself how he could put these things in his head into the smallest number of chips. As a result, he would write his own Basic, even though he never programmed in Basic in his life. But that wasn't the only thing he would have to do on the fly. "Everything was created from scratch," he says. "Everything I did had to be made up for the first time."

Wozniak abandoned the wooden frame for plastic, added dynamic memory, had tape interfaces, and added color graphics and sound. "The Apple II connected everything. [It] was a 'Woz' from the ground up," Wozniak says. Users could also plug in cards to add floppy-disk or printer functions - or as Wozniak calls it, a true "plug-and-play" device.

Seeking Alternative Routes

Because of Wozniak's work with Apple, he had to bury other projects. You would think such a computing mind wouldn't drift toward other desires, but an urge to impart knowledge hibernated in his mind. After he left Apple in 1985, he formed his own company, CL-9 (Cloud 9). But after two years, he moved on from that to other endeavors, including teaching kindergarten.

"I wanted to be a teacher my whole life," he says. "Secretly, I wished it. I can't tell you how much fun it was when they learned something." Though he doesn't believe it would work for other people, discovering how much you can smile over how much you can frown is a lifestyle. "I was just doing what was fun for me," Wozniak says. "I would be doing this at home if there was no money."

He misses his time with the Homebrew Computer Club and Apple, though today you can find him playing polo on a Segway, working at Jazz Semiconductor, or off promoting his autobiography. "I miss the technical camaraderie," Wozniak says. "The whole feeling of being on a revolution, on the edge. I miss the intuitive philosophies."

Saturday, 15 September 2007

BP Technology Challenges

I used to do these a while ago with my students, I stopped doing them, I don't really know why. However I wish to bring them back into my classes, especially the programming courses.

BP Technology Challenges are available from http://www.royalsociety.org.nz/teaching-learning/bp-challenge/ <- fixed="fixed" link="link" p="p">
One thing I notice is that they have changed and more up to date.

I notice in one of the challenges that they have to design a moa for a television broadcast. Using this one I can see getting the students to write the brief with all the technology stuff that we need, they will then need to do gnatt charts on how to build the project as well as provide sketches. Get them to plan a conceptual design? I know it may seem a bit over the top, but its trying to make the subject different and interesting and getting them to work with others, teamwork.

Stop the Press from http://www.rsnz.org/education/bp_chall/media/2004/bpcS5.1-3.pdf
In a press conference held at Massey University earlier this week, scientists have released details of a long term project. Over the past several years a team of scientists have been working with genetic material of moa remains. After months of painstaking work they have managed to piece together the genetic makeup of a moa from 1000 years ago. The possibility of bringing a moa to life was raised. The excitement went further! It was suggested that the basic genetic makeup of the moa could be genetically modified to produce a moa that could survive most
significant changes to its natural environment by the year 3000.

Your Challenge
There is worldwide interest and for the TV news a lookalike live moa is needed. You are about to reveal to the audience the moa from 1000 years ago as well as the new age (genetically modified) moa.
Using the materials provided and members of your team to construct
• a lookalike of a moa from 1000 years ago and
• a genetically modified moa that would be more likely to survive the most significant environment changes in the next 1000 years.
Prepare a brief (20 seconds maximum) presentation for the audience which explains your genetic modification and why you made it. Be aware that there is a lot of controversy surrounding work with genetic material to create new plants and animals.
You will be provided with:
• corrugated cardboard (2 m in length) • egg cartons (x 4)
• newspaper (12 sheets) • coloured card (2 sheets)
• string (4 m) • paper rubbish bag (x 1)
• vivids (x 2) • cellotape (15 m roll)
• plastic bottles (x 4)
You may use the scissors provided only during the construction period then return them to your team judge.

Q. Are students doing 'technology' when they do a BP Technology Challenge?

It is important to remember that there are distinct differences between the type of activity involved in BP Technology Challenges and the technology curriculum. Essential Elements of the

BP Challenges are that they
- are fun
- promote the development of essential skills
- develop positive attitudes to learning
- can involve parents
- are both co-operative and competitive (in the sense of showing commitment, initiative, and perseverance)
- are motivational
- promote inter-school activity
- are practical (hands on)

Essential Elements of Technology Education as detailed in the curriculum statement are that it involves...

- investigation, use, and understanding of technological products, systems and environments
- development of knowledge of the principles and processes of technology
- identification and exploration of needs and opportunities
- creation and evaluation of ideas to improve or modify technology in relation to these identified needs and opportunities
- choice and use of materials, tools, and equipment skilfully and safely
- designing technological solutions
- working to agreed specifications and quality standards
- recognising the inter-relationship of technology and society now, in the past and in the future
- feeling empowered to contribute to a technological society.

BP Challenges complement the Curriculum Framework, but used on their own, do not allow students to explore the full breadth of technology education and to participate in authentic technological practice. The strength of the BP Challenges is the manner in which they provide a motivating context where the essential skills can be developed in a supportive atmosphere and where teams of students can compete to meet pre-determined success criteria, rather than against each other.

Answer provided by Debbie Chan, Co-ordinator BP Technology Challenges, The Royal Society of New Zealand - May 2000

http://www.tki.org.nz/r/technology/curriculum/faq_e.php

Monday, 9 July 2007

two seperate paths

I have been thinking about my year 13 programming course and the fact that it was open entry. I have been doing visual c# with them for the past term and around 7 of the 23 or so students can actually get something working. This is a kinda to do list for me over the next couple of days
1. Print of the students attainment for last year,
2. compare results, did they take the course last year
3. credits, have they got level 2, will they get level 3 this year

Talk to the HOD and make the course work for me, these students need level 2/3 credits. Quick run through 2780/2781 and they will get 12 credits, then get them into level 3 credits, research into contemporary IT systems currently in use in New Zealand. with what they have been doing so far in the course this might work, they research, and create a presentation, 18746? 3 credits, presentation 3 credits and the robots 5 credits and then finish the year with a task???? they will have there 14 level 3 credits. Presentation could be in a website? heaven forbid as a guide for students in the following year. 5 credits, 16 credits, I got this idea from a teacher I went to a workshop to in wellington, and how he had programming kids and other students.

Links
18746 http://nzqa.govt.nz/nqfdocs/units/pdf/18746.pdf Demonstrate knowledge of contemporary information technologies 3 credits

5940 http://nzqa.govt.nz/nqfdocs/units/pdf/5940.pdf Presentation 3 credits

18737 http://nzqa.govt.nz/nqfdocs/units/pdf/18737.pdf Create a website for organistation use. 5 credits

This means they will have to work, or I look at other standards to do with skills in publisher/word/excel

I still have to work out something for my web design students. Credits and the like. mind you they are doing two years of level 3 credits in the subject. Why would they complain. because 12 credits is nothing, mind you they are achievement standard credits, I could look at them doing a comparison of technologies.

why does blogspot not have the formatting tools available when using safari on the mac?

Tuesday, 3 July 2007

Issues

Can’t sleep at the moment and I think I have a cold coming on, also I can’t stop thinking how a course could be put together for a year 13 computer science programme. If this was to go ahead, what would be involved in setting it up. What knowledge would I need to be able to teach my students for the external?
Looking at what we put together with 2783 and 18743? It looks to be a good piece of work, could I look at integrating those units into my course for next year and would the students cope, it is a rather large task. 2783 looks at the contemporary computer components while 18743 looks at the technologies that is used in today’s business. Should I look at tech 2.6, does it still exist for students to contrast and compare technologies that are used today, cellphone, cdma, gsm, blackberry?
It has been five years since I looked at some of this stuff and it is starting to hurt. This is one of the thing that I am looking at, I have been a IM teacher and have lost a lot of knowledge that I will need to rethink and look back on. Would a stage one university course help COMP101? I started to think about the packet headers for tcp/ip today and hoe they work with the internet as well as the Class A, Class B, and class C addresses, I can remember two of them 10.x.x.x and 192.168.x.x, what was the other one?

If I was to enrol in a uni paper, which one and where, do I look at staying in the city over the holidays and doing summer school  or is it something I can do at night? When does summer school start? How would it affect the rest of my classes. I don’t feel I could do it extramural, as I had a bad experience with that when finishing off my bachelors project. But a good experience when I helped a mate out with his e-learning paper. Maybe because it wasn’t “my” work?

Or would I be bored with it due to I have done it before in my polytechnic papers, man that was 6-9 pm at night with HF101 and SF101 and the basic programming papers I carried out, and to this day I still don’t know how I passed HF101, I can’t even remember writing the stuff I did in class down. I have it on paper, but hey.

What would look at the stuff that I need to teach, with multimedia, would it be an exam based theory or a practical project? You need a way to assess the material taught in class, would it be a combination of both.

Moving on, year 12 programming end of year assessment, Using the Technology Achievement Standards to address a client’s need, creating a database to hold an orienteering events three day competition, Relationships on the three days linking back to the competitor, the different age groups, clubs? I know I did something similar at school in sixth form computing, but that would meet the requirements of the brief and the unit standard. Getting the students to compete around a course at school would be an idea for a double period, Set up two courses with plastic plates that spell a word when complete. I have a digital map of the school, it would just involve marking out the buildings and tress and any man made features on the site. OCAD. I have been meaning to do this for years but haven’t had the time, could I give it to a student to do? To work out? A year 13 programming student maybe?