Create a digital information outcome DTG 8-2
Apply digital information management tools to create a digital information outcome requires students to create a digital information outcome that involves manipulating and combining data from more than one application. The specifications for the digital information outcome, software and techniques to be used need to be determined prior to the outcome being made. When creating digital information outcomes students will use appropriate techniques and data integrity and testing procedures. Students will apply appropriate file management procedures, design elements, and formating techniques. Students will consider their legal, ethical, and moral responsibilities when developing digital information outcomes.
Learning objective: DTG 8-2
Students will:
- implement complex procedures to develop a relational database embedded in a specified digital outcome.
Indicators
- Applies complex techniques to design and produces a relational database embedded in a specified digital outcome that has a well-organised table structure use features of the software to allow data in at least one database table to be changed using another application.
- Applies design elements and formating techniques as appropriate to the outcome to create an interface for navigation, collection and display of data which demonstrates usability considerations.
- Shows accuracy in the application of techniques and testing procedures.
- Shows independence with regard to decision making in the application of techniques, and testing procedures.
- Undertakes techniques and testing procedures in a manner that economises the use of resources in the outcome’s production and its use.
- Applies data access permissions which follow legal, ethical and moral responsibilities as appropriate to the outcome.
Progression
Initially students learn to perform a set of basic procedures, as instructed, to produce a digital information outcome that involves manipulating and combining data from at least two applications out of word processing, spread sheets, database, and presentation software. Students should progress to using complex procedures to design and produce a database application with dynamically linked data.
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Teacher guidance
To support students to implement complex procedures to develop a relational database embedded in a specified digital outcome, at level 8, teachers could:
- provide an opportunity for students to learn and practice a range of complex procedures in a relational database
- provide opportunities for students to develop skills in Entity Relationships (ERD) and normalisation
- ensure students know how to allow data in at least one database table to be changed from another application
- provide a brief for a specified digital outcome, or guide students to develop their own brief
- ensure students are aware of the requirement at this level to produce a relational database with a well organised table structure and where data in at least one database table is changed using another application
- ensure students apply design elements and formating techniques as appropriate to the outcome they develop to create an interface for navigation, collection, and display of data which demonstrates usability considerations
- ensure students apply data integrity and testing procedures as they develop the digital outcomes
- ensure students can apply data access permissions which show they understand their legal, ethical, and moral responsibilities when developing digital information outcomes.
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Contexts for teaching and learning
Students need to develop a relational database embedded in a specified digital outcome. The digital outcome can be either a digital information outcome or a digital media outcome, for example a student who writes an app that connects to a database: the database could be embedded in a range of possible digital information or digital media outcomes. The specifications can be provided by the teacher or developed by the student (perhaps as part of a technology project). (Refer to AS91633 explanatory note 2 and AS91633 explanatory note 4 for examples of digital outcomes, and AS91633 explanatory note 3 for digital outcome specifications).
Students are required to design and construct a database with a workable table structure. The relational database design includes the table structure, interface design, and a plan for linking data between applications. Refer to AS91633 explanatory note 5 for further details. Part of the evidence students will need to submit will be this design work.
- Students must use complex procedures to develop the relational database. AS91633 explanatory note 6 lists these complex procedures and the wording implies all of the following need to be covered:
- creating queries which combine data from multiple tables
- creating queries which insert, update or delete to modify data
- creating customised input forms
- creating customised data displays from multiple tables (for example, reports, PDFs, webpages, program interfaces).
- Data in at least one database table must be able to be changed from another application (for example, spreadsheet, web page, Portable Document Format (PDF) form, student created custom desktop application).
- In addition to using various techniques to produce the outcome students must apply data integrity and testing procedures. Refer to AS91633 explanatory note 8. The purpose of this data integrity and testing is to ensure the outcome meets the specifications. A list of examples of possible data integrity and testing procedures is included in the teacher guidance section of the assessment resource for this standard.
- Students are expected to apply design elements and formatting techniques to customise data input and display.
Literacy considerations
- Applying data access permissions as appropriate to the outcome is clearly open to interpretation but implies it will not be ‘open access’ and there will be some user login or different roles (such as guest and admin) with different privileges.
- Assist students’ understanding of accuracy and efficiency by making them explicit in the task and assessment schedule, that is by giving examples relevant to the particular context.
Resources to support student achievement
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Assessment for qualifications
The following achievement standard could assess learning outcomes from this learning objective:
- AS91633 Digital technologies 3.41: Implement complex procedures to develop a relational database embedded in a specified digital outcome
Key messages from the standard
Ensure that all students know what “make with independence” looks like:
- Achieved – Make “with some guidance” means the teacher (or peers) may:
- respond to student-initiated requests for assistance – for example, where to find suitable material or what tool to use
- sometimes prompt the student to – for example, consider other options, think about the wisdom of a choice or reread the brief
- The teacher (or peers) may NOT, however:
- make any decisions for a student
- assist a student in any hands-on way (do any part of the project for them)
- respond to frequent questions or requests for step-by-step guidance.
- Merit – Make “with independence and accuracy” means the student:
- owns the practice (acts as if responsibility for achieving a quality outcome sits with them)
- plans effectively, thinks ahead, is well organised, self-starting, and self-managing
- does their own decision-making
- books any equipment or machines they need in a timely fashion
- purchases and/or brings the required materials in timely fashion
- stores their work carefully so that it is easily retrieved at the start of the next period
- carries out appropriate checking and testing and takes corrective actions as necessary
- recognises and deals with issues promptly instead of allowing them to blow the timeline
- is always able to describe what they are doing and why, and describe where their project is up to.
- It does NOT mean that the student:
- is unable to ask for help with technical or safety issues (for example, faulty equipment)
- is responsible for the consequences of inadequate project storage facilities
- is responsible for supplying resources that the school should be providing.
- Excellence – Make “with independence and accuracy.”
- There is no step-up on “independence and accuracy” for excellence - see Merit.
- The step-up to merit and excellence is around accuracy, independence, and efficiency. There is no requirement for students to do extra tasks or use more complex procedures in order to step up to merit or excellence. Good guidance on what is expected is contained in the
assessment resource for the standard available on TKI.
- Merit: The two aspects required for merit are accuracy and independence. Accuracy can be seen in designing the table structure, applying design elements, techniques and testing procedures. What is regarded as accuracy will depend on the digital outcome being produced and the software being used. It should be made explicit in the task and assessment schedule by giving examples relevant to the particular context. Independence should be observed throughout the development process from the design of the database, the decision making in the selection and application of complex tools and techniques, and in the testing procedures.
- Excellence requires efficiency in terms of economy of time, effort, and resources which involves:
- designing and constructing a database with a well-organised table structure (for example, elimination of redundant data, effective data validation, effective use of data properties)
- producing the outcome in a manner that economises the use of resources (for example, optimisation of data input, and effective use of shortcuts such as macros and buttons).
- However efficiency is very context specific and will depend on the digital outcome being produced and the software being used. Assist students by making examples of efficiency, in their particular context, explicit in the assessment task and schedule.
Last updated June 8, 2018
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