Guidance on the appropriateness and complexity of the IT solution
Students of the information technology in a global society (ITGS) course are expected to—in consultation with a specified client—design, create and implement an IT product that meets the success criteria in criterion B and the requirements for complexity in criterion E (see the Information technology in a global society guide, January 2010). The following tables provide guidance on simple and complex products.
Before submitting their work for internal assessment, students must ensure that the copyrighted materials used in their product have met the copyright requirements.
The product must be submitted in the original format and alternative cross-platform formats, wherever possible. For example, a desktop publishing product may be submitted in Adobe InDesign format and must also be submitted as a PDF document.
From May 2013 all projects will require a screencast that demonstrates the product functioning and highlights the complex techniques that have been identified at the start of criterion E. The screencast does not need to be edited and is not counted as an advanced technique.
Multimedia
The project may be presented through a website, presentation, video or similar digital product or new technology.
• a website for a local photographer (client) to increase revenue
Examples of suitable products could include:
• a website for a local photographer (client) to increase revenue
• a video created for the Spanish teacher (client) to illustrate how Spanish is used in a particular city.
Products developed using web-based templates and Web 2.0 tools
Students must use techniques listed for other types of product to ensure the product is complex. There are three ways to achieve complexity.
• The template is used only as a "container" (product) and all of the complexity is achieved through the development of the content.
• The functionality of the template or the Web 2.0 tools have been extended through codes or other advanced techniques.
• A combination of both of the above approaches.
For example, in a product a student may use one advanced technique to increase the complexity of the web-based template or Web 2.0 tools, one advanced technique in creating a video and the third advanced technique in developing a spreadsheet.
Basic
Organization of template structure such as merging and splitting cells
Integration of other applications such as spreadsheets
Integration of a range of different elements
Advanced (at least three appropriate techniques)
Proficient integration of a range of different elements
Use of editable sub-regions
Use of advanced techniques or codes provided by the site
Creation of original templates
Integration of components using advanced features from other applications
Examples of suitable products could include:
• a wiki site for a particular curriculum topic that allows students to contribute to the site
• a blog made for the CAS coordinator to share successful CAS projects with the school community.
Desktop publishing (DTP)
The project may be presented through a desktop published document. Ideally, it should have at least 12 pages.
Basic
Combining text and graphics
Use of tables for layout
Use of headers, footers, watermarks or footnotes
Combining two software applications
Single document 12 pages
Advanced (at least three appropriate techniques)
Manipulation of graphics to improve print quality Development of an original and unifying template Proficient use of typography
Proficient interrelationship of graphical elements, images and text
Links to underlying data (for example, mail merge)
Integration of components using advanced features from other applications
Examples of a suitable topic could include:
• a DTP booklet for a history teacher (client) to give to 8th grade students (end-users) when they visit Florence.
Relational databases
Examples of a suitable topic could include:
Students must not use a template that comes with the product.
Spreadsheets
Students must not use a template that comes with the product.
In general, spreadsheets work better as a component of a larger product.
Code and programming tools
Students may wish to use programming tools as an advanced technique to increase the functionality of a product or to actually create the product.
It is recommended that products that are entirely programmed are only undertaken by students who have formally studied programming techniques.
Students are reminded that all products that involve programming must provide both access to the code and a functioning version that the moderator can access either on the CD-ROM/DVD or via the internet.
Moderators are not expected to download specialist software such as NetBeans to run the program.
Examples of a suitable topic could include:
• a spreadsheet or database with the use of a code such as VB to increase functionality
• a php website (front end) with an SQL database (back end).
Reference: International Baccalaureate
• a database for a local garage owner (client) to assist in the efficient ordering of parts.