dossiermipo exemplo ing

8/14/2019 DossierMIPO Exemplo ING

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MIPO MODEL

The clear definition of soft skills to be improved, beyond cognitive objectives, gives response to nowadays demands f

modernity of the model. The alignment of those objectives with learning strategies avoids distractions and guides the

The mipo name (Integration model by objectives) intends to enhance the importance of the referred objectives in ord

Teachers require a model that helps them in the integration of web technologies in the teaching-learning processes. T

and the tasks to be performed during the instruction planning, in a more or less interactive way. The mipo model add

design of the b-strategies in a micro vision that is reflected on the learning activities.

The detailed approach of b-tasks (individual or participant) and b-activities (interactive) level helps the reflection and

definition of each feature that represents the b-strategy. This is the major innovation brought up by the mipo model a

database that has practical suggestions to be implemented as a learning b-strategy. The structure created allows the

set of examples whenever making a simple query on the referred database that can be implemented in different cont

the planning and development of the blended-learning instruction process, is a source of inspiration to the creation of

diversity of learning situations it represents.


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Name of Unit Information Systems

Course Accounting and Administration

School Year 2009/2010

Grade 2th

Class Environment (1, 2 ou 3) 3 ( 1 ) Room Without PC ( 2 ) Room with PC

Duration (sum of hours)

Begin Date 08-03-2010End Date 26-07-2010

Frequency (hours/week) 3h

Number of Students 25

Age (in average) 21

Access to the Internet 5

1 one

(0%)

ew

(


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Continuous Evaluation 20% Theorectical Exam (30 min) (Objectives 1, 2, 3, 4, 5, 6)

40% Practical Exam (1h) (Objectives 7, 8 , 9, 10)

20% Microsoft Access Exam (1h) (Objectives 11, 12, 13, 14, 15)

20% Workgroup The workgroup consists of a problem analysis and the respecti

It must include the sharing of Microsoft Access objects

Report of the project must include the ER diagram and the des

The work description includes at least one question in each of

A - Tables (validation of data, masks, type of data)

B- Relationships (simple and M:M)C - Queries (parameters, cross reference, insert, delete, updat

D - Forms (with calculated fields, sub-forms)

E - Reports (with calculated fields)

F - Macros

Final Evaluation Duration (2h 30m)

Theorectical group (30 min) (Objectives 1, 2, 3, 4, 5, 6)

ER Diagram group (1h) (Objectives 7, 8 , 9, 10)

Microsoft Access group (1h) (Objectives 11, 12, 13, 14, 15)

Notes:


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SPECIFIC COGNITIVE OBJECTIVES BLOOM'S

LEVEL

NATUREO

FTHEQUESTIONS

MI-Data

baseSystems

MII-Dat

aBaseModels

MII-Ent

ity-RelationshipDiagram

MIV-Mic

rosoftAccess

0 0 0 0 0 0To understand the database concept 2 1 X

To understand the difference between file systems and database system 2 2 X

To enumerate the DBMS requisites and function 1 1 X

to identify the arquitecture levels in a DBM 2 1 X

To describe the role of each participant on a DBM 2 1 X

To describe the database systems evolution 2 2 X

To understand the concepts related to relation mode 2 2 X

To analyse an IS in order to design the ER diagra 4 2 X

To use a software to support the design of an ER diagra 3 2 X

To criticize an ER solution 6 2 X

To use the Microsoft Access to implement a ER solution (tables with field validations, tyoe

of data and masks) 3 2 XTo build a Microsoft Access application with queries (simple, parameters, insert, delete,

update, cross reference) 6 2 X

To build a Microsoft Access application with forms (with calculated fields and sub-forms) 6 2 X

To build a Microsoft Access application with reports (with calculated fields 6 2 X

To build a Microsoft Access application with macro 6 2 X


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BLOOM'S LEVEL 2 2 1 2 2 2 2 4 3 6 3 6 6 6 6

OBJECTIVES

Tounderstandthedatabaseconcept

databasesystems

ToenumeratetheDBMSrequisitesand

functions

toidentifythearquitecturelevelsinaDBMS

Todescribetheroleofeachparticipan

tonaDBMS

Todescribethedatabasesystemsevolution

Tounderstandtheconceptsrelatedto

relationmodel

ToanalyseanISinordertodesignthe

ERdiagram

Touseasoftwaretosupportthedesig

nofanERdiagram

TocriticizeanERsolution

TousetheMicrosoftAccesstoimplem

entaERsolution

(tableswithfieldvalidations,

tyoesofdataandmasks)

TobuildaMicrosoftAccessapplication

withqueries(simple,

parameters,

insert,

delete,update,cro

ssreference)


withforms(with

calculatedfieldsandsub-forms)


withreports(with

calculatedfields)


withmacros

PROGRAM

1 - Database Systems

Database systems concept X

File systems versus database systems X

DBMS definition X

DBMS functions X

Requisites of a DBMS X

ANSI/SPARC Arquitecture X

DBMS intervenients X

2 - DataBase Models

Database evolution X

Relation model concept X

Codd rules X

Concepts of field, domain, relations typ X

Super Key, candidate key, primary key, foreigner ke X

Restrition of integrity (domain, entity and referential X

3 - ER diagram

ER concept X X

Chen notation X X

Types of relationships X X

Number of relationships X X

Types of Entity X X

Caracterization of entitie X X

Designing ER diagrams X X

Microsoft Visio X

4 - Microsoft AccessMicrosoft Access - Tables (data types, validations, maks) X

Microsoft Access - Relationships X

Microsoft Access - Queries (simple, parameters, insert, delete, update, crossreference X

Microsoft Access - Forms (calculated fields, sub-forms) X

Microsoft Access - Reports (calculated fields) X

Microsoft Access - Simple Macros X


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b-Stratagies (b-tasks/b-activities) 2 2 1 2 2 2 2 4

TITLE (max 31 caracters) SS1

SS2

SS3

SS4

SS5

SS6

SS7

SS8

SS9

M1

M2

M3

M4

SUBJECTS

Tounderstandthedatabase

concept

Tounderstandthedifference

betweenfilesystemsanddatabase

s

stems

ToenumeratetheDBMSrequisites

andfunctions

toidentifythea

rquitecturelevelsin

aDBMS

Todescribethe

roleofeach

participantona

DBMS

Todescribethe

databasesystems

evolution

Tounderstandtheconceptsrelated

torelationmodel

ToanalyseanISinordertodesign

theERdiagram

Touseasoftwa

retosupportthe

d i f E R

d i

Let's clarify X X X X X X X PA X X

DBMS - What for X X X X PA X

ANSI_SPARC- What is it X X X X X X X PA X

Role Play X X X X PA X

Looking into the past X X X X X PA X

Let's Play X X PA X

Start Point X X X X PA X

Computer software-does it help X X X X X X PA X X

Hands on Access tables X X X X PA

Hands on Access Queries X X X X PA

Hands on Access Forms X X X X PA

Hands on Access Reports X X X X PA

Hands on Access Macros X X X X PALearning is fun X X X X PA

Unity is strength X X X X X X X X X X X X PA X X X

Soft Skills Pedagogical COGNITIVE OBJECTIVES

Models

Details

Details

Details

Details

Details

Details

Details

Details

DetalhesDetails

Details

Details

Details

Details

Details

Details

Details

Details

Details

Details

Details

Details

Details

Details


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PROGRAM Lesson Let'sclarify

DBMS-W

hatfor

ANSI_SPA

RC-Whatisit

RolePlay

Lookingin

tothepast

Let'sPlay

StartPoin

t

Computer

software-doesithelp

Handson

Accesstables

Handson

AccessQueries

Handson

AccessForms

Handson

AccessReports

Handson

AccessMacros

Learningisfun

1 - Database SystemsDatabase systems concept 1 XFile systems versus database systems 1

DBMS definition 2 XDBMS functions 2

Requisites of a DBMS 2ANSI/SPARC Arquitecture 3 XDBMS intervenients 4 X

2 - DataBase Models 4Database evolution 5,6 XRelation model concept 7 X

Codd rules 7

Concepts of field, domain, relations type 7Super Key, candidate key, primary key, foreigner key 7

Restrition of integrity (domain, entity and referential) 73 - ER diagram

ER concept 8,9 XChen notation 9Types of relationships 9

Number of relationships 9Types of Entity 9Caracterization of entities 9

Designing ER diagrams 10-12Microsoft Visio 13-15 X

4 - Microsoft AccessMicrosoft Access - Tables (data types, validations, maks) 16-17 XMicrosoft Access - Relationships 18 X

Microsoft Access - Queries (simple, parameters, insert, delete, update, crossreference) 19 - 21 XMicrosoft Access - Forms (calculated fields, sub-forms) 22 - 24 XMicrosoft Access - Reports (calculated fields) 25 - 27 X

Microsoft Access - Simple Macros 28 - 30 X0 31 X

0 32 - 3400

000

b-ACTIVITIES


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The implementation phase refers to the delivery of the course. The purpose of this phase is to

promote an effective and efficient delivery of instruction. This phase must encourage learners

understanding of contents. It is important to provide a good support in order to achieve the

Observations


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The evaluation phase measures the effectiveness and efficiency of instruction. Evaluation should

occur throughout the entire design process, within the phases, between the phases and after

implementation.

On the formative evaluation we should answer questions such as do the b-tasks and b-activities

cover all learning objectives?; are there activities that are not covering any objectives?; do

students have all the information necessary? etc.

The summative evaluation is made at the end of the process and the results should be used on

further course editions.

Observations


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TITLE Looking into the past

DESCRIPTION

ac g roup s respons e or one mo e , rea s e s es, e a op e oo sec on an

searches in the Internet information about the DB model assigned

Each group prepares a 15 min presentation about the subject in order to explain to the entire

class.

All groups listen to the presentations and should prepare one question to make at the end

The chair of each group answers to the questions received

The conclusions are presented based on theoretical slides and the adopted book

TOOLS Scribd

E-CONTENTS

PowerPoint SlidesAdopted Book

How to search in the Internet

PowerPoint lesson

PHASES

Lesson 1:

P1 - Creation pf the groups to assume one DB model

P2 - Each group searches in the Internet information and prepares the presentation about the

database model assigned(30 min)

P3 - The teacher exemplifies the use of the Scribd (15 min)

P4 - Each group makes its presentation available on the Scribd (15 min)

Lesson 2:

P5 - Each group makes its presentation and at the same time the other groups prepare one

question to be made (15 min each presentation)

P6 - Each group answers to the questions made (20 min)

P7 - The conclusions are presented based on theoretical slides and on the adopted book (15 min)

DIVISION OF LABOR

Teacher makes the groups in a random way

Teacher describes, motivates and involves students in the activity

Teacher accomplishes the process on a management, social, pedagogical and technical dimension

Students interact during the suggested activity

RULES The questions made by each group should demand more than a simple answer like Yes/no


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TITLE Computer software-does it help?

DESCRIPTION

Each student answers one question from the exercise book. The solutions are designed with Visio

software

TOOLS Moodle glossary

E-CONTENTS Visio tutorial, exercise book about ER diagram, adopted book

PHASES

P1 - Teacher presents and shows the main vision features as a tool to design ER diagrams (15

min)

P2 - Students solve the ER diagrams exercises

P3 - Students insert in the moodle glossary one of their solutions, that continues without anyanswer, built on the visio.

P4 - Discussion /critique of the solutions given. Each group checks one of the solutions given

P5 - Insertion of the correction in the moodle glossary

DIVISION OF LABOR


Teacher accomplishes the process in a managerial, social, pedagogical and technical dimension

Students are not allowed to duplicate answers and checkings

RULES Students should check the colleagues answer with respectRESULTS Set of exercises about ER diagram with the solutions


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TITLE Start point

DESCRIPTION

After the teacher lecture on the ER diagram concepts

Students should answer the exercises suggested

TOOLS Forum

E-CONTENTS

List of basic exercises about ER diagram

Book adopted

PHASES

- eac er ec ures a ou agrams concep s m n

P2 - Examples given by the teacher and class resolution (30 min)

P3 - Exercises resolution (20 min)

P4 - Students analyse the resolution presented and write down theirs doubts on the forum (15min)

P5 - Verbal discussion and doubts clarification (15 min)

P6 - Registration of the doubts clarified on the forum (10 min)

DIVISION OF LABOR Students answer the exercises

RULES

Any doubts should be registered on the forum

The teacher provides possible solutions for the exercises proposedRESULTS Set of FQA about the initial phase of designing ER diagrams


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TITLE ANSI_SPARC? What is it?

DESCRIPTION

Each group works on one databse (Oracle, Access, SQL server, db2 informix)

Describes each element and identifies the internal, external and conceptual levels

At the end, each group presents the work produced

The conclusion is carried out supported by the theoretical slides and by the adopted book

TOOLS Mooodle glossary, forum

E-CONTENTS

PowerPoint Slides

Book adopted

PHASES

F1 - Teacher creates the groups on Moodle

F2 - Each group searches in the Internet information about the ANSI/SPARC architecture and

writes down its results in the forum (15 min)

F3 - Verbal discussion to promote the commom ANSI/SPARC architecture comprehension (15 min)

F4 - Each group searches in the Internet information about the DB assigned in order to build a

description based on the ANSI/SPARC architecture(15 min)

F5 - Discussion about each group results (15 min)

F6 - Conclusion by putting the support materials available online (5 min)

DIVISION OF LABOR Teacher creates the groups in a random way

RULES

The description of each database should include:

Name:

Enterprise:

Description:

Portuguese enterprises that are using the database referred

URL, Description of external, internal and conceptual level

Students are not allowed to make copies from Internet, they should register their understandingsRESULTS A technical report form for the main database product.


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TITLE DBMS? What For?

DESCRIPTION

Each student analyses a DBS example and identifies the concrete problems that may occur in its

use and may put both the database integrity and consistence in risk

After that, students discuss each registered problem and try to identify the DBMS sunction and

requisites

TOOLS Forum

E-CONTENTS

PowerPoint Slides

Adopted book

DBS scheme

PHASES

F1 - Stu ents ana yse t e sc eme o an DBS 5 m nF1 - Students write down in the forum the problems that may come up whenever that DBS is used

(15 min)

F2 - Verbal discussion about the problems found (30 min)

F3 - Conclusion and summing up of the DBMS function and requisites and putting the support

material available online (15 min)

DIVISION OF LABOR



Students interact on the suggested activity

RULES Students should access the Internet only to participate in the activityRESULTS A list of the requisites and function of a DBMS supported by an example given


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TITLE Learning is fun

DESCRIPTION Online games about Access

TOOLS Online games about Access, forum

E-CONTENTS Access tutorial

PHASES

P1 - Teacher explains how the online access game works (5 min)

P2 - Students play the game (20 min)

P3 - Students write down theirs doubts (10 min)

P4 - Verbal doubts clarification (15 min)

P5 - Registration of individual doubts and explanation (10 min)

DIVISION OF LABORTeacher explains how the game works and clarifies doubtsStudents play the game and insert their doubts in the moodle forum

RULES Students are not allowed to search the game answers in the internetRESULTS Set of FQA about microsoft access


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TITLE Unity is strength

DESCRIPTION

e same exerc se escr p on u eren ques ons rec e o eren groups. ac group

element should answer one question on the level A, other on the level B, etc. and carry out the

respective procedure explanation.

Each group element asks for one question from Level A and after that answers it. The teacher

checks the answer given. If it is correct, the students should prepare a report explaining how to

get the solution and continue up to the next level. If it does not happen, the student should ask

for a new question from the same level.

TOOLS Forum and chat groups

E-CONTENTS Exercise description about ER diagram and Microsoft Access

PHASE

P1 - Teacher presents and explains the teamwork and groups a set of questions by category ( A-

tables, B - Relationships, C - Queries, D - Forms, E - Reports, F- Macros)

P2 - Each group presents their ER solution

P3 - Discussion of the solutions given

P4 - Each group element answers one question from each category (A-F)

P5 - Then, each group element prepares an explanation about the procedures made to solve the

problem, this may include images, videos, text, etc.

P6 - At the end, students include the created access object in the database of their group (query,

form, etc)

P7 - Workgroups presentation (15 min each)

P8 - Intergroup and intragroup evaluation

DIVISION OF LABOR

Teacher puts the questions and checks the answers given

Students answer the questions given and should help the group colleagues to answer the

questions

RULES

Each procedure explanation should include:

The results to obtain

The step by step explanation

The explanation may include images, videos or text

RESULTS

An Access program including the ER model

A set of guided access complete exercises


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TITLE Role Play

DESCRIPTION

ac s u en en es e ma n n ervene n s o ma e a goo use o a a a se sys em an wr es

it down in a chat

After that, the group discusses in order to get the agreement of the elements who participated in

a database system, each group selects one person to represent it

Each group/Intervenient participates in a chat to make an agreement on what they will do in case

they need to implement a Database system in an accounting enterprise

At the end, students discuss the support dialogue created on the roles of each database system

intervenient

The conclusions are presented based on theoretical slides and on the book adoptedTOOLS Chat

E-CONTENTS

PowerPoint Slides

Book adopted

PHASES

- a sess on n or er o en y e n erven en s on a a a ase sys em m n

P2 - Look for agreement in the database system intervenients (10 min)

P3 - Assing the groups to the role play

P4 - Creation of a dialogue in order to identify the main roles of each database system

intervenient (15 min)

P5 - Discussion of the created dialogue (15 min)

P6 - Conclusion - creating a list of database system intervenients and the respective roles (10

min)

DIVISION OF LABOR

Teacher divides the groups in a random way



Students interact on the suggested activity

RULES Students should access to the Internet only to participate in the activityRESULTS A list of the database system intervenients and their functions


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TITLE Let's clarify

DESCRIPTION

A student group writes its perception about DBS and other about file system.

Then, they search in the internet to get help to check/verify their initial perceptions.

At the end, they discuss the problems and the solutions found

The summary is made by making available the final version of the DBS and the file system

definition

One group of students inserts in the forum an example of the DBS' mechanism and other an

example of the file system mechanism (the groups of students should be opposite whencomparing to initial groups)

To conclude and sum up, the slides and the references of the book adopted are underlined

TOOLS Chat, forum

E-CONTENTS

How to make an Internet search

PowerPoint Slides

Book adopted

PHASES

F1 - Two groups are created

F2 - Students discuss and write on the chat their perception about DBS and file system (10 min)

F3 - Search in the Internet to help to check/complete(correcte forum the initial perceptions). The

results are registered on the forum (15 min)

F4 - Verbal discussion about the solution and problems found (15 min)

F5 - Insertion of examples of DBS and file system mechanism (10 min)

F6 - Conclusion and putting the support materials available (10 min)

DIVISION OF LABOUR


Teacher accomplishes the process on a managerial, social, pedagogical and technical dimension

students interact in the suggested activity

RULES

Students are not allowed to copy text from Internet. They may use an example extracted from

the internet but they should adapt it to another context to show the mechanism

RESULTS

A summing up of the DBS and file system concepts and the differences between them

A set of examples of DBS and file system mechanism


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TITLE Let's play

DESCRIPTION Students play the online games support on the teacher lecture materials about ER model

TOOLS Forum

E-CONTENTS

PowerPoint Slides

Book adopted

ER Game

PHASES

P1 - Lecture about ER model concepts (20 min)

P2 - Interaction in the ER game and writing of the doubts in the forum (20 min)

P3 - Discussion of the doubts registered (20 min)

DIVISION OF LABORTeacher explains the ER model concept and how students should participate in the gamestudents participate in the online game and write down their doubts in the forum

RULES Students should access the Internet only to participate in the activityRESULTS A set of FQA about the ER model


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TITLE Hands on Acces tables and relationships

DESCRIPTION Students solve the Access exercises related to the tables and relationships


E-CONTENTS Book adopted, access tutorial

PHASE

- eac er exp a ns an exemp es e ccess a es an re a ons ps mec an sm ma ng

reference to the data types, masks and field validations

P2 - Each student answers one question on the example description and puts the question and its

answer in the moodle glossary

P3 - Discussion about the solutions given

P4 - Insertion of the checkings in the moodle glossaryP5 - Conclusion made based on the book adopted

DIVISION OF LABOR

Teacher gives explanations, exemplifications and answers the students' doubts

Students solve the exercises and insert their resolutions in the moodle glossary

RULES Each student should answer at least one question about Access tables and relationshipsRESULTS Set of questions and answers about Access tables and relationships


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TITLE Hands on Access Queries

DESCRITION Students solve the Access exercises related to the queries



PHASES

- eac er exp a ns an exemp es e ccess quer es mec an sm ma ng re erence o

parametres, insertion, delete, update queries

P2 - Each student answers one question about the example description and puts the question and

its answer in the moodle glossary



DIVISION OF LABOR


Students solve the exercises and insert their resolutions in the moodle glossary

RULES Each student should answer at least one question on Access queriesRESULTS Set of questions and answers about Access queries


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TITLE Hands on Access Forms

DESCRIPTION Students solve the Access exercises related to the forms



PHASES

- eac er exp a ns an exemp es e ccess quer es mec an sm w ca cu a e e s an

sub-forms





DIVISION OF LABOR


students solve the exercises and insert their resolutions in the moodle glossary

RULES Each student should answer at least one question about Access formsRESULTS Set of questions and answers about Access forms


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TITLE Hands on Access Reports

DESCRITION Students solve the Access exercises related to the reports



PHASES

P1 - Teac er exp a ns an exemp es t e Access quer es mec an sm w t ca cu ate e s




P4 - Insertion of the checkings in the moodle glossary

P5 - Conclusion made based on the book adopted

DIVISION OF LABOR



RULES Each student should answer at least one question about Access reportsRESULTS Set of questions and answers about Access reports


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TITLE Hands on Access Macros

DESCRITION Students solve the Access exercises related to the macros



PHASES

P1 - Teac er exp a ns an exemp es t e Access smp e macros mec an sm




P4 - Insertion of the checkings in the moodle glossary

P5 - Conclusion made based in the book adopted

DIVISION OF LABOR



RULES Each student should answer at least one question about Access reportsRESULTS Set of questions and answers about Access macros

dossiermipo exemplo ing

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