Unit 9: Customising Software Unit code: QCF Level 2: Credit value: 10 Guided learning hours: 60 Aim and purpose M/601/3405 BTEC First The aim of this unit is to familiarise learners with the software tools and techniques used to customise software and understand how to tailor software to user requirements using templates, shortcuts and macros. Unit introduction Modern application packages such as office applications and image editing software provide general frameworks and window layouts which can be used for a wide variety of situations. In effect, the user interface can be adjusted by a user without specialist programming skills. An important skill is to take the benefits of application packages and customise them to suit particular individuals and situations. In workplaces, computers are used with application software for many different purposes. This unit shows how application software, such as word processors, spreadsheets, presentation software or databases can be customised and what the benefits are, for example to provide better interfaces, to make them easier and quicker to use or more accurate and attractive. Learners are shown how systems can be built using application software templates to help users produce quick, consistent results and make sure data is entered correctly. Automating simple actions with macros will also be introduced. Learners will practice producing templates and macros for specified business or individual needs using a variety of application packages. Learners will also consider the customisation of interfaces such as the desktop appearance and setting of custom dictionaries and auto functions. This unit builds upon learner appreciation of hardware, software, data communications and computer usage from other units by showing how producing user-friendly front-ends and other automations can enhance applications. Learning outcomes On completion of this unit a learner should: 1 Understand why application software is customised 2 Be able to customise application software 3 Be able to create templates in application software 4 Be able to create macros and shortcuts in application software. 109
Unit content 1 Understand why software is customised Software: eg application software; utilities eg anti-virus software; system eg firewall; suitable packages eg word processors, spreadsheets Types of customisation: changing default settings; menus and toolbars; templates; forms; macros; shortcuts Benefits: speed eg reducing key strokes; accuracy eg control data entry; ease of use; style consistency eg standard templates; improved productivity Drawbacks: problems caused eg training required, increased complexity, support needs 2 Be able to customise application software Resources: help facility; software manuals; website FAQs Default settings: files eg location, directories, file names; hardware eg printer, storage media; others eg language Interfaces: toolbars; menus; desktops eg wallpaper, icon type, icon arrangement, clock; others eg colour schemes, mouse settings Specific tools: tools eg custom dictionaries, autocorrect, autosummarise, autosave; format eg paragraph, theme, style; others eg frames Testing: test functionality; check against defined requirement 3 Be able to create templates in application software Application packages: document production eg Word, Publisher; data manipulation eg Excel, Access; other eg PowerPoint Templates: user need eg design, data entry; other features eg use of logos, form fields; testing 4 Be able to create macros and shortcuts in application software Macros: define user need; recording macros; assign eg toolbar button, menu item, key combination; storage eg in document; in templates and documents; test Shortcuts: types eg keyboard, hyperlink, drive mapping 110
Assessment and grading criteria In order to pass this unit, the evidence that learners present for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria for a pass grade describe the level of achievement required to pass this unit. Assessment and grading criteria To achieve a pass grade the evidence must show that the learner is able to: P1 P2 P3 P4 P5 P6 explain why software may be customised to meet user requirements customise application software to meet user requirements [CT6] test customised software to ensure it meets user requirements [IE2, SM4] create templates to meet user requirements in different application packages record and test a macro to meet a given requirement [IE2, SM4] assign and test shortcuts. [IE2, SM4] To achieve a merit grade the evidence must show that, in addition to the pass criteria, the learner is able to: M1 evaluate how effectively the templates meet user requirements [IE4] M2 explain the benefits of using macros. To achieve a distinction grade the evidence must show that, in addition to the pass and merit criteria, the learner is able to: D1 discuss the benefits and drawbacks of customisation. [IE2, IE3] PLTS: This summary references where applicable, in the square brackets, the elements of the personal, learning and thinking skills applicable in the pass criteria. It identifies opportunities for learners to demonstrate effective application of the referenced elements of the skills. Key IE independent enquirers RL reflective learners SM self-managers CT creative thinkers TW team workers EP effective participators 111
Essential guidance for tutors Delivery Over half of the grading criteria are practical in nature and learners need to acquire the appropriate skills. Hence a good way of delivering this material is by tutor demonstration reinforced by learner exercises. The outline learning plan (OLP) which follows this section gives an indication of how time can be allocated between the various topics in the unit content. It is designed only as a guide and tutors will use knowledge of their learners to adjust the allocation of time accordingly. Learning outcome 1 is in many ways the most difficult since it tends to be theoretical in nature, yet it is the foundation of the whole unit. The OLP suggests delivering it first, basic insight into the topic, but tutors may perhaps prefer to deliver it later in the unit. By combining whole class teaching, discussions, simple case studies and practical demonstrations the suggestion in the OLP aims to integrate the theoretical aspects of customisation. Simple demonstrations of actual customisations using at least two different general applications packages will give a flavour of the type of tasks learners will be able to do once they have completed the unit. The use of quizzes and gapped handouts, particularly if electronic, can add variety to the delivery of the first three blocks of the OLP which cover types of customisation, benefits and potential disadvantages. Having completed the teaching and learning associated with the theoretical side of the unit, learners move on to the first group of practical elements, those dealing with customisation of default settings, interfaces, tools and functions. Probably the best way of delivering this part of the unit is by a tutor demonstrating various techniques, including using the techniques to process specific user needs, followed by learners undertaking exercises in using those techniques. At least two pieces of general applications software will be used, and default settings, interfaces, tools and functions will all be covered. Initially the exercises will be simple, straightforward tasks, but later they will develop into processing statements of user need. Learners will acquire the techniques and then apply them to work related situations where the tutor will play the part of the user for the purpose of the exercises. It is important that whilst the demonstrations and exercises are taking place, the tutor uses the work to reinforce the theoretical aspects considered previously. The final aspects of learning outcome 1 deal with testing and getting assistance. Some basic concepts of testing need to be imparted before learners undertake any practical testing. Learners need to be aware of facets such as meeting user needs, operating correctly at all times, working not only in the scenario in which they have developed the customisation but also within the system as a whole. Learners very often have no concepts of the overall needs, or practices used, for testing. Tutors will demonstrate various aspects to reinforce the concepts. Learners need to be able to use the help facility throughout all of the practical work for the unit and if that fails to answer a question, then to use software manuals and FAQs on the software websites. Much of this can be completed by directed study and simple research. It is important that learners at this level are at least aware of where they can go for assistance without constantly having to ask the tutor. This leads directly to the first suggested assignment which covers criteria P1, P2, P3, M1 and D1. LO2 deals with customisation of templates. This is a logical continuation from LO1, although some tutors may prefer to deliver it last since the associated assignment is the most demanding of the three suggested. The unit content is however less demanding than that included in LO3. It is entirely up to the tutor which order they 112
deliver and assess the subject. A good place to start delivering this is to make learners aware of what templates already exist in various pieces of application software, and what benefits they bring. This might be through the tutor demonstrating the use of templates from at least two pieces of general application software (for example word processor, spreadsheet, database, presentation package) and discussing the reasons those templates are used and the benefits they bring. Discussion groups and brainstorming sessions may be useful. This will be followed by learner exercises following straightforward rules to use existing templates. The templates theme is then developed further into designing, creating and testing templates to meet user needs. The tutor will demonstrate how to pick a statement of user need and design a template to fit, and will then create the template and test it. Learners will undertake exercises of increasing complexity to reinforce the information. The demonstrations and exercises should encompass at least two general applications packages. Finally, the tutor will demonstrate how to design, customise and test a template which includes a data input form and this will be followed by learners undertaking exercises to do the same. When delivering the content for LO2 the tutor should take every opportunity to emphasise how templates can benefit organisations and how they can be used to capture and present information. This lends itself to inclusion in the commentary or narrative given by the tutor whilst they are demonstrating the techniques, or whilst learners are performing the techniques in their exercises. Tutor should show the technique, talk about how it is used to capture or present information, and explain how it can benefit an organisation. With Level 2 learners this method is more acceptable than conventional whole class teaching, although the use of handouts to emphasise the important points can be very useful. This leads to the second suggested assignment which covers criteria P4 and M2. LO3 deals with automating functions with macros and shortcuts. It is important that learners understand the meaning of these two terms and a brief introduction, or the use of handouts, should be used to start this part of the course. Tutors will then demonstrate how to create, assign and test macros in at least two applications packages, using at least two different methods of assignment. The demonstrations will include naming macros, their storage and their use in templates and documents. Tutors will discuss the benefits and disadvantages of different methods of assignment whilst they are demonstrating those methods. Learners will reinforce their skills by undertaking simple exercises following specific instructions. The tutor will emphasise ways in which the macros in the demonstrations, and those in learners exercises, can help productivity in an organisation. The tutor will then show how, on receiving a statement of user need, it is possible to design, create, assign and test macros to meet that need. Again, there should be some discussion on how macros can help in the productivity of the organisation for which they are being created. Different methods of assigning the macros can be included once more to reinforce that knowledge and those skills. This will be followed by learners undertaking tasks which require them to create, assign and test macros for specific user needs. Finally, the focus of the work on macros is repeated for shortcuts. Tutors will demonstrate the creation, assignment and testing of shortcuts in general and also to meet specific user needs. Learners will then attempt the same using small, exercises focussing firstly on following instructions and then on interpreting a user need. This leads to the final suggested assignment which is designed to cover criteria P5, P6 and M3. 113
Outline learning plan The outline learning plan has been included in this unit as guidance and can be used in conjunction with the programme of suggested assignments. The outline learning plan demonstrates one way in planning the delivery and assessment of this unit. Topic and suggested assignments/activities and assessment Introduction to the unit Why software needs to be customised: whole-class exercise tutor presentation on types of customisation whole-class exercise tutor presentation on simple benefits individual exercise learners look at the drawbacks in customisation. Customising application software: whole-class exercise tutor presentation on the meaning of default settings whole-class exercise tutor presentation on the different types of interface individual exercise learners practise using tools to customise software individual exercise learners investigate different methods for testing. Assignment 1 To Meet a User s Needs How to make templates: individual exercise learners investigate different applications packages whole-class exercise tutor presentation on how to create templates followed by individual exercises. Assignment 2 Templates and their Uses Creating macros and shortcuts: individual exercise learners practise creating working macros individual exercise learners practise customising keyboards using shortcuts. Assignment 3 Macros and Shortcuts Assessment It is suggested that this unit is assessed using three assignments as summarised in the programme of suggested assignments table which follows this guidance. For P1, learners must explain how application software can be customised. The explanations should mention different types of customisation as listed in the unit content. This means that the description of benefits must include references to speed, accuracy, ease of use and consistency of style, with options to discuss other elements. For P2, learners will customise application software to meet the defined requirement. This should include customisation of a default setting, an interface, a tool and a function (two tools or two functions would also be acceptable). Learners must be seen to carry out the customisation required, and produce evidence of the customisations they have undertaken. For P3, learners must carry out a test on the software customisations done in P2. Learners must be observed to have carried out a logical and rigorous testing procedure paying attention to meeting the defined requirements, and produce evidence of this testing. 114
For P4, learners will create and test one template for two different application packages to meet the user requirement given by the tutor. The user requirement must be sufficiently complex to challenge learners, but not to an excessive degree. In order to achieve P4, templates created by learners must meet the defined requirements. For P5, learners must record and test a macro. As with other criteria, the user must produce evidence of having gone through a logical process to create the macro, ideally using screen grab. Similar evidence of having tested the macro to ensure it functions correctly should also be provided. Only if the macro produced functions correctly and meets the defined requirement should learners pass the criteria. For P6, learners must fulfil a defined requirement by producing at least three keyboard shortcuts that function correctly. Evidence of going through a logical process to create the grabs must be provided. Once the three shortcuts have been produced, they must also be methodically tested, and again, screen grabs taken to provide evidence for this. For M1, learners must show that they have understood the user requirements. They must evaluate the templates which they created in P4 in terms of their effectiveness in meeting those requirements. The evidence should be in the form of a written report with screen grabs. For M2, whilst demonstrating the macro in P5, learners can explain in written report form the benefits of using the techniques. The explanation must be detailed, clear and logically argued to pass the criteria. For D1, learners must extend the work from P1 and M1 to include well reasoned and clear evaluation of the benefits and drawbacks of customisation. This should be produced as part of the written report for criteria P1 and M1. The evaluation should also be balanced and neutral in its examination of the positives and negatives. Programme of suggested assignments The table below shows a programme of suggested assignments that cover the pass, merit and distinction criteria in the assessment and grading grid. This is for guidance and it is recommended that centres either write their own assignments or adapt any Edexcel assignments to meet local needs and resources. Criteria covered Assignment title Scenario Assessment method P1, P2, P3 M1, D1 To Meet a User s Needs P4, M2 Templates and their Uses A firm has requested software tools customised for its use, and a report describing how the customisation that has been done helps the firm. A firm has asked for examples of customised templates. P5, P6 Macros and Shortcuts The firm is now asking for a series of macros and shortcuts to help its employees work better. Software customisations Screen grabs Written report Screen grabs Written report Screen grabs Written report 115
Links to National Occupational Standards, other BTEC units, other BTEC qualifications and other relevant units and qualifications This unit forms part of the BTEC in IT sector suite. This unit has particular links with the following unit titles in the IT suite: Level 1 Level 2 Level 3 Unit 24: Controlling Systems Using IT This unit maps to some of the underpinning knowledge from the following areas of competence in the Level 2 National Occupational Standards for IT (ProCom): 7.4 IT Application Management/Support. Essential resources Learners need extensive access to systems which are loaded with applications packages such as Word, Works, Excel, Access and PowerPoint. Employer engagement and vocational contexts Visits to see customised software in use could be useful as could contacts with personnel from commercial organisations who could talk about the types of customisation which they use. There is a range of organisations that may be able to help to centres engage and involve local employers in the delivery of this unit, for example: Learning and Skills Network www.vocationallearning.org.uk Local, regional business links www.businesslink.gov.uk National Education and Business Partnership Network www.nebpn.org Network for Science, Technology, Engineering and Maths Network Ambassadors Scheme www.stemnet.org.uk Work-based learning guidance www.aimhighersw.ac.uk/wbl.htm Work Experience/Workplace learning frameworks Centre for Education and Industry (CEI University of Warwick) www.warwick.ac.uk/wie/cei. 116
Indicative reading for learners Textbooks C B Learning/Microsoft Collection 5347: Installing and Configuring Windows Vista (C B Learning/Microsoft, 2008) ASIN 1905707711 Maraia V The Build Master: Microsoft s Software Configuration Management Best Practices (Addison Wesley, 2005) ISBN 0321332059 IBM Redbooks (editor) Enterprise Software Configuration Management Solutions for Distributed and System Z (Vervante, 2008) ISBN 0738431885 Websites http://documentation.openoffice.org/ http://office.microsoft.com/en-us/help/default.aspx 117
Delivery of personal, learning and thinking skills The table below identifies the opportunities for personal, learning and thinking skills (PLTS) that have been included within the pass assessment criteria of this unit. Skill Independent enquirers Creative thinkers Self-managers When learners are planning and carrying out a customisation test to ensure it meets user requirements planning and carrying out a test on a macro, appreciating the consequences of decisions planning and carrying out a research test on keyboard shortcuts, appreciating the consequences of decisions customising and adapting application software as circumstances change, to meet defined requirements anticipating, taking and managing risks when customising software applications, as well as testing macros and shortcuts. Although PLTS are identified within this unit as an inherent part of the assessment criteria, there are further opportunities to develop a range of PLTS through various approaches to teaching and learning. Skill Independent enquirers When learners are analysing and evaluating how effectively the templates meet user requirements, judging its relevance and value planning and carrying out research when discussing the benefits and drawbacks of customisation exploring the issues, events or problems which may arise because of customisation. 118
Functional Skills Level 2 Skill ICT Using ICT Select, interact with and use ICT systems safely and securely for a complex task in nonroutine and unfamiliar contexts When learners are customising application software to meet user requirements. 119
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