Transport Unit: Investigate Stage: TAXI information System Marketing Activity

In this stage you will work in groups to the market your Taxi information systems owned by your company. You will be expected to prepare a detailed and professional presentation to the owners of Red Dragon Taxi Company (Family of Yao Chu).

From the Case study document you know their systems limitations and the systems requirements have been shared. The choice of the TAXI IT management system should be able to address most if not all of their requirements.

The mode of presentation will be left to your group to decide. However, the choice of presentation should be captivating, interesting and with deep knowledge and understanding of the concepts related to modern Taxi management information systems. 

The presentation will last for 10 minutes with 3 minutes for set-up. The presentation should;

• Allow each member of the group to participate fully in the presentation
• Show graphical, video, animations evidence of the product's main features
• Briefly describe what the main problem of the Red Dragon Taxi Company
• Outline the main strengths and limitations of the new proposed Taxi IT system.
• Outline the unique features (specs) of the new proposed system
• Explain the support they will provide once the system is implemented.
• Show evidence of clients who use their product

Each group should be prepared to answer one or two questions related to the case study. The response to the question should be supported with evidence from research.

Assessment rubric

Level	Descriptor
0	§         The group does not reach any of the descriptors below.
1-2	§         The mode of presentation is ineffective and not persuasive. Minimal terminologies and concepts not applied effectively and there is limited evidence that they relate to the new Taxi information management system. §         The presentation fails give background knowledge of the current problem as well describing key relevant features, strengths and limitation of the new proposed system and time assigned is not used effectively. §         Each member of the group is not given balanced presentation time and there is limited evidence showing understanding of the system by some of the presenters in the group. Limited clients of the system are stated. §         The group’s response to the panel questions is weak, misplaced and supported by limited evidence from research.
3-4	§         The mode of presentation is somewhat effective and persuasive as well as showing some use of relevant terminologies and concepts applied and that relate to the new Taxi information management system. §         The presentation further gives some background knowledge of the current problem demonstrating some understanding of key relevant features as well as mentioning the strengths and limitation in the new proposed system within the time assigned. §         Members of the group are given skewed presentation time and there is some evidence of thorough understanding of the system by most of the presenters in the group. Current clients of the systems are not clearly stated. §         The group’s response to the panel question is fragmented and supported by limited evidence from research.
5-6	§         The mode of presentation is very effective and highly persuasive and supported by concrete use of relevant terminologies and concepts applied appropriately and relates to the new Taxi information management system. §         The presentation further demonstrates detailed background knowledge of the current problem describing thoroughly the key technical features as well as highlighting the strengths and limitation in the new proposed system within the time assigned. §         Each member of the group is given sufficient presentation time and there is clear evidence of thorough understanding of the system by each of the presenters in the group. Relevant current clients or users of the systems are highlighted. §         The group’s response to the panel question is thorough and supported by sound explicit evidence from research.

Lab 4.1.05 Groups
Group 1 TaxiCab,Intelllifleet TAXi Dispatch and tracking Software
Amrin
Joshua
Zahra
Nandini
Barbara
Jackline

Group 2 Verifone, OTDS
Maurice
Husnah
Saloni
Pauline
Moira  
Group 3 iCabbi, DDS Cordic
Aabid
Lynn
Vivienne
Dhruv
Kambura  
Group 4 Autocab, Navlite
Reena
Mordecai
Dhruvi
Grace
Senze

Feedback

Please share your feedback in the just concluded Unit by clicking the link below.

https://www.surveymonkey.com/s/Student-teacher-survey-2014

Transport Unit

Our next unit is titled Transport.

In this unit not all the criteria will be assessed.

Design Technology and Computer technology will have each different case studies for investigation.

Digital Technology
A case study will be provided for your reading and you will  research, make notes on the different terms stated in the case study.

Evaluate Stage: Leisure Pleasure Unit

The product/solution should be evaluated against the design specification in an objective manner based on testing, and also evaluate its impact on life, society and/or the environment. Including information on how the product/solution could be improved as a result of these evaluations will be important.

Remember testing is not just peer feedback, but testing the success of your product. Test results should be generated by those involved in testing. The test results will then form the basis for product evaluation and analysis.
Your own performance at each stage of the design cycle must be evaluated and suggest ways in which your performance could be improved.

Moderation feedback on Evaluate stage:

This criterion was covered well by most students, particularly self-evaluation at the different stages of the design cycle.  However, more detailed testing against specifications was required in a number of cases. Also, some students failed to suggest modifications to their product/solution in response to feedback from clients. Students should be encouraged to analyse the feedback they receive. 

What affected most student's achievement was a lack of appropriate product testing. Students generally limit this to obtaining feedback, yet this is not always directly linked to the design specifications. Appropriate testing methods should be described in the investigation stage, while evidence of success should be included in the evaluation. Students should the base an objective evaluation of the product on the results of testing. Feedback could be used more effectively when evaluating a product's impact.

Ensure that students respond to feedback from clients by suggesting modifications and improvements to their product/solution.

Assessment Criteria

Levels	Task Specific Descriptor
0	The student does not reach a standard described by any of the descriptors given below.
1-2	The student evaluates the product/solution or his or her own performance. The student makes some attempt to test the product/solution.
3-4	The student evaluates the product/solution and his or her own performance and suggests ways in which these could be improved. The student tests the product/solution to evaluate it against the design specification.
5-6	The student evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment

  

Create Stage:Leisure Pleasure Unit

You will start creating the product/ IT solution by following your Plan and taking into consideration the chosen design. The Created product should show
- Thorough competence in the use of IT tools
- Fully justified any modifications to the original design in Journal
- Original and outstanding solution with many IT techniques applied.

The process journal should be used frequently to document progress in this stage. This should be done at the end of time you work on the product. Process journal should be supported with screenshots that shows progress in the development of the product.

Appropriate quality: Ensure that the best possible product / solution is produced, taking into account the resources available, the skills and techniques used. Also, show how the product/solution addresses the identified need.

Moderation report comments;

§         The monitoring team felt that despite a lack of creativity in some of the products/solutions, students had worked conscientiously on this stage. 

§         The comparatively strong students included detailed journals, mentioning problems they faced and how they overcame these problems. However, there was a lack of evidence to show what they had achieved during each of their ‘create’ sessions. Screen shots or photographs illustrating the progress being made could have achieved this.

§         Ensure students document the create process with clips and photographs that illustrate their progress at significant stages. 

Assessment Criteria

Levels	Task Specific Descriptor
0	The student does not reach a standard described by any of the descriptors given below.
1-2	The student considers the plan and creates at least part of a product/solution.
3-4	The student uses appropriate techniques and equipment. The student follows the plan and mentions any modifications made, resulting in a product/solution of good quality.
5-6	The student competently uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of appropriate quality using the resources available.

  

Example of process journal entries: Note that only create entries are the only required entries in the process journal.

https://drive.google.com/file/d/0B8VAiXCgqIIbVFI4c2F6YlowRGs/edit?usp=sharing

Leisure Pleasure: Plan Stage

This stage is after you have finished the designs. The plan for your product will need to have the following items:

  

1.       Introduction A simple paragraph, which aimed to explains the duration available for planning, the sections/tools you will use, and state those who will be helpful to you in the stage(s) coming.

2.       Basic Steps; The basic steps are brief sentences outlining the main steps in the in the plan. The basic steps do not give details about the resources required and durations. Limit the outline of steps to 10.

A Gantt chart can be used after the basic steps.

3.       Production plan /Process Plan (plan for the creation part only)

The process plan is detailed information about process of creation.  The activities descriptions should capture specific techniques that will be applied in each step of product development. The production plan is developed from the steps identified in the basic steps.

  

4.       Evaluation of the Plan

The evaluation of the plan looks at how realistic, logical, and achievable is your plan.  

Notes: Moderation report Feedback 

· The plans were essentially well documented and provided a link between the final proposed design and the realization of the final product/solution.

· Most plans included logical sequential steps and timings.

· Students should be encouraged not only to list resources but also say how they may be used.

· The evaluation of the plan is necessary for students to reach the higher-level descriptors. It is required to determine whether the plan is feasible or realistic, could it be followed by others and has undergone any modifications since the design stage. 

Assessment Criteria 

Levels	Task Specific Descriptor
0	The student does not reach a standard described by any of the descriptors given below.
1-2	The student produces a plan that contains some details of the steps and/or the resources required.
3-4	The student produces a plan that contains a number of logical steps that include resources and time. The student makes some attempt to evaluate the plan.
5-6	The student produces a plan that contains a number of detailed, logical steps that describe the use of resources and time. The student critically evaluates the plan and justifies any modifications to the design.

Plan sample 1 

https://drive.google.com/file/d/0B8VAiXCgqIIbTy1pbkt3bnFJZzg/edit?usp=sharing

Plan sample 2

https://drive.google.com/file/d/0B8VAiXCgqIIbQmM4RHBQNDFBTkU/edit?usp=sharing

Leisure Pleasure Unit: Design Stage

In design stage you are expected to:

a)     Generate several feasible and excellent designs that meet the design specifications

b)     Evaluate each design against the design specifications

c)     Then select one design, justify your choice and evaluate this critically against the design specification.

Designs can be sketched by hand and scanned copies submitted. Students can choose to use any software to develop their designs. All design work must be submitted in soft copy.

Moderation Feedback from IBO
Note below the feedback extract from the moderation report on Design Stage 

The comparatively good students produced very clear and well-annotated design proposals. However, overall students did not show a wide range of ideas, which is necessary to reach the higher band levels. Again, ideas were mostly pencil drawings and may have been improved by including samples from various sources that could be used as part of their product/solution.

- 3 designs was not considered to be a range of feasible designs

- At the design stage, students are encouraged to develop their initial drawings with clips or screen shots from sources that may visually enhance their ideas/solutions.. 

      Assessment criteria

Levels	Task Specific Descriptor
0	The student does not reach a standard described by any of the descriptors given below.
1-2	The student generates one design, and makes some attempt to justify this against the design specification.
3-4	The student generates a few designs, justifying the choice of one design and fully evaluating this against the design specification.
5-6	The student generates a range of feasible designs, each evaluated against the design specification. The student justifies the chosen design and evaluates it fully and critically against the design specification.

Website design Samples

Design 1

https://drive.google.com/file/d/0B8VAiXCgqIIbbnM0aDBYWksyS0k/edit?usp=sharing

Design 2

https://drive.google.com/file/d/0B8VAiXCgqIIbUV9tSHRFY1FQSUU/edit?usp=sharing

Measuring each design against the design Specs

https://drive.google.com/file/d/0B8VAiXCgqIIbc3JNTEFISmJFZDg/edit?usp=sharing