Digital Activism Create Stage

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 each lesson, or at home or during your free times when working on the product. Ideas in the journal could include:

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://docs.google.com/file/d/0B8VAiXCgqIIbWVB2YVItR1FNX0U/edit?usp=sharing

PLAN STAGE DIGITAL ACTIVISM UNIT

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 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.

Submit your plans in softcopy

Sample Plan stage Work
Click to see Plan stage sample.

Design Stage Digital Activism Unit.

In the 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.

Examples of design blueprints.

Others resources

http://woorkup.com/2009/12/28/10-beautiful-sketches-for-website-prototypes/

http://inspirationfeed.com/inspiration/25-examples-of-wireframes-and-mockups-sketches/

http://www.idea.org/blog/wp-content/uploads/2011/09/Screen-Shot-2011-09-02-at-12.00.56-PM.png

http://blog.vicompany.nl/ux-workshop-for-mobile-apps

http://acomp.stanford.edu/tutorials/storyboarding

http://designreviver.com/wp-content/uploads/2010/08/dr_iphone_sketch_03.jpg

http://sixrevisions.com/user-interface/website-wireframing/

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.

Video, animation, games ideas for Design.

Design 1

https://docs.google.com/file/d/0B8VAiXCgqIIbNzMyUDlONzYzME0/edit?usp=sharing

Design 2

https://docs.google.com/file/d/0B8VAiXCgqIIbT2xzRU5MdEpqbXM/edit?usp=sharing

Design 3

https://docs.google.com/file/d/0B8VAiXCgqIIbRld1ZnJRNGNKM2c/edit?usp=sharing

Design 4

https://docs.google.com/file/d/0B8VAiXCgqIIbb0E5d1MzX3dtanM/edit?usp=sharing

Justification

https://docs.google.com/file/d/0B8VAiXCgqIIbaXNPVUhRYVNyUW8/edit?usp=sharing