Leisure Pleasure Unit

Unit Details:  Leisure Pleasure

Below are the unit details for this unit.

Key concept	Related concept(s)	Global context
Creativity	Form and Function	Scientific and technical innovation
Statement of inquiry
Products can be influenced by creativity which enhance their form and function.
Inquiry questions
Factual Which systems contribute to our leisure and pleasure? Conceptual To what extent do digital products enhance the quality of life? Debatable What drives creativity? Market push or desire to improve quality of life?
AK strand
Ethics

Designers don't just create products and solutions out of no where.  They have a process that enables them to succeed.  In MYP Design we focus on how to approach design.  Students learn the Design Cycle- An effective method for engaging with design problems.  Always remember that your goal is to apply the design cycle to solve problems for real situations. That is why we insist on a real client.

In design, emphasis in the process is actually MORE critical than the product at this point in MYP.  Evidence of your learning and the evolution of your ideas throughout in the product development should be clear.

Activities

Discuss in pairs

• What comes to your mind about the unit title above? 
• Is technology is good for leisure/pleasure? Why or why not?
• How is the use of technology relaxing? what some of technological IT tools are used for relaxation?
• Is the use of technology stimulating/ and good for creativity? why or why not? Give examples 

Read the following articles and watch the video

http://curiosity.discovery.com/question/how-technology-changed-entertainment-industry

http://edition.cnn.com/2007/US/03/29/leisure.overview/

http://www.teenink.com/nonfiction/all/article/482282/How-technology-changes-leisure-time/

Videos supported article http://mashable.com/2011/02/09/advances-digital-entertainment/

What do you agree with and what don't you agree with in the articles and videos above;

Activity 1 (to be done in pairs for 10 mins)

• Research briefly, describe and ranked FIVE technologies that in your opinion have transformed leisure/pleasure/entertainment.
• Why did you rank them as you did? what influenced your ranking? 

Activity 2 (to be done individually) 10 mins

• Name FOUR current innovations that have transformed leisure/entertainment and state why.
• Suggest or predict some of the technological innovations that you foresee in future

Activity 3 (to be done individually) 10 mins

• Share ONE news article,or video or any other evidence that  supports either that " information technology has improved leisure and entertainment for the better" or "information technology has destroyed how we enjoy leisure and entertain ourselves"

Other resources

Top entertainment websites http://www.allmyfaves.com/blog/tv/top-25-entertainment-sites-the-best-of-online-entertainment/

Animations for entertainment 

http://www.autodesk.co.uk/suites/entertainment-creation-suite/overview

http://www.autodesk.com/products/motionbuilder/overview

Apps builder

http://www.codeproject.com/Articles/641016/EduBuild-App-Builder

http://www.autodesk.com/education/free-software/all

Designing architectural designs

How can you build outstanding designs during your leisure time?

http://www.bentley.com/en-US/Engineering+Architecture+Construction+Software+Resources/Academic+Educators+Students/PowerDraft+Download.htm

http://www.sweethome3d.com/

http://www.autodesk.com/suites/building-design-suite/overview

Games in 3D

http://www.makeuseof.com/tag/five-free-game-development-tools-make-your-own-games/

http://www.autodesk.com/products/motionbuilder/overview

http://classroom-aid.com/play-and-learn/game-building/
http://www.blender.org/
http://www.creativebloq.com/3d/best-free-3d-software-1131630

Videos and Animations for Activism

Evaluate the effectiveness of the following solutions for activism
http://www.nytimes.com/video/us/100000003053125/key-hashtags-in-black-twitter-activism.html

http://www.youtube.com/watch?v=5yz6CiW6y8E

http://www.enca.com/media/video/activists-drc-calling-government-stop-child-labour?playlist=108

http://www.youtube.com/watch?v=X1ESPXbRyac

http://www.youtube.com/watch?v=AagOjHpHJ0k

coral reefs animations
http://thesocietypages.org/graphicsociology/2012/07/27/coral-reef-activism-by-animated-video/

Act terror animation
http://www.zippyframes.com/index.php?option=com_content&view=article&id=1541:animation-activism-act-of-terror&catid=132:european-features&Itemid=100100

Mobile Apps for Activism
http://www.aljazeera.com/video/middleeast/2013/01/2013123105949776462.html

MSG in foods
http://www.youtube.com/watch?v=gg9mrec_daI

http://www.youtube.com/watch?v=Sl1TdYkWyPA

Activism Activity

Unit Details: Activism

Key concept	Related concept(s)	Global context
Communication	Adaptation/ Innovation	Fairness and Development
Statement of inquiry
Adaptation and innovation in communication contributes fair treatment and development within communities.
Inquiry questions
Factual      — What are the impacts of the different communication systems/tools? Conceptual— How do communities express themselves using digital tools? Debatable —To what extent have digital communication tools enhanced fairness?

Work on the tasks in Pairs

Activity one

An international training institute to teach online tactics for human rights campaigners is being set up in the Italian city of Florence.

The first students, starting in the New Year, will be drawn from human rights activists around the world - with the aim of arming them with the latest tools for digital dissent.

a)    

i)             Name FOUR of the online tools that you think the students will be trained to use for digital dissent or activism.

  

ii)           Name TWO ways that governments can use to control access by human rights activists to the online tools.

  

iii)         Describe in detail how TWO of the tools can be used by the human rights activist for human rights abuse campaign.

  

Activity two

Read current article titled,” In Hong Kong’s protests, technology is a battlefield” in

http://qz.com/274973/in-hong-kongs-protests-technology-is-a-battlefield/

You can also read the article titled, “Hong Kong protesters in cyberwar” in http://edition.cnn.com/2014/10/03/opinion/yang-hong-kong/index.html

And respond to the following questions

a)   Why are the university students protesting in Hong Kong?

b)   What digital tools are being used in this protest?

c)   “Facebook didn’t solve everything in the Arab Spring protests and hashtag activism is all too often a feel-good exercise with limited, or no, results.”  This is according to Lokman Tsui, a professor at the Chinese University of Hong Kong.

Support or disagree with the above statement with some evidence from research.

d)   What is the difference between Hong Kong and main land China is terms of the use of technological tools?

Name the different digital tools not permitted to be used in main China and give reasons why? support evidence.

e)   Do you think the protestors will succeed in their protest using digital tools? Why?

f)    What action do you think Main land China will take or has already taken in response to the protest in terms of technology? Support with evidence from other examples.

g)   What lessons can we learn from the use of digital technology in this protest?

Criterion C: Creating the solution

You will now construct a detailed and logical plan, which describes the efficient use of time and resources, sufficient for peers to be able to follow to create the solution. You will be expected to demonstrate excellent technical skills when creating the solution. There should be clear evidence that the plan is followed, and that the solution functions as intended and is presented appropriately. Its expected that a dated process journal in kept with detailed screenshots justifying any improvements in your product development progress. The screenshots will normally show how a particular complex techniques are applied before and after. There should be clear evidence that your plan is followed and that your product allows for the complex techniques to be used. The final product should meet the design specifications and be a close as possible to your chosen design.

Assessment Criteria

Assessment Criteria

Criterion C: Creating the solution
0	The student does not reach a standard described by any of the descriptors below.
1 — 2	The student demonstrates minimal technical skills when making the solution, creates the solution, which functions poorly and is presented in an incomplete form.
3 — 4	The student constructs a plan that contains some production details, resulting in peers having difficulty following the plan, demonstrates satisfactory technical skills when making the solution, creates the solution, which partially functions and is adequately presented, outlines changes made to the chosen design and plan when making the solution.
5 — 6	The student constructs a logical plan, which considers time and resources, sufficient for peers to be able to follow to create the solution, demonstrates competent technical skills when making the solution, creates the solution, which functions as intended and is presented appropriately, describes changes made to the chosen design and plan when making the solution.
7 — 8	The student constructs a detailed and logical plan, which describes the efficient use of time and resources, sufficient for peers to be able to follow to create the solution, demonstrates excellent technical skills when making the solution., follows the plan to create the solution, which functions as intended and is presented appropriately, fully justifies changes made to the chosen design and plan when making the solution.

Criterion B: Developing Ideas

In this stage you will be expected to:

i.              develop design specifications, which clearly states the success criteria for the design of a solution

-      The design specs should be measurable with a clear way on how the specs will be tested

Example: Game Product

Specification	Test
Game will be less than 1 MB in size	Install it in a computer  the size in properties
Played by two players (Multiplayer game)	Allow two players to play simultaneously
The game will be played in 3 levels that will advance in complexity.	Play the game at each level and time the duration it takes to complete a level and record the complexities in each level.

ii.            develop a range of feasible design ideas, which can be correctly interpreted by others

-      Develop a range of good quality designs and measure each of them against the design specs.

Examples of Game design Storyboards

               

          

http://supreet-gamedesign.blogspot.com/2012/10/icarus-meltdown-development-first-game.html

iii.           present the chosen design and justify its selection

-      State the chosen design.

-      Provide detailed justification why the design was chosen.

-      Suggest possible improvements to the chosen design.

-      If possible show the chosen design with the improvements included.

iv.           develop accurate and detailed planning drawings/diagrams and outline the requirements for the creation of the chosen solution.

-      Normally using a Plan table showing the sequential steps in creation of the product is important.

Example: Game Solution

Steps	Activity/ Techniques	Duration	Resources required	Where
1	Start by working on the flash start-up log in screen with instructions options similar to the screen shown.	1 hour	Flash software; Font software to edit the font. Animation software to insert  the back images	At home

Assessment Criteria

Achievement level	Level descriptor
0	The student does not reach a standard described by any of the descriptors below.
1–2	The student:       i.        lists some basic design specifications for the design of a solution      ii.        presents one design, which can be interpreted by others    iii.        creates incomplete planning drawings/diagrams.
3–4	The student:       i.        lists some design specifications, which relate to the success criteria for the design of a solution      ii.        presents a few feasible designs, using an appropriate medium(s) or annotation, which can be interpreted by others    iii.        justifies the selection of the chosen design with reference to the design specification     iv.        creates planning drawings/diagrams or lists requirements for the creation of the chosen solution.
5–6	The student: i.              develops design specifications, which outline the success criteria for the design of a solution ii.             develops a range of feasible design ideas, using an appropriate medium(s) and annotation, which can be interpreted by others iii.           presents the chosen design and justifies its selection with reference to the design specification iv.            develops accurate planning drawings/diagrams and lists requirements for the creation of the chosen solution.
7–8	The student: i.              develops detailed design specifications, which explain the success criteria for the design of a solution based on the analysis of the research ii.             develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others iii.           presents the chosen design and justifies fully and critically its selection with detailed reference to the design specification iv.            develops accurate and detailed planning drawings/diagrams and outlines requirements

Activism Unit Criterion A: Inquiring and Analysis Summative

Challenge:
Your challenge in the unit is to identify a client/activist with a passion in addressing key pertinent issues of the society (city, country, community). The issue should be very realistic and currently without an IT solution.  

The current problem of the client should be clearly described and the clients’ current way of activism described. The problem description should include the current limitations, with detailed explanation of why you think an IT solution will be the best.

Criterion A: Inquiring and analysing

Maximum: 8

Students identify the need for a solution to a problem. At the end of year 5, students should be able to:

      i.        explain and justify the need for a solution to a problem for a specified client/target audience

     ii.        identify and prioritize primary and secondary research needed to develop a solution to the problem

   iii.        analyse a range of existing products that inspire a solution to the problem

    iv.        develop a detailed design brief, which summarizes the analysis of relevant research.

Achievement level	Level descriptor
0	The student does not reach a standard described by any of the descriptors below.
1–2	The student:       i.        states the need for a solution to a problem for a specified client/target audience      ii.        develops a basic design brief, which states the findings of relevant research.
3–4	The student:       i.        outlines the need for a solution to a problem for a specified client/target audience      ii.        outlines a research plan, which identifies primary and secondary research needed to develop a solution to the problem, with some guidance    iii.        analyses one existing product that inspires a solution to the problem     iv.        develops a design brief, which outlines the analysis of relevant research.
5–6	The student:      ii.        explains the need for a solution to a problem for a specified client/target audience    iii.        constructs a research plan, which identifies and prioritizes primary and secondary research needed to develop a solution to the problem, with some guidance     iv.        analyses a range of existing products that inspire a solution to the problem      v.        develops a design brief, which explains the analysis of relevant research.
7–8	The student:       i.        explains and justifies the need for a solution to a problem for a client/ target audience      ii.        constructs a detailed research plan, which identifies and prioritizes the primary and secondary research needed to develop a solution to the problem independently    iii.        analyses a range of existing products that inspire a solution to the problem in detail     iv.        develops a detailed design brief, which summarizes the analysis of relevant research.

Product Sample

PD Design Student Sample

Explaining and justifying the need for a solution
Examples of products developed to address particular problem. Checkout the solutions in the links below;

• What is the product and what was the problem solved by the solution developed?

-     http://www.rnib.org.uk/

-    http://www.relate.org.uk/

_   http://www.comicrelief.com/

-    RecruitTrak™ Mobile

-    http://www.globalgiving.org/projects/appsforgood/

-    https://www.youtube.com/watch?v=eUMpfESN60o

Research 

http://ergo.slv.vic.gov.au/learn-skills/research-skills

Design Brief

http://www.technologystudent.com/designpro/problem1.htm

http://www.technologystudent.com/despro_flsh/briefy1.html