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

Activism Unit: Research Activities

Issues and problems affecting the immediate community can go underground unnoticed. The bureaucracies or governments and other interested parties tend to curtail any awareness that will change the status quo. Information technology solutions have in the recent past been used to change the leadership of oppressive governments and alter what seem to be serious issues for change in communities. Different technologies have been used popularly to communicate ideas, create awareness to issues in the society. These technologies can be used to inform, to persuade, and even to spark awareness. With the many current IT related technologies, our messages and stories can be told with more clarity, emotion, and with impact. Read the article below http://en.reset.org/knowledge/digital-and-online-activism http://www.meta-activism.org/2012/02/digital-activism-101-the-5-activist-functions-of-technology/ Which digital tools are more effective and why? http://www.washington.edu/news/2013/11/20/study-shines-light-on-what-makes-digital-activism-effective/ What make digital activism effective? http://mashable.com/2011/07/15/online-tools-activism/ Attempt to use the listed online tools? Give your opinion on any of the tools. Social Media and Activism Read the following news article titled: Russians use Facebook to protest alleged election fraud http://www.zdnet.com/blog/facebook/russians-use-facebook-to-protest-alleged-election-fraud/5975 Why did the protesters use Facebook? Videos for Activism Read and watch any video if possible on the topic titled: 5 Great examples of Activism through web video http://socialtimes.com/5-great-examples-of-activism-through-web-video_b15316 Why do you think in the activists the above articles opted to use a video to highlight their issues? Website for Activism Study the following website for activism Free Child project http://www.freechild.org/youth_activism_2.htm Clean water http://www.emergepovertyfree.org/donate/clean-water Cruelty against animal http://www.woaw.org.au/14andOver/cruelty-prevention/?gclid=CLT4nMi96rECFUR76wodyGYAsA Analyse the above websites in terms of their effectiveness and shortcomings. Animation and Activism Watch the following animations designed for activism share the reason animations where used in this case Universal declaration of human rights http://www.youtube.com/watch?v=hTlrSYbCbHE An Environmental Activist Aniboom Animation: http://www.youtube.com/watch?v=AagOjHpHJ0k Violence against women. https://www.youtube.com/watch?v=DCwK8Y1Unr4 What are the strengths and limitation of using animations solutions for activism? Music for activism https://www.ssyoutube.com/watch?v=2RyYzMdPlUA

Activism Unit Current Chapter

Teacher(s)	Mr. Serem /Ms Bawazir	Subject group and discipline	Digital Design
Unit title	Activism	MYP year	5	Unit duration (hrs)	30 hrs

Inquiry: Establishing the purpose of the unit

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?
Objectives	Summative assessment
Objective A: Inquiring and analysing Objective B: Developing ideas Objective C: Creating a solution Objective D: Evaluating	Outline of summative assessment task(s) including assessment criteria: There are many social problems facing the residents of Mombasa. Students will develop a digital solution aimed at driving the leaders responsible to be fair, develop benefitial projects and act for the betterment of the residents. The effectiveness of the solution will be determined by different actions taken by the leaders.		Relationship between summative assessment task(s) and statement of inquiry: Students will have deeper understanding of the role of digital communication tools in activism.
Approaches to learning (ATL)
Collaboration: Make fair and equitable decisions; Listen actively to other perspectives and ideas; Give and receive meaningful feedback; Advocate for one’s own rights and needs. Communication: Give and receive meaningful feedback during presentations; Share ideas with multiple audiences using a variety of digital environments and media; Organize and depict information logically; Understand and use mathematical notation Transfer: Compare conceptual understanding across multiple subject groups and disciplines. Information Literacy Skills: Collect and analyse data to identify solutions and make informed decisions; Process data and report results. Critical Thinking: Practice observing carefully in order to recognize problems; Gather and organize relevant information to formulate an argument; Recognize unstated assumptions and bias;  Interpret data; Evaluate evidence and arguments;  Draw reasonable conclusions and generalizations Creative Thinking: Apply existing knowledge to generate new ideas, products or processes.

MYP Design Current Chapter

Please click on the Design Guides' link below;

Design Guide

Task 1 (Conceptual Understanding) Read page 20-26 and write your responses in your note book for the following questions;

a) What is conceptual understanding or learning? What is a concept?

b) List the key concepts contributed by the study of Design.

c) What are related concepts? Are they similar or different in different subject areas?

d) What are global contexts? Are global contexts similar or different across the subject areas?

e) What is a statement of inquiry? 

f)  In your own understanding of the activism unit, write examples of inquiry questions

i)   Factual
ii)  Conceptual
iii) Debatable

g) Outline the five MYP ATL skills.


Task 2 (MYP Design)

Read page 8-9

Which strands are different and which ones similar with the previous assessment criteria.