Leisure, Pleasure Unit Details

Introduction

The most popular tools used free online are digital solution for leisure and entertainment.  The gadgets we own or carry around with us are in most times used for entertainment. Over 99% of mobile music listeners tune in on smartphones in America. Entertainment comes in different forms and ways. What was use to entertain in the past is not the same today. The speed at which technology changes is so fast that technology used for leisure and entertainment in 2012 may now be obsolete. Reflect on some of those technologies.

Questions to ponder: Do you feel that entertainment and leisure has been improved by digital technology? Is you leisure time spent better with the use of digital technology? What do you think is the future of these?

This unit allows investigate, understand, examine and develop digital leisure entertainment technologies, assess their impacts and develop solutions to any problems arising from their use. The unit will not only examine the impacts of the use of using technology in leisure and entertainment, but focus will be on the development of different software solutions used different entertainment and leisure situations.

Unit Title: Leisure Pleasure Unit

AOI Human Ingenuity: Student will develop digital products / solutions for entertainment.

Significant Concept: Planning is critical for the development of digital solutions and the success is determined is by the quality of research and planning while creating the products.
 
AK Focus
Cultures: What impact has information technology on the cultural entertainment and leisure.
 
Unit Question: To what extend has technology influenced leisure and entertainment?

Activity 1 (Working in pairs but later general discussions)

• Name FOUR leading online companies in music industry. e.g itunes
• What are some of the technologies that have been developed to better the access of online music or to control.
• What are other innovations have been developed or are in the process of development. What are some of the future innovations in music  production and distributions.
• Which are the common software programmes used by most major music companies in production.  

Activity 2 (Work individually and prepare to share your findings) 

• Research and name at least 7 digital leisure entertainment products stating what softwares are used to develop them.
• Obtain any current news items or video that explain a new phenomena / technology / or innovation in entertainment and leisure. i.e in videos, virtual reality, gaming, animations, online publications, comics, music, interactive books, social media, etc.

Leisure, Pleasure Unit

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"

Final Activity : Publishing the Entire Design Cycle into Digital Booklet

Create a final booklet using digital publishing software for all your design cycle stages. Make sure all your pages are in PDF before publishing them. Use www.3dissue.com . You will need to download the free trial of 3dissue software.

Watch the following Youtube for ideas http://www.youtube.com/user/3dissue

View the demo http://www.3dissue.com/magazine-samples/3dissuedemo/

Digital Activism Evaluate Stage

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..

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

 

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