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

Activism Unit Investigate Stage

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.
Assessment Criteria

Levels	Task Specific Descriptor
0	The student does not reach a standard described by any of the descriptors given below. descriptors given below
1-2	The student states the problem. The student investigates the problem, collecting information from sources. The student lists some specifications.
3-4	The student describes the problem, mentioning its relevance. The student investigates the problem, selecting and analyzing information from some acknowledged sources. The student describes a test to evaluate the product/solution against the design specification.
5-6	The student explains the problem, discussing its relevance. The student critically investigates the problem, evaluating information from a broad range of appropriate, acknowledged sources. The student describes detailed methods for appropriate testing to evaluate the product/solution against the design specification.

Investigate Checklist
Identify the problem 
o I have described the problem as I understood it.
o I have written an explanation on why the problem is important, relating it to my life.
o I have written an explanation on why the problem is important, relating it to society.
o I have written how and why solving this problem is relevant to the A.O.I.’s?

Develop your Design Brief
o I have written down a design brief: Explaining what I am going to do to solve the problem. (a general statement of what I am going to make, why I am going to make it, and for whom)
Research
o It is clear from my research notes what I have learned more about the product to be developed.
o I have researched on the skills and techniques required in the development of the product.
o  Most of my research work is supported with screenshots, quotes, photos, and graphics that explains the different techniques and skills that can be applied while using the software in the product development. All graphics and screenshots are cited.
o I have clearly organised my research in a proper format. Paragraphs are used properly.
o I have clearly analysed and commented on most of the information researched.
o I have applied in-text referencing where possible.
o I have referred to at least four different types of resources in the investigation section.
o I have used supporting evidence such as quotes, photos, illustrations, and graphs and are referenced (cited) appropriately.
o I have undertaken a primary research by consulting an expert in the area of my investigation.
Design Specifications
o I have concluded the investigation by formulating design specifications. I have included a table of essential and desirable characteristics. I have written down design specifications which my product/solution must meet.
o I have Designed and explained test(s) which I will use in order to test my finished product against my specifications.

o I have included references to the sources of information and a bibliography in proper format (APA) is attached at the end of the investigation section. 
o I have formatted my bibliography using these tools (citationmachine.net , ebiblio.com., easybib.com.)
o I have included in the appendix all the interview or survey questions and their responses.
Design specs examples
http://mypct.isswiki.de/ct-9-technology/ct-9-lessons/world-cup-of-ideas-contest/design-brief-and-design-specification
http://mypct.isswiki.de/exemplary-design-cycle-elements/investigate

Sample Investigate work
Sample 1
https://docs.google.com/file/d/0B8VAiXCgqIIbV2gycGRyeU5WM2c/edit?usp=sharing
Sample 2
https://docs.google.com/file/d/0B8VAiXCgqIIbNjNiTXU2R0xCR3c/edit?usp=sharing
Sample MYP Video Games Solution
http://www.youtube.com/watch?v=rDCQZjgR3p4
Animation Solution
http://www.youtube.com/watch?v=fgP9hmbK0Rg
Digital Video Solution

http://www.youtube.com/watch?v=ygiDBGx9WIw

Activism Unit August 2013

Unit Title: Activism
Introduction

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.

AOI
Community and Service: Important community issues are shared using different mediums. The many problems of different individuals can be solved by the choice and means we use to relay the information to influence decision.

ATL: Thinking, organization and information literacy

AK Focus : Governance and Civil society:

Unit Question:

How can technology effectively highlight the issues affecting my community?

Initial Research before investigate

Answer the following question in the handout provided

What is activism? And who is an activist?

What are the different ways that issues of the communities have been brought to light in the past?

What are some of the challenges of using the traditional methods for Activism?

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?

What were the benefits of using Facebook to protest?

Video 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 the activists the above articles opted to use a video to highlight their issues?

Do you think there are limitations in using videos for their purposes?

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

What are the strengths and limitation of using animations solutions for activism?

Music and Activism
Read the following slide share http://www.slideshare.net/emoir/political-activism-in-music
Listen to Political Music activist http://www.carolhansengrey.com/activism/Musical_Activism.html
Watch and listen to XYZ Music http://www.xyzshow.com/freeshow1.php

Among the song listened to,  which was your favorite any why?

Outline other IT solutions that can be developed for Activism?

Evaluate Stage: Online Business Unit

During this stage you will prepare an oral presentation of less than 3 minutes on one of the technologies listed below. The technology of choice will be chosen randomly just before the presentation.

Your task will be to describe the technology discussing it's impacts on online businesses.

The technologies included;
CMS
SEO
Shopping Cart
Page ranking
Encryption
Pay per click
Web 2.0 technologies
Payment options (comment on one)
Site traffic analysis
Https
Denial of service attack
CSS
ISP

Create Stage: Online Business

Use any of the web builders below to build a site that will meet the requirements of Carmen or your own specs.

The website should be at least three page with an Home page, Products page and may be a Payment page.

www.webnode.com
www.jimdo.com
www.dooblekit.com
www.doomby.com

Assessment

Levels	Task Specific Descriptor
0	The student does not create a website that meets any of Carmen’s requirements.
1-2	The student creates at least part of a website with limited features and techniques used. A simple website is created.
3-4	The student uses appropriate techniques of the web builder to create a website that meets most of Carmen’s requirements. The site created is of good quality.
5-6	The student competently uses appropriate techniques of the web builder to create a website that meets almost all of Carmen’s requirements. The website create is appropriate quality using the resources available.