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
Tuesday, October 7, 2014
Sunday, October 5, 2014
Activism Activity
Unit
Details: Activism
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Key concept
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Related concept(s)
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Global context
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Communication
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Adaptation/ Innovation
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Fairness and Development
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Statement of inquiry
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Adaptation
and innovation in communication contributes fair treatment and development
within communities.
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Inquiry questions
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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?
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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
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?
Saturday, September 27, 2014
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
Assessment Criteria
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Criterion C: Creating the solution
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0
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The student does not reach a standard
described by any of the descriptors below.
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1 — 2
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The student demonstrates minimal technical
skills when making the solution, creates the solution, which functions poorly
and is presented in an incomplete form.
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3 — 4
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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.
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5 — 6
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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.
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7 — 8
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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.
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Sunday, September 7, 2014
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
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Test
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Game will be less than 1 MB in size
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Install it in a computer the size in properties
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Played by two players (Multiplayer game)
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Allow two players to play simultaneously
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The game will be played in 3 levels that will advance in complexity.
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Play the game at each level and time the duration it takes to complete a level and record the complexities in each level.
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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
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
- Normally using a Plan table showing the sequential steps in creation of the product is important.
Example: Game Solution
Steps
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Activity/ Techniques
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Duration
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Resources required
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Where
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1
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Start by working on the flash start-up log in screen with instructions options similar to the screen shown.
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1 hour
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Flash software;
Font software to edit the font.
Animation software to insert the back images
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At home
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Assessment Criteria
Achievement level
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Level descriptor
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0
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The student does not reach a standard described by any of the descriptors below.
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1–2
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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.
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3–4
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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.
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5–6
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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.
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7–8
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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
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Tuesday, August 19, 2014
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.
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
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
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Level descriptor
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0
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The
student does not reach a standard described by any of the descriptors below.
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1–2
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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.
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3–4
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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.
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5–6
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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.
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7–8
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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.
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Product 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?
- RecruitTrak™ Mobile
Research
Design Brief
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?
What make digital activism effective?
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
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
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 |
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