Activism Unit Criterion A: Inquiring and Analysing Summative
Challenge:
Digital activism enables information to go past your community and reach similar-minded people all over the world. Today, with sites such as Facebook and Twitter, entire campaigns can be run online with a large audience. Every day, activists hoping to change the world come up with a new technological tactic to do so. Our unit entails taking positive steps towards spreading awareness about pertinent issues that affect us as individual or as a community and that has been neglect by those supposed to take control.
Digital activism enables information to go past your community and reach similar-minded people all over the world. Today, with sites such as Facebook and Twitter, entire campaigns can be run online with a large audience. Every day, activists hoping to change the world come up with a new technological tactic to do so. Our unit entails taking positive steps towards spreading awareness about pertinent issues that affect us as individual or as a community and that has been neglect by those supposed to take control.
Your
challenge in the unit is to identify an issue of concern that has been neglect
and that you are passionate about bringing a positive change through digital
activism.
Capture; key concept- communication, related concept- adaptation/innovation and global context-fairness and development. AK Strands; Ethics and Governance and Civil Society. Learner Profile; communicator, caring and Stewards
IB Command Terms:
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.
- Independently generate 12+ detailed SMART and appropriate questions, which are clearly prioritized (Top 3 must be in a logical order) and identified as the specific type of primary and secondary research sources, to help develop the solution focused on:
‐
❏-- Client
❏ ‐ Time
❏ ‐ Resources
❏ ‐ Function
❏ ‐ Aesthetics
❏ ‐ Technical Skills
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:
be able to:
i. explain and justify the need for a solution to a problem for a specified client/target audience: (clearly identify the client/target audience) 2 Pages
Make sure you identify and justify:
e) What effect is the problem?
score 7-8:
- A detailed explanation and justification of the problem, using atleast 3 aspectsof well
developed evidence/ supporting research (statistics, quotations, surveys, images, interviews...) which go beyond simply describing and explaining both the topic and audience, to explain and justify how they are connected.
- Use MLA formatting, spelling and grammar, with only a few errors.
Have introduction to the unit by highlighting; Global Context, Key Concept, AK strand/s and Learner profile.
Explain the background of the problem facing the client/target audience, discuss this problem and how long it has persisted, show how it has affected the client and community, show how the client is in dire need for solution. Give examples of social challenges arising from this problem, show how an IT solution will be better placed to solve this problem and share the benefits to the client if the problem is solved.
Make sure you identify and justify:
a) What is the problem?
b) Whose problem is it? ( identify the client/target audience)
c) Where is the problem occurring? ( identify the situation)
d) What is the cause of the problem? e) What effect is the problem?
score 7-8:
- A detailed explanation and justification of the problem, using atleast 3 aspectsof well
developed evidence/ supporting research (statistics, quotations, surveys, images, interviews...) which go beyond simply describing and explaining both the topic and audience, to explain and justify how they are connected.
- Use MLA formatting, spelling and grammar, with only a few errors.
ii. identify and prioritize primary and secondary research needed to develop a solution to the problem: ( clearly identify which sources are primary and secondary and demonstrate understanding of each) 2 pages
- construct a detailed research plan which identifies and prioritizes the primary and secondary research needed to develop the solution to the problem. Show the what you need to research, how you will gather the info,(primary/secondary), when the task will be completed.
- follow the research plan to collect your detailed information from primary/secondary sources..- Independently generate 12+ detailed SMART and appropriate questions, which are clearly prioritized (Top 3 must be in a logical order) and identified as the specific type of primary and secondary research sources, to help develop the solution focused on:
‐
❏-- Client
❏ ‐ Time
❏ ‐ Resources
❏ ‐ Function
❏ ‐ Aesthetics
❏ ‐ Technical Skills
What?
Task/Question
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Priority
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Why is it important?
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Where to gather info?
(sources)
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When to be completed?
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iii. analyse a range of existing products that inspire a solution to the problem:
(have a clear analysis of existing products IT tools and finished products) 4 pages
Discuss different IT tools and products; in each type show examples and how they work plus their images; ( software; websites, animations, games, apps,...) you intend to use, in each categories show examples and how they work plus their images, advantages and disadvantages. Their rating/statistical performance of the existing products other companies have used....
- 4+ products are all analyzed in detail (using Parts, purposes, complexities thinking routines, etc..). Appropriate usage of subject specific vocabulary ‐ the elements of design ‐ Aesthetic and functional elements.
Finally select one out of the list of tools e.g animation justify why it is the best solution than the rest for the problem, show the different types of your IT solution, e.g different animations software and select one animation software that you will use explaining how it work with supporting images
iv. develop a detailed design brief, which summarizes the analysis of relevant research. ( produce a design brief that summarizes their research and then links it to the client/target audience) 2 Pages
- write a detailed design brief that outlines, the client/target audience opinion, the experts opinion, and your personal opinion. discuss the IT tool you will use, discuss the key features of the tool, specifications and its benefits to the client based on your research.
- Write a summary of the collected research, with appropriate images, which tie together the findings from the student’s research and how it will affect their project. Include a coherent design brief
(in paragraph form) that connects the clients’ needs, and how the student’s product intends to solve the problem and any potential constraints (such as time, materials, etc.). Guidance: 400 + words.
The design brief must highlight the following aspects of the students research
❏ ‐ Time
❏ ‐ Resources
❏ ‐ Environmental considerations
❏ ‐ Safety
❏ ‐ Function/Usability
❏ ‐ Aesthetics/Visual Communication
❏ ‐ Technical Skills
Using APA Formatting, spelling, and grammar, with only a few errors
- Write a summary of the collected research, with appropriate images, which tie together the findings from the student’s research and how it will affect their project. Include a coherent design brief
(in paragraph form) that connects the clients’ needs, and how the student’s product intends to solve the problem and any potential constraints (such as time, materials, etc.). Guidance: 400 + words.
The design brief must highlight the following aspects of the students research
❏ ‐ Time
❏ ‐ Resources
❏ ‐ Environmental considerations
❏ ‐ Safety
❏ ‐ Function/Usability
❏ ‐ Aesthetics/Visual Communication
❏ ‐ Technical Skills
Using APA Formatting, spelling, and grammar, with only a few errors
1. In-Text Citation.
When using APA format, follow the author-date method of in-text citation. This means that the author's last name and the year of publication for the source should appear in the text, for example, (Jones, 1998) said...., and a complete reference should appear in the reference list at the end of the paper.
Read more on this link In-Text citation
2. Appendix/appendices.
An appendix (one item) OR appendices (more than one item) is information that is NOT ESSENTIAL to explain your findings in the essay or report that you have written. However, this information may support your analysis and justification of your conclusions. For example the interview questions and answers.
Therefore, you will need to know that:
● Appendices are used when the incorporation of material in the body of the work would make it poorly structured or too long and detailed.( Interviews, questionnaires, surveys and their answers can be placed in appendix)
● Appendices may be used for helpful, supporting or essential material that would otherwise clutter, break up or be distracting to the text. ( images, photocopies, drawings, sketches,...)
● Other people’s work in the appendix will be referred to (e.g. see Appendix 3), not quoted (e.g. using short or long quotes) from the appendix.
● Appendices must be referred to in the body of the text, for example, ‘details of the questionnaire are given in Appendix B (on page 23)’
Examples of students’ understandings about using appendices Student 1 (reflective writing)
This example is about a two-page questionnaire that I designed and placed in the appendices. My understanding is that an appendix can be information that you used to inform your writing that you don't want to put directly into the essay; however, you MUST refer to this appendix in the body of the essay Therefore, in my Education essay, I included an appendix that was the actual questionnaire that I gave to my students when I was on teaching practice. In my essay, I wrote for the marker to ‘see Appendix 1’ when I had mentioned the results of the questionnaire I was required to write and use with my class.
Student 2 (reflective writing)
In my nursing assignment, my appendices were used to supplement the information in my essay. Firstly, we had to demonstrate our knowledge of the human skeletal system. The photocopied diagrams covered a number of pages, so Appendix 1 was a set of photocopied, labelled diagrams of the skeletal system discussed and referred to in the essay. Because the photocopied diagrams were copied from a book, I placed an in-text reference to this source in my writing. Secondly, we had to summarize the results of interviews with five patients at the local hospital about their recovery from bone breakages in car accidents, so Appendix 2 was a transcript of these interviews. Using appendices like this meant that I could show my lecturer that I had completed the set task and collected the data for the issues that were discussed in the essay
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 todevelop 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.
|
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.
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;
- RecruitTrak™ Mobile
Research
Design Brief
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