E-Portfolio Unit2: The Importance of Innovation.

E-Portfolio Unit 2: The importance of Innovation.

Inquiring and Analysis Summative

Challenge:
Digital and Product innovation enables the designers and innovators to design and create end user’s products through product design and or digital design approach with the emphasis of making well-planned products. The products are adaptable, useful, and with the aim of helping to improve a user’s experience when interacting with the finished products. Our unit entails taking positive steps towards creating a new innovation or improving on already existing innovation that will address an environmental related problem with a focus on making the end user’s experience extraordinary.

Your challenge in the unit is to identify a client / target audience with an issue of concern that has been in existence for some time and its impact persistently affecting the client’s access and usability while interacting with the product. Create product design and or digital product that will ease accessibility, usability and the general operation of the product when the client / target audience interact with it.
By the end of the design cycle, you will produce an appropriate product or products that will address this problem effectively.

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 :   

The student explains and justifies/ prove the need for a solution to a problem for a client/target audience,

1 page. 

Discuss the need of creating a digital tool that will enhance and sustain comfortability, usability, adaptability, ingenuity, progress and accessibility of your client locally or globally. 

ii.        Identify and prioritize primary and secondary research needed to develop a solution to the problem: 

Constructs a detailed research plan, which identifies and prioritizes/ rank, order, categorize the primary and secondary research needed to develop a solution to the problem independently/ autonomously,

2 pages. A table of research plan indicating research questions relevant from primary and secondary sources. A summary of the feedback from research.

Priority	Task	Why is it        important	Sources	Completion date
			Primary- Mr. Ali
			Secondary- www.blogspot.com

   iii.        Analyse a range of existing products that inspire a solution to the problem:

         Analyses a range/ assortment, collection, array of existing products that inspire/ motivate, energize, stimulate a solution to the problem in detail, (a set of different things of the same general type)

4 pages: analyze 5 applications relevant to the IT tools you chose by using a table.  

Application	Advantages / Features	Limitation

analyze 5 existing  products created to solve similar problems. (paragraph)   

 iv.        Develop a detailed design brief, which summarizes the analysis of relevant research. 

Develops a detailed design brief/ a written description of what a new project or product should do, which summarizes the analysis of relevant research.

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.

Unit Summary 2016:

Summative assessment

The student produces an ePortfolio that follows the design cycle to develop a solution (or range of solutions), which demonstrates the impact of environments on human activity, and or how humans adapt environments to their needs. The students should integrate ingenuity, progress and/or adaptation in their planning and solutions. Students must target one of the following audiences/clients: ·         Infants, children and/or teenagers ·         The environment (microcosm, local and/or global concern) ·         Pets or animals ·         Communities / Organizations looking to adapt their environment Suggested solutions may be, but are not limited to, the following ideas:            ·     Repurpose an existing product taking into account environmental benefits             ·         Animal nutrition or care ·         Redesign a space by creating a digitally rendered CAD/CAM to address an existing environmental concern ·         An animation which explains the need for environmental concern ·         An interactive application which measures an environmental impact ·         An edible food utensil and/or packaging which highlights the reduction of reliance upon unrecyclable materials    ·         Ethical and/or principled food products such as eating invasive species ·         Textile based products which incorporate recycled materials ·         Multipurpose or transformable household / homeware products which adapt your environment

Resources

The following resources based on the global context are suggestions or starting points which may be used during the teaching of the unit.  The list is optional and for information.  It is neither prescribed nor exhaustive.  Schools should always satisfy themselves that the content of any suggested resource is suitable for their own context.

General resources for schools in relation to the global context

Subject resources

http://burningman.org/culture/philosophical-center/10-principles/  - Music festivals can be examples of both humans adapting to envrionments and vice versa

https://www.edenproject.com/ - Adptation of environments for environmental benefits

http://www.biomimetic-architecture.com/ - Biomimicry in design

www.digitaltrends.com/mobile/best-eco-friendly-green-apps/ - Interactive appilcations for greener living

http://inhabitat.com/environment/green-pets/ - Animal nutrition and care

http://www.boredpanda.com/efficient-space-saving-design/  - Space saving ideas

https://www.youtube.com/watch?v=Xi_PD5aZT7Q  - Ted Talk with Michael Green on wooden skyscrapers

http://www.ecouterre.com/category/reuse-recycle/  - Clothing made from recyclable materials

http://www.ikeahackers.net/ - Repurposing products for new uses

http://thetinylife.com/what-is-the-tiny-house-movement/ - Vertical living

http://www.gizmodo.com.au/2016/05/how-vertical-farming-is-revolutionizing-the-way-we-grow-food/

https://en.wikipedia.org/wiki/Vertical_farming - Vertical farming

http://www.pestaurant.com/  - Eating pests

(https://www.youtube.com/watch?v=rDqXwUS402I) -  Insect consumption around the world

http://www.theguardian.com/lifeandstyle/2016/mar/07/invasive-species-dinner-restaurant-prey-food-recipe-florida  - Invasive species restaurant

http://www.treehugger.com/green-food/move-over-disposable-utensils-because-bakeys-edible-cutlery-here.html) – Disposable utensils

http://www.thecultureist.com/2012/09/19/lavazza-edible-coffee-cup-cookie/  - Edible coffee cups

http://usedtobeapizzahut.blogspot.co.uk/  - Repurposed and re-designed spaces

Research Activities

1. In-Text Citation.

In - Text Citation allows the reader to know what ideas, opinion and facts are the author's and what came from the source. The citation also refers the reader/ examiner to the reference page at the end for full citation.

In APA style, in-text citation are composed of author's last name, date/year of publication and the page number. (Truner, 2003,p.34).If you include a page range, use two ps followed by a period (Wafula, 2015, pp.34-35). The sentence period comes at the end of closing parenthesis.

 Additional information

 1. one author stated "..................",(Tally, 2003, p.6).

2. Two authors said, "...................",(Tally,& Deifan,2003, p.7).

3. Three to five authors ".............", (Tally, Daifan,&Mohamed, 2003, pp. 45-46).

4. Six or more authors, ".............",(Tally et al,2003, p. 17).

5. Unknown author use short title (" hip hop art", 2006, p. 7).

6. No date no page  (" hip hop art", n.d, para.1).

N/B:

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. Writing Bibliography for Websites/ YouTube videos (APA)

Citing a general website article with an author

APA format structure:

Author, A.A.. (Year, Month Date of Publication). Article title. Retrieved from URL

Citing a general website article without an author

APA format structure:

Article title. (Year, Month Date of Publication). Retrieved from URL

How Do You Write Bibliography Of a YouTube Video?
Follow these steps:

1. First Identify the AUTHOR's Surname or screen name the rest leave them in initials.
e.g. Victor.S.W. 

2. Second identify the YEAR, MONTH, DATE, VIDEO POSTED -(2011, April, 4)

3. Third Identify the VIDEO TITLE - Video File. ( italics)

4. Fourth identify the RETRIEVED FROM- URL of specific video,

Norton, R. (2006, November 4). How to train a cat to operate a light switch [Video
file]. Retrieved from http://www.youtube.com/watch?v=Vja83KLQXZs

3. 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)’

- Appendices are placed at the end of references.

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

More information on appendix click on this link  How to use Appendix

3. Reference - APA

Writing the perfect bibliography: 

Why do you need to do it?

• It helps you to find the resource again if you need it.
• It helps others find the resource if they want to read more about what you have found.
• It helps to keep you honest in your research by requiring you to cite your sources.
• It shows the depth and breadth of your research and knowledge.
• It helps you develop competence in information literacy and organisation - which help you take responsibility for your own learning.

How to do it?

• The following instructions are a brief guide on what you need to include and when for different resources to create a citation. It is called the APA style. APA stands for American Psychological Association which has created this style for use in all its publications.
• After you have written the citations for the resources, you need to organise them into alphabetical order by the Authors surname at the end of your project - no matter what it is, you need to have a bibliography.
• The date always goes after the first entry - author or title.

Eportofolio Unit 1 2015

Inquiring and Analysis Summative

Challenge:  

Your challenge in the unit is to identify a client/target group with the need to explore, and express ideas, feelings, nature, culture, beliefs and values about a specific community with the aim of educating and crating awareness of such existence. 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 personal and cultural expression described. The problem description should include the current limitations, with detailed explanation of why you think an IT solution will be the best.

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 :   

The student explains and justifies/ prove the need for a solution to a problem for a client/target audience,

1 page. discuss the need of creating awareness of a personal and cultural expression of a particular community and the benefits it has locally and globally.

ii.        Identify and prioritize primary and secondary research needed to develop a solution to the problem: 

Constructs a detailed research plan, which identifies and prioritizes/ rank, order, categorize the primary and secondary research needed to develop a solution to the problem independently/ autonomously,

2 pages. A table of research plan indicating research questions relevant from primary and secondary sources. A summary of the feedback from research.

Task	Priority	Why is it        important	Sources	Completion date
			Primary/Secondary
			Secondary

   iii.        Analyse a range of existing products that inspire a solution to the problem:

         Analyses a range/ assortment, collection, array of existing products that inspire/ motivate, energize, stimulate a solution to the problem in detail, (a set of different things of the same general type)

4 pages: analyze 5 applications relevant to the IT tools you chose by using a table.  

Application	Advantages / Features	Limitation

analyze 5 existing  products created to solve similar problems. (paragraph)   

 iv.        Develop a detailed design brief, which summarizes the analysis of relevant research. 

Develops a detailed design brief/ a written description of what a new project or product should do, which summarizes the analysis of relevant research.

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.

Criterion A: Inquiring and analysing
0	The student does not reach a standard described by any of the descriptors below.
1 — 2	The student states the need for a solution to a problem for a specified client/target audience, develops a basic design brief, which states the findings of relevant research.
3 — 4	The student outlines the need for a solution to a problem for a specified client/target audience, outlines a research plan, which identifies primary and secondary research needed to develop a solution to the problem, with some guidance, analyses one existing product that inspires a solution to the problem, develops a design brief, which outlines the analysis of relevant research.
5 — 6	The student explains the need for a solution to a problem for a specified client/target audience, constructs a research plan, which identifies and prioritizes primary and secondary research needed to develop a solution to the problem, with some guidance, analyses a range of existing products that inspire a solution to the problem, develops a design brief, which explains the analysis of relevant research.
7 — 8	The student explains and justifies the need for a solution to a problem for a client/target audience, constructs a detailed research plan, which identifies and prioritizes the primary and secondary research needed to develop a solution to the problem independently, analyses a range of existing products that inspire a solution to the problem in detail, develops a detailed design brief, which summarizes the analysis of relevant research.