Thursday, 26 January 2017

Day 10

Digital

Problem-solving tasks require students do some or all of the following
  • investigate the parameters of the problem to guide their approach
  • generate ideas and alternatives
  • devise their own approach, or explore several possible procedures that might be appropriate to the situation
  • design a coherent solution
  • test the solution and iterate on improvements to satisfy the requirements of the problem.
Real-world problems are authentic situations and needs that exist outside an academic context 
Real-world problems have all of the following characteristics:
  • Are experienced by real people. For example, if students are asked to diagnose an ecological imbalance in a rainforest in Costa Rica, they are working with a situation that affects the real people who live there.
  • Have solutions for a specific, plausible audience other than the educator as grader. For example, designing equipment to fit a small city playground could benefit the children of the community. 
  • Have specific, explicit contexts. For example, developing a plan for a community garden in a public park in their town has a specific context; learning which vegetables grow best in which parts of one’s country does not.
  • If students are using data to solve a problem, they use actual data (for example, real scientific records of earthquakes, results of their own experiments, or first-person accounts of an historical event), not data developed by an educator or publisher for a lesson 
Source: Innovative Teaching and Learning Research. (2013). 21st Century Learning Design. Microsoft. Retrieved from: http://www.itlresearch.com/itl-leap21
Supporting Diversity for Problem Solving
  1. Set up a task with space for a variety of viewpoints
  2. Help students access the existing established knowledge as and when it is needed to help solve their shared problem
  3. Support students to build knowledge and capabilities
  4. Provide opportunities for students to work with others
  5. Ensure group diversity
  6. Provide opportunities for diverse ideas to emerge and collide
  7. Provide opportunities for collective knowledge building
  8. Provide opportunities to revisit ideas over time
Source: Hipkins, R., Bolstad, R., Boyd, S., & McDowall, S. (2014). Key competencies for the future.
Where to start your search? 
Idea Springboard
Use this search tool (created for the Google Science fair) to help you come up with a project that you'll love working on. https://www.googlesciencefair.com/springboard/en/
Thingful
Thingful® is a search engine for the Internet of Things, providing a unique geographical index of connected objects around the world, including energy, radiation, weather, and air quality devices as well as seismographs, iBeacons, ships, aircraft and even animal trackers
Instagrok
Their mission is to help everyone discover the joy of learning and empower them to be lifelong learners. So we are dedicated to building innovative technology to enable engaging, safe and personalized learning. https://www.instagrok.com
Crowdsourcing for Problem solving
Crowdsourcing is the practice of engaging a ‘crowd’ or group for a common goal, such as innovation, problem solving or efficiency. It can take place on many different levels and across various industries. Thanks to our growing connectivity, it is now easier than ever for individuals to collectively contribute, whether with ideas, time, expertise, or funds, to a project or cause.
If you want to learn when 'crowdsourcing' became a trend, maybe you'd like to look at a real data Google shares with us? You could also combine that with other search trends? www.google.co.nz/trends/explore#q=crowdsourcing  
Examples of Crowdsourcing platforms and projects
Openideo
Uses the ideas of Design Thinking. Join a global community to solve big issues “How might we…” challenges for social good in different phases 
InnocentiveTheir goal is to crowdsource innovation solutions from the world’s smartest people, who compete to provide ideas and solutions to important business, social, policy, scientific, and technical challenges.
Hackidemia
A mobile invention lab that enables future changemakers to access and create a hands-on STEAM education that will enable them to solve specific challenges by developing and testing creative solutions and physical artifacts. Global workshops fostering collaboration between schools, tech companies and kids in the development of 3D-enabled curricula, tools, and learning environments for the 21st century learner. 
DemocrasyOS
An open-source platform for voting and political debate that political parties and governments can download, install, and repurpose much like WordPress blogging software.
Global Lives ProjectA collaboratively produced video library of life experience around the world. Global Lives exhibits showcase unedited footage of daily life around the world, and they encourage students and teachers to study, discuss and reflect upon the startling differences and similarities between people from around the world.
HacKIDemiaA mobile invention lab that enables future changemakers to access and create a hands-on STEAM education that will enable them to solve specific challenges by developing and testing creative solutions and physical artifacts.
Any Wiki?
A wiki (from the Hawaiian wiki, to hurry, swift) is a crowdsourced andcollaborative website whose content can be edited by anyone who has access to it. Source: Answers - The Most Trusted Place for Answering Life's Questions. (2016). Answers.com. Retrieved 16 May 2016, from http://www.answers.com/topic/wiki
Perhaps the best example of a wiki in action today is 'Wikipedia – The Free Encyclopedia', which is ranked among the ten most popular websites, and constitutes the Internet's largest and most popular general reference work. Wikis are generally designed with the philosophy of making it easy to correct mistakes, rather than making it difficult to make them. Thus, while wikis are very open, they provide a means to verify the validity of recent additions to the body of pages. The most prominent, on almost every wiki, is the "Recent Changes" page - a specific list numbering recent edits, or a list of edits made within a given time frame - and also sometimes a “Talk” page. Sources: Wikipedia. (2016). Wikipedia. Retrieved 16 May 2016, from https://en.wikipedia.org/wiki/Wikipedia and Wiki. (2016). Wiki. Retrieved 16 May 2016, from https://en.wikipedia.org/wiki/Wiki
Zooniverse
This one claims to be the world’s largest and most popular platform for people-powered research. Research is made possible by volunteers—hundreds of thousands of people around the world who come together to assist professional researchers. Our goal is to enable research that would not be possible, or practical, otherwise. Zooniverse research results in new discoveries, datasets useful to the wider research. 
Zooinverse projects have two distinct aims, (Masters, Oh, Cox, Simmons,  Lintott, Graham, Greenhill, & Holmes, 2016) the first is to solve specific scientific problems through the use of citizen scientists.  The second aim is to engage members of the public with real world science to educate and change attitudes towards science. Citizen scientists are members of the general public that volunteer their time to work and collaborate with professional scientists to collect data and solve problems on real scientific research questions. Citizen science is not a new concept but has become more accessible to people around the world through the use of the Internet. Edmund Halley used citizen science in 1714 when he got members of the public to report the total eclipse of the Sun across England.  
Citizen Science
"Engaging in citizen science allows people to experience first-hand the scientific process and engage scientific thinking at the same time as increasing their knowledge of the specific research topic (i.e. their knowledge of scientific content.(Masters, et al., 2016, p.1)"
Through platforms like Zooinverse citizen scientists are able to view, record, analyse, process and answer incredibly large amounts of data that would not be possible by the scientists doing the research alone. The first project Galaxy Zoo received 70,000 classifications per hour and more than 50,000,000 classifications in the first year (Graham, Cox, Simmons, Lintott,  Masters,  Greenhill, & Holmes, K, 2015) 
New Zealand Garden Bird Survey and NatureWatch
You can help to discover and learn more about NZ garden birds by participating in this citizen science project or you can record what you see in nature, meet other nature watchers, and learn about the natural world at the http://naturewatch.org.nz/.
Crowdsourcing by The Mind Lab by Unitec
Remember to give people voice by sharing https://hackeducation.co.nz/
Do you know anyone who would like to do the programme? Where should we go next? - https://wheretonext.school.nz/ Maybe you know someone who would like to come to an open lab, register their interest or even enroll? If they do enroll and mention your name, they'll receive 20% off after their tuition fees, and you'll receive a free morning tea on us!
References
Graham, C.G., Cox, J, Simmons, B, Lintott, C, Masters, K, Greenhill, A. & Holmes, K. (2015) "Defining and Measuring Success in Online Citizen Science: A Case Study of Zooniverse Projects," in Computing in Science & Engineering, vol. 17, no. 4, pp. 28-41, July-Aug. 2015. doi: 10.1109/MCSE.2015.65
Innovative Teaching and Learning Research. (2013). 21st Century Learning Design. Microsoft. Retrieved from: http://www.itlresearch.com/itl-leap21
Masters, K., Oh, E. Y., Cox, J., Simmons, B., Lintott, C., Graham, G., Greenhill, A., & Holmes, K. (2016). Science learning via participation in online citizen science. arXiv preprint arXiv:1601.05973.
Sonnad, N. (2016). This free online encyclopedia has achieved what Wikipedia can only dream of. Quartz. Retrieved from http://qz.com/480741/this-free-online-encyclopedia...
Leadership
Entrepreneurialism
If the skills students learn are aligned to growth industries and sectors where there is greatest job security, entrepreneurship would become a core subject for all students.
The NZ Curriculum - Education for Enterprise
Education for Enterprise is about promoting an approach to learning – one that is real, relevant, and gives students responsibility for their learning.
The Vision of NZ Curriculum (2007) states the challenges for schools in preparing young people who will:
  • be creative, energetic, enterprising, and entrepreneurial
  • contribute to the well-being of New Zealand
  • seize the opportunities offered by new knowledge and technologies to secure a sustainable social, cultural, economic, and environmental future for our country.
Education for Enterprise provides students with opportunities to:
  • become engaged in their learning through school/community partnerships
  • apply their curriculum knowledge and skills to real contexts
  • use initiative and be resourceful
  • gain NCEA credits at the same time as developing the key competencies in senior secondary schooling
  • have a better understanding of the world outside school.
Maori aspect on entrepreneurial opportunities
“It was thought that Māori are not encouraged to take the right subjects at school to prepare for entrepreneurial success later on. Furthermore, Māori are not exposed to business when growing up, unlike many non-Māori children whose parents work and own businesses. Therefore, the basics of business and entrepreneurship are not instilled in Māori from an early age. A recommendation from the interviews was to increase Māori awareness and exposure to business activity in order to assist Māori in obtaining the mindset and skills needed to successfully exploit entrepreneurial opportunities.” (Dawson 2012, p.154)
“Entrepreneurship education as early as pre-school, family involvement in the education process, and the encouragement of formal and informal education avenues were suggested in the interviews to enhance the educational attainment of Māori entrepreneurs. These recommendations could be included in changes for future strategies and practices within the education system. The changes could assist Māori to acquire the knowledge and skills needed to develop successful entrepreneurial ventures.” (Dawson 2012, p. 155)
Source: Dawson, B. (2012). Māori entrepreneurship: A Māori perspective (Doctoral dissertation, Auckland University of Technology).
Social enterprise
Social enterprise is an organisation that applies commercial strategies to maximise improvements in human and environmental well-being - this may include maximising social impact rather than profits for external shareholders. 
Lean canvas as a planning tool
Social Lean canvas is a tool designed to help Social Entrepreneurs understand and build great business models. It is an adaptation of Ash Maurya’s Lean Canvas (leancanvas.com) which he in turn adapted from Alexander Osterwalder’s Business Model Canvas (businessmodelgeneration.com) (and is likewise licensed under the Creative Commons Attribution-Share Alike 3.0 Unported License). Both of these tools are extremely useful for helping companies understand and innovate their business models. However, the creators of the Social Lean canvas found that they miss some key components that are required to help make a social enterprise business model make sense.
The Mind Lab by Unitec - Lean Critiquing Form
We've developed a The Mind Lab by Unitec Lean Form that makes's you to explain and critique your innovation plan in a lean way. We hope this is an useful tool for your DIGITAL 2 assessment, but using it is optional.
Filling in the form and seeking feedback and -forward from your fellow students might help you to explain the innovation in short or critique it. Remember to keep your answers Lean!
Once you have answered in class, you can view the responces from others.
Crowdfunding
With crowdfunding, an entrepreneur raises external financing from a large audience (the “crowd”), in which each individual provides a very small amount, instead of soliciting a small group of sophisticated investors. 
In recent years, crowdfunding has become a valuable alternative source of funding for entrepreneurs seeking external financing. Existing empirical analyses report an impressive growing volume of money collected through crowdfunding worldwide. Crowdfunding allows entrepreneurs to raise funding through an open call on the Internet. An important characteristic is the extra private benefits that funders (i.e., “crowdfunders”) enjoy by participating in the crowdfunding mechanism. These additional private benefits vary with the forms of crowdfunding, ranging from an equity-based model, profit-sharing scheme, and lending to outright donations. Although crowdfunding can take different forms, there is little academic understanding of the economic factors that determine an entrepreneur's choice of a particular form of crowdfunding.(Belleflamme, Lambert and Schwienbacher, 2014)
The power of crowdfunding lies in its ability to pool together thousands of small donors in very short periods of time, so it's also a great fit for the aspirations (and wallet) of the younger donor. As the 2012 Millennial Impact Report survey of more than 6,000 active donors aged 20 to 35 revealed, 75 percent prefer to give online. Moreover, 42 percent say they like to "give in the moment" as an emotional response that's often triggered by social media appeals. Millennials may not yet have deep pockets, but it's important for them to know their gifts make a difference. Project-based crowdfunding is a great and cost-effective way to keep these donors philanthropically engaged in smaller fundraising initiatives at their alma mater. (Joly, 2013)
Crowd funding in New Zealand
Building an understanding of business
More and more young people are using crowdfunding platforms such as pledgeme.co.nz or kickstarter.com to gain public support to seed fund new start ups and early expansion plans for businesses.
Other ideas that students can use to build an understanding of business, entrepreneurship, marketing, target markets, sales, budgeting and economics include:
  1. Creating a online shop on a low cost platform such as etsy.com. Online shops can allow students to sell items as diverse as art, crafts, digital assets such as Minecraft characters and simple services eg. car grooming, garage sorting, pet minding etc
  2. Set up a school-wide or community-based pop-up fair where parents with businesses can sell slow moving or end of line products by hiring a stand where the community can shop.
  3. Create a community garden at the school and grow vegetables for sale at farmers markets or to parents. Choose seasonal items that make for great after school snacks (for parents to buy) such as strawberries and carrots.
Resources for teachers and students
Young Enterprise offers a range of enterprise programmes and financial literacy resources that can be used by teachers throughout New Zealand. Each resource is designed for a specific age group, and aligns to the New Zealand Curriculum. http://www.youngenterprise.org.nz/
References:
Belleflamme, P., Lambert, T., & Schwienbacher, A. (2014). Crowdfunding: Tapping the right crowd. Journal of Business Venturing,29(5), 585.
Dawson, B. (2012). Māori entrepreneurship: A Māori perspective (Doctoral dissertation, Auckland University of Technology).
Joly, K. (2013). Higher education crowdfunding: After social media and MOOCs, watch out for crowdfunding.(INTERNET TECHNOLOGY). University Business,16(7), 48.
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