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16/10 & 17/10
For the rest of this week, we sat and watched other groups' presentations. Most other groups seemed much better prepared.
From watching others, we realised that a presentation has more impact if the problem is stated clearly wothout zxczxc

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The presentation.

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The script document (that also has some planning.)

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14/10
Tristan, Hao Ton and I presented our pitch today. We were unprepared and hadn't practiced, or organised a comprehensive script.
The feedback we received from the three 'sharks' and students was surprisingly positive, considering the fact we improvised it. We were told that our idea was a good one, but we lacked the conviction and confidence needed to engage the audience and convince them our solution was worthwhile. Our presentation was also quite plain and uninteresting. We were also asked questions by the audience. We received one question from Sam that we couldn't answer with conviction; 'how do we convince students to bring their broken electronics
However, I'm optimistic that we can turn this around. I believe that our idea is worthwhile, and that if we work to improve everything, we ca

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The research document (again), as we're adding more information to it.

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12/10 [During the holidays]
I feel a little frustrated because we procrastinated during the two week break; we didn't start until quite late in the week, which means we won't be as prepared as we could have been. Though realistically I believe most other groups will have procrastinated a little too, so (I hope) we won't be at too much of a disadvantage.

We communicated with each other through email, google chats and text message to create our presentation and organise the pitch and the speaking order. I worry that something might go wrong, since we can only practice by ourselves; but I believe that our solution is strong so hopefully our pitch will still be received well (though I still expect lots of flaws to be pointed out).

I have linked a few documents that we have been using for the last few days.

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WEEK 10
26/09
Today was much quieter. We spent most of the time just talking through everything. We have to go back through all the previous documents we've created to lay out exactly what our issue is, how we're going to solve it and how we're going to present our idea for our pitch.
We've gone back to the canvas document (linked below) to re-do everything and make it more detailed and consistent.

If we offer repairs we can ask customers to purchase the pieces they need (we'd provide sources to get those from) and give those pieces to us to repair them free of charge.

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WEEK 10
23/09
This is the last week! We're thinking we'll work over the holidays too.
Researching different companies around Adelaide made us realise that they have no need for students dismantling things beforehand, and so we decided that we'd scrap that idea.

Instead we decided that our E-waste club would raise awareness about its effects and also teach students about how to repair small electronics such as phones, headphones and earphones, smart watches and gaming consoles (e.g. PlayStation, Xbox and Wii). We wouldn't repair laptops and other electronics that are already fixed by IT. Not everyone who joins the club would have to partake in all the activities; i.e. someone who likes electronics wouldn't have to do the awareness activities, and someone who's passionate about the environment wouldn't have to learn how to repair phones. We figured including an aspect of the club that teaches people about electronics and repairs would be what justifies this club being separate from the environment club.

Going with what Mr Miels said, we thought up of the exact problem that we as a group are trying to solve. We are trying to solve the issue of too much electronic waste ending up in landfill due to peoples' lack of awareness and/or lack of care for its impacts.

To raise awareness, our club can get involved in school events (such as I'M Glenunga and Charities Day). In between these times we can send emails to the student body with subjects like "did you know..." or we can ask the media team to put up notifications on the screens, to teach people about the impacts of E-waste. We could also teach club members about the E-waste process & screen educational videos during club time.

When we talked to Ms Lopez, she discouraged us from repairing phones on grounds of the safety issues, but we think we'll try to make it happen anyway. Students or their parents might need to sign a permission slip for safety reasons before they start doing any electronic repairs.

Since Ms Lopez and Ms Fern showed doubt when we talked to them about doing simple repairs, the sharks are very likely to express the same doubts. To help sell our idea we could also create a short video for the pitch showing how we repair electronics to convince the teachers that it is possible.

... Since we have so much to talk about every lesson these padlet entries are getting longer and longer. I think I'll start just linking planning documents instead of writing these long essays.

25/09
Today we needed to ask more questions of a few teachers. We talked to Kelly Mocilnik, the staff at IT and the director of services. We have lots of things we need to figure out so I don't have much time to write.

Attached below is the photo of some of the notes we took during our talks.

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(Added on 21/09)

This is the google document I've created in my group's shared drive that we'll (probably) continue to add research to:

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WEEK 9
18/09
Today we went down to the technologies wing and talked to Mr Miels about our idea and asked some questions. We started writing a list of questions to ask him, but we decided that it would waste time, and it would be better if we just went and did it. I was worried we wouldn't get all the information we needed that way, but it worked out well in the end. We had a very long conversation with him that gave us a lot of things to think about. The major concerns he had with our idea were the issues of engaging students, safety and which companies would take the dismantled materials. When we returned to class to complete the padlet entries, we felt a little disheartened by all the flaws that were pointed out. But we agreed that it gave us an advantage over others, who would be going to the shark tank without as much prior feedback.

19/09
Today we were asked to write down our final problems and solutions on to Ms Lopez's document. We were worried that since we'd decided to re-asses the issue we were trying to solve, we couldn't write anything that specific. However, looking at the board, we realised that most other groups were still deciding as well and had written vague entries into the document.
After that we watched a shark tank video to help us think about what makes a good pitch. From what Ms Lopez and Ms Fern were saying, I get the impression that we're meant to be further along in our planning than we are. We're not ready to start preparing the pitch yet. I'm planning to finally get around to doing research on the weekend.

Here are some things I'll look in to this weekend:
- What businesses already exist
- What recycling companies exist in the area around Glenunga
- How those companies recycle E-waste
- If there are some recyclable products within these electronics that aren't recycled because the labour cost is too high. [If I can find issues like this within these companies, then we can possibly find a way to solve them through our theoretical club.]
- Where is E-waste collected?
- How many companies are responsible in their recycling and disposing of E-waste
- How many people know about E-waste (we could find this out with a survey)

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WEEK 9
16/09
Today we had a lot to talk about. Last week we came up with a long list of questions about our possible service (which has since been added to) and this lesson we had to discuss them and write down possible solutions.

We weren't sure about what our service would be; a VET course, a club or something else. I wasn't sure if we had enough resources to create a VET course. I suggested that we simply hire someone to teach the first members of a club how to dismantle electronics, and then those people could teach new members who joined. similar to the barista club; or, if we did find the resources to start a VET course, the students could pay for their teaching by also dismantling electronics as part of the course, and we could use the money from that to pay for all the resources.

We were unsure about how realistic our idea was, so we talked with Ms Lopez. While we were talking, we started another mind map on the whiteboard. Attached below is that mind map:

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Olivia, you are definitely heading for an 'A' with your 'Reflection Space' as your reflections are insightful and providing light on the discussions, your contributions to the project, thoughts and learning journey.  To ensure you do I suggest  you upload or link research articles, videos and any research you are doing on the current state of your focus market etc, what already exists, what could you invent etc?

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WEEK 8
9/09
Today we continued our discussion and brainstorming from last week.

I talked to my family on the weekend about which issue out of E-waste or marine environments would offer more opportunities for solutions, and they agreed that issues around marine environments would be more interesting. I am yet to decide whether I agree with them.

11/09
We continued our discussion today. Unlike my family, I decided with my group that we'd rather focus on issues to do with E-waste. We will probably focus on these smaller problems:

- People don't know which recycling organisations to trust.
- It's very difficult to motivate them to take their E-waste to the right places.
- There is an over-consumption of electronics (buying them even when they don't need them).
- Even though most of the materials inside electronics are recyclable, a lot of them are just discarded because they're too difficult to extract.

Apparently, if it's relevant to our final solution, Tyler is able to design the basic structure of a dismantling machine with an app on his laptop. We agree it's a really cool idea, if it isn't too difficult, and if it properly solves our chosen issues. He knows how to dismantle phones, so we could possibly include a time-lapse comparison of him dismantling a piece of E-waste compared to the machine as part of our pitch.

Most of the lesson after this was spent on the *really important* decisions of brand name, logo, target audience and how exactly we would work.

I think that the best thing to decide on before we know what exactly our service does is how it would fit in with everything; e.g. if we decide we want to create a club, we know what solutions would be possible though that. We will most likely focus our project on the school, though we can offer our services to other people in the nearby community.

As well as dismantling we could (though it might be too hard) create small, useful items such as key-chains, earrings, phone rings etc. out of extracted materials and sell them to raise funds.

The main thing we're worrying about is making our product/service desirable to the Glenunga community.

12/09
We were quiet at first today. I'm a little tired so I don't feel that enthusiastic. However, today wasn't completely unproductive; I still talked a little about different ideas and wrote some things on the canvas document.

We thought a possible solution to the money issue is job integration: creating an actual business through this and providing jobs for students. Here are some questions I wrote (copied from the bottom of the canvas document):

Questions:

How are we going to get the money initially to pay for all the tools and other equipment?

How will we teach students/other people how to dismantle things?

How will we collaborate with the school so they allow us to create a service (or club?) that actually hires people and pays them wages?

How will we earn enough money through our business to pay workers?

Can we earn enough money just through creating jewelry?

Can we sell E-waste to other recycling companies for a profit?

How do we know who is trustworthy and who isn’t?

Will they pay us extra if we dismantle everything first?

How would we actually make the things?

Do we have the resources at the school?

Will there need to be teacher supervision?

Do average students actually have the skills to do this?

How do we make products that appeal to the Glenunga community?

Is this process safe?

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WEEK 7
6/09
Today we continued our group work.
The two main subjects we chose for further exploration - brainstorming possible solutions and more detailed issues - were E-waste and the great barrier reef (or other marine environments). Although we were cautioned to avoid thinking too much about the solutions before exploring all the issues, we thought brainstorming some quickly (like divergent thinking) would allow us to better select an issue that we would be able to realistically solve.

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WEEK 7
2/09
Today was a school closure day for the Adelaide show, so there was no action project.

[On the 3/09 I noticed that our pitch grade increased from a C- to a C+! I'm glad we passed.]

4/09
Today we formed our 'final' groups for the serious pitch project. I wasn't here last lesson but luckily Hao Ton offered to let me join her group with Tristan. To be honest, I'm glad I'm not with my previous group; we were much more productive this lesson than my last group ever was.
We completed the lotus task - essentially a brainstorm - around the general topic we were most interested in; the environment. We came up with lots of different issues (and some positives too), but most of them are worldwide issues that we'd have trouble solving ourselves. If we are all passionate about a global topic we could just raise awareness, but we all agree that it wouldn't explore that issue in much depth.

Here is the completed lotus diagram (not all the boxes are filled yet, but we'll add more as we continue through this task):

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WEEK 6
26/08
Today we presented our pitch. We wrote a quick introduction to clarify a few points which I read out beforehand. Hopefully it's received well ...

28/08
Today our assessment was returned. Our grade was, overall, a C-.  We were all disappointed when Ms Fern brought the assessment sheet to us. She sat down to discuss it with us for a few minutes.
Apparently there was a major concern with our marketing pitch; it wasn't clear to the teachers who would manage the app, how they would ensure safety from cyber bullying, and how we would get students engaged with it. Personally, I believe that these flaws aren't enough to warrant a C- grade, but it is up to Ms Fern and Ms Lopez.

After Ms Fern left (and once I'd returned from an errand to student services), our group discussed how we could have improved our product to get a passing grade. We all agreed that it was frustrating, but that overall it was probably a good experience, because next time we'll have an idea of the kinds of flaws the teachers notice, and would be able to ask the right questions to ensure our product is a good one.

The management and cyber bullying issues were easy to fix. The app would be managed by a special student group (in collaboration with teachers of course), who would maintain it; including acting on feedback and inappropriate behaviour reports. Feedback would be a different option in "home", and an inappropriate behaviour report-button would be available at the bottom of the screen of each chat, as it's going on. Even though the app is anonymous, offending students would be able to be identified easily, as their identity would be accessible to admins who have received a report about them. We discussed the issue of engaging students, and came up with the idea of simply introducing the app to students in program x classes - setting aside part of a lesson every now and again for year 8's to engage with the app.

... After discussing these solutions, I understand how I'll need to go into greater detail for future pitches.
When we were first discussing our idea, I did a series of sketches of what we thought the app would look like, which really helped us refine our idea. If we'd gone into more detail with these - if we'd drawn every option available on the app and decided to include these visualisations in our pitch - a lot of the concerns the teachers raised would have come to our attention naturally. Maybe if I end up designing an online platform with my group next time, I'll do exactly that.

29/08
Today I was home sick from the flu.

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WEEK 5
19/04
Our group filmed everything we needed to today. I printed out a few copies of the script [the one attached in the google document below] but we didn't follow it exactly; we added a few lines and also decided to include a voice-over instead of a 'company person' to describe our product.
I filmed everything on my phone, so I wasn't in the video for more than a few seconds. However, I feel I still contributed enough to my group by writing the script and directing the filming.
I felt as if Baasem and Nik weren't being expressive enough while I filmed them; probably because they weren't enthusiastic. I tried to explain this, but it only worked to a certain extent. Hopefully the editing will make the final pitch more coherent and engaging.

21/04
As I was away sick on Tuesday, I took that chance to edit the footage on my phone. I added some effects, a proper voice-over and some music at the end to try to make it more interesting. I'm still worried that it won't entirely make sense when the class watches it tomorrow; but POSITIVITY IS KEY.
By doing this by myself, I feel that I've contributed more to the group than the other two have.. but then it's impossible to edit something collaboratively.
At the beginning of this lesson I tried to email the finished pitch to Baasem and Nik but the file was too large to send over email. When I get home I plan to download it onto my laptop and then give it to them with a USB tomorrow, before we present.
We didn't do much for the rest of the lesson, as we'd already finished everything we needed to. I checked the task sheet and there was definitely nothing more to complete, so hopefully nothing will spring out of nowhere.

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WEEK 4
14/04
Today there was no lesson because it was subject counselling day for the year 10's.

15/04
Today we continued to work on our spin-off task. We FINALLY  decided our app name - GIHS Connect - and we continued writing the script. I felt I made a much greater contribution to the group than last lesson; I was proactive and tried to engage everyone in discussion about how we will communicate details while still remaining in the set time limit for the video. I'm confident that if we continue like this we'll finish by the end of Wednesday's lesson next week. We didn't film this lesson. We're planning to do that first thing next lesson.

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WEEK 4
12/08
Today was another slow day. Baasem was away for a while and Nik and I were working on our final script and deciding how exactly our app would work. I feel we're taking too long to decide on a good name for our product (some ideas included GIHS online, Friendme, iFriend, Connector etc.), and I'm a little worried we won't get it done in time.

We thought we'd present the problem to the audience through a short skit, which shows a year 8 person who's struggling to make friends in their new school. I feel like it's not an absolutely brilliant idea, but we can't think of any other ideas... and that doesn't mean it won't be effective if we film and edit it well.

Here is a link to our google doc planning document - with some brainstormed ideas of problems and solutions (copied from a piece of paper we used in the first few lessons), and the script - that we'll be using for the next few lessons.

Looking back on the lesson today, I feel like I could have put effort into engaging the group in conversation; it would have made the work go faster.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Hi Olivia... you have been keeping up! I'm actually liking your reflections, they are providing some insight to the dynamics of your group and your thoughts, keep being honest, stay reflective. I'd just like to see some more discussion of what is happening in your learning, not just mentioning that ideas are being had, but what are the ideas, photos or links to documents and brainstorming are a great addition. Keep going!! Ms Fern

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WEEK 3
5/08:
Today we were sorted into random groups of three people and assigned the first 'spin-off' task. We need to look at different issues in the Unley council area, decide on one to focus on and come up with solutions.
I'm in a group with Baasem and Nikita, and we decided on the issue/prompt "What is missing for young people transitioning from primary school to high school?" Our group was quiet at first because I didn't know them and none of us were (or still are...) enthusiastic about the task. We overcame this towards the end of the lesson.
It was a reasonably vague topic, so we narrowed it down to just people transitioning from their primary school to GIHS; it's easier to come up with problems and solutions with a school we're familiar with.
We only came up with two different answers ~
- Maturity/preparedness
- Friendships
~ which isn't many, but we've come up with several interesting solutions in the brainstorm. (I guess we practiced divergent thinking when we were thinking of as many solutions as possible, no matter how silly.)

7/08:
Today we continued working on the spin-off project; but first we sat for about 15 minutes and wrote in our padlets (I wrote this and the last entry in that time). We continued to brainstorm ideas of specific problems in the community, then coming up with solutions to fit them. Once we're done,  we'll choose the solution that's the most interesting/the most practical to do.

8/08:
Today we again worked on our spin-off project. We decided on our final idea - to create a social media platform exclusively for students in GIHS with a range of features to help them to develop friendships at their new school - and then started to refine it. I contributed to my group in this stage by helping to draw the draft story board, and visualise our ideas.
Before being given time to work on our padlets, the two classes were gathered together in front of one of the whiteboards to discuss our progress on our padlets. Apparently most of us haven't been writing enough? Hopefully I have ...
Here is the list of prompts that I'll use from time to time to come up with ideas for my entries:
- I felt my group could have improved decision making by ...
- Initially my group was quiet but we overcame this by ...
- I felt I could have contributed to my group more by ...
- Our method for coming up with ideas was ...
- We had a lot of trouble with ... because ...
- I contributed to my group by ...

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WEEK 2
In the first lesson this week we continued our task to design a partner's ideal weekend. We'd finished the interview section last lesson so all we needed to do was come up with ideas, seek our partner's feedback and then decide on a final solution that meets all their requirements.
I thought my idea was unrealistic, but the relief teacher (I can't remember his name ...) assured us that it didn't matter whether the solution was achievable or not, as long as we engaged in the design thinking process. I believe I did do that to some extent, but I was feeling tired today and I didn't have much enthusiasm for this task.

We finished quicker than I thought we would, and worked on the iPhone task for the rest of the lesson.

We were given time in the second and third lessons of the week to complete our iPhone tasks. I finished just in time.

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In the third lesson we were given about 20 mins to begin our iPhone task. I thought I'd caught some kind of virus that day so I didn't start right away but read through another page on the Action Project website; design thinking. Here is what it said:
Design thinking encourages you to:
-  Work in a way in which PEOPLE are your focus (their wants/needs)
-  Have EMPATHY to understand your customers
-  Show EXAMPLES of your ideas (prototype)
-  Be more COLLABORATIVE
Then I started the task. I watched the videos provided on the google sites.
Then we partnered with someone we didn't know (I partnered with Aiden) and started a new task that practiced design thinking. We interviewed each other on our weekends. We will continue the task next lesson.

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The second photo ...

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How to paint an elephant - WHITEBOARD ACTIVITY PIC

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WEEK 1
On the first day we were introduced to our class and shown our google classroom and google sites. I set up my padlet with the same background as my desktop because why not, and I wrote this entry in five minutes.
I collaborated with the girls on my table, to come up with ideas to write down in this entry; I communicated with them using the English language; I was creative with my padlet layout; and I thought critically about whether I would prefer going 30 days without my phone or never eating dessert for the rest of my life.

On the second day we were introduced to our first formative task; Product Profile: The iPhone and Another Example. But before we did that we talked a little about first-world problems, as examples of possible problems that someone could create a product to fix. After that we practiced divergent and convergent thinking by brainstorming all the possible different ways to shave a monkey or paint an elephant. After filling the whiteboard with all possible solutions - even if they weren't very realistic - we narrowed them down to one that was the most practical (and humane).

This is what the google sites said about divergent and convergent thinking:
- Divergent thinking = thinking of as many ideas as possible, regardless of whether they seem realistic or not
- Convergent thinking = going through your list of ideas and narrowing it down to one suitable, effective idea

Photographs of the whiteboard activities:

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How to shave a monkey - WHITEBOARD ACTIVITY PIC