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During my first lesson in action project, I was educated on the difference and meaning of divergent and convergent thinking. Being provided with this topic, we were given a prompt of which we had to find a solution to.

For example, the first topic given was "How many ways can you shave a monkey?" There were varying answers such as giving it cancer, burning it alive, skinning it as well as pouring acid. Here, divergent thinking is a crucial first step process like a keystone. By elaborating and spewing out all possible ideas, we can then regenerate or fixate on those which might possibly be doable in the future.

Convergent thinking is when we apply logical thinking to our divergent ideas to come up with normally one answer.. This may include pouring acid (What compounds and elements must we establish to be able to apply the burning effect? Does this affect the surrounding environment?) From constant questioning and analysing we might deduce that Calcium Thioglycolate which breaks down disulfide bonds resulting in hair loss but may cause irritation to the skin or perhaps Proteases which is a enzymatic approach.

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Have you ever experienced a power so strong and imminent that you must flee?

Well behold, the culmination of our celestial artifice, The Sigils of Singularity. Separated, it may just be an ordinary piece of coloured paper. However, when combined, it transcends time and space, borrowing the immense capacity of the holy and fallen abilities.

By intertwining both vigours, immortality and strength is applied to a potent level so that a blinding ethereal incandescence sears through the dimensions. To gaze upon it is to court annihilation, eyes liquefy, flesh atomises, souls dissolve into ash, scattered across the infinite like dying embers.

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This lesson we created a mindmap to create a solution for our fellow peer's problem. Mines of which was feeling too hot. Obviously lots of people feel discomfort from heat that affects them and my teammate will receive attention through my action project using mind mapping to develop effective ideas. The visual approach of mind mapping enables users to generate new creative solutions through their brainstorming efforts. I plan to establish "Cooling Solutions" as the main concept inside the mind map. The starting concept allows me to develop subcategories that include portable cooling devices and alterations to apparel and environmental control methods. The structured map enables me to see connections within my ideas so I can choose practical solutions which are also achievable.

The "Blizzard 2000 gun" stands out among all my creative thoughts. The slang term Blizzard 2000 Guns signifies a theoretical cooling device capable of releasing cool air or mist for heat relief in a unique way. The mind map will include this concept as an individual branch that lists its key features including portability and adjustable mist functions and how easy it is for users to operate it. The device could enter daily routines according to my idea to enable easy access for my teammate without interrupting their flow. A solution built from effective design processes alongside practical features will produce systems that function properly.

The mind map explores "Fridge Maneuver" as an interesting subtopic. The concept explores different approaches to manage available assets to reduce heat exposure through accessing refrigeration units nearby. My plan includes a list of heat relief strategies which include spending brief periods at cold areas as well as eating cold food and storing damp towels inside the refrigerator for fast relief. The generation of an exhaustive list of heat management tips through this process will enable me to share this knowledge with my team-mate as well as fellow personnel dealing with heat. The mind map serves two purposes: First it offers structure for solution-finding and second it supports creative open-ended thinking when working collaboratively with peers to apply ideas effectively.

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The lesson employed thinking outside the box and humourous elements that accomplished both audience retention and effective delivery of problem-solving methods for daily issues. Through an extreme description of the "PERSONAL MINI BLIZZARD 3000" the presentation merged comedic aspects with evidence of silly physical extremes that people will use for staying cool during hot days. The lesson achieved participant education and entertainment by merging frozen deserts as problem solutions with traditional vocal complaining methods so people could learn both imaginative thinking and approachable problem-solving skills while maintaining a positive view of situations.

A blend of educational content with entertaining methods fostered an excellent space for students to learn positively throughout this lesson. People had the chance to share their individual cold remedies during the session where different heat-beating methods were also presented. The lesson became memorable because of the humourous delivery style and participants established friendships showing how basic entertaining solutions are superior to intricate approaches and problems. The lesson successfully demonstrated creative power in everyday life along with the value of retaining humour.

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In this lesson, the project aimed to solve the critical problem that sea turtles consume an alarming amount of plastic in their habitat. The prompt being "Globally over 52% of turtles have ingested plastic!" Our team began by analysing fundamental sources of the issue after which we generated new possibilities for solutions. We adopted two strategies which included both stopping turtles from encountering plastic debris and developing ways to minimise its effects when turtles faced exposure to plastic.

The development of biodegradable plastic materials stemmed from our initiative to remove artificial plastic remnants in the environment. We investigated how specific odour compounds repel turtles and tested black-coloured products for minimising turtle recognition of the items.

The best part of our work involved developing our ideas through group efforts to produce various components of the solution. Our team gained experience from examining two important factors of product evaluation which included design for implementation and end-user requirements. Reviewing the complete operation has shown how interdisciplinary thinking performs an essential duty when dealing with intricate environmental issues.

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Today we presented our product, mines of which was the "PERSONAL MINI BLIZZARD 3000". The presentation delivered all intended primary and secondary objectives leading to a successful outcome. The "PERSONAL MINI BLIZZARD 3000" was to provide a instant refreshing cooling system for people ranging from all ages.

A combined approach of education and humour brought the session together while creating memorable learning experiences with positive educational environments. The main strategic point employed by the presentation was humour which enabled students to approach the content with joy while simultaneously boosting their understanding.

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Today, we just all got introduced to a new summative task called Spin-Off where we were organised into uniform groups. We discussed about a place we wanted to focus on followed by a problem that was agreed about that chosen suburb.

Following this procedure, we analysed the issues through data and statistics given online on google as well as a forms which recquired friends and peers to complete.

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Today, we used the SCAMPER model to refine our idea for a solution to cyberbullying. The process helped us think creatively about how to improve and adapt our initial concept. By applying different SCAMPER techniques such as substituting certain elements, combining new features, and modifying our approach, we were able to explore fresh perspectives and identify potential improvements.

One key insight was adapting features from existing online safety tools This allowed a more effective and user-friendly solution. We also modified our idea by integrating AI-driven monitoring to detect harmful behavior in real time. Additionally, the elimination step made us realise that some complex features were unnecessary and could be simplified for better usability.

Overall, using SCAMPER encouraged us to think beyond our first idea and push for a more innovative, practical solution. It also helped us collaborate more effectively, as we shared ideas and built on each other's suggestions.

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Today we continued on with our Spin-Off prohect where we worked in uniform groups for identifying and resolving actual problems affecting a chosen community.

We initiated our work by deciding on a particular area for study then conducted meetings to determine the main challenge within this domain. Our group chose to tackle cyberbullying because it represents an escalating social problem which constantly increases in communities across the globe. Our research combined third-party online information with directly collected survey data to better analyse the matter.

We evaluated Google statistics to determine how cyberbullying affects different age groups and population groups thus enabling us to understand the extent and seriousness of this issue. We created a Google Form survey which we distributed to both friends and peers for personal experiences of cyberbullying.

Moving into the future we plan to build our project by examining the gathered data and creating possible solutions and designing our solution as an impact-making but practical approach.

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Today we continued with our Spin-Off projects. When gathering details we established a Google Form survey with specific questions to investigate the effects of cyberbullying and possible solutions for those affected. We dedicated time to creating survey questions because we needed to achieve both question clarity and unbiased approach alongside specific enough data gathering capability. Our survey included multiple-choice questions together with open-ended questions to obtain numerical as well as descriptive responses.

The team work methodically with each member developing written questions while another created form organisation until I checked the flow structure for final approval before completion. We experienced exceptional communication during team work which led to great idea development between each other. The activity improved my critical thinking skills because we needed to predict possible survey responses along with their impact on our project development. The distribution strategy for the survey extends across maximum reach and I am enthusiastic about receiving its conclusions

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We devoted our session to analyse data gathered through Google Form while refining our problem definition. Our survey participants provided fresh perspectives that allowed us to grasp understanding of our topic which we had previously missed. People who answered the form shared their storeys which helped us understand the direct consequences of this issue in real life. A significant number of responses indicated the scale of this issue requiring an efficient solution.

Research focused on evaluating existing solutions created by various organisations worldwide to address similar issues during today's work. The outside research provided both motivational examples and evidence of previous successful strategies for solving similar problems. The process motivated us to generate novel approaches for designing our exceptional solution.

The work I completed today enhanced my ability to conduct research and analyse information while teaching me how important collaboration and clear communication between team members become. We will utilise our acquired knowledge from this research to establish and create our "How Might We" question for developing our solution. I bring greater confidence in our project path while feeling positive about beginning work on the upcoming development stages.

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Screen-Castify Video Recording and Phone

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The team and I dedicated this week to produce our infomercial about cyberbullying. We spent weeks conducting research and making plans followed by a feedback session before we were able to actualise our project. Our mission was to develop an educational video which defined the problem while showing its effects together with the proposed solution.

We started performing the voiceover recordings with our phones. We delivered our words with clear tones accompanied by confident voice while making our voice serious yet engaging for our audience. At first we struggled with synchronisation between voiceover timing and video footage but lots of practise enabled us to achieve the correct timing. Additional scenes were filmed to give our video an emotional connexion which would create better engagement with our audience base.

We then completed the infomercial production through editing by uniting all its components including voiceover, slides and recorded footage into one professional final product. We regulated the flow of transitions while including background music to elevate the interest level. Our team needed both patience and collaboration to cheque that every part of the video remained properly coordinated. This was done via laptop.

The week became demanding yet valuable in its outcome. I honed my presentation skills together with my time management abilities and my abilities in clear verbal communication. Working on the video project instilled in me the necessity of focusing on every aspect in video creation. The teamwork accomplishments when observing our completed product brought strong emotions of pride which I believe our infomercial successfully demonstrates cyberbullying awareness with meaningful solutions.

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Did some stuff at home. Adelaide Cup

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Today we spent half of our class finishing out any padlets we have not finished and I sort of just chilled out for most of the lesson 🤪

Followingly we transitioned to our INNOV8 session to assemble into chosen groups which started planning our desired tackling issue. During this session each team generated innovative concepts while solving various issues which needed resolution. High energy between team members allowed us to exchange ideas while improving our solutions during that session. Everyone near me displayed intense dedication for building meaningful solutions along with the combined environment that created innovative thoughts which exceeded our previous expectations. We developed the strategy by assigning several tasks together with establishing goals to maintain coherent efforts.

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The time we dedicated to discovering and planning for the INNOV8 project extended more deeply into brainstormed solutions and approach refinement. The groups developed individual problem outlines by analysing both the size and effect of their proposed solutions. The group wrote down selected problems together in a shared document while ideas spread throughout the team to establish a precise list of everyone's core subjects. The documentation revealed both our overlapping solutions and possible joined efforts between groups. The process had an interactive dynamic that demanded discussions and adjustments and clarifications to create a focused path for each team. All team members stayed organised through documentation which grew into an essential reference point during the solution development process.

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During this week we concentrated our efforts on better understanding the problem that serves as our project basis. We utilised Empathy Maps Insight Statements together with Customer Research tools to study the problem through varied viewpoints before confirming its worth. The research needed strengthening through gathering at least five reliable sources which delivered relevant information regarding real-life consequences and demographic impacts of the problem. The padlet function helped us arrange our research information systematically while allowing us to detect important patterns between our collected data points. Through this investigation we obtained better insights about what creates the problem along with a solid basis to discover possible solutions.

The group examined previous approaches which various industries and countries employed to tackle the specific issue under study. The market research revealed winning approaches alongside the remaining vacant areas that deserve further attention. The challenging assignment from this week included presenting our issue to separate audiences who provided their assessment. The various groups provided their feedback on sticky notes so we could view different points of view. The group moved back to their meeting spaces to study collected feedback before working together to enhance their ideas. The process enabled us to develop critical thinking about solution options and maintain innovation and knowledge-based approaches.

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Today in class, we were introduced to the INNOV8 Marketing Pitch project, where we have to think creatively and come up with a new product or service based on the prompt “Imagine a new way…”. We explored different possible ideas, such as studying more effectively, reducing food waste, and traveling short distances. Watching infomercial examples like “Who Gives A Crap” and “HuskeeCup” helped me understand how businesses successfully identify and solve real-world problems.

As we started brainstorming, I found it interesting to think about problems that impact people in everyday life. The questions we considered such as where the problem exists, who it affects, and why it happens. This helped me analyse potential ideas in more depth. I began creating a shortlist of problems that stood out to me and started researching them further. This activity made me realise how important it is to design solutions that are both practical and impactful. I’m looking forward to working with my group to develop a creative idea and craft a compelling pitch to sell it.

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We devoted another day to work on the INNOV8 Marketing Pitch by focusing specifically on creative thinking solutions and problem-solving methods. The assignment required us to develop innovative solutions for actual world issues then name our product alongside developing a passionate direct sales pitch which would last one minute. I learned successful idea presentation methods and impact-making strategies from observing examples including “Who Gives A Crap” and “HuskeeCup”. The presented examples demonstrated how structured pitches transform basic concepts into interesting marketable solutions.

The group focused on recognising genuine issues existing in our daily lives through our analysis of everyday challenges. The assignment taught me to examine specific factors that define important problems as well as construct new solutions effectively. I worked on developing a selection of problems which appealed to me by examining the affected individuals and the root causes of these issues. Analysing the origin of problems enabled me to understand how multiple solutions would perform. I am eager to improve my concept as I work on creating a powerful presentation to make it compelling to potential buyers.

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No lesson due to athletics day

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Today, our team worked on refining our idea, Fishtendo, which merges gaming with an environmental impact. Initially, our concept was to create a game inspired by popular fish-related titles like Swimmy Fish and Angry Fish. However, after being given specific limitations, we had to adjust and improve our idea to make it more meaningful.

One of the major developments was incorporating an eco-friendly impact—every time a player finishes a game, they release a biodegradable fish-like object into the ocean. This addition not only enhances the gaming experience but also contributes to environmental sustainability. We also included a specialised chemical component that helps this object break down naturally while assisting marine ecosystems in reproduction.

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When we started our action project, we felt quite excited yet at the same time a bit uncertain about the way our idea was going to be executed. We shared the idea of concentrating on something where we create a platform where one can share and learn skills simultaneously via face-time and live sessions in one-to-one videos. We were excited by the conception that anyone can contribute something that they have to offer be it a hobby or a skill in life or professional knowledge. The giver and receiver, something we wanted to stay away from as learning can be a two-way thing. We wanted to find a more human, interactive way of helping people develop and connect irrespective of what kind of education they receive or pay to receive.

Initially, we brainstormed on how the platform will work and discussed what features matter the most: be accessible, easy to use, and make a community out of it. The vision we had was of humans learning all kinds of things at their houses, sharing everything they know, be it cooking, coding, music, and languages. The possibility of helping those people who may not afford professional lessons or feel comfortable taking group lessons also occurred to us. All in all, we were motivated by the fact that this idea could not just help us develop our skills, but also develop empathy, equality and mutual respect. We were aware that the process would not be easy on us, but we are driven with the thought that positive change is possible when individuals interact directly and learn through each other. And so we began working on our script and code.

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Term 2 Week 3 - Continuing our INNOV8 (Second Idea)

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Term 2 Week 3 - Continuing our INNOV8 (Second Idea)

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As we settle into a new week, action project is no different. After a brief roll call, we continued with our product on Scholarly as I implemented pictures and evidence into our second pitch product "Scholaride". Upon further analysis of the data we have received, it is apparent that those who are dependant on other people with expertise skills are finding it more difficult to find those who can accompany them. This may be due to some correlating factors such as limited spots and time slots that may not suit with everyone.

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This week was a very interesting week as we listened to other people's pitches and raised questions about some when we are unsure or doubting some points. Good to get inspiration as we can use this in our future pitches.

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As we dive into finishing our initial presentation and script, we ran into a bit of a problem. Our code or website was not functioning properly thus we had to discard it out of our slides.

On friday as we presented, the teachers and peers provided insightful feedback which allowed us to reflect and refine on about our product.

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When we first began our action project the idea that motivated us is a simple and strong one: what would happen if one could not only teach but also learn skills with each other in real time? That is how a vision of a site and application enabling people to find connection in individual video sessions with a direction of knowledge sharing both ways in a form of a tutor and a tutee emerged. We did not want the concept that a professional or a paid course is the way to teach useful lessons. Each of us has something to share and we wanted to make a place where people could develop and improve, together in-regards to a hobby, life experience, or technical knowledge. We were fired up by the perception of community learning that seems human, equal, and a flexible one.

During the initial stages there is where we could focus on what really matters. Questions we asked ourselves are: How do we make this idea real? What would make the use smooth and safe to the user? We also considered what kind of a difference we wanted to make not only assisting people to learn but to make them feel acknowledged, appreciated, and strong enough to teach. Our group had some sort of excitement and promise about it, which we also realised would not be an easy task. We have got the sense that we just sowed the seed of something good and presently we are all set to take the next step and begin moulding the design to come up with a design that can make our idea come alive.

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Continued with our pitch, nothing new. In Mr Youbbe's class, we played bang bang shot and an act-it-out game for a brain break. Then continued developing our product.

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When we then progressed to the project of designing our stalls that is when the creative powers twinkled. It was our opportunity to materialise our idea and make it visual as we used it to express ourselves rationally by drawing, laying out and interactivity. The appearance and feel of the stall was entirely under our control, so we concentrated on a welcoming atmosphere, modern design and a sense of meaning. Our setting was unlike any other because of the time travel theme. Based on this, we made an illustration of timeline of education shifts as we have gone out of the traditional sense of classroom teaching settings to the internet, and now to peer-to-peer learning as in our own concept. It made us put our stall into a context not of a design, but of a journey of how people learn.

The very activity of sketching the design of our stall setup reminded me of the importance of giving it a lot of considerations in terms of the kind of experience we wanted any people might have. Our vision was that of a person who would pass by and get inspired, inquisitive and open-minded to the concept of learning differently. The parts of the timeline were just like checkpoints reaching our solution explaining that education does not have to remain the same. Using the past, present and future, we have managed to make ourselves feel that we are providing our listeners with a proper sense of purpose and direction. This section of the work made us remember that, quality does not only lie in the looks of the work. it is about narrating a story, and having people feeling something when they are looking at our idea.

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The day of our action project by itself was vivid and that energy was insane and it was official everything that we had been working on was finally alive. We wore bright banana suits in order to draw attention and it did. It was impossible not to smile and not to come by and that is why we had the best chance to present people our stall and idea.

The reflection of the history of education, piqued people and allowed us to describe what our peer-to-peer based platform of sharing skills was the next logical step. The experience of having people actually interact, asking and even thinking about their learning experiences was awesome.

The most important thing was that practicing in real time, in costume, caused this day to seem less of a serious occasion and more of a festival of creativity and innovation. It allowed us to decrease the tension when meeting visitors and made the situation light and unforgettable. Even the buffoonery banana suits got to be included in our message, learning is to be made available, accessible, human and fun. We were proud of our work that we performed as well as in the way we effectively could tell about it.