Business Quest Unit: Criterion A: Inquiring and Analysis

Challenge
Many businesses have problems that can be solved easily by introducing new or existing information technology solutions. The digital solutions can transform a business in terms of sales or enhance the organization's and the documentation of the business operations.
Your task is to identify a business related challenge that can be addressed or solved using an IT based solution. The problem should be clearly described and the client's current way of addressing the situation described. The problem description should include the current limitations the client is facing and detailed explanation of why you think an IT solution will be the best. 

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.

Achievement level	Level descriptor
0	The student does not reach a standard described by any of the descriptors below.
1–2	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.
3–4	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 to develop 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.
5–6	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	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 Design Sample

https://drive.google.com/file/d/0B8VAiXCgqIIbXzd4THd4MUFkc2c/edit?usp=sharing

Explaining and justifying the need for a solution
Examples of products developed to address particular problem. Checkout the solutions in the links below;

• What is the product and what was the problem solved by the solution developed?

-     http://www.globalgiving.org/projects/appsforgood/

-    https://www.youtube.com/watch?v=eUMpfESN60o

Research 

http://ergo.slv.vic.gov.au/learn-skills/research-skills

Design Brief

http://www.technologystudent.com/designpro/problem1.htm

http://www.technologystudent.com/despro_flsh/briefy1.html

Business Quest Investigation Activities

Read the following business software tools.
http://www.pcworld.com/article/150091/best_business_software.html

Which solution can you use from the list for your solution?  

http://africamentor.com/6-african-technology-innovations-that-are-changing-lives/

Business apps
http://www.businessinsider.com/apple-2013-best-designed-apps-2013-6?op=1

http://www.inc.com/ss/10-tech-innovations-help-your-business#1

Business Quest Unit Details

Teacher(s)	Mr. Serem/ Mr. Wafula	Subject group and discipline	Digital Design
Unit title	Business Quest	MYP year	4	Unit duration (hrs)	25hrs

Inquiry: Establishing the purpose of the unit

Key concept		Related concept(s)	Global context
Communities		Market and Trends	Scientific and technical innovation
Statement of inquiry
Technical innovations are both a function and product of trends in communities.
Inquiry questions
Factual          — What software tools and techniques have been for numeric analysis? Conceptual   — Can results of any market trends system be influenced by the designer for their advantage? Debatable     — How reliable are the results of market data in decision making?
Objectives	Summative assessment
Objective A: Inquiring and analysing Objective B: Developing ideas Objective C: Creating a solution Objective D: Evaluating	Outline of summative assessment task(s) including assessment criteria: There are many business that are starting up daily. Students will develop solutions aimed at driving solving business related problems for residents of Mombasa and it’s environs. The effectiveness of the solution will be determined by the feedback, the growth of their businesses.		Relationship between summative assessment task(s) and statement of inquiry: Students will have deeper understanding and use software that allows them to improve the management and performance of different businesses.
Approaches to learning (ATL)
Collaboration skills: Make fair and equitable decisions; Listen actively to other perspectives and ideas; Give and receive meaningful feedback; Advocate for one’s own rights and needs. Communication skills: Give and receive meaningful feedback during presentations; Share ideas with multiple audiences using a variety of digital environments and media; Organize and depict information logically; Understand and use mathematical functions Transfer skills: Compare conceptual understanding across multiple subject groups and disciplines. Information Literacy Skills: Collect and analyse data to identify solutions and make informed decisions; Process data and report results. Critical Thinking: Practise observing carefully in order to recognize problems; Gather and organize relevant information to formulate an argument; Recognize unstated assumptions and bias;  Interpret data; Evaluate evidence and arguments;  Draw reasonable conclusions and generalizations Thinking skills: Apply existing knowledge to generate new ideas, products or processes.

Introduction to MYP Design Current chapter

Please click on the Design Guides' link below;

Design Guide

Task 1 (Conceptual Understanding) Read page 20-26 and write your responses in your note book for the following questions;

a) What is conceptual understanding or learning? What is a concept?

b) List the key concepts contributed by the study of Design.

c) What are related concepts? Are they similar or different in different subject areas?

d) What are global contexts? Are global contexts similar or different across the subject areas?

e) What is a statement of inquiry? 

f)  In your own understanding of the activism unit, write examples of inquiry questions

i)  Factual
ii)  Conceptual
iii) Debatable

g) Outline the five MYP ATL skills.