Evaluate Stage: Business Quest Unit

The product/solution should be evaluated against the design specification in an objective manner based on testing, and also evaluate its impact on life, society and/or the environment. Including information on how the product/solution could be improved as a result of these evaluations will be important.

Remember testing is not just peer feedback, but testing the success of your product. Test results should be generated by those involved in testing. The test results will then form the basis for product evaluation and analysis.

Your own performance at each stage of the design cycle must be evaluated and suggest ways in which your performance could be improved.

Moderation feedback on Evaluate stage:

This criterion was covered well by most students, particularly self-evaluation at the different stages of the design cycle.  However, more detailed testing against specifications was required in a number of cases. Also, some students failed to suggest modifications to their product/solution in response to feedback from clients. Students should be encouraged to analyse the feedback they receive. 

What affected most student's achievement was a lack of appropriate product testing. Students generally limit this to obtaining feedback, yet this is not always directly linked to the design specifications. Appropriate testing methods should be described in the investigation stage, while evidence of success should be included in the evaluation. Students should the base an objective evaluation of the product on the results of testing. Feedback could be used more effectively when evaluating a product's impact.

Ensure that students respond to feedback from clients by suggesting modifications and improvements to their product/solution.

Assessment Criteria

Levels	Task Specific Descriptor
0	The student does not reach a standard described by any of the descriptors given below.
1-2	The student evaluates the product/solution or his or her own performance. The student makes some attempt to test the product/solution.
3-4	The student evaluates the product/solution and his or her own performance and suggests ways in which these could be improved. The student tests the product/solution to evaluate it against the design specification.
5-6	The student evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment

  

Sample
https://drive.google.com/file/d/0B8VAiXCgqIIbVUZVMTJuNjlMWFk/edit?usp=sharing

Create Stage: Business Quest Unit.

Focus now will be on creating the product/ IT solution by following your Plan and taking into consideration the chosen design. The Created product should show
- Thorough competence in the use of IT tools
- Fully justified any modifications to the original design in Journal
- Original and outstanding solution with many IT techniques applied.

The process journal should be used frequently to document progress in this stage. This should be done at the end of time you work on the product. Process journal should be supported with screenshots that shows progress in the development of the product.

Appropriate quality: Ensure that the best possible product / solution is produced, taking into account the resources available, the skills and techniques used. Also, show how the product/solution addresses the identified need.

Moderation report comments;

§         The monitoring team felt that despite a lack of creativity in some of the products/solutions, students had worked conscientiously on this stage. 

§         The comparatively strong students included detailed journals, mentioning problems they faced and how they overcame these problems. However, there was a lack of evidence to show what they had achieved during each of their ‘create’ sessions. Screen shots or photographs illustrating the progress being made could have achieved this.

§         Ensure students document the create process with clips and photographs that illustrate their progress at significant stages. 

Assessment Criteria

Levels	Task Specific Descriptor
0	The student does not reach a standard described by any of the descriptors given below.
1-2	The student considers the plan and creates at least part of a product/solution.
3-4	The student uses appropriate techniques and equipment. The student follows the plan and mentions any modifications made, resulting in a product/solution of good quality.
5-6	The student competently uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of appropriate quality using the resources available.

  

Example of process journal entries: Note that only create entries are the only required entries in the process journal.

https://drive.google.com/file/d/0B8VAiXCgqIIbVFI4c2F6YlowRGs/edit?usp=sharing

Plan Stage Business Quest Unit

This stage is after you have finished the designs. The plan for your product will need to have the following items:

  

1.       Introduction A simple paragraph, which aimed to explains the duration available for planning, the sections/tools you will use, and state those who will be helpful to you in the stage(s) coming.

2.       Basic Steps; The basic steps are brief sentences outlining the main steps in the in the plan. The basic steps do not give details about the resources required and duration. Limit the outline of steps to 10.

A Gantt chart can be used after the basic steps.

3.       Production plan /Process Plan (plan for the creation part only)

The process plan is detailed information about process of creation.  The activities descriptions should capture specific techniques that will be applied in each step of product development. The production plan is developed from the steps identified in the basic steps.

  

4.       Evaluation of the Plan

The evaluation of the plan looks at how realistic, logical, and achievable is your plan.  

Notes: Moderation report Feedback 

· The plans were essentially well documented and provided a link between the final proposed design and the realization of the final product/solution.

· Most plans included logical sequential steps and timings.

· Students should be encouraged not only to list resources but also say how they may be used.

· The evaluation of the plan is necessary for students to reach the higher-level descriptors. It is required to determine whether the plan is feasible or realistic, could it be followed by others and has undergone any modifications since the design stage. 

Assessment Criteria 

Levels	Task Specific Descriptor
0	The student does not reach a standard described by any of the descriptors given below.
1-2	The student produces a plan that contains some details of the steps and/or the resources required.
3-4	The student produces a plan that contains a number of logical steps that include resources and time. The student makes some attempt to evaluate the plan.
5-6	The student produces a plan that contains a number of detailed, logical steps that describe the use of resources and time. The student critically evaluates the plan and justifies any modifications to the design.

Plan sample 1 

https://drive.google.com/file/d/0B8VAiXCgqIIbTy1pbkt3bnFJZzg/edit?usp=sharing

Plan sample 2

https://drive.google.com/file/d/0B8VAiXCgqIIbQmM4RHBQNDFBTkU/edit?usp=sharing

Design Stage Business Quest Unit

In design stage you are expected to:

a)     Generate a range of feasible and excellent designs that meet the design specifications

b)     Evaluate each design against the design specifications

c)     Then select one design, justify your choice and evaluate this critically against the design specification.

Designs can be sketched by hand and scanned copies submitted. Students can choose to use any software to develop their designs. All design work must be submitted in soft copy.

NB: At the design stage, students are encouraged to develop their initial drawings with clips or screen shots from sources that may visually enhance their ideas/solutions. 
  

Note below the feedback extract from the moderation report on Design Stage 

The comparatively good students produced very clear and well-annotated design proposals. However, overall students did not show a wide range of ideas, which is necessary to reach the higher band levels. Again, ideas were mostly pencil drawings and may have been improved by including samples from various sources that could be used as part of their product/solution. 

Design Samples for Games

Design 2

https://drive.google.com/file/d/0B8VAiXCgqIIbeVRuYXc5WTB2MXc/edit?usp=sharing

Design 3

https://drive.google.com/file/d/0B8VAiXCgqIIbMVBhZXhkTjIwRjQ/edit?usp=sharing

Design 4

https://drive.google.com/file/d/0B8VAiXCgqIIbbS1OVnBPTllmdDA/edit?usp=sharing

Justification but not Critical

https://drive.google.com/file/d/0B8VAiXCgqIIbUGZYVzZYc2dmWEE/edit?usp=sharing

Ideas
Mobile app designs
http://msdn.microsoft.com/en-us/library/windowsphone/design/hh202895%28v=vs.105%29.aspx
http://sixrevisions.com/user-interface/website-wireframing/

TV advert Storyboard
http://www.the-flying-animator.com/what-is-a-storyboard.html

Animation designs
http://www.the-flying-animator.com/what-is-a-storyboard.html

Assessment Criteria

	Task Specific Descriptor
0	The student does not reach a standard described by any of the descriptors given below.
1-2	The student generates one design, and makes some attempt to justify this against the design specification.
3-4	The student generates a few designs, justifying the choice of one design and fully evaluating this against the design specification.
5-6	The student generates a range of feasible designs, each evaluated against the design specification. The student justifies the chosen design and evaluates it fully and critically against the design specification.

Business Quest Investigate Stage Summative

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. 

• Ensure that the key components of investigate stage are included in your investigate.
• Refer to previous investigate stage requirements, checklists and the feedback from your previous unit in investigate stage.
• Identify a unique, appropriate demanding IT solution for your client that you have not attempted before.
• Research should be about the product and other resources that can be part of the solution. The research should be supported with screenshots that focus on techniques but of not only the software you will use but other softwares of the kind.

Remember MYP moderation report below to improve your investigate work.
       ·       Allow students more control over the style and content of their investigation.

·       Encourage students to include more visual details in their research ( use screenshots, diagram, or graphs).

·       Encourage students to analyse and reflect on the information collected which leads to formulating an appropriate design specification.

·       Encourage students to explore and evaluate software and resources that could become part of their IT solutions.

 Assessment Criteria. 

Levels	Task Specific Descriptor
0	The student does not reach a standard described by any of the descriptors given below descriptors given below
1-2	The student states the problem. The student investigates the problem, collecting information from sources. The student lists some specifications.
3-4	The student describes the problem, mentioning its relevance. The student investigates the problem, selecting and analyzing information from some acknowledged sources. The student describes a test to evaluate the product/solution against the design specification.
5-6	The student explains the problem, discussing its relevance. The student critically investigates the problem, evaluating information from a broad range of appropriate, acknowledged sources. The student describes detailed methods for appropriate testing to evaluate the product/solution against the design specification.

Investigate Checklist
Identify the problem 

              · I have described the problem as I understood it.
              · I have written an explanation on why the problem is important, relating it to my life.
              · I have written an explanation on why the problem is important, relating it to society.
              · I have written how and why solving this problem is relevant to the A.O.I.’s?

Develop your Design Brief 

·  I have written down a design brief: Explaining what I am going to do to solve the problem. (a general statement of what I am going to make, why I am going to make it, and for whom)

Research

·   It is clear from my research notes what I have learned more about the product to be developed.
·   I have researched on the skills and techniques required in the development of the product.
·   Most of my research work is supported with screenshots, quotes, photos, and graphics that explains the different techniques and skills that can be applied while using the software in the product development. All graphics and screenshots are cited.
·  I have clearly organised my research in a proper format. Paragraphs are used properly.
·  I have clearly analysed and commented on most of the information researched.
·  I have applied in-text referencing where possible.
·  I have referred to at least four different types of resources in the investigation section.
·  I have used supporting evidence such as quotes, photos, illustrations, and graphs and are referenced (cited) appropriately.
·  I have undertaken a primary research by consulting an expert in the field of my investigation.

Design Specifications 

· I have concluded the investigation by formulating design specifications. I have included a table of essential and desirable characteristics. I have written down design specifications which my product/solution must meet.
· I have designed and explained test(s) which I will use in order to test my finished product against my specifications.
· I have included references to the sources of information and a bibliography in proper format (APA) is attached at the end of the investigation section. 
· I have formatted my bibliography using these tools (citationmachine.net , ebiblio.com., easybib.com.)
· I have included in the appendix all the interview or survey questions and their responses.

Design Specs Ideas
Design specs examples
http://mypct.isswiki.de/ct-9-technology/ct-9-lessons/world-cup-of-ideas-contest/design-brief-and-design-specification
http://mypct.isswiki.de/exemplary-design-cycle-elements/investigate

Other resources for references

1. More information on how to write your investigate
http://vsa-martin-yu.wikispaces.com/MYP+Year+9+Computer+Technology+~+Webpage+Design+(Dreamweaver+with+HTML+Editor)

http://www.globaljaya.net/secondary/IT/y9ct/MYP%20Docs/Investigation_Guide_9-10.pdf

Investigate sample 1: Grade the work
https://docs.google.com/file/d/0B8VAiXCgqIIbVkxKS09yRVFqdnc/edit?usp=sharing

Investigate sample 2: Grade the work
https://docs.google.com/file/d/0B8VAiXCgqIIbV2gycGRyeU5WM2c/edit?usp=sharing

Sample MYP Video Games Solution
http://www.youtube.com/watch?v=rDCQZjgR3p4

Animation Solution
http://www.youtube.com/watch?v=fgP9hmbK0Rg

Digital Video Solution
http://www.youtube.com/watch?v=ygiDBGx9WIw

Business Quest Concepts and terminologies

To under the concept of online businesses the following concepts must be understood. Write brief notes using suitable diagrams or images where possible on the following;
websites

• What is Web CMS and what are some of it's major features?
• What is website hosting and describe the process of hosting a website? The role of ISP.
• Describe what SSL encryption is.

Online payment methods

Describe the different online payment methods; Paypal, merchant account, EFT,  etc

User interface

• What is a user interface and what are the different types of software user interfaces?

E- marketing

• Define e-marketing and describe e-marketing solutions; Pay per click etc

Online security

• What is online security and what are the different types of online security solutions that businesses can have in place: e.g Phishing

Others terms to be described include;

• Page ranking
• Cloud computing
• Open source software
• Search engine Optimization
• Shopping cart software
• site traffic analysis
• The difference between using web 1.0 or web 2.0 technologies in business
• Apps and listing some examples of business apps

Business Quest Unit Details

Background Information

The unit is designed to allow you to explore the different  technology solutions in business. We will identify different IT solutions and examine the impact of using the IT solutions in business. Investigating a local business and developing a suitable product that will help the identified stakeholder (a client) will be key to the unit. In order to achieve this, we will need to investigate and study different IT solutions in businesses; including websites, videos for business, commercials/adverts, music, Databases, spreadsheets products, online business journals, digital online business security solution/storage solution, 

Unit Details

Unit Question: To what extend have businesses been impacted by new technology?

AOI: Human Ingenuity: What are the consequences of what we create in businesses?

Significant Concept: The choice of appropriate technology for different scenarios. Establishing and determining the correct technology for businesses that betters human life.

AK Focus: Global Economics: Trade and Development

The study of how individuals and societies exchange goods and services.

Summative Assessment

Students will investigate both local and global business and develop a suitable product that will help the resolve current client's challenges. Some of the options available a website,  a video for the business, a commercial or advert, produce a commercial song/advert, develop a database, etc. The product can address any specific themes in the business; marketing and advertising, Training, data analysis and storage.

Activity 1

Discuss in pairs the story of MPESA, (the Kenya Mobile fund transfer businesses).

• What is MPESA?
• How did it start?
• When did it start?
• Who started it?
• How has the use of MPESA transformed lives?

Activity 2 (To done individually in your note books)

Study one business that has used many online digital innovation overtime. The business can be global or local. Example SafariCom, or Google are some of the leading online businesses companies with several digital innovations.

In your investigation;

• Outline the several technologies/ innovations used or developed by the named company and their functions
• Describe some of the technologies or innovations you foresee or suggest the companies to use in future.