What do you believe will be challenging about getting the assessment task done?

Individual work is typically challenging but being on a team that knows their responsibilities and tasks and having the ambition to complete the project by giving everyone’s full potential is the best you could have as a team member. Assessments should list out how well students have learned with what we want them to know. As such, the assessment, learning objectives, and instructional strategies must be aligned with each other while describing how the learning improvements are determined. We will be determining the best means of assessment provided by the engineering module handed over to the learner and the learning outcome that we are hoping to achieve from the product.

Given how short the turnaround time was, how did you break up the work this week? Who is doing what?

This week we had to submit the group project objectives, going through the curriculum set for the course for this semester. The team went through the curriculum, goals, and objectives of the entire course contents and the modules. A complete list of items was separated under the titles of module, goal & outcomes. The objective was drawn upon how the team was going to proceed for the rest of the semester. We will be planning to break up the same way we did for Task one, dividing areas that everyone is familiar with and coming up answering the task two questions which will then be combined, and we will fill in the gaps together, collaborating out knowledge to finalize the task two paper. This technique worked for us last time, and we felt that working individually, you could decide what to do in your own space, concentrate easily, and work faster while working on the familiar task we can get more done quickly with less distraction and take the sole responsibility of the task you are to complete that builds up confidence in your strengths. Then working with the team allows brainstorming, and more ideas are developed and added or deleted. We all run through the document and finalize agreeing to the submission.

Where are you with the for your product?  What do you still need to do that may not have been as fully described in the Task Two document when it was turned in? (2-300 words)

After writing our team’s objectives for this week, we read, gathered, and compiled information for our task 2 project, architecture design, and engineering. We hope to identify the larger scale piece of the system, their responsibilities, and interfaces, including the allocation of requirements to the subsystems and the derivation of subsystem-level requirements and independently developing subsystems. Later, we will identify hardware and software needs that we need to implement system functions and properties along with the technical design document that describes the new component’s goal and purpose, which identifies and tells the engineers what need to build that fuels the purpose.

Since the document is a work in progress for the rest of the semester, what did you add this week that you did not realize you needed? (2-300 words)

As a group, we drafted the overall objectives checked, corrected, and agreed before submission. As I participated in the ISPE EMEA conference last week and presented a presentation on “Sustainable education to all,” I shared my presentation with the group that incorporated most of the ideas of going forward with the solar-powered MOOCs, OER, digital library, and the example of how Arizona State University has created this equipment. I also grabbed the questions, answers, and assurance of funding (if moved forward) with my team. There were some interesting questions, thoughts, and insights of participants that will be useful for our project, which we are optimistic of taking it further than this class. Many of the participants were not aware that this was already in existence, although one more vital point that was shared was that we also should think of some local students in rural areas plus the refugee populations that are presently living locally who also do not have access to education and this could be a solution for them too. While significant barriers to urban refugee education are overcrowding, school admission policies, lack of documentation, no transportation, lack of trained teachers, and discrimination and xenophobia. 

Include at least three reference documents (articles, chapters, web sites, etc.) that you found that support your assessment plan.

SolarSPELL: Solar Powered Educational Learning Library https://hundred.org/en/innovations/solarspell-solar-powered-educational-learning-library#97f6a2a2

What A Solar-Powered, Portable Library Looks Like, https://www.forbes.com/sites/fortinet/2021/09/21/why-fighting-cybercrime-is-a-team-sport/?sh=4ee42b0a2fb8

Linzy, K., & Hosman, L. (2017). The SolarSPELL offline digital library, http://library.ifla.org/id/eprint/2106/

LTEC 6230, October 6, 2021

References

Schorchit N. (2017) Despite Inclusive Policies, Refugee Children Face Major Obstacles to Education, https://www.nea.org/advocating-for-change/new-from-nea/despite-inclusive-policies-refugee-children-face-major-obstacles