Section 2.10

Learning Goals

• • • Demonstrate effective interpersonal skills during collaboration. CRD-1.C

    • Students will actively engage in a  development process that is incremental by breaking down the problem into smaller pieces (CRD-2.E.4).

    • Programming plug in:

      • Students will write statements to call procedures. (AAP-3-A).

      • Students will determine the result or effect of a procedure call (AAP-3-A).

      • Students will select appropriate libraries or existing code segments to use in creating new programs. (AAP-3.D)

      • Students will determine and design an appropriate method or approach to achieve the purpose. (P1.B)

Objectives and General Description

The ARC challenge for this unit was introduced in Section 2.3.  The entire challenge consists of three components:  a detailed business case study, an individual essay and a recruitment artifact.  The digital recruitment artifact is a video, brochure, poster that the company might use to recruit new employees.  This artifact will incorporate music that the team has created using EarSketch, an online coding platform.

For this ARC challenge, the projects are divided.  

• Sprint 1 will focus on the Business Case Study and the individual impact analysis essays.  

• Sprint 2 will focus on the Recruitment artifact and EarSketch programming plugin.

In this section, the teams are now ready to begin Sprint 2.  They have completed an indepth study of their selected company and analyzed how the internet has impacted this particular company.   Students have also learned how the internet works from a technical standpoint.  In Sprint 2, teams will design a recruitment artifact based for their company and they will code customized music for this artifact using EarSketch.

Student teams will use the AGILE approach again to complete this challenge.  Students will be given the specs for the project components and will be asked to analyze what they know how to do, what they need to learn how to do and where to find the skills/knowledge that they need.  They will do this individually and then coordinate as a team to complete an overall project requirements analysis.    They will use the project requirements analysis to plan Sprint 2.   A reminder that students will often want to rush through the planning process.  The planning process is an industry skill and is vitally important to a successful, collaborative project.  Students are also utilizing computational thinking skills and practices by designing a collaborative solution.

 Unit 2 ARC Challenge Materials

*Note:  There are items in the project descriptions that the students don't know yet.  For example... What is a recruitment artifact?  How do you code in EarSketch?  Students will probably experience some nervousness when they see the project descriptions.  This is part of a growth mindset.  Reassure them that the projects are manageable and you will help them learn the content/skills to create a successful project.  The CAPACiTY approach involves giving them a project before they have all the skills.  They learn to identify what they need to know or learn and then also learn how to find this information or learn the skill.  This approach facilitates independent learning and builds confidence.  Many students may not have experience this previously and will need more support from the teacher.  Other students will be ready to take the challenge and run with it.  Teachers should be prepared to offer the level of support that the students need. 

Activities

Activity 2.10.1 (Budget 90 minutes)

1. Show a few recruitment videos to the class.  Here is a list of sample recruitment videos.

2. After watching some recruitment videos, discuss the type of company that was portrayed in the video.  What type of workplace environment do you think they have? Are they looking for experienced employees or employees right out of college?  Was it a big company or small company?

3. Remind the students that they are now experts on the innovation and business that they have selected for their ARC challenges.  They know what kind of company it is, what kind of employees they seek to hire, etc.  The last part of the ARC challenge is to use that knowledge to create their own recruitment tool and design their own company music to be a part of this tool.

4. Bring the students together in their teams.  Teams should review the requirements for the Recruitment artifact and the EarSketch programming plugin.  Discuss the project specifications to make sure that each team member is aware of and understands all of the components that are required for the two projects.  

5. Review the Project Requirements Analysis.  To complete the Project Requirements Analysis, each team should...

   1. Identify the steps needed to complete each task.  They should not be too generic (ie. Step 1 - do the case study, Step 2 - do the recruitment artifact).  They need to break each project into manageable components.  Students will begin to recognize that they do not know how to do some of the required components.  Reassure them that you will help them learn these things.  The project requirements analysis will not be perfect the first time.  Students will learn that they will need to revise during the development.

   2. List the steps required for each component in the left column.

   3. Determine which team member will be responsible for each step.  Students should reflect on their personal KNW chart to help determine which student should complete which step.  

6. Use the project requirements analysis to plan Sprint 2.  The teacher should approve the Sprint 2 plan before work begins.

7. Class time for student teams to work. 

Resources

• 2.10: Unit 2 ARC Challenge Materials (teacher resource)

• 2.10.1: Sample recruitment videos (teacher resource)

• 2.10.1: Project Requirements Analysis  (student worksheet)

• 2.10.1: Sprint 2 form (student worksheet)