WK13-14

During the last two weeks, I have initiated the production and printing of all toolkit components, including the creation of digital mockups. While anticipating the completion of the prints, I will be concurrently preparing the exegesis, designing the MADA NOW banner, creating the critical documentation website and updating the product specification table.

DIGITAL MOCKUPS

In anticipation of production, I developed digital mockups for the entire creative toolkit, offering a cost-effective and time-efficient way to provide realistic previews. 

All toolkit components that can be scanned or reprinted are no larger than SRA3, meeting the requirement for the marginal value and also demonstrating accessibility due to its standard paper size. 

AMOUNT OF VISUAL CONTENT

The visual package now consist of three A4 pages, a total of 39 usable visual content. which successfully reached the intended marginal value of 24.

CREATIVE TOOLKIT QUALITY

The quality of the creative toolkit is related to how individuals perceive and experience the toolkit. User satisfaction, user-friendliness, and whether the toolkit meets the specific needs and expectations of users can be highly subjective. Different users may have varying opinions about the toolkit's quality based on their preferences and experiences.Thus, it would be considered undetermined due to its subjective nature.

ENGAGEMENT IN PEDAGOGICAL INNOVATION

The adoption rate is measured objectively based on data and statistics, such as the percentage of educational institutions or educators using the toolkit for pedagogical innovation, the frequency of use, the impact on student learning outcomes, and other quantitative measures.

However, the factors influencing the adoption rate, such as the effectiveness of the toolkit in promoting pedagogical innovation and the degree to which it meets the specific needs of educators, can be influenced by subjective opinions and experiences. Educators' perceptions of the toolkit's utility, ease of use, and its ability to facilitate pedagogical innovation can vary from one individual or institution to another, and this can impact the adoption rate. Therefore, its status remains uncertain until additional statistics are collected. Given the project's limitations in gathering this data, I would have to remove this item.

SENSE OF EMPOWERMENT

Whether a creative toolkit provides a sense of empowerment can be highly subjective, highly depends on the individual's perspective and experiences. Empowerment is a deeply personal and subjective feeling. Some people may find a particular creative toolkit incredibly empowering, while others may not have the same emotional response to it.

While the toolkit may possess objective features and capabilities, how an individual perceives and experiences its empowerment potential can vary significantly. Factors such as personal interests, skills, and goals play a substantial role in shaping one's view and utilization of a creative toolkit. Thus, like the creative toolkit quality specification, sense of empowerment would be considered undetermined due to its subjective nature.

COVERAGE OF TOPICS

After researching the use of value-based topics, I discovered that, despite a national framework, schools in Victoria employ various sets of value-based topics in their educational systems. Consequently, it became highly challenging for me to comprehensively identify and list the specific value-based topics adopted by each school in Victoria. While I managed to identify some commonly used topics, compiling a comprehensive and definitive list proved unfeasible. Therefore, I had to remove this specification from the project.