Step 1: Determine the facts in the situation – obtain all of the unbiased facts possible

• Jack is an American student at a Kenyan Youth Center
• An international organization sent gifts to children at the youth center
  • They were four gifts short
• Jack was asked to hand the gifts out 
  • All the kids believed the gifts were from jack
• The kids that did not get gifts were given black hats that were found at the bottom of the box but those kids were still upset because they did not receive the original gift. 
• Jack relayed that the kids were upset with higher-ups
  • The higher-ups told him “Don’t be a child activist and deal with it”

 

Step 2: Define the problem and the stakeholders – those with a vested interest in the outcome 

• A fundamental difference between cultural conflict resolution
  • Jack saw it fit to make things right with the kids who were short-changed whereas the individuals at the Kenyan youth center did not see that it was worth it to resolve the disgruntled feelings of 4 kids.
• The kids also had a vested interest in the problem
  • The kids were given the short end of the stick and let down by Jack, even though the organization was responsible for not having enough gifts. 

 

Step 3: Determine and distinguish between the personal and professional motivations of the stakeholders. 

Jack (an American student): 

Personal motivations: He is genuinely concerned about the kids’ welfare and well-being. He may feel guilty because the kids think he is the one responsible for giving them gifts. He may also have a professional motivation because he is involved in a social venture and wants to make sure the youth center is running ethically and efficiently. He sees this as a chance to solve a problem and make a positive difference in the youth center’s atmosphere. 

 

Children (under the age of 14): 

The kids’ main motivation is probably the emotional distress they feel when they are left out of the gifts. They may feel upset, confused or disappointed that they are not getting the same gifts as their friends. Although the kids may not have a professional motivation due to their age, their experience in the youth center is beneficial to their overall health and growth.

Text idea

3. The staff members: They may be motivated by conflict avoidance or additional workload. They may be defensive of the oversight and unwilling to accept responsibility. The staff members may be concerned about keeping the youth center running smoothly and avoiding disruption. They may prioritize efficiency over what they see as a small problem. 
4. The youth center: The staff and administrators may be concerned about the youth center’s reputation and how it will be perceived in the community. The goal of the youth center is to create a supportive and inclusive environment for children. 

5.The donor organization: It may have a personal motivation to make sure their donations have a positive effect and are distributed correctly. The organization’s reputation and purpose are connected to the effectiveness of the donations. They may want to make sure their support is beneficial to the wellbeing of the recipients

6. Other volunteers or guests:

Personal motivations: Other people at the event may have their own personal beliefs about fairness and inclusion. They may form an opinion about how the youth center handles these issues.

Professional motivations: Depending on their affiliation, they may have a desire to promote social causes or volunteer.

7. Local community:

Community members may have a personal connection to the youth center. Their opinion about how effective the center is can influence how they view the well-being of the community.

Professional motivation: Having a positive image of the youth center can help the community’s support and involvement, which can influence how the center operates.

8. Advocacy and Rights groups:

Individuals in advocacy and rights groups are personally dedicated to making sure that vulnerable people, including children, are treated fairly and fairly. Organization: They may see this as a chance to address a possible violation of their rights.

Step 4: Formulate (atleast three) alternative solutions – based on information available, to have a win-win situation for your relationship and your venture.

Approaches [1/2/3: repeat for every action]

• Potential Solution 

 

• Pull the four kids aside who did not get gifts and have an informal heart-to-heart with them. Tell a story to them that kids would understand better than saying “the donors of these gifts did not send enough for everyone to get one.” Rephrasing it into something along the lines of  “there were gifts in the box for you but they fell out of Santa’s sleigh during travel. These hats were whipped up by Santa last minute to ensure that you did not get left out.” Telling a more lighthearted story to ease the tension of feeling forgotten but also allowing for the kids to understand that you were not the one responsible for getting the gifts helps get their disappointment off of your shoulders. 

• How does it solve the problem?

 

1. Direct Communication with the Affected Children:

   – Pulling the four children aside for a heart-to-heart conversation shows empathy and a direct effort to address their feelings. This personal approach can help in understanding their perspectives and emotions.

 

2. Reframing the Narrative:

   – By rephrasing the situation into a more relatable and lighthearted story, the solution attempts to ease the tension and disappointment felt by the children. This reframing helps shift the blame away from Jack and redirects the focus on a whimsical explanation for the oversight.

 

3. Maintaining Jack’s Relationship with the Children:

   – Communicating openly with the children and providing a friendly narrative can help maintain a positive relationship between Jack and the children. It ensures that the children do not harbor negative feelings toward Jack due to the misunderstanding.

 

Pros of the Solution

 

1. Addresses Emotional Impact:

   – The solution recognizes and addresses the emotional impact of the oversight on the children. By acknowledging their feelings and providing a comforting narrative, it seeks to minimize the negative emotional consequences.

 

2. Preserves Positive Relationship with Children:

   – By explaining the situation in a way that absolves Jack of blame and emphasizes a positive, lighthearted story, the solution helps maintain trust and a positive relationship between Jack and the children.

 

3. Reduces Tension and Disappointment:

   – The lighthearted story serves to reduce tension and disappointment among the children. It reframes the situation in a way that allows the children to understand that the oversight was not intentional and that efforts were made to make amends.

 

4. Shifts Focus from Blame to Resolution:

   – The solution shifts the narrative from blaming Jack or the children for the oversight to a focus on resolving the situation. It provides an opportunity for Jack to take a proactive role in ensuring the children feel included and valued.

 

5. Maintains Harmony within the Youth Center:

   – By directly addressing the issue with the affected children and offering a positive narrative, the solution contributes to maintaining a harmonious atmosphere within the youth center. It avoids potential conflicts and disruptions that may arise if the issue is left unaddressed.

 

6. Aligns with the Youth Center’s Mission:

   – The approach of prioritizing the emotional well-being of the children aligns with the youth center’s mission of providing a supportive and positive environment. It demonstrates a commitment to the holistic development of the children beyond just material gifts.

 

While this solution focuses on immediate communication and emotional support for the affected children, it may be complemented by a more systemic approach to prevent similar oversights in the future, such as improving the gift distribution process or fostering better communication between staff members.

 

Cons of the Solution

 

1. Temporary Resolution:

   – The solution provides a temporary resolution by offering a lighthearted story to ease the immediate tension. However, it does not address the root cause of the problem, which is the oversight in gift distribution. This could leave room for similar issues to arise in the future.

 

2. Does Not Hold Staff Accountable:

   – The solution does not directly address the staff’s oversight or involve them in the resolution. Failing to hold the staff accountable for the mistake may contribute to a culture of neglecting responsibilities, potentially allowing similar incidents to occur again.

 

3. Potential Misunderstanding:

   – The lighthearted story about gifts falling out of Santa’s sleigh may be seen as a fabrication by the children, especially if they are older and may not find the story believable. This could lead to a lack of trust in the information provided by Jack.

 

4. Doesn’t Address Staff’s Dismissive Attitude:

   – The solution does not tackle the dismissive attitude of the staff members when Jack initially brought up the issue. This may perpetuate a culture where staff members are not held accountable for oversights and where concerns raised by individuals are not taken seriously.

 

5. Potential for Future Miscommunication:

   – The lighthearted story may create confusion among the children about the actual process of gift distribution. If they share the story with others, it might lead to miscommunication within the youth center and potentially create a perception that gifts are randomly distributed.

 

6. Missed Opportunity for Improvement:

   – The solution does not leverage the situation as an opportunity to improve the gift distribution process or communication within the youth center. Without addressing these systemic issues, similar problems may recur.

 

7. Possible Perception Issues:

   – Others who were present during the event may be aware of the oversight, and the lighthearted story could create confusion or skepticism about the transparency and efficiency of the youth center’s operations.

 

8. May Not Satisfy Advocacy and Rights Groups:

   – If Jack chooses to become an advocate for the children’s rights and well-being, this solution may not be sufficient. Advocacy groups may still be concerned about the lack of accountability and transparency within the youth center.

 

While the solution addresses the immediate emotional impact on the children, it falls short in addressing the broader organizational and systemic issues that contributed to the problem. A comprehensive resolution may involve a combination of immediate emotional support and a commitment to improving processes within the youth center.

 

• How does it save the face of those involved? 

The solution attempts to save face for those involved in the situation through several means:

 

1. Redirecting Blame:

   – By providing a lighthearted story about gifts falling out of Santa’s sleigh, the solution shifts the blame away from Jack and the children. This narrative implies that the oversight was a result of unforeseen circumstances rather than negligence on the part of the staff or any individual.

 

2. Preserving Jack’s Reputation:

   – Jack’s reputation is preserved by clarifying to the children that he was not responsible for the oversight. The story presented allows Jack to maintain a positive relationship with the children, preventing them from harboring negative feelings towards him.

 

3. Minimizing Staff’s Responsibility:

   – The solution, while not directly addressing the staff’s oversight, indirectly downplays any potential blame on them. The lighthearted story presents the situation as a quirky mishap rather than a failure in the distribution process, helping to save face for the staff.

 

4. Easing Tension without Confrontation:

   – The solution avoids direct confrontation with the staff or assigning explicit blame. Instead, it focuses on easing the tension among the affected children without causing additional conflict within the youth center.

 

5. Framing the Oversight as Unintentional:

   – The lighthearted story frames the oversight as unintentional and out of everyone’s control, contributing to the perception that mistakes happen rather than signaling negligence or incompetence. This framing helps save face for all parties involved.

 

6. Maintaining Positive Atmosphere:

   – By providing a positive and whimsical explanation, the solution aims to maintain a positive atmosphere within the youth center. This can contribute to an environment where mistakes are handled with understanding rather than blame.

 

8. Preserving the Youth Center’s Reputation:

   – The lighthearted narrative contributes to preserving the youth center’s reputation by framing the situation in a way that highlights the center’s commitment to addressing issues in a sensitive and positive manner.

 

While the solution may not directly address accountability or prevent future oversights, it attempts to navigate the situation with a focus on preserving the dignity and reputation of those involved, especially considering the potential for misunderstandings and perceptions within and outside the youth center.

 

• Implications on relationships

Short Term

1. Jack and the Children:

The lighthearted story helps maintain a positive relationship between Jack and the children in the short term. The immediate emotional support provided by Jack may strengthen trust and alleviate any negative feelings the children may have had.

 

2. Jack and the Staff:

The solution doesn’t address the dismissive attitude of the staff, but it also avoids direct confrontation. In the short term, the relationship between Jack and the staff may remain unchanged.

 

3. Staff and Children:

The staff’s dismissive attitude and lack of acknowledgment of the oversight may create a strain in the relationship between the staff and the affected children. The children might feel neglected or unimportant.

 

4. Staff and Other Stakeholders:

Other stakeholders, including the donor organization, volunteers, and the local community, may not be directly affected by the short-term solution. Their perception of the youth center may remain unchanged for now.

 

Long Term

 

1. Jack and the Children:

If Jack follows up with efforts to improve communication and prevent similar oversights, the long-term relationship between Jack and the children may benefit. Jack’s proactive engagement in addressing systemic issues can foster trust over time.

 

2. Jack and the Staff:

 If the staff continues to be dismissive of issues and lacks accountability, the long-term relationship between Jack and the staff may strain. Jack may find it challenging to collaborate effectively with a team that does not address and rectify mistakes.

 

3. Staff and Children:

If the staff’s dismissive attitude persists, it could lead to a long-term strain in the relationship between the staff and the children. Lack of acknowledgment and corrective actions may erode trust, affecting the overall atmosphere within the youth center.

 

4. Staff and Other Stakeholders:

 If the dismissive attitude and lack of accountability become known to other stakeholders, it could harm the youth center’s reputation in the long term. Negative perceptions from donors, volunteers, or the local community may impact the center’s support.

 

5. Advocacy and Rights Groups:

If Jack decides to become an advocate for children’s rights and welfare, the long-term relationship with advocacy and rights groups may become more significant. Activism driven by the desire to address systemic issues could impact the youth center’s standing.

 

6. Local Community:  

 If the dismissive attitude of the staff becomes a pattern and is perceived by the local community, it may impact the long-term relationship between the youth center and the community. Community support may wane if issues are not addressed transparently.

 

In the long term, the effectiveness of relationships will depend on the youth center’s commitment to addressing systemic issues, fostering open communication, and demonstrating accountability. Continuous efforts to improve processes and create a positive environment will contribute to stronger relationships between all parties involved.

 

• Implications on the venture

 Short-term

• The immediate positive engagement with the children, facilitated by Jack’s lighthearted story, may contribute to a positive atmosphere within the youth center. This can enhance the short-term experience for the children involved in the venture.
• If the lighthearted story is well-received by other stakeholders present during the event, there may be a short-term positive impact on their perception of the youth center and the social venture.
• The short-term solution doesn’t directly address the systemic issues within the youth center that led to the oversight. The focus on the venture’s mission may remain unchanged in the short term.

 Long-term

• If Jack takes further steps to address systemic issues within the youth center and demonstrates a commitment to accountability and transparency, it can contribute to building trust and credibility for the social venture over the long term.
• The youth center’s reputation, both locally and potentially with the donor organization, can be influenced by how well it addresses and rectifies systemic issues. Long-term neglect of such issues may harm the venture’s reputation.
• The effectiveness of the social venture may be influenced by the level of collaboration and communication with the staff. If systemic issues persist, it could impact the venture’s ability to achieve its goals in the long term.
• The relationship between the youth center and the local community is crucial for the success of the social venture. A dismissive attitude from the staff and a lack of resolution to the oversight may affect long-term community support.
• If Jack decides to take a more active advocacy role in children’s rights, it could potentially lead to partnerships with advocacy groups. This alignment could enhance the social venture’s reach and impact in the long term.
• If the donor organization values transparency, accountability, and positive impact, the youth center’s response to the oversight will play a role in the long-term relationship. This may influence future support and collaboration.
• The sustainability of the social venture is linked to how well the youth center addresses and learns from such oversights. A failure to improve processes and communication may affect the venture’s long-term sustainability.

 

The long-term success of the social venture is intricately tied to the youth center’s ability to address systemic issues, maintain positive relationships with stakeholders, and demonstrate a commitment to the mission and values of the venture. Continuous efforts to improve and adapt based on feedback and experiences will contribute to the venture’s resilience and impact over time.

 

Approaches [1/2/3: repeat for every action]

• Potential Solution 

• Get the 4 kids gifts on your own time and give them to the kids the next time he is at the youth center and apologize for not giving them the same ceremonious gesture he had given the other students. 

• How does it solve the problem?

• Addressing the Oversight:
  • This solution directly addresses the oversight by ensuring that the four children receive the gifts they were meant to have.
• Apology and Ceremonious Gesture:
  • Jack’s apology and the subsequent ceremonious gesture aim to acknowledge the mistake, show empathy, and make amends for the oversight.

Pros

• Immediate Resolution:
  • The solution provides an immediate resolution to the problem by ensuring that the four children receive their gifts.
• Positive Gesture and Apology:
  • Jack’s gesture of getting gifts and offering a ceremonious apology can help repair any negative feelings the children may have and strengthen his relationship with them.
• Demonstrates Advocacy for Children:
  • Jack appears as an advocate for the children, standing up for them and ensuring they are treated fairly. This may strengthen his rapport with the kids.

Cons

• Potential Backlash from Higher-Ups:
  • Going behind the higher-ups’ backs to get additional gifts may lead to resentment or disciplinary actions against Jack. It could strain his relationship with the organizational leadership.
• Possible Resentment from Children’s Center:
  • If Jack approaches the organization for more gifts without involving the individuals from the children’s center, there might be resentment or strained relations between the youth center and the children’s center.

• How does it save face of those involved? 

• The solution saves face for the children by ensuring they receive their gifts and receive a special gesture. It addresses the initial oversight and prevents the children from feeling left out.
• Jack positions himself as an advocate for the children, taking proactive steps to rectify the situation and ensure the children are treated fairly.

• Implications on relationships

 Short-Term:

• The children may appreciate Jack’s efforts and view him positively for going the extra mile to ensure they receive their gifts.
• The higher-ups may be upset with Jack for going behind their backs, potentially causing strain in their relationship.
• Depending on the response of the individuals from the children’s center, the short-term impact on the relationship may vary. Cooperation may lead to improved relations, while resistance could strain the partnership.

Long Term

• The higher-ups may hold a negative view of Jack for bypassing their authority, potentially leading to strained long-term relations.
• If the children perceive Jack as an advocate who stands up for them, it may contribute to a positive long-term relationship.
• The long-term relationship between Jack and the children’s center will depend on how the center views Jack’s actions. Cooperation may lead to improved relations, while resistance may strain the partnership.

• Implications on the venture

 Short-term

• Jack will have saved face with the kids
• All of the kids will feel equal and they will probably all get along better
• If the individuals from the children’s center do not comply with Jack’s request, it could hurt the relationship between the Kenyan Youth Center and the children’s center. If they do comply with Jack’s request, they could either respect the Youth Center for asking for help, or they could still resent Jack for asking for more. 

 Long-term

• The higher-ups will most likely have a negative view on Jack because he went behind their backs.
• The children’s center will probably double check in the future to make sure they packed the right amount of gifts in the boxes. 

 

While the short-term impact involves positive gestures and potential strain, the long-term implications depend on how the various stakeholders perceive Jack’s actions and whether there are lasting effects on relationships within the youth center and the broader venture.

 

Approaches [1/2/3: repeat for every action]

• Potential Solution 

• Jack doubles down with the individuals from the children’s center and explains the importance he feels the gifts hold to the kids. Jack proposes organizing another gift session where the kids will receive their hats in a more ceremonial way.

• How does it solve the problem?

• Revisiting the Gift Session:
  • This solution addresses the oversight by organizing another gift session, specifically for the four children who did not receive gifts initially. It aims to correct the mistake and ensure that each child gets their share of the intended gifts.
• Ceremonial Hat Presentation:
  • By proposing a more ceremonial way of presenting the hats, Jack acknowledges the importance of making the experience special for the children. This approach seeks to provide a sense of inclusion and acknowledgment for the four children.

 

 Pros 

• The solution directly addresses the initial oversight, ensuring that the four children receive the gifts they were meant to have, correcting the mistake in the distribution process.
• By emphasizing the importance of the gifts to the children and proposing a more ceremonial presentation, the solution demonstrates sensitivity to the emotional impact of the oversight.
• Taking proactive steps to rectify the situation can help maintain a positive relationship between Jack and the children. It shows that Jack is invested in their well-being and wants to ensure a positive experience for them.

Cons:

• Depending on the cause of the initial oversight, organizing another gift session may not address the systemic issues within the youth center’s processes. There is a risk of repeated oversights if the root cause is not identified and addressed.
• The success of this solution relies on the cooperation of the staff at the children’s center. If the staff continues to be dismissive or uncooperative, it may hinder the effective implementation of the proposed solution.

• How does it save face of those involved?

• The solution saves face by acknowledging the initial mistake and taking corrective action. This demonstrates a commitment to accountability and rectifying oversights without assigning blame.
• The proposal for a more ceremonial hat presentation helps save face for the children by ensuring that they receive the hats in a special way, mitigating the negative feelings associated with the initial oversight.

 

• Implications on relationships

 Short-Term:

• The children may appreciate the effort to organize a special session for them, improving their perception of Jack in the short term.
• Depending on the staff’s response, the relationship between Jack and the staff may improve if they cooperate in organizing the additional gift session.
• The additional gift session may address the immediate upset among the children and improve their relationship with the staff.
• The short-term impact on the community’s perception depends on how transparently the youth center communicates and addresses the oversight.

Long-Term:

• • If Jack consistently works to address issues and improve processes, it may enhance his long-term relationship with the children.
  • If the staff recognizes the importance of addressing oversights and collaborates with Jack, the long-term relationship may improve.
  • Addressing immediate concerns and improving communication can contribute to a positive long-term relationship between the staff and the children.
  • The long-term impact on the community’s perception will depend on the youth center’s overall responsiveness to issues and commitment to improvement.

Implications on the Venture:

• • Taking corrective action enhances trust and credibility, demonstrating a commitment to the well-being of the children and the success of the social venture.
  • The solution aligns with the mission of the social venture, emphasizing the importance of positive experiences for the children and rectifying any oversights.
  • If the staff cooperates in organizing the additional gift session, it may contribute to improved collaboration and effectiveness within the youth center.
  • The impact on community support will depend on the youth center’s overall response to the situation and its commitment to improvement.
  • Taking proactive steps to address the oversight positively influences potential advocacy efforts and partnerships, demonstrating a commitment to accountability and improvement.

 

 Step 5: Seek additional assistance, as appropriate – previous cases, peers, reliance on personal experience, inner reflection

 

Child Welfare Organizations:

https://onechild.org/special-christmas-stories/christmas-gifts-of-hope/

• OneChild suggests that a child’s Christmas gift has significant physiological and emotional impacts on kids. This suggests taking an alternative that involves the kids feeling happy about the gifts they received in the best course of action.

 

Past Incidents in the School: Continuously seeking feedback from the children themselves, as well as seeking out other employees at the school to see how these types of situations have been successfully handled in the past.

 

Step 6: Select the best course of action – that solves the problem, saves face and has the best short-term and long-term implications for your relationship and venture. Explain reasoning and discuss your solution vis-a-vis other approaches discussed in class.

Approach 1

The best course of action in this situation, considering both short-term and long-term implications for Jack’s relationship with the children and the overall venture, is to implement the third approach: get the four kids gifts on his own time and give them to the kids during a subsequent visit to the youth center, apologizing for not giving them the same ceremonious gesture as the other students.This approach directly addresses the primary issue, which is that four children did not receive their gifts during the original ceremony. By personally obtaining and delivering the gifts to these children, Jack ensures that they eventually receive their presents. While this may not replicate the original ceremony, it does rectify the situation and ensures that the kids do not feel left out.This approach saves face for all parties involved. Jack acknowledges his responsibility for not ensuring that the four kids received their gifts and takes proactive steps to correct it. This action demonstrates his commitment to the well-being of the children, and it also prevents any negative feelings or blame from lingering. Jack’s actions will likely enhance his credibility and reputation within the youth center. The children may view him as someone who takes their concerns seriously, and the higher-ups may appreciate his commitment to solving problems. Jack’s ability to handle issues independently can benefit the venture by preventing minor conflicts from escalating. It could also lead to more opportunities for Jack to make a positive impact on the children and the youth center. While the other approaches have their merits, this solution strikes a balance between addressing the immediate issue and maintaining a positive working relationship with all stakeholders involved. It avoids unnecessary confrontations with the higher-ups, ensures the kids eventually receive their gifts, and positions Jack as a reliable and considerate individual, both in the short and long term.

 

 Step 7: List the sequence of actions you will take to implement your solution.

 

1. 1. Contact the Organization
   2. Procure Replacement Gifts
   3. Plan a Visit
   4. Prepare a Sincere Apology
   5. Distribute the Replacement Gifts
   6. Reassure and Encourage Feedback
   7. Maintain Open Communication
   8. Reflect and Learn
   9. Document the Resolution
   10. Express Gratitude

   By following this sequence of actions, you can effectively implement Approach 3, address the problem, mend relationships with the children, and ensure a positive outcome for all stakeholders involved.

Agastya International Slides

https://docs.google.com/presentation/d/1K33nMbcrXv39HvS74OBiRG5CtbYZ3EUg/edit?usp=sharing&ouid=116482934979174988609&rtpof=true&sd=true

 

Team members: Emily Tsao, Y Lam, Edyn Marsland, Verona Collins

Blog #15: Team Prompts–

1. Identify the 10 toughest questions from the 14-page list, and

answer them in advance of your presentations.

1. Capture the basics of the venture. (Name, Team, etc) What is the POTENTIAL size and net impact of the venture? Three years from now, you aspire to be..? have x impact?

• Potential net impact: Implementation of immersive interactive learning resources in the educational system as a whole
• We want to distribute our resource to other schools with immersive technology and also create more content for students
• There really is no limit to the potential impact of our project because of a few reasons
  • Our content is accessible by anyone that has internet access
  • This is a very new technology that is already starting to spread and will continue to do so
    • Tech: Immersive classrooms, 3D cameras, tailored 360 content

1. Explain the problem being addressed from a macro perspective as well as a micro perspective. 

• Macro: Educational system is failing neurodivergent kids; arts education is key to developing a lot of critical learning skills, especially for neurodivergent kids, and it is not emphasized enough in the current educational curriculum. Additionally, in the future, this could impact the learning experience for all students, changing the way the educational system in the US works.
• Micro: Creating an immersive educational resource for high school level students at the Centennial School: a school for kids ages 6-21 years old with learning disabilities.

3. What does success look like for all the stakeholders? What are your metrics of success? How will you measure the Return on Investment?

• Metrics of success: # of schools we distribute our resource goes to
  • Getting positive feedback from students/teachers
    • How the students feel about our resource
    • How educators feel about our resource
• Measuring ROI: how the students react to the content we create
  • Talk about piper
  • How it benefits their learning experience in the long run
  • How it benefits them outside of the classroom
    • Improving social skills
    • Visual analysis skills
    • Critical thinking skills

4. Describe your specific plans and goals for the next phase of your project (Mountaintop Summer Experience or Fall semester).

• Centennial School Summer interests
  • Move beyond just the arts
  • Would like us to scan
    • Red Stag Pub, Heintzelman Funeral Home, Roxy Bowling alley, Oasis, Feasta pizza, Target, Red Robin, SkyZone, Parkettes, grocery store, dentist, doctor’s office, riding a bus/bus stop, park, basketball court, house, DMVs, clothing store, Centennial/playground, public library
  • These are all things that neurotypical people take advantage of on a daily basis. By making virtual tours we will give neurodivergent people the opportunity to experience these things in a controlled, non over stimulating environment
• Summer
  • Distribute resource to Freedom High School students
  • Potentially film Da Vinci Center’s exhibit
  • Visit and film Rubin Museum
• Fall 
  • Write and publish research paper
  • Attend Michigan State conference, conference at the LUAG, have our research in the LUAG student lab/exhibition space
  • Create more content
  • Secure more partnerships in the educational space beyond the Lehigh Valley, talk about Agastya Foundation

 

5. How is your approach different from your competitor’s approach? How is it similar

and/or different?

• Other virtual tours: Our tours are specifically designed for the needs of students with emotional, behavioral or learning disabilities. While we have been working with Centennial, we have been exposed to the learning needs of the specific students in the school. This allows us to have the information to curate the content to these students and those with similar disabilities (while even those with the same disabilities can have different needs, the sample size at Centennial will grant us a good variety of 

6. Do your primary stakeholders consider this issue a real problem or priority?

What do your primary stakeholders do right now to address this issue? What

options do your <primary stakeholders> currently have?

• Centennial School: Yes, this issue is the entire purpose of the school, offering equitable educational opportunities for students with disabilities 
  • The funding has already been used to creating the ILC / necessary tech / knowledgeable staff

7. If this is indeed such a big problem, how did we get here in the first place?

• Stigma surrounding disabilities 
• Education already is lacking in funding, so minority (special ed) students would have even less funding

8. How prevalent / significant is this issue? Can you provide specific and relevant

statistics?

• 1 in 5 US children have learning disabilities 

9. Why is this issue important? To whom?

• Equitable education for all, revamping special education
• Students, families, educators → more well-educated society 

10. Is this issue relevant outside of the specific geography you are working in?

• Yes, the entire world → especially in developing countries lacking in funding for education, let alone special education 

 

2. Write 3 elevator speeches about your project:

– For a professor/advisor

Our project Open Doors to the Arts works with 360 degree technology to create educational content that is geared towards students with neurodivergent needs. We are currently creating a virtual tour of the art gallery LUAG on campus. Tours such as this allow students with learning disabilities and/or emotional behavioral needs to access community spaces before physically entering. In other words, our virtual tours are a “stepping stone” for students as the actual experience of entering such a space can be overwhelming and risk overstimulation. These tours are embedded with audio descriptions that allow the student to engage at their own pace and to have guidance in where to place their attention and how to interpret pieces and objects. These tours are piloted in the Immersive Learning Center of the Centennial School which allow students to have a shared experience as the room is 270 degrees wrapped in screens. We are working on contributing to educational equity, creating access to the arts, thus increasing art exposure as well as preparing students for outside experiences.

– For an interviewer for a summer internship

Our project Open Doors to the Arts currently is in the process of creating a virtual tour of the art gallery on campus through 360 degree technology. Our virtual tours are created with the students at Centennial School in mind as they have learning and emotional/behavioral needs. These virtual tours have audio descriptions we made that are tailored to those needs and offer guidance in viewing the space. Open Doors to the Arts works with the Immersive Learning Center, a 270 degree classroom at Centennial School and plans to make virtual tours of community spaces in the near future, thus increasing accessibility. 

 

– For a roommate asking about your project

Our project Open Doors to the Arts currently works with 360 degree technology to create virtual tours for students at the Centennial School.

Team members: Edyn Marsland, Emily Tsao, Verona Collins, Y Lam

Blog #14: Team Prompts–

 

1. Review the sample questions for your semester-end presentations:

https://docs.google.com/document/d/1RObgGrePBUjAYN9DRhPG9kg4DjGvstVnElCr

YstlbF4/edit

As a team, identify the top five questions that you don’t know how to answer. Your

questions will serve as the nucleus for conversations during our final class next week.

Stakeholder Education

How well do your customers understand the larger problem you are trying to

address? (e.g. growing rates of malnutrition and stunting)

• Centennial has an in depth understanding

Do your customers understand the specific problem you are trying to solve? (e.g.

lack of awareness about autism service providers)

What knowledge, skills, and abilities (KSAs) do your customers need to have to

consider buying your product?

What knowledge, skills, and abilities (KSAs) do your customers need to have to

successfully use and benefit from your product?

How will you educate your customers about the larger challenge and your offer?

What kind of partnerships will you form to educate your customers about the

larger challenge and your offer?

 

•  Identify two SPECIFIC funding sources for the design phase of your project and two SPECIFIC funding sources for the dissemination (implementation / distribution / commercialization) phase of your project. For each funding source, explain why this is a good fit for your project, and what SPECIFIC aspect of your project might the funding source support. 

Design Phase

• Pennsylvania Department of Education (funds the Centennial School)
  • This is where the Centennial receives their funding from. We have used this budget in purchasing the 360 degree technology and this is able to happen due to the purpose of our project. We are creating educational content essentially.
• PA Council on the Arts (grants)
  • Our current virtual tour and future ones are based on the goal of increasing art exposure. This aligns with the objective of the PA Council on the Arts as they also signify art education and art exposure within communities. Our virtual tours are meant to circulate across communities to give more access to the art spaces.

 

Dissemination Phase

• SouthSide Arts District
  • As we are a Lehigh Valley based team, it would make sense to circulate our work within the area first. SouthSide Arts works to engage the community and strengthen the work and the creativity of the community. Instead of receiving funding from them, this nonprofit organization might be a better fit for networking.
• National Endowment for the Arts (Grants for Arts Projects is our largest grants program for organizations, providing expansive funding opportunities for communities across the nation in a wide variety of artistic disciplines)
  • To disseminate our content on a national level, the NEA can support in doing so. However, this would entail the need for immersive learning centers around the nation which could be aided with grants.

 

• Identify five specific partnerships that you need to forge to advance your project forward with the ultimate goal of positively impacting at least one million people. Describe exactly how that partnership might help you achieve scale and why that entity might be willing to work with you.

• Agastya International – This organization uses technology to also advance education for students. We could definitely distribute our work to the areas they work with for their mobile classrooms.
• Learning Disabilities Association of America – This organization supports furthering education for those with learning disabilities. Our tours are geared towards those with learning needs.
• Council for Exceptional Children – Their goal is also oriented in furthering educational equity for students with disabilities across the spectrum. Sharing our content allows us to reach out to a plethora of students who could definitely benefit from our work as the exposure to community spaces add to their education.
• International Council for Open and Distance Education – If our content is spread internationally, we will definitely reach more students. However, our content is best paired with immersive learning centers or virtual content supporting classrooms. This council advocates for incorporating technology into education and can further the call for these types of classrooms.
• Matterport (or Igloo) – This web-based platform is the company we are using to capture and host our virtual tours. On this site, there are so many virtual tours that exist already. However, there is not really a category for specific educational tours. If we were to reach out to them, our tour could be further platformed and signified.

1. 1. From the social enterprises we reviewed today, or others you
      have studied, identify ten extremely specific strategies that you can leverage for your project. The strategies can be about the technology, the business model, access to capital, customer education, messaging, thought leadership, etc.
      1. Customer Education – We can ask our competitors (Igloo customers) on what they seek from virtual/digital content and software. This way, we hear other perspectives on how the Igloo technology at the Centennial can be used.
      2. Consumer Knowledge – When we are making our content, we definitely want to have students at the Centennial (or even other neurodivergent students) weigh in on the product.
      3. Bigger Picture – Instead of viewing our project as a product we are developing for Centennial, we can look at it as starting a movement because it is really easy to focus more on the micro aspects of our project and tunnel vision on the Centennial school when we can work towards our product with the mindset and goal of expanding this eventually to the entire educational system.
      4. Thought Leadership – Agastya Foundation is on track for transforming the educational system in India to a more hands on approach and that is similar to what we are doing as well. The founder of Agastya is coming to campus this month and we plan to set up a meeting with them to consult with them on the path we are taking as they have a more developed system than we do. As they are pretty well-known in the area of focus we are studying, they would be a thought leader we would look to for guidance.
      5. Applying Theory – When it comes to educational learning theories, we can adopt Constructivism to our project. Instead of showing artwork in our tours through presentation mode, we should emphasize viewer involvement and let them formulate their own interpretations. 
      6. Access to Capital – Our immersive learning center is rare in the country. If we reach out to large organizations that advocate for educational equity, this can encourage other schools to build similar spaces.
      7. Messaging – Alongside the search for funding for our educational materials, we aim to spread our work, as networking will become an integral component of our project going forward. We have been invited to speak at the Lehigh Valley Accessibility Conference hosted by LUAG in November, where we can meet industry professionals and gain valuable connections. We are also sending in a proposal for the Engagement Scholarship Consortium in October, which will allow us to reach other research groups with similar focuses. These groups have the potential to become useful connections which would aid us in our work. 
      8. Business Model – Our model will allow us to address and answer specific questions about our project so we can eventually expand our audience. Right now, we are just focusing on the Centennial School, but we hope to network with other potential partners in order to grow our business model and overall cause.
      9. University Resources – At Lehigh University, we can collaborate with the College of Education to further expand our project.
      10. Showcasing Demo – It would be in our best interest to have a demo of our product done within the next two weeks. A demo of our virtual tour will allow others new to our project further their understanding of our project.

2. Create a first draft of your business model using the business model canvas. Please be as specific as possible and explain why you picked those specific approaches for each of the building blocks. 

https://miro.com/app/board/uXjVMWfMwkw=/?share_link_id=554025028901

1. Create a set of 2-4 slides to articulate your business model in a presentation. Come prepared to describe your business model in the next class.

https://docs.google.com/presentation/d/1WIdF_GnJH77AgooUFFpJJDgF3vuv18t6dqtAKLFb6rk/edit?usp=sharing

 

Group: Verona Collins, Edyn Marsland, Y Lam, Micaela Cortez, Emily Tsao

• What are the common personal goals within the members of your team, and how can you leverage those goals to build collaboration?

• We all want to make connections with peers and knowledgeable industry professionals. 
• We all want to further our understanding of the content we learn in our classes to then be able to apply the knowledge we gain outside of the classroom.
• We all want to be more involved with community outreach through the different programs we are all a part of.

Because of our shared interest in creating connections with professionals in our future work fields, that can be leveraged to build collaboration because we are currently partnering with LUAG and plan on expanding to other galleries and art spaces. Additionally, as we all want to gain more knowledge and be able to apply it outside of the classroom, we would be able to collaborate with each other through our shared knowledge and interests so we can learn from each other. Along with that, as we are all interested in being more involved with the surrounding Southside community, we can work together to share the different opportunities that we know of through the different programs we are a part of to get involved with community outreach opportunities.

• What are the common project goals within the members of your team, and how can you leverage those goals to make progress?

• Further understand the learning and emotional behavioral disorders of students to create appropriate accommodations
  • Instead of starting from scratch, we can apply the research that  already exists regarding intervention strategies in supporting learning for students with learning disabilities to our understanding. 
• Plan out our progress goals for the end of the semester and the summer 
• We would like to prepare our project for presentation to other interest groups, as we have the opportunity to exhibit our work in the LUAG Student Exhibition space as well as the Arts Accessibility Conference hosted by LUAG in the fall 

• What are some biases that might become a barrier to your project goals?
• Virtual tours are usually done in a traditional format of presentation style. If people were to hear about our tailored virtual tours, they might expect the tour to be formatted a certain way. 
• With our project being a unique, new concept it is expected that we may encounter many biases from outside parties. One bias will be that there are not a lot of immersive learning centers in the world, especially in the education system in the United States. To this, we would argue that our product will be usable by not only immersive centers, but any 360 space. This includes virtual reality headsets and personal electronic devices like tablets, computers, and phones. We have a bias with this project because we do have access to the immersive learning center as well as the resources to create tours without any financial investment. 

 

• What type of decision-making system will you use and why?

• Because our group is only made up of five students and two advisors, we have not had any difficulty making big decisions as we are on the same page goal-wise. However, it is easy to make decisions together as we all are comfortable contributing to discussion and voicing our thoughts/concerns. If needed, we do take “votes” to make decisions regarding dates to meet.

1. Identify FIVE specific things in your slides that you could have done differently.

1. We could have included less words on our slides.
2. We could have prepared more slides specifically for the Q&A section.
3. We could have had slides that specifically focused on our micro and macro impact.
4. We could have had slides that talked about our future goals for this project.
5. We could have had slides discussing the obstacles we think we will face and how we will work around them.

2. Identify FIVE specific ways in which you could have delivered your presentation better.

1. We could have been more concise and clear with our reasoning and purpose for the project. We only had one slide for our reasoning, but we could have reinforced that throughout the presentation. 
2. We could have introduced ourselves earlier in the presentation. We put our team photo in the middle of the presentation as we were presenting the partners, but this pacing might be hard to follow along. 
3. We could have had examples of the prompting questions that we are going to include in our tour and other concrete examples of how we are going to make the tour interactive, including a prototype.
4. We could have also brought a bit more energy to represent our collective enthusiasm for our project. We could have incorporated more hand gestures to keep our presentation from being stiff.
5. We could have made a video walk through of the gallery and/or the ILC in order to show the audience a more in depth view of the space we are working in. 

3. Identify FIVE specific ways you could have built your credibility further.

1. We could have included more research specifically referencing the use of technology in special education.
2. We could have included testimonials from Centennial School Staff on how the Immersive Learning Center impacts the students and their learning. 
3. We could have included examples of our competition: established museum tours or tours on Matterport, and contrast them against our tailored content.
4. We could have had more progress on our first tour to show in order to present to the judges what our work is going to look like. 
5. We could have given an example of the research we had already completed, such as attaching a screenshot of our Google Sheet that has all of the art piece information. 

4. Identify FIVE specific questions that you could have answered better. What was the question, how did you respond, and how should you have responded?

1. The one question that we were not equipped to answer was the logistics of licensing. We only knew a little bit about licensing artwork from LUAG, but we could not answer how we would acquire licensing from other art galleries for our future virtual tours outside of the Lehigh University campus.
2. The question about why we were interested in this project in the first place–only one of us got to really answer it. I wish we would’ve had more time to let all of us respond, but we got cut off. In the future, we should shorten our answers so everyone has a chance to speak. 
3. There was one question about who our audience was specifically for the project. In our presentation, we mainly said we were making tours for neurodivergent students. The judges wanted to specify if the tours would be intended for people with disabilities. We clarified that it was intended for students with learning and behavioral disorders. 
4. We could have come with questions prepared for the judges because around minute 12 they ran out of questions for us and it was just silent in the room. 
5. There was a question regarding our future plans regarding other art galleries that we would want to partner with in the future like the MET. We said that we had a connection through the Lehigh Art Gallery, Dr. William Crow, who worked in the MET in the past. Continuously, we should have elaborated more like mentioned an action plan for how we would secure that connection with our future art galleries.

 

• Identify three different primary stakeholders on your project, and come up with a list of 10 distinct questions you would ask each of them. Remember the aspirational / emotional /functional categories of needs and desires and try to find a balance of questions that might give you information in each of those areas. 

1. 1. The staff at the Centennial School
      1. What does your typical school curriculum look like?
      2. What do you do when students get overstimulated?
      3. What things do you implement to help prevent students from getting overstimulated?
      4. What is the specific age group that would benefit most from the educational resource we are going to create?
      5. What are some important things to keep in mind when creating an educational tool for kids with learning disabilities?
      6. What are some examples of the kids’ favorite content that have been shown previously in the Immersive Learning Center?
      7. What are examples of content that the kids reacted negatively to that have been previously shown in the Immersive Learning Center?
      8. How long are your average classes?
      9. How many children are in each class?
      10. How do you keep the students engaged?
   2. Students at the Centennial School
      1. What are your favorite classes and why?
      2. Do you prefer more lecture-based classes or more interactive classes with activities?
      3. What do you like about the classes in the Immersive Learning Center?
      4. What do you not like about the classes in the Immersive Learning Center?
      5. How long is your attention span?
      6. Do you know anything about art gallery spaces?
      7. What is your experience relating to the arts?
      8. Have you taken an art class?
      9. Do you think an arts education is important and why?
      10. In what ways do you think learning in the Immersive Learning Center has improved your educational experience?
   3. The Lehigh Art Gallery
      1. What type of virtual tours/ educational tools do you offer currently on your website?
      2. How often do your exhibits change?
      3. How many people with learning disabilities are you aware of come into the art gallery?
      4. Is there anything you do to cater to people with learning disabilities during your tours?
      5. Are your virtual tours interactive?
      6. What does the format of your tours look like?
      7. Are there any copyright issues with filming the art pieces?
      8. Which gallery on campus is most popular?
      9. Would you be interested in posting the educational tool we are creating on your website?
      10. Would you be interested in sharing this tool for free?

• Identify all of the key customers for your product/service/creation/solution. List specific ways that you will ensure that your product will meet their aspirational, emotional, and functional needs and desires. 

1. 1. Neuro-divergent students
      1. We will revisit and revise our resource upon observing the kids’ reactions and engagement levels surrounding our product. Currently, we are planning on personalizing this resource by creating an interactive tour where students can go at their own pace.
   2. The teachers
      1. We will provide them with a brief outline of what the tours are going to look like before giving it to them; we are also going to provide this educational resource for free. Continuously, whatever they observe in class and report back to us, will help us make revisions to our product after the initial stages.
2. Articulate your value propositions for each of your customer segments (using the format presented in class).
   1. For neuro-divergent students who get left behind in the traditional learning and social environment, our resource is a way for them to experience a new way of learning that is catered to their needs and gives them the opportunity to participate in an institutionalized space without all the expectations and regulations of one.
   2. For educators who teach children with learning disabilities, our product provides a new way for teachers to educate their students on things such as the arts through a 3D immersive and interactive experience for free.