Challenge   I am the lead educator tasked with implementing a new maker space in our institution , which was   built this past summer .   I am responsible for innovating to raise standards , push boundaries beyond   the normal curricular expectations and this included procuring a set of resources to accompany the   makerspace , such as electronics , Raspberry Pi ’s & some curriculum from a local company so that   people ’s every day inventions and prototypes can be coded ; that is , using IT to bring these projects   alive .     Before launching this product as part of mainstream learning , much training is needed for staff ,   students and myself .   Training such as using the company ’s platform to programme the devices ,   learning about electronics , understanding the curriculum , health & safety , what do to when things   break , pieces get lost , organisation and continual access & monitoring of pieces in the maker space   room , etc are a few examples .    How is this taught ?   What are other potential training needs for staff   members ?   How do I store this equipment so that is usable and not packed away each day — and   therefore , not used ?   I ’m responsible for this expensive kit !     Imagine the difference between your kitchen & its cupboards at home and how a pizza restaurant   would have their ingredients on prep table , ready to go .   The pizza restaurant is ready to prep food   fast and efficiently because it ’s out all the time .   So there is a design issue in the maker space to   think about , considering as our builders never came across a maker space like this before , which   requires minute attention to small wires , parts and expansive coding kit , so the room has to be   modified as time moves on .   This also means working closely with the IT Technicians to ensure the   technical side works — and they have never seen this stuff before , so they need to be trained up in   how it ’s used .       Before launching this newly innovative product mainstream in the spring , the challenge is to learn it ,   observe it , observer others using it and test & debug it , & modify & prepare the curriculum & make   physical room modifications , alongside doing the day job , too !     Selection   For this project I , have selected the learning launch tool .   “ Broadly speaking , the learning launch is   an experiment meant to quickly test and idea or prototype . ”1       Application   Firstly , a small extra - curricular after - hours club was set up called the Y Club ( name changed ) , with   selected students ( observed beforehand ) who had an aptitude or general enjoyment for coding ,   inventions and electronics , although abilities & strengths were varied . 

 A ) This was to ensure that regardless of outcome of this learning launch , those who enjoyed   electronics & coding would still have fun and will have seen themselves having learned   something , whereas if this project was mainstream , one would be dealing with potential   students who do not like every subject and if this particular product failed , it would impact   negatively on their educational experience .       B ) To have varying participants with varying abilities is great because it will inform future   planning on how to support & challenge all students and ensure inclusivity when the project   goes mainstream . 

 1 Quotation taken from Example Reflection — Learning Launch , part of the Design Thinking for Innovation   Course , on Coursera . 

 Secondly , this project would run over 10 weeks & after - hours in order to avoid the constraints &   pressures , such as managers wanting to know why this or that has worked / not worked , etc and   monitoring that occur in an educational institution — or any business organisation as the lectures   have referenced .     Thirdly , this learning would also be used to test assumptions about coding , electronics and   computers and how people view these , both staff and students . Would this product be intimidating ?   Too hard ? Too easy ? Who would most likely use it ?   Who would most likely shy away ?   Why would   that be ?   Which staff would not want to use it ?   Who would be put off by technical issues ?   Who   would have a growth mindset and rise to the challenge and deal with the technical bits ?   What could   we potentially do with the project ?   What could go well or wrong when we launch this mainstream ?     Fourth , it was decided to not follow the procurement company ’s prescribed curriculum , but instead   to teach the technical and coding skills , then let students work their way through project tutorials ,   explore the kit in depth and then assign a small challenge at the end .   I wanted to know what could   be done with this kit .   It was assumed on my part that builder needs to know his tools before going   to work with them , so I would observe and participate with them to see just what the potentials and   limitations are to the equipment .         Insight   As is said in the lectures , innovation is messy !   Innovation can look like nothing ’s been accomplished   or the project failed .   By applying this learning launch tool , I was able to find answers to my   questions , challenge assumptions and actually found a whole new set of questions in the end .     For starters , the IT / technical aspect worked really well , meaning there was no major technical   reasons for any user of the equipment for a potential naysayer to use as an excuse not to use the   product .   It worked well ; troubleshooting was easy and empowering for all !     The tutorials were super helpful and taught a wide array of skills , but it was discovered that we   did n’t possess all of the required kit to do these .   The builder could know their toolkit perfectly well .    ( In a future learning launch , I will explore the other potential tools ) .   However , the product was   accessible , easy to challenge those who need challenging , but provided the scaffolding to ensure   inclusivity .       Students used the tutorials , got some ideas and created some interesting projects , which were n’t as   polished or perfect or complete .   But that is OK ; hence the learning launch .   Management would of   course would view things differently , once mainstream implementation occurs — as the lectures   point out in this course , would they understand that innovation is messy and a work in progress ? !       I concluded I could launch the prescribed curriculum for this , with modifications as and when   necessary .     For this learning launch , I could have followed a prescribed curriculum to make X do this and that   and then think at the end of that unit , now what do I do with this equipment ?   Repeat it ?    I chose   instead to teach the skills and have students create , invent , experiment , many of whom never did   like this before with coding & electronic equipment ,        However , a really powerful insight was this :   what problems were they solving ? Apart from making a   small project , not much .   Where was the real - world problem ? The investment of personal grit to   solve this problem ?   The desire to improve the world around them ? 

 And this is the topic for the next learning launch .   Would solving real - world problems , especially if   the user has a personal , vested interest ,   take learning to a deeper , broader and more powerful   level ?        Approach     The learning launch was the most appropriate tool for this .   It worked .   Every participant , including   myself , learned , had fun & made something .   But the next learning launch will test the idea of   solving real - world problems and broadening and deepening the insight gained from this and   incorporate the progress made , ready for a full and compelling rollout .    The design thinking course is   helping to give me new vocabulary and tools to re - evaluate past work and improve my current work ,   but also how I make more measurable and focussed impact on future projects . 


EMAIL: 
ID_NUM: 
NAME_STUDENT: 
PHONE_NUM: 
STREET_ADDRESS: 
URL_PERSONAL: 
USERNAME: 

### Task: You are a PII (Personal Identity Information) Detection. Given a essays written by students, you have to identify ONLY the following:
NAME_STUDENT - The full or partial name of a student that is not necessarily the author of the essay. This excludes instructors, authors, and other person names.
EMAIL - A student’s email address.
USERNAME - A student's username on any platform.
ID_NUM - A number or sequence of characters that could be used to identify a student, such as a student ID or a social security number.
PHONE_NUM - A phone number associated with a student.
URL_PERSONAL - A URL that might be used to identify a student.
STREET_ADDRESS - A full or partial street address that is associated with the student, such as their home address.
### Input: Challenge   I am the lead educator tasked with implementing a new maker space in our institution , which was   built this past summer .   I am responsible for innovating to raise standards , push boundaries beyond   the normal curricular expectations and this included procuring a set of resources to accompany the   makerspace , such as electronics , Raspberry Pi ’s & some curriculum from a local company so that   people ’s every day inventions and prototypes can be coded ; that is , using IT to bring these projects   alive .     Before launching this product as part of mainstream learning , much training is needed for staff ,   students and myself .   Training such as using the company ’s platform to programme the devices ,   learning about electronics , understanding the curriculum , health & safety , what do to when things   break , pieces get lost , organisation and continual access & monitoring of pieces in the maker space   room , etc are a few examples .    How is this taught ?   What are other potential training needs for staff   members ?   How do I store this equipment so that is usable and not packed away each day — and   therefore , not used ?   I ’m responsible for this expensive kit !     Imagine the difference between your kitchen & its cupboards at home and how a pizza restaurant   would have their ingredients on prep table , ready to go .   The pizza restaurant is ready to prep food   fast and efficiently because it ’s out all the time .   So there is a design issue in the maker space to   think about , considering as our builders never came across a maker space like this before , which   requires minute attention to small wires , parts and expansive coding kit , so the room has to be   modified as time moves on .   This also means working closely with the IT Technicians to ensure the   technical side works — and they have never seen this stuff before , so they need to be trained up in   how it ’s used .       Before launching this newly innovative product mainstream in the spring , the challenge is to learn it ,   observe it , observer others using it and test & debug it , & modify & prepare the curriculum & make   physical room modifications , alongside doing the day job , too !     Selection   For this project I , have selected the learning launch tool .   “ Broadly speaking , the learning launch is   an experiment meant to quickly test and idea or prototype . ”1       Application   Firstly , a small extra - curricular after - hours club was set up called the Y Club ( name changed ) , with   selected students ( observed beforehand ) who had an aptitude or general enjoyment for coding ,   inventions and electronics , although abilities & strengths were varied . 

 A ) This was to ensure that regardless of outcome of this learning launch , those who enjoyed   electronics & coding would still have fun and will have seen themselves having learned   something , whereas if this project was mainstream , one would be dealing with potential   students who do not like every subject and if this particular product failed , it would impact   negatively on their educational experience .       B ) To have varying participants with varying abilities is great because it will inform future   planning on how to support & challenge all students and ensure inclusivity when the project   goes mainstream . 

 1 Quotation taken from Example Reflection — Learning Launch , part of the Design Thinking for Innovation   Course , on Coursera . 

 Secondly , this project would run over 10 weeks & after - hours in order to avoid the constraints &   pressures , such as managers wanting to know why this or that has worked / not worked , etc and   monitoring that occur in an educational institution — or any business organisation as the lectures   have referenced .     Thirdly , this learning would also be used to test assumptions about coding , electronics and   computers and how people view these , both staff and students . Would this product be intimidating ?   Too hard ? Too easy ? Who would most likely use it ?   Who would most likely shy away ?   Why would   that be ?   Which staff would not want to use it ?   Who would be put off by technical issues ?   Who   would have a growth mindset and rise to the challenge and deal with the technical bits ?   What could   we potentially do with the project ?   What could go well or wrong when we launch this mainstream ?     Fourth , it was decided to not follow the procurement company ’s prescribed curriculum , but instead   to teach the technical and coding skills , then let students work their way through project tutorials ,   explore the kit in depth and then assign a small challenge at the end .   I wanted to know what could   be done with this kit .   It was assumed on my part that builder needs to know his tools before going   to work with them , so I would observe and participate with them to see just what the potentials and   limitations are to the equipment .         Insight   As is said in the lectures , innovation is messy !   Innovation can look like nothing ’s been accomplished   or the project failed .   By applying this learning launch tool , I was able to find answers to my   questions , challenge assumptions and actually found a whole new set of questions in the end .     For starters , the IT / technical aspect worked really well , meaning there was no major technical   reasons for any user of the equipment for a potential naysayer to use as an excuse not to use the   product .   It worked well ; troubleshooting was easy and empowering for all !     The tutorials were super helpful and taught a wide array of skills , but it was discovered that we   did n’t possess all of the required kit to do these .   The builder could know their toolkit perfectly well .    ( In a future learning launch , I will explore the other potential tools ) .   However , the product was   accessible , easy to challenge those who need challenging , but provided the scaffolding to ensure   inclusivity .       Students used the tutorials , got some ideas and created some interesting projects , which were n’t as   polished or perfect or complete .   But that is OK ; hence the learning launch .   Management would of   course would view things differently , once mainstream implementation occurs — as the lectures   point out in this course , would they understand that innovation is messy and a work in progress ? !       I concluded I could launch the prescribed curriculum for this , with modifications as and when   necessary .     For this learning launch , I could have followed a prescribed curriculum to make X do this and that   and then think at the end of that unit , now what do I do with this equipment ?   Repeat it ?    I chose   instead to teach the skills and have students create , invent , experiment , many of whom never did   like this before with coding & electronic equipment ,        However , a really powerful insight was this :   what problems were they solving ? Apart from making a   small project , not much .   Where was the real - world problem ? The investment of personal grit to   solve this problem ?   The desire to improve the world around them ? 

 And this is the topic for the next learning launch .   Would solving real - world problems , especially if   the user has a personal , vested interest ,   take learning to a deeper , broader and more powerful   level ?        Approach     The learning launch was the most appropriate tool for this .   It worked .   Every participant , including   myself , learned , had fun & made something .   But the next learning launch will test the idea of   solving real - world problems and broadening and deepening the insight gained from this and   incorporate the progress made , ready for a full and compelling rollout .    The design thinking course is   helping to give me new vocabulary and tools to re - evaluate past work and improve my current work ,   but also how I make more measurable and focussed impact on future projects .
### Output: 