Reflection – Learning Launch 

 Challenge    I work at non - profit that provides training programmes for young entrepreneurs at various   levels of expertise . We then monitor the outcome of these courses by tracking individual   entrepreneurs ’ progression and advancement in their respective endeavours . After a   number of cohorts passed graduated the programme , we found that their progress became   stagnant . I suggested to my team that we provide more interactive curriculums to engage   the clients better and increase the likelihood of retaining and applying the lessons learned   throughout the programme after graduation .     Selection   I felt that the best tool to use at this stage is a learning launch to test the validity of this idea   while keeping an open mind and understanding that we may need to iterate and develop   other rapid , inexpensive learning launches in order to find the most effective solution for   this problem . I use this tool often when developing innovative solutions as I find that it gives   stakeholders a better , more realistic perspective of what the clients are looking for and their   responsiveness to change .     Application   I gathered 20 trainers , entrepreneurs , educators and business development experts and   other relevant stakeholders in a two - day workshop wherein we came up with an array of   assumptions regarding potential solutions to the stagnation issue . We discussed each   assumption in detail in groups of 5 so that each expert would have the opportunity to   openly express their opinions . Each group was given a flip chart , pens , sticky notes and   markers to create their own visual mind map . By the end of the workshop , the attendees   voted for the ideas they felt would be most impactful on the young entrepreneurs .      My idea of making learning more interactive was voted for and so I was tasked with leading   the learning launch . My colleagues and I worked to develop a matrix for measuring the   success of the learning launch including engagement with course material , ability to retain   information and ability to apply lessons learned in real - life scenarios . Information was   gathered in the form of questionnaires , submission of assignments and by simulating   situations with instructors .     The entrepreneurs in the upcoming cohort of a 6 - week course were divided into two   groups . The control group ( group A ) were taught lessons in the same way they had been   taught in previous years and the test group ( group B ) received interactive lessons in the   form of gamification wherein aspects of gamification theory in education such as teamwork   and scoreboards were introduced . The implementation of the learning launch was   inexpensive as the software developers within the I.T. unit of the organisation were able to   develop relatively simple yet engaging games for the students . Graphics and specialised   features were created by some alumni of the programme in a show of support for our work .     Insight   The control group ( group A ) performed more or less at the same level as the four cohorts   before them with significant difficulty in retention and applications of lessons . The test 

 group , however , performed better especially in the case of retaining information .   Entrepreneurs who were part of this group cited that they found it much easier to recall   information that was taught to them in competitive games that involved teamwork and   scoreboards .     Despite some flaws in the idea such as the effectiveness of an intervention in such a short   space of time , we learned that creating more interactive learning sessions are more likely to   have a positive outcome on students ’ ability to pay attention in class and retain information .   Moving forward , I would also like to run the same or a similar learning launch using a more   advanced matrix for impact assessment for more detailed data and insights .     Approach   Due to the relative success of the learning launch , I was able to encourage the CEO of the   organisation to allow us to continue developing and working on this experimental method   of learning provided that the data indicates that the intervention is working . If not , the   team ’s agility and learning mindset will be used to iterate and reframe ideas to fit the design   challenge ensuring a client - centred focus . 


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: Reflection – Learning Launch 

 Challenge    I work at non - profit that provides training programmes for young entrepreneurs at various   levels of expertise . We then monitor the outcome of these courses by tracking individual   entrepreneurs ’ progression and advancement in their respective endeavours . After a   number of cohorts passed graduated the programme , we found that their progress became   stagnant . I suggested to my team that we provide more interactive curriculums to engage   the clients better and increase the likelihood of retaining and applying the lessons learned   throughout the programme after graduation .     Selection   I felt that the best tool to use at this stage is a learning launch to test the validity of this idea   while keeping an open mind and understanding that we may need to iterate and develop   other rapid , inexpensive learning launches in order to find the most effective solution for   this problem . I use this tool often when developing innovative solutions as I find that it gives   stakeholders a better , more realistic perspective of what the clients are looking for and their   responsiveness to change .     Application   I gathered 20 trainers , entrepreneurs , educators and business development experts and   other relevant stakeholders in a two - day workshop wherein we came up with an array of   assumptions regarding potential solutions to the stagnation issue . We discussed each   assumption in detail in groups of 5 so that each expert would have the opportunity to   openly express their opinions . Each group was given a flip chart , pens , sticky notes and   markers to create their own visual mind map . By the end of the workshop , the attendees   voted for the ideas they felt would be most impactful on the young entrepreneurs .      My idea of making learning more interactive was voted for and so I was tasked with leading   the learning launch . My colleagues and I worked to develop a matrix for measuring the   success of the learning launch including engagement with course material , ability to retain   information and ability to apply lessons learned in real - life scenarios . Information was   gathered in the form of questionnaires , submission of assignments and by simulating   situations with instructors .     The entrepreneurs in the upcoming cohort of a 6 - week course were divided into two   groups . The control group ( group A ) were taught lessons in the same way they had been   taught in previous years and the test group ( group B ) received interactive lessons in the   form of gamification wherein aspects of gamification theory in education such as teamwork   and scoreboards were introduced . The implementation of the learning launch was   inexpensive as the software developers within the I.T. unit of the organisation were able to   develop relatively simple yet engaging games for the students . Graphics and specialised   features were created by some alumni of the programme in a show of support for our work .     Insight   The control group ( group A ) performed more or less at the same level as the four cohorts   before them with significant difficulty in retention and applications of lessons . The test 

 group , however , performed better especially in the case of retaining information .   Entrepreneurs who were part of this group cited that they found it much easier to recall   information that was taught to them in competitive games that involved teamwork and   scoreboards .     Despite some flaws in the idea such as the effectiveness of an intervention in such a short   space of time , we learned that creating more interactive learning sessions are more likely to   have a positive outcome on students ’ ability to pay attention in class and retain information .   Moving forward , I would also like to run the same or a similar learning launch using a more   advanced matrix for impact assessment for more detailed data and insights .     Approach   Due to the relative success of the learning launch , I was able to encourage the CEO of the   organisation to allow us to continue developing and working on this experimental method   of learning provided that the data indicates that the intervention is working . If not , the   team ’s agility and learning mindset will be used to iterate and reframe ideas to fit the design   challenge ensuring a client - centred focus .
### Output: 