Challenge :    In 2019 , I was trying to find out how to promote online tutoring to tutors , parents and students in Singapore .   Online tutoring in Singapore had not really taken off yet at that time . In fact , everybody had different ideas of   what online tutoring was . Parents were generally skeptical about its usefulness , students mostly did not have a   clear idea of what online tutoring looked like , and most tutors were adopting a “ wait - and - see ” approach   towards this emerging technology .     There were also multiple factors that affected the adoption rate of online tutoring . Among these are : maturity of   online tutoring software , availability of on - boarding training , cost of subscription of online tutoring software ,   effectiveness of learning through online tutoring , cyber security concerns , etc .     My team conducted training for approximately 150 freelance tutors who showed interest in online tutoring but   only a handful of them really adopted online tutoring as part of their offer . We tried to engage parents in a few   parents workshops ; they produced only a few customers .     Due to our limited resources , a multi - pronged approach like that was very hard and slow work . The challenge   was really to identify a few critical factors that had maximum impact on the adoption rate of online tutoring in   Singapore , and to act upon them .     Tool selection :   It was mentioned in the Mind Mapping Tool video in this course , “ Mind mapping is looking for patterns and   insights in a large quantity of data you collected during your exploration of what is the current reality . The goal   is to establish criteria for the what - if idea generation phase . ”     Since my challenge was to make sense of the current situation ( “ What Is ” ) , I had chosen to use a modified   version of Mind Mapping , called “ Systems Mapping ” . I learnt this tool from Cobus Mpanza , who also attended   Alexandr Ospina ’s Design Thinking course .     Application of the selected tool :   Step 1:​ I started off by writing down all the possible factors that affect adoption of online tutoring , one factor on   a piece of post - it note .      Step 2:​ Then I got a large A1 - size paper , and divided it into two sections - “ Reinforce ” and “ Hinder ” .      Step 3​ : Next , I assess the current state of each factor ; if the current state of a factor reinforces the adoption of   online tutoring , I will stick it under the “ Reinforce ” part of the A1 - size paper . The same went to factors which   were currently hindering the adoption of online tutoring . For example , “ subscription of online tutoring software ”   is a factor . Now the cost was currently considered affordable to most tutors , so I placed the post - in note of this   factor under the “ Reinforce ” section .     Step 4​ : Once we have all the factors categorized in either “ Reinforce ” or “ Hinder ” section , I started to draw   lines to link up factors that either drove another factor , or was driven by another factor .     Step 5​ : The final step in System Mapping is to do a tally . The factors that had the most number of lines going   into and going out of them , are the key driving factors to adoption of online tutoring .     This is a somewhat tidied up version of my Systems Map . 

 Insight gained :     What I concluded from this exercise confirmed my suspicion , that the key driving factor to online tutoring is   really how tutors perceive it . In 2019 , most tutors clearly were not taking online tutoring seriously . The exercise   suggested that by focusing our resources to change tutors ’ perception of online tutoring , it would have the   greatest impact on the adoption rate of online tutoring .     Approach :     I found that it was very important that I was able to stand in the position of stakeholders , to come up with as   many factors as possible . It was important to state factors as neutral rather than to add my assessment of it   prematurely , for example , a factor should be “ possibilities to access tutors on demand ” and not “ should be able   to access tutors on demand ” . This is something I will pay more attention to in the future .     It was also challenging to hold my bias and assess the current state of things impartially , so that I can place   the factors in the right sections . The tendency was to think that most factors were doing well , and they were   reinforcing the adoption of online tutoring . The truth was that they were not , which was exactly why I was doing   this System Mapping exercise in the first place . This is also something to pay attention to in the future . 


EMAIL: 
ID_NUM: 
NAME_STUDENT: Cobus Mpanza
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 :    In 2019 , I was trying to find out how to promote online tutoring to tutors , parents and students in Singapore .   Online tutoring in Singapore had not really taken off yet at that time . In fact , everybody had different ideas of   what online tutoring was . Parents were generally skeptical about its usefulness , students mostly did not have a   clear idea of what online tutoring looked like , and most tutors were adopting a “ wait - and - see ” approach   towards this emerging technology .     There were also multiple factors that affected the adoption rate of online tutoring . Among these are : maturity of   online tutoring software , availability of on - boarding training , cost of subscription of online tutoring software ,   effectiveness of learning through online tutoring , cyber security concerns , etc .     My team conducted training for approximately 150 freelance tutors who showed interest in online tutoring but   only a handful of them really adopted online tutoring as part of their offer . We tried to engage parents in a few   parents workshops ; they produced only a few customers .     Due to our limited resources , a multi - pronged approach like that was very hard and slow work . The challenge   was really to identify a few critical factors that had maximum impact on the adoption rate of online tutoring in   Singapore , and to act upon them .     Tool selection :   It was mentioned in the Mind Mapping Tool video in this course , “ Mind mapping is looking for patterns and   insights in a large quantity of data you collected during your exploration of what is the current reality . The goal   is to establish criteria for the what - if idea generation phase . ”     Since my challenge was to make sense of the current situation ( “ What Is ” ) , I had chosen to use a modified   version of Mind Mapping , called “ Systems Mapping ” . I learnt this tool from Cobus Mpanza , who also attended   Alexandr Ospina ’s Design Thinking course .     Application of the selected tool :   Step 1:​ I started off by writing down all the possible factors that affect adoption of online tutoring , one factor on   a piece of post - it note .      Step 2:​ Then I got a large A1 - size paper , and divided it into two sections - “ Reinforce ” and “ Hinder ” .      Step 3​ : Next , I assess the current state of each factor ; if the current state of a factor reinforces the adoption of   online tutoring , I will stick it under the “ Reinforce ” part of the A1 - size paper . The same went to factors which   were currently hindering the adoption of online tutoring . For example , “ subscription of online tutoring software ”   is a factor . Now the cost was currently considered affordable to most tutors , so I placed the post - in note of this   factor under the “ Reinforce ” section .     Step 4​ : Once we have all the factors categorized in either “ Reinforce ” or “ Hinder ” section , I started to draw   lines to link up factors that either drove another factor , or was driven by another factor .     Step 5​ : The final step in System Mapping is to do a tally . The factors that had the most number of lines going   into and going out of them , are the key driving factors to adoption of online tutoring .     This is a somewhat tidied up version of my Systems Map . 

 Insight gained :     What I concluded from this exercise confirmed my suspicion , that the key driving factor to online tutoring is   really how tutors perceive it . In 2019 , most tutors clearly were not taking online tutoring seriously . The exercise   suggested that by focusing our resources to change tutors ’ perception of online tutoring , it would have the   greatest impact on the adoption rate of online tutoring .     Approach :     I found that it was very important that I was able to stand in the position of stakeholders , to come up with as   many factors as possible . It was important to state factors as neutral rather than to add my assessment of it   prematurely , for example , a factor should be “ possibilities to access tutors on demand ” and not “ should be able   to access tutors on demand ” . This is something I will pay more attention to in the future .     It was also challenging to hold my bias and assess the current state of things impartially , so that I can place   the factors in the right sections . The tendency was to think that most factors were doing well , and they were   reinforcing the adoption of online tutoring . The truth was that they were not , which was exactly why I was doing   this System Mapping exercise in the first place . This is also something to pay attention to in the future .
### Output: 