Working with CurioCity:
The Challenge: "The HSE CurioCity team is hoping to bring hands-on learning, similar to the Innovations Class, to all HSE students. What systems need to change in order to bring experiential learning to scale? How do we effectively communicate to all stakeholders so that we build excitement? How do we foster CurioCity?"
When this project began, I felt drawn to this community partnership the most for a variety of reasons. I have high intentions of becoming a teacher, and I value the importance of experiential learning. By putting these two factors together, it only makes sense that I would want to jump aboard the CurioCity squad so I can contribute to a project that aligns with what I am enthusiastic about.
In our first interviews, we digested a whole lot of information and learned of the many different avenues that we could take while working on this project. After discussing with my teammates, Paul and Daisy, we decided to focus on how CurioCity would be advertised to the public, students, and teachers. Wanting to make sure that the audiences feel comfortable with the resource and overall shift in traditional education, we are incorporating an educational aspect to our work as well. As soon as we analyzed the notes that we took in the first couple of meetings, we secured a few general ideas that we wanted to pursue. Because it was apparent that CurioCity wasn't going to have an effect on just one audience, we made sure that the solution touched on all concerns from each group. This included a video about CurioCity designed to excite, inform, and comfort. Going even further, the main video will have three videos branching off of it for a designated audience. So, in total, there would be four videos: (1) the main video with information pertaining to all three audiences and explaining what CurioCity is and shorter videos pertaining to (2) teachers, (3) students, and (4) community/parents. As mentioned before, our group wants to make sure there is a clear understanding of CurioCity, the opportunities, and mindset behind it. Furthering it, we developed a plan for convocations. One would be held with all junior high students informing them on how to plan for this with scheduling, and the other would be for teachers to help explain the resource and benefits of using technology/social media in a class setting.
We provide detailed information in our presentation from the final proposal:
When this project began, I felt drawn to this community partnership the most for a variety of reasons. I have high intentions of becoming a teacher, and I value the importance of experiential learning. By putting these two factors together, it only makes sense that I would want to jump aboard the CurioCity squad so I can contribute to a project that aligns with what I am enthusiastic about.
In our first interviews, we digested a whole lot of information and learned of the many different avenues that we could take while working on this project. After discussing with my teammates, Paul and Daisy, we decided to focus on how CurioCity would be advertised to the public, students, and teachers. Wanting to make sure that the audiences feel comfortable with the resource and overall shift in traditional education, we are incorporating an educational aspect to our work as well. As soon as we analyzed the notes that we took in the first couple of meetings, we secured a few general ideas that we wanted to pursue. Because it was apparent that CurioCity wasn't going to have an effect on just one audience, we made sure that the solution touched on all concerns from each group. This included a video about CurioCity designed to excite, inform, and comfort. Going even further, the main video will have three videos branching off of it for a designated audience. So, in total, there would be four videos: (1) the main video with information pertaining to all three audiences and explaining what CurioCity is and shorter videos pertaining to (2) teachers, (3) students, and (4) community/parents. As mentioned before, our group wants to make sure there is a clear understanding of CurioCity, the opportunities, and mindset behind it. Furthering it, we developed a plan for convocations. One would be held with all junior high students informing them on how to plan for this with scheduling, and the other would be for teachers to help explain the resource and benefits of using technology/social media in a class setting.
We provide detailed information in our presentation from the final proposal:
Although the semester is over, and this project is technically over, we have a lot of work to do. My teammates and I are excited to continue this challenge into next semester. My favorite part has been working with a project so crucial to our school's future. CurioCity is here to help change the game, and I love it. Working with the community partner and my classmates has been great, because they are all so eager to implement this. However, one thing that I, along with my classmates, struggled with was not being able to get this rolling sooner. There is a lot of work for this to go smoothly, but because there is a lot of work on both the administration and our part, it moves at its own pace. Thankfully, CurioCity is launching soon which will help speed the process up, because we will be able to step in when the new release creates a buzz among the community. If I were to start this project over again, I would probably want to get the whole class involved with this project. The class has similar values to the mindset behind CurioCity, and with a whole army of like-minded people, we would probably accomplish much more.
I am so looking forward to see where CurioCity takes us, and I will be sure to keep you updated (find periodic updates in the Vlogs and Blogs tab).
I am so looking forward to see where CurioCity takes us, and I will be sure to keep you updated (find periodic updates in the Vlogs and Blogs tab).