Week 11

Leadership

Flipped preparation (required): Watch the video 'Crowdsourcing and Crowdfunding Explained' so that you understand the difference. Optionally, find an interesting crowdfunding project and share it on the padlet at tinyurl.com/TMLCrFunding

DONE

What is the role of entrepreneurship in education? 

Education for Enterprise (The NZ Curriculum) is about promoting an approach to learning – one that is real, relevant, and gives students responsibility for their learning.

The Vision of NZ Curriculum (2016) is for young people who will be creative, energetic, and enterprising, who will seize the opportunities offered by new knowledge and technologies to secure a sustainable social, cultural, economic, and environmental future for our country.

What are Skills Every Entrepreneur Needs?

According to Aileron (2017), the top skills every entrepreneur needs are

• Resiliency - The ability to weather the ups and downs of any business since it never goes exactly the way the business plan described it. This skill enables the entrepreneur to keep going when the outlook is bleak.
• Focus - After setting a long-term vision, knowing how to “laser focus” on the very next step to get closer to the ultimate goal. There are so many distracting forces when trying to build a business that this skill is not easy to master.
• Invest for the long-term -Most entrepreneurs are not patient and focus only on what comes next, rather than where the company needs to go. Overnight success may take 7 to 10 years. Entrepreneurs need to stop, pause and plan on a quarterly basis.
• Find and manage people. 
  • Only by learning to leverage employees, vendors and other resources will an entrepreneur build a scalable company. They need to learn to network to meet the right people. Entrepreneurs strive to guarantee they will get honest and timely feedback from all these sources.
• Sell - Every entrepreneur is a salesperson whether they want to be or not. They are either selling their ideas, products or services to customers, investors or employees. They work to be there when customers are ready to buy. Alternately, they know how to let go and move on when they are not.
• Learn - Successful entrepreneurs realize they don’t know everything and the market is constantly changing. They stay up to date on new systems, technology, and industry trends.
• Self-reflection - Allow downtime to reflect on the past and plan for the future. Always working only leads to burnout physically and emotionally.
• Self-reliance - While there is a lot of help for the entrepreneur, in the end, they need to be resourceful enough to depend on themselves.

Your own list might naturally differ. But you could also wonder how does that skill set map to other lists of skills we have examined on the course? 

PechaKucha

In this week's session, we'll trial aspects of this presentation style in which 20 slides are shown for 20 seconds each. The format, which keeps presentations concise and fast-paced, powers multiple-speaker events called PechaKucha Nights (PKNs). We will trial Flickr’s random PechaFlick picture generator. 

Social Entrepreneurship

Social entrepreneurship aims in some way to increase ‘‘social value,’’ i.e. to contribute to the welfare or well being in a given human community. The key to social enterprise involves taking a business-like, innovative approach to the mission of dealing with complex social needs or delivering community services. (Peredo & McLean, 2006; Pomerantz, 2003).

Social enterprise

Social enterprise is an organisation that applies commercial strategies to maximise improvements in human and environmental well-being - this may include maximising social impact rather than profits for external shareholders. Social enterprises are part of a continuum of enterprise types with different agendas.

The CEO Ākina Foundation, Louise Aitken, has written an interesting post about the definition, perception and what is ahead when it comes to social enterprises. In class, we will look at the akina.org.nz/ventures programmes and consider where they sit on this business model continuum.

Enterprise vs. Entrepreneur 

Recently many have wanted to emphasise enterprises more than entrepreneurs. Gibb (2002) claims how the pervasive ideology of the ‘heroic’ entrepreneur can be seen as a dysfunctional when viewed against the needs of a wider community. The wider notion of ‘enterprise’ is therefore introduced as a means of moving away from the hitherto narrow paradigm.

Some take this even a step further and talk about employee intrapreneurs and intrapreneurship that refers to employee initiatives in organisations to undertake something new, without being asked to do so (De Jong & Wennekers, 2008).

Lean Canvas - Startup Vision

The Lean Canvas (e.g. leanstack.com) maps out a potential startup vision, and it is an adaptation of The Business Model Canvas. Lean focuses on problems, solutions, key metrics, and competitive advantages, and promises an actionable and entrepreneur-focused business plan. It helps to replace elaborate business plans with a single page business model that is easier to grasp and share.

Half-Baked.com

Dave McClure came up with the original concept of the 5 Act ‘HalfBaked.com: Entrepreneurial Improv Theatre.’

Act 1: Start by having people yell out 50 or so random words.
Act 2: Each team given 2 words + ".com"
Act 3: Teams have 10 min to prepare their BlankBlank.com business plan
Act 4: Each team does a 5 minute pitch on their product
Act 5: Vote on who did the best job

In class, we will be doing an activity that has been developed by Nick Hindson and The Mind Lab PG team from this idea: Half-baked Lean Canvas which is in the Related media for this week if you want to use it in your own practice. 

Half Baked Lean Canvas Process (by The Mind Lab)

Create teams of between 3 - 5 people. Gather 30 random words from the group. Each team then chooses 2 words.

1. Start by thinking of real problems that somehow relate to those two words, add that into part 1 of the canvas.

2. Think about who are having the problem you chose to look at. Who are being affected by that? Then choose your main customer group that you want to focus on.

3. Ideate some solutions. Write down your favourite one to your lean canvas. Prepare a 30 sec elevator pitch about your business idea.

Take turns pitching your business ideas. The team that pitches the idea must listen to feedback without replying. Other teams discuss things they 'wonder about' and 'like'.

4. Based on the feedback make updates. Then consider who are your early adopters (the ones that are easiest to market your idea to).

5/6. What channels will you use to reach your customers? (How will you market it?) What resources do you need? (Human, finance ...) How can you make the plan sustainable and possible?

7. Purpose. Why do you want to do this? Why is it important? What is the big purpose behind it?

Resources for teachers and students

Young Enterprise offers a range of enterprise programmes and financial literacy resources that can be used by teachers throughout New Zealand. Each resource is designed for a specific age group, and aligns to the New Zealand Curriculum. www.youngenterprise.org.nz/

The Mind Lab -Lean Form

We've developed The Mind Lab Lean Form that helps you to explain and critique your innovation plan in a lean way. We hope this is a useful tool for your DIGITAL 2 assessment. Note that although Digital 2 and Leadership 2 are submitted together, this week we are just focusing on the Digital 2 component.

Filling in the form and seeking feedback (and feedforward) from your fellow students might help you to explain the innovation and critique it. Remember to keep your answers Lean!

Once you have answered in class, you can view the responses from others and copy your own data to another document for reference.

Building an Understanding of Business

More and more young people are using crowdfunding platforms to gain public support to seed fund new start-ups and early expansion plans for businesses.

Other ideas that students can use to build an understanding of business, entrepreneurship, marketing, target markets, sales, budgeting and economics include:

1. Creating an online shop on a low-cost platform such as etsy.com. Online shops can allow students to sell items as diverse as art, crafts, digital assets such as Minecraft characters and simple services eg. car grooming, garage sorting, pet minding etc
2. Set up a school-wide or community-based pop-up fair where parents with businesses can sell slow-moving or end of line products by hiring a stand where the community can shop.
3. Create a community garden at the school and grow vegetables for sale at farmers markets or to parents. Choose seasonal items that make for great after school snacks (for parents to buy) such as strawberries and carrots.

In class, we will look at the crowdfunding projects you have shared at: tinyurl.com/TMLCrFunding (optional Flipped Prep). You could search projects from such platforms as PledgeMe, Kickstarter or Indiegogo.

References:

Aileron. (2017). The Top Skills Every Entrepreneur Needs. Forbes.com. Retrieved from http://www.forbes.com/sites/aileron/2013/11/26/the-top-skills-every-entrepreneur-needs/

Davis, V. (2014, Feb). The ultimate guide to crowdfunding in New Zealand. idealog. Retrived from https://idealog.co.nz/venture/2014/02/ultimate-guide-crowdfunding-new-zealand

De Jong, J. & Wennekers, S. (2008). Conceptualizing entrepreneurial employee behaviour. EIM-SCALES (Scientific Analysis of Entrepreneurship and SMEs). Retrieved from  http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.460.5106&rep=rep1&type=pdf

Gibb, A. (2002). In pursuit of a new ‘enterprise’ and ‘entrepreneurship’ paradigm for learning: creative destruction, new values, new ways of doing things and new combinations of knowledge. International Journal of Management Reviews, 4(3), 233-269.

Peredo, A. M., & McLean, M. (2006). Social entrepreneurship: A critical review of the concept. Journal of world business, 41(1), 56-65.

Pomerantz, M. (2003). The business of social entrepreneurship in a ‘‘down economy’’. In Business, 25(3).

Provini, C. (2014). Raise Money With Crowdfunding: Top 9 Tips for Schools. Retrieved from http://www.educationworld.com/a_admin/crowdfunding-fundraising-schools-tips-best-practices.shtml

The NZ Curriculum Online. (2016). The NZ Curriculum: Vision. Ministry of Education. Retrieved from http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum  

Digital

Flipped preparation (required): Go to the Zooniverse website (www.zooniverse.org). Choose an ongoing project and contribute to it (for 5-10 minutes) then make a short post on G+ (to student reflections) about how this type of activity can be used in education #zooniverse #location

DONE

Crowdfunding

With crowdfunding, an entrepreneur raises external financing from a large audience (the “crowd”), in which each individual provides a very small amount, instead of soliciting a small group of sophisticated investors. 

In class, we will look at the crowdfunding projects you have shared at: tinyurl.com/TMLCrFunding (optional Flipped Prep). You could search projects from such platforms as PledgeMe, Kickstarter or Indiegogo. 

Mitra (2012) wants to remind us how there are already many different ways of doing crowdfunding, and at least five different types of crowdfunding sites: 

• Donation: Contributors donate funds mostly for charities and other non-profits and sometimes for-profits as well
• Reward: Maybe thank you notes, token gifts (e.g. key chains), names on the credits of movies etc.
• Pre-purchase: Contributors receive the product that the entrepreneur is making, often at a reduced price
• Lending: Some offer interest (peer to peer), some do not (interest used to cover operating costs)
• Equity: Offer investors a share of the profits of the business

Crowdfunding in Schools

Provini (2014) provides the following ideas for how you might raise money for schools with crowdfunding:

1. Use crowdfunding for specific projects or needs, rather than general fundraising
2. Identify a safe, flexible and transparent platform
3. Start with reasonable goals
4. Break large projects into smaller steps
5. Prepare workgroup members to do intensive marketing
6. Marketing messages matter!
7. Target different levels of donors (alumni, community members, parents, local business owners, etc.)
8. Consider offering rewards and incentives for larger contributors
9. Offer students leadership opportunities and take advantage of teachable moments

Davis (2014) provides a useful guide to crowdfunding in New Zealand. One of the crowdfunding platforms he mentions is PledgeMe, who have created a Crowdfunding Canvas to help potential applicants (see tinyurl.com/TMLPMCC). They do empathise, that this is not a business plan. You should have your project and/or business plan stored somewhere else. This is just for your crowdfunding campaign (pre, during, and post). But the Lean ideas on this week's Leadership Class Notes would help you to tackle also the Business planning side.  

Some other NZ specific platforms include

• https://www.snowballeffect.co.nz/
• https://givealittle.co.nz/ (just donations and fundraising for causes and charities)
• http://www.pozible.com (Environmental Crowdfunding projects in Australia and around the world)

Crowdsourcing

Crowdsourcing is the practice of engaging a ‘crowd’ or group for a common goal, such as innovation, problem solving or efficiency.It can take place on many different levels and across various industries. Thanks to our growing connectivity, it is now easier than ever for individuals to collectively contribute, whether with ideas, time, expertise, or funds, to a project or cause. (Crowdsourcing Week, 2017).

If you want to learn when 'crowdsourcing' became a trend, take a look at the real data that Google shares with us: www.google.co.nz/trends/explore#q=crowdsourcing. You could also combine that with other search trends, or use Google trends to provide you and your students a real-world data.

Citizen Science

Engaging in citizen science allows people to experience, first-hand, the scientific process and engage scientific thinking at the same time as increasing their knowledge of the specific research topic. Citizen scientists are members of the general public that volunteer their time to work and collaborate with professional scientists to collect data and solve problems on real scientific research questions. (Masters et al., 2016).

Real World Problems

A reminder (from earlier sessions with the ITL rubrics) that real-world problems have all of the following characteristics (ITL Research, 2012):

• Are experienced by real people. For example, if students are asked to diagnose an ecological imbalance in a rainforest in Costa Rica, they are working with a situation that affects the real people who live there.
• Have solutions for a specific, plausible audience other than the educator as grader. For example, designing equipment to fit a small city playground could benefit the children of the community.
• Have specific, explicit contexts. For example, developing a plan for a community garden in a public park in their town has a specific context; learning which vegetables grow best in which parts of one’s country does not.
• If students are using data to solve a problem, they use actual data (for example, real scientific records of earthquakes, results of their own experiments, or first-person accounts of an historical event), not data developed by an educator or publisher for a lesson.

Crowdsourcing for Innovations

OpenIDEO is a social impact website powered by Design Thinking and Crowdsourcing. This company that you are already familiar with (Design Thinking Week) believed that to solve today’s complex problems, there must be better ways to come together, share ideas, and coordinate action around the globe.  So they built an open innovation model that allows anyone (you and your students included) to do just that via this website: help people worldwide break barriers, find support, and iterate on the ideas of many to create real change. You can choose which part of the projects you want to contribute to. 

Innocentive is another similar platform that leverages the power of the crowd to help organizations of all sizes solve their critical business, scientific, and technical problems. It provides interesting opportunities for our students looking for challenges, and it also provide for many teachers (and even younger students) an opportunity to see where the limits our knowledge and knowhow lays right now. 

Crowdsourcing platforms created by The Mind Lab 

On our Where To Next? -website, teachers can drop a pin in the map to ask the Mind Lab to bring the postgraduate programme to their location. 

Hackeducation is our crowdsourcing platform we set  up to collaboratively brainstorm ideas of what the future of education in New Zealand could look like. You can still contribute to this site with your students if you want to. 

We have been analysing the crowdsourced data from this website over a number of phases:

1. Gathering Ideas from the crowd → 888 responses (by end of January 2017)
2. Analysis (Themes) → Data were analysed by crowdsourcing using students from the postgrad November 2016 intake. From this, 13 frequently mentioned concepts/themes were identified
3. Analysis (Relationships) → Students from the postgrad March 2017 intake were asked to identify relationships between the concepts identified in the previous phase, and a domain model was developed from these relationships.
4. Faces of Change → a website was created to capture our students' reactions to how they are responding to the themes within the Hackeducation data. If you want you can contribute to that site too. Since we want to showcase that you are already hacking education, and creating that much-needed change! 

The Mind Lab -Lean Form

We've developed The Mind Lab Lean Form that helps you to explain and critique your innovation plan in a lean way. We hope this is a useful tool for your DIGITAL 2 assessment. Note that although Digital 2 and Leadership 2 are submitted together, this week we are just focusing on the Digital 2 component.

Filling in the form and seeking feedback (and feedforward) from your fellow students might help you to explain the innovation and critique it. Remember to keep your answers Lean!

As a reminder, the following table is the one we introduced in week 2, linking the ways of thinking/understanding of He Tikanga Whakaaro with the key competencies (Macfarlane et al , 2008).

Key Competencies	He Tikanga Whakaaro
Thinking Using language, symbols & texts	Tātaritanga (thinking and making meaning)
Managing self	Rangatiratanga (personal autonomy and leadership) Whakawhanaungatanga (establishing relationships)
Relating to others	Manaakitanga (a context of caring relationships)
Participating and contributing	Whaiwahitanga (engagement and participation).

Once you have answered in class, you can view the responses from others and copy your own data to another document for reference.

Zooniverse - People-powered Reserach

Talking of using actual real-world data and crowdsourcing, the flipped task is to engage with Zooniverse.org, by contributing to an ongoing project for 5-10 minutes and then making a G+ post using the #zooniverse and #location hashtags. 

Zooniverse claims to be the world’s largest and most popular platform for people-powered research. Research is made possible by volunteers, hundreds of thousands of people around the world who come together to assist professional researchers. The goal is to enable research that would not be possible, or practical, otherwise. Zooniverse research results in new discoveries and datasets useful to wider research.

Zooniverse projects have two distinct aims, (Masters, Oh, Cox, Simmons, Lintott, Graham, Greenhill, & Holmes, 2016). The first is to solve specific scientific problems through the use of citizen scientists. The second aim is to engage members of the public with real world science to educate and change attitudes towards science. Citizen scientists are members of the general public that volunteer their time to work and collaborate with professional scientists to collect data and solve problems on real scientific research questions. Citizen science is not a new concept but has become more accessible to people around the world through the use of the Internet. Edmund Halley used citizen science in 1714 when he got members of the public to report the total eclipse of the Sun across England.

Through platforms like Zooniverse, citizen scientists are able to view, record, analyse, process and answer incredibly large amounts of data that would not be possible by the scientists doing the research alone. The first project, Galaxy Zoo, received 70,000 classifications per hour and more than 50,000,000 classifications in the first year (Graham et al., 2015).

References

Crowdsourcing Week. (2017). What is crowdsourcing? Retrieved from http://crowdsourcingweek.com/what-is-crowdsourcing/

Graham, C.G., Cox, J, Simmons, B, Lintott, C, Masters, K, Greenhill, A. & Holmes, K. (2015). Defining and Measuring Success in Online Citizen Science: A Case Study of Zooniverse Projects. Computing in Science & Engineering, 17(4), 28-41.

ITL Research. (2012). 21CLD Learning Activity Rubrics. Retrieved from: https://education.microsoft.com/GetTrained/ITL-Research

Macfarlane, A., Glynn, T., Grace, W., Penetito, W. & Bateman, S. (2008). Indigenous epistemology in a national curriculum framework? Ethnicities, 8, 102

Masters, K., Oh, E. Y., Cox, J., Simmons, B., Lintott, C., Graham, G., Greenhill, A., & Holmes, K. (2016). Science learning via participation in online citizen science. Journal of Science Communication, 15(3), 1-33.

Mitra, D. (2012). The role of crowdfunding in entrepreneurial finance. Delhi Business Review, 13(2), 67.

Assignment 2

Evaluation and reflection

Document and critique the implementation of a digital and collaborative innovation (Doesn't have to be assignment 1)

2,600-3,000 word essay or 8-10 minute video

Submit it in both the digital and leadership areas