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Final Year Project Presentation
Final Year Project Presentation
Final Year Project Presentation
Final Year Project Presentation
Final Year Project Presentation
Final Year Project Presentation
Final Year Project Presentation
Final Year Project Presentation
Final Year Project Presentation
Final Year Project Presentation
Final Year Project Presentation
Final Year Project Presentation
Final Year Project Presentation
Final Year Project Presentation
Final Year Project Presentation
Final Year Project Presentation
Final Year Project Presentation
Final Year Project Presentation
Final Year Project Presentation
Final Year Project Presentation
Final Year Project Presentation
Final Year Project Presentation
Final Year Project Presentation
Final Year Project Presentation
Final Year Project Presentation
Final Year Project Presentation
Final Year Project Presentation
Final Year Project Presentation
Final Year Project Presentation
Final Year Project Presentation
Final Year Project Presentation
Final Year Project Presentation
Final Year Project Presentation
Final Year Project Presentation
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Final Year Project Presentation

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Presentation explaining the work carried out during our market validation for our Final Year Project

Presentation explaining the work carried out during our market validation for our Final Year Project

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  • 1. Final Year Project - Copernicus<br /> Laura Conroy<br /> Charlene Frazer<br /> Thomas Burke<br /> Donal Gallagher<br /> Cian Kivlehan<br /> Company: Kaizen Chiefs<br /> Inventor: Jacek Jankowski<br />
  • 2. Introduction<br />We will be discussing the following issues today:<br /><ul><li>What is Copernicus
  • 3. Stages we went through
  • 4. Education sector
  • 5. Research
  • 6. Investment
  • 7. Conclusion</li></li></ul><li>What is Copernicus<br />
  • 8. Phase 1 <br /><ul><li>Researched Industries
  • 9. Tourism
  • 10. Medical
  • 11. Education
  • 12. Assembly Instructions
  • 13. Automotive
  • 14. Shopping
  • 15. SWOT Analysis</li></ul>Sectors of Interest<br />Education<br />
  • 16. SWOT Analysis<br />
  • 17. SWOT Analysis<br />
  • 18. SWOT Analysis<br />
  • 19. SWOT Analysis<br />
  • 20. SWOT Analysis<br />
  • 21. SWOT Analysis<br />
  • 22. The Education Sector<br />We conducted comprehensive research of the education sector which consisted of the following methods;<br /><ul><li>Surveys
  • 23. Interviews
  • 24. Science &amp; Technology Fair
  • 25. Government Involvement
  • 26. ICT Framework
  • 27. “Smart Schools, Smart Economy” (Gov. Initiative)</li></li></ul><li>ICT Framework<br />A Framework set out by ACTION, NCCA, Curriculum online.<br /><ul><li> Exploring the potential of ICT to create, communicate, and collaborate to organize and produce information
  • 28. Understanding and applying knowledge of the functions of ICT including safe practice, maintenance and ergonomics.
  • 29. Developing a critical appreciation of the role of ICT in society and habits which reflect ethical and responsible use of ICT
  • 30. Using ICT for thinking and learning including managing enquiry, assessing information, solving problems and expressing ideas across a range of curriculum areas</li></li></ul><li>Government Involvement<br />“The Government recognises the need for investment in this area and is committed to providing funding to support the integration of information communications technology in teaching and learning in our schools.”<br />
  • 31. Government Involvement<br /> On the 3rd of November Minister for Education Mary Coughlan announced investment grant of €24 million into the “Smart Schools, Smart Economy” initiative. Bringing the total to €66 million since Nov ‘09.<br /><ul><li>Schools will get a minimum payout of €1,700 plus a further payment of €34.95 per student.</li></li></ul><li>Surveys<br />Surveyed school teachers across the 4 provinces of Ireland.<br /><ul><li> Asked questions in relation to technical facilities intheir schools and how interested they would be in using Copernicus as a education tool and if they felt students would benefit from using Copernicus.
  • 32. Feedback was extremely positive.</li></li></ul><li>Teacher Surveys<br /> What facilities do you <br /> have in your school?<br /> 30 Teachers – Labs<br /> 20 Teachers – Laptops<br />
  • 33. t<br />Teacher Surveys<br /> Would you like to use 3d interactive software in your classroom?<br /> 100% - Yes<br />
  • 34. Survey Quotes<br />“An excellent way to supplement textbooks, it makes learning more interesting and fun for students. It also caters for a variety of learning needs”<br />
  • 35. Interviews with teachers<br />We conducted interviews with teachers <br /><ul><li>Expressed they are struggling to find ways of incorporating ICT framework into classroom.
  • 36. Have the technical facilities but finding it difficult to find suitable online materials to use
  • 37. Idea of introducing this 3D interactive to coincide with textbooks excited teachers.</li></li></ul><li>Interview with teachers<br />Sarah Eyers – Barefield National School on Copernicus<br />“it is widely known that Children learn more from using visual aids in education, however it is extremely difficult for us as teachers, to find relevant sources online where we can introduce this method of learning into the classroom”. She continued “Today&apos;s children are surrounded by Computer Games, Playstations, Xboxes and Nintendo’s, they love to use technology, so introducing 3D interactive learning into classrooms, seems like the most logical step forward in helping us to promote productive learning for these highly stimulated students”. <br />
  • 38. Interview with teachers<br />Kathy Crehan – Ennis Community College<br />“We simply don’t know how to effectively integrate technology into the classroom, In my school we have wonderful technology available for our use, interactive whiteboards, projectors, a computer lab, and we even have 2 personal computers in every classroom, the students love it when I use these resources, it improves their intention span greatly, however I can’t use this equipment as I much as I would like to, because it’s so difficult to find adequate sources online to coincide with what the students are learning”<br /> <br />
  • 39. Interview with teachers<br />Sarah Eyers – Barefield National School on Copernicus<br />“This is a fantastic idea, what the children see in the textbooks rarely has impact, providing colorful descriptive images is simply not enough to stimulate a child learning interest, bringing their textbooks to life, by making them interactive, is how today’s children should be learning, it would make my job a lot easier, and greatly enhance my student learning experience by making their studies more fun, but even more important it would make their learning more meaningfully”. <br />
  • 40. Science and Technology Fair, Galway<br /><ul><li>We attended the Galway Science and Technology Festival 2010 - “Innovation, Today’s Thinking Tomorrow World”. Opened by the EU Commissioner for Research, Innovation and Science Maire Geoghegan Quinn, on Sunday November 22nd.
  • 41. We were running Copernicus at our desk and invited children to use the application. We conducted surveys with the students after they had used Copernicus. </li></li></ul><li>Student Survey Results<br /> If you use Computers in school, what type of things do you learn about using the computers?<br /> Typing = 68.75%<br /> Research = 18.75%<br /> PowerPoint = 12.5%<br />
  • 42. Student Survey Results<br /> Would you like to use Computers more in school?<br /> 100% - Yes<br />
  • 43. Brendan Smith<br />One of the most beneficial connections we made was with DERI’s educational officer, Brendan Smith.<br /><ul><li>Brendan spoke highly of our concept too introduce Copernicus as a 3D interactive learning application.
  • 44. He also gave us the opportunity to attend and present Copernicus at the Science and Technology Fair.</li></li></ul><li>Brendan Smith<br />
  • 45. EDCO<br />We have confirmed that this is potentially a successful market through our correspondence with a company in this market.<br /><ul><li>Our contact was the Regina O’Keefe, Market Development Manager with the educational company (EDCO). EDCO is one of Irelands leading educational publishers and has been publishing primary and post primary textbooks in accordance with the Irish school’s curriculum for almost 100 years.
  • 46. We approached them with our technology and they expressed great interest. They looked for comprehensive information and after they received this they requested to present the technology at their ICT week.
  • 47. This part of our project is an ongoing process, and we are still in correspondence with EDCO. </li></li></ul><li>Investment <br />Innovation Partnership Programme (Enterprise Ireland)<br /><ul><li> Due to DERI’s connection with NUIG, Copernicus qualifies for this funding programme.
  • 48. This involves working with a company on the programme.
  • 49. Enterprise Ireland offers up to 80% towards the cost of the programme provided the partner company contribute the additional 20% or more capital.</li></li></ul><li>Investment <br />Company Investment<br /><ul><li>This opportunity entails collaborating with a company who are willing to invest fully in Copernicus.
  • 50. We have shown examples of this earlier in our correspondence with The Educational Company, an established educational book publisher.</li></li></ul><li>Investment <br />Financial Institution<br /><ul><li>Seek funding from a bank or money lending institution. </li></ul> <br />
  • 51. Cost to market<br />This is a breakdown of the basic costs required to bring Copernicus up to a Marketable level. <br />
  • 52. Education<br />Past....<br /> Blackboards....<br /> Today....<br /> Books &amp; Whiteboards....<br /> Tomorrow....<br /> Computers &amp; 3D Interactive Learning<br />
  • 53. Conclusion <br />Thank you for your attention.<br />Hope you enjoyed our presentation.<br />

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