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  1. 1. Talking Teddy Orla Shanahan, Hazel Kidney and Sallyann McMahon
  2. 2. Introduction <ul><li>Our project is called Talking Teddy </li></ul><ul><li>A teddy bear with a protected monitor/screen inside the stomach, which aims to teach literacy to children in the Third World countries. </li></ul><ul><li>The teddy is aimed at children aged 5-12 years, males and females. </li></ul>
  3. 3. The Problem <ul><li>After researching, we have seen that literacy is a major problem in the third world countries. </li></ul><ul><li>In order to improve the standard of life, one needs to develop literacy skills. </li></ul><ul><li>People in third world countries are denied the opportunity to acquire literacy skills. </li></ul>
  4. 4. Research of the problem <ul><li>“Sub-Saharan Africa, young adults with five years of education have a 40% probability of being illiterate” (Dexigner, 2010). </li></ul><ul><li>“The literacy and numeracy skills imparted by primary education are inadequate for a changing labour market” (Ocampo, 2010). </li></ul><ul><li>“40 out of every 100 Africans are still unable to read and write, against 25 of every 100 in developing countries” ( Omollewa, 2008) . </li></ul>
  5. 5. <ul><li>Interest and motivation to read and write is highly prevalent amongst children, but the opportunity is lacking. </li></ul><ul><li>“often observed is a young child pretending to read a book, endearingly simulating a storyline, or repeating a much loved story” (Ebersohn & Eloff, 2004). </li></ul><ul><li>Perry (2008) states that literacy levels are so poor in Africa, as children come from virtually “bookless homes” and have very few resources available at schools. </li></ul>
  6. 6. Brainstorming process:
  7. 7. Research of the solution <ul><li>Mills- Tettey (2009) revealed that an electronic reading tutor helped increase literacy levels in Mongu , Africa. </li></ul><ul><li>Andrews (2004) – Kenbear experiment – increased intrinsic motivation and confidence levels in children. </li></ul>
  8. 8. <ul><li>Macken and Mc Nally (2008) found that to increase levels of literacy different teaching styles and activities must be implemented into schools. </li></ul><ul><li>Cameron (2002) found that teddy bears can be used in a classroom setting to increase motivation for learning. </li></ul>
  9. 9. Lab Report <ul><li>Aim – to discover what age group and gender Talking Teddy would appeal to. </li></ul><ul><li>Findings – girls more likely than boys to use as age increases. </li></ul><ul><li>Dinosaur was incorporated as was preferred by boys. </li></ul>
  10. 10. The Solution <ul><li>A teddy bear with a screen in the stomach which will aid children in improving their skills. </li></ul><ul><li>Talking Teddy will have a USB input hidden on the bottom of the screen in order for the teachers to upload new information through a computer so learning can continue at home. </li></ul>
  11. 11. <ul><li>Mc Conkey and Jeffree (2003) explain that toys to aid literacy should: </li></ul><ul><li>Suit the Childs abilities </li></ul><ul><li>Be developmentally graded </li></ul><ul><li>Be sturdy </li></ul><ul><li>M otivate the children to interact. </li></ul>
  12. 12. <ul><li>Talking Teddy will have a durable screen to protect it. </li></ul><ul><li>The monitor will be removable so the teddy itself can be washed. </li></ul><ul><li>Different levels can be acquired for different children. </li></ul>hjg.JPG
  13. 13. Competition <ul><li>Similar to the v-tech application for kids in toy stores. </li></ul><ul><li>iTeddy. </li></ul><ul><li>BabogBaby – teaching 33 words in Irish to do with numbers, shapes, & colours. Early 2010 -Very successful. </li></ul>
  14. 14. Child and Teddy <ul><li>“Teddy bears provide comfort and a sense of security” </li></ul><ul><li>“Teddy bears are their constant companions whom they must carry around everywhere they go” </li></ul><ul><li>“Teddy bears are very popular even with grown up girls” </li></ul><ul><li>(Article Snatch, 2009) </li></ul>
  15. 15. How it will work: <ul><li>The programs used to create the application are: </li></ul><ul><li>Adobe Illustrator CS 5 </li></ul><ul><li>Adobe photoshop CS 5 </li></ul><ul><li>Adobe flash CS 5 </li></ul><ul><li>The software can be bought on a disk and is downloadable from the talkingteddy website. </li></ul><ul><li>A USB cable can be connected to Talking Teddy for updates and battery charge. </li></ul>
  16. 16. Use Case Diagram:
  17. 17. Programs included: <ul><li>There will be four programs: </li></ul><ul><li>Alphabet Repetition </li></ul><ul><li>Pronunciation </li></ul><ul><li>Spelling Games </li></ul><ul><li>Read Along Stories </li></ul>
  18. 18. <ul><li>Levels will vary from beginner to advanced, depending on their literacy levels. </li></ul><ul><li>A speaker will be located at the top of the monitor to play audio sounds. </li></ul><ul><li>Up to teachers discretion to decide literacy levels. </li></ul>
  19. 19. Storyboards M:Group IT Workteddy3.jpg M:Group IT Workteddy1.jpg M:Group IT Workteddy2.jpg
  20. 20. Screenshots
  21. 21. Feasiblity <ul><li>Two raw products that are required to create a “Talking Teddy” device. </li></ul><ul><li>200 “Talking Teddy”s to begin with (generalise feedback). </li></ul><ul><li>Alibaba.com is a manufacturing company located in China. The price of 200 teddy bears from alibaba.com comes to an amount of €88 (€0.44cent each). (Research in smyths etc.) </li></ul>
  22. 22. Research of monitors (feasiblity) <ul><li>We looked into eReading technology and display monitors for similar products such as vTech children’s products. </li></ul><ul><li>After contacting vTech Ireland and vTech Hong Kong, Dell, Alibaba.com manufacturers, Smyths Toystore and Sony we got an estimate cost of a 5 inch LCD monitor is approximately €8.50 each. </li></ul>
  23. 23. Stakeholders (feasibility) <ul><li>Alibaba.com – To supply monitors as well as teddy bears in bulk. </li></ul><ul><li>Teachers - A key stakeholder in the organisation and distribution of“Talking Teddy” would be people within the education institute in the specified area. </li></ul><ul><li>Adobe - In order to get the ideal software to create the games on the device (e.g. Flash CS 5 and illustrator). </li></ul>
  24. 24. Feasibility <ul><li>Each bear is priced at $o.6o (€0.44) </li></ul><ul><li>200 bears at € 88.00 </li></ul><ul><li>bulk of 200 monitors = €1700. </li></ul><ul><li>In total the project comes to €1788 for 200 “Talking Teddy”s. </li></ul>euro.png
  25. 25. Feasibility – possible problems <ul><li>Go wrong, if product broke, difficulty repairing due to long distances. </li></ul><ul><li>English tutorial and website may be of some disadvantage for foreign speaking users. </li></ul><ul><li>Lack of knowledge, eg. software capacity. </li></ul>
  26. 26. Overall Architectural Diagram
  27. 27. Prototype
  28. 28. Conclusion <ul><li>To conclude, the aim of Talking Teddy is to provide children in third world countries with an opportunity to develop their learning and literacy skills. </li></ul><ul><li>We hope that this enhancement of learning and literacy skills will create a more fortunate future for each individual. </li></ul>
  29. 29. References <ul><li>Alibaba . (2010). Alibaba trades. Retrieved from http://www.alibaba.com/product-gs/325125210/PLAIN_TEDDY_BEARS.html </li></ul><ul><li>Andrews, T. R. (2004). The use of teddy bears to help develop interpersonal context to promote intrinsic motivation. Investigation of attitudes in education, 4, 1-18. </li></ul><ul><li>Article Snatch. (2009). Teddy Bears – A Childs Favourite Toy. Retrieved from http://www.articlesnatch.com/Article/Teddy-Bears--A-Childs-Favourite-Toy/1350259 </li></ul><ul><li>BabogBaby (2010). Buy now Babogbaby . Retrieved from http://www.babogbaby.com/index.php/retailers/ </li></ul><ul><li>Cameron, J. (2002). Rewards and intrinsic motivation: Resolving the controversy . United Stated: Bergin & Garvey. </li></ul><ul><li>De Caroli , M. E., & Sagone , E. (2007). Toys, sociocognitive traits, and occupations: Italian children’s endorsement of gender stereotypes. Psychological Reports, 100, 1298-1311. </li></ul><ul><li>Dexigner . (2010). Design challenge: Designing for education. Retrieved from http://jump.dexigner.com/news/20948 </li></ul><ul><li>Lobel , T. E., & Menashri , J. (1993). Relations of conceptions of gender-role transgressions and gender constancy to gender-typed toy preferences. Developmental Psychology, 29, 150-155. </li></ul><ul><li>Macken , S., & Mc Nally , S. (2008). The literacy hour. Journal of public economics, 92, 1441-1462. </li></ul><ul><li>Mc Conkey , R., & Jeffree , D. (2003). Making toys for children with literacy problems: A guide for parents and teachers . Englewood Cliffs: Prentice-Hall. </li></ul><ul><li>Ocampo , J.A. (2010). Economic report on Africa. Retrieved from http://books.google.ie/books?id=z0h6r4FdQu0C&dq=literacy+in+third+world+countries+2010&source=gbs_navlinks_s </li></ul><ul><li>OMOLEWA, M. (2008). Adult literacy in Africa: the push and pull factor. International Review of Education, 54. Retrieved from http://www.springerlink.com/content/1k3170125611t182 . </li></ul><ul><li>Sommerville , I. (2007). Software Engineering (Eighth ed.). Harlow, England: Pearson Education. </li></ul><ul><li>  </li></ul>

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