Final week rich pictures social venture canvas
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This document provides an overview and recap of the key concepts covered in the FDN016 Last Class module, including systems thinking, tackling supercomplex problems, the hidden rules of university, and Changemaker skills. It discusses using rich pictures and systems diagrams to demonstrate the complexity of a problem situation and the relationships between key root causes and factors. Examples of good, less detailed, and more advanced systems diagrams are shown. The document then introduces the Social Venture Canvas as a tool to develop ideas and solutions. It provides examples of Northampton students who have used this tool before closing with reminders about module deadlines and evaluations.
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Fdn016a week 1 we have a problem
This document provides an introduction and overview to the FDN016 module on social problem solving. It outlines the structure and expectations of the module. Students will investigate the social problem of "student food poverty" through 5 phases: identifying the problem, planning an investigation, collecting evidence, analyzing the evidence, and proposing a solution. Assessment will include journals documenting the investigation and a presentation. The tutor, Tim Curtis, is introduced and contact details are provided. Overall, the module will guide students through exploring an undefined social issue using a structured problem-solving process.
Fdn016 term 2 week 6 systems thinking to solutions
This document discusses systems thinking and mapping. It encourages watching a film on systems thinking while drawing a systems thinking diagram to engage in active learning. Systems thinking allows us to map all aspects of a problem situation without oversimplifying, and identify root causes versus symptoms. An example systems map is provided related to student food poverty based on literature reviews, surveys, interviews and observations. Participants are instructed to map out everything they know about student food poverty using these sources and techniques, drawing and redrawing diagrams to separate root causes from symptoms. Interventions can then be identified to address dysfunctions.
Fdn016 term 2 week 6 systems thinking to solutions
Systems thinking allows mapping all aspects of a problem without oversimplifying to develop a rich understanding. This includes identifying the differences between surface symptoms and underlying root causes. The document discusses using systems thinking and mapping to thoroughly understand the current state of knowledge regarding overuse of bottled water due to anxiety about tap water quality and perceptions of bottled water being purer. It also outlines initial plans to address this through a tap water versus bottled water taste test competition on campus involving student pledges.
Fdn016 term 2 week 4 interview analysis final
This document discusses analysing text data in qualitative research. It provides information on computer assisted qualitative data analysis software (CAQDAS), grounded theory, coding text data, and lessons learned from analysing interview responses about preferences for drinking bottled water versus tap water. Key points include the importance of cleaning and preparing text data before coding, identifying concepts and ideas through first and second level coding, observing the progression of ideas in the text, and noticing that students are anxious about tap water cleanliness and unaware of drinking water standards.
Fdn016 term 2 Week 4 interview analysis
This document provides instructions for coding qualitative text data using grounded theory. It discusses conducting first and second level coding to identify key ideas and concepts across a text. Students are asked to code interview transcripts about time and breakfast, looking for quotes related to the idea of 'time'. They are also asked to code quotes about water from the interviews by coloring similar ideas. The homework assigns analyzing responses to one interview question from multiple students to identify common themes and outliers.
Fdn016 term 2 week 4 interview analysis
This document provides instructions for analyzing text related to time and meals from student interviews. It directs students to:
1. Code all interview text related to 'time' and breakfast.
2. Compare coding with other students and collect all time-related quotes.
3. Note observations about what the qualitative data suggests and what does not fit.
It then provides sections of text from interviews to code related to time and meals, and water preferences to also code. Homework involves analyzing responses to one interview question from 10-15 students.
Term 2 week 3 data analysis
This document provides an overview of a data analysis exercise for students. It includes objectives of introducing basic data analysis skills without proving conclusions, ensuring statistically significant sample sizes, and using basic spreadsheet functions and statistical tests. It then outlines plans to analyze previously collected student food survey data using Excel functions like median, mode, average, and count to make observations about the full population. Questions are provided to guide analysis, including whether results are representative and data is reliable. Comparisons will be made between halls students and home students, and first and second year students.
Fdn016 week 9 interview design & test #2
This document outlines an activity where students will practice interviewing skills by interviewing a classmate roleplaying as an 18-year old student experiencing food poverty.
The class will be divided into groups to interview the student, with each group designing 3 questions. They will practice contracting into and out of the interview, asking follow up questions, and recording the interview.
Afterwards, the whole class will discuss which interview questions worked well and propose 3 common questions for future interviews on this topic across all classes. The goals are to learn interviewing best practices like caring for the interviewee and obtaining informed consent.
Fdn016 week 4 & 5 defining food poverty 2019
This document provides an overview of course content for FDN016 Weeks 4-5. It discusses defining student food poverty and signing into a Google register. It introduces systems thinking concepts like root definitions, hard and soft systems, and developing a working definition of student food poverty from a systems perspective. Students are asked to find definitions of student food poverty from different sources and compare them. They then create their own definition or express it using systems terminology involving parts, boundaries, processes and people. The document emphasizes applying soft systems methodology to conceptualize the student food system and its purpose, outcomes, and dysfunctions related to food poverty.
Fdn016 week 9 interview design & test #2
The document outlines instructions for a class activity where students will conduct a mock interview. Students have one hour to self-organize into groups and design 3 semi-structured interview questions to ask an 18-year old student character about student food poverty. Two students will interview the character for up to 5 minutes while audio recording. In the second hour, the class will discuss which questions worked well and propose 3 common questions for a wider investigation.
FDN016 Week 8 survey design and test
This document provides guidance and instructions for students regarding a survey design project. It discusses:
1. Completing the first draft of Journal B tasks by the end of the year.
2. Designing a 3-5 question survey in small groups, testing it on another group, and analyzing the results to learn from the experience.
3. Collecting both quantitative and qualitative data through surveys and interviews to understand the experiences of students regarding "food poverty" from a range of perspectives.
FDN016 Week 7 planning
This document provides an overview of the tasks and schedule for students in the FDN016 module over the next 4 weeks. It includes:
1) A planning challenge activity where students must arrange transport for a 6am trip from their homes to Luton airport.
2) A reminder of upcoming tasks like designing surveys, interviews, and empathy maps.
3) A suggestion to "projectise" one's life by scheduling studies, work, home responsibilities, and social activities to fit within 100 hours per week using a provided spreadsheet planning tool.
4) Instructions for the Journal B Task B5 activity which involves using the planning tool to schedule expectations for all home degree modules along with FDN016 over
FDN016 Defining food poverty 2019 final version
This document provides an overview of course content for FDN016 Weeks 4-5. It discusses defining student food poverty and signing into a Google register. It introduces systems thinking concepts like root definitions, hard and soft systems, and developing a working definition of student food poverty from a systems perspective. Students are asked to find definitions of student food poverty from different sources and compare them. They then create their own definition or express it using systems terminology involving parts, boundaries, processes and people. The document emphasizes applying soft systems methodology to conceptualize the student food system and its purpose, outcomes, and dysfunctions related to food poverty.
FDN016 Week 4 and 5 defining food poverty 2019
This document discusses student food poverty and soft systems methodology. It begins with a discussion of how Google search results can be biased and how the system NELSON aims to provide neutral searches. It then prompts the reader to develop a working definition of "student food poverty" and considers it an "unknown problem situation." It introduces concepts from soft systems methodology like root definitions, cognitive blind spots, and managing "messes" rather than solving problems. The document provides guidance on developing a root definition and modeling a purposeful system using parts, boundaries, processes and people. It includes an activity to find definitions of food poverty from different sources and compare them. Finally, it prompts developing a model of a functioning "student food system" at a
FDN016 week 3 rebrief
This document provides instructions for an assignment involving presenting on a social or environmental problem from a previous module. Students are asked to:
1. Prepare a 5-10 minute presentation on a social/environmental problem they previously investigated, including a summary of their investigations and proposed solution.
2. Present to their group and receive peer feedback using a marking rubric.
3. Improve their presentation based on feedback and upload the final version to the learning platform by November 8th for grading.
The document reviews the assignment requirements and provides preparation guidance, reminding students to review previous work, choose a topic, form presentation groups, and seek tutor help. It also checks on progress of another concurrent assignment.
FDN016 week 2 ps1 assignment briefing#3
This document provides instructions for students to prepare and present their PS1 presentations in tutorial groups. Students will present on a social or environmental problem they previously investigated, explain their proposed solution, and argue why their topic merits further study. They will receive peer feedback using marking rubrics and improve their presentations based on this feedback before uploading them to NILE Journal. The tutor will then grade the uploaded work using the rubrics. Students are asked to record preparation work in their PS1 journal.
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Final week rich pictures social venture canvas
- 1. FDN016 Last Class Rich Pictures/Systems Diagrams to Social Venture Canvas https://mypad.northampton.ac.uk/fdn005/from-idea-to-venture/ 1
- 2. Recap • The module is not (really) about student food poverty • Except insofar as it’s relevant to you, your own circumstances • It’s about seeing, and tackling ‘supercomplex’ problems • Wicked issues, systems thinking, problem solving • Social & environmental problems, Changemaker skills • It’s also been about ‘hidden rules’ of university life • Learning outcomes, marking rubrics, module specifications • Group work, workload, life/work balance, project planning & management • What employers REALLY want: spotting there is a problem, stepping up to tackle it, grit and determination, and co-ordinating a team to come up with a solution 2
- 3. 3
- 4. • Good level of detail • Wide variety of different aspects • Not really a sense of what is more important • Connectors don’t indicate direction or importance of connection 4 Journal E
- 5. • Less detail • Better sense of influence from one factor to another • Still 2 dimensional 5
- 6. • Less detail again • But 3 dimensions or levels of analysis • Black, blue and green text • Blue highlighter, important factors • Purple arrows, key relationships 6
- 7. It’s complex By now you should be demonstrating: • The complexity of the problem situation • Some sense of the key root causes • How these causes interact with each other • Through a series of annotated systems diagrams 7 Not much detail but clear separation between symptoms and causes
- 8. 8 This is really an internet search This could be you talking to other students in class!!!
- 11. 11 This is just ONE page of the venture canvas report
- 12. 12
- 13. Gold Changemaker 13 https://www.northampton.ac.uk/news/inspirational-student- achieves-changemaker-gold-certificate/ Wayne Ingram, Arts https://youtu.be/KJSx8uzaK3c Suzi Rees, Psychology https://youtu.be/q_vl1GA41TE Abigail Ehoff, Entrepreneurship https://youtu.be/N9AHl42bl8M Lara Hamer, International Relations https://youtu.be/IUtGImehiVQ All these students have used the Social Venture Canvas
- 14. Module Evaluation • Please participate 14
- 15. From 2nd March • Tim will be based in Engine Shed • Tues to Thurs, email for appointment • Tutors will still be doing tutorials until 30th March 15
- 16. Questions, and answers • Deadline AS1 is 30 March, Resit 13th July • Deadline Resit PS1 is Feb 28th • How many systems diagrams do I need to do? As many as it takes to come up with a proposal 16
- 17. 17