Talk:IDosvid pitch

FTD-3

Course development Requirements

Discussion and suggestions

Kevin : At this point, what I can predict might come out of the dry run is staffing for the launch

Gary : Or another dry run -- yes, that would be nice.

Kevin : However, there are a few notable improvements that I have noted we may need to improve on for the next group that we will have. ... These improvements include: ... The pitch should be broken into two or three separate sessions / chapters,

Gary : Pitch? Why "pitch"? I made this pitch wikipage for you as a prototype for the first course. No, no pitch. The first course should be re-developed or, better say, developed again.

Kevin : With simple review questions at the end of each to check for understanding. Delivering too much information in one long session caused students to lose focus.

Gary : I guess that was your idea, so, yes, I agree.

Kevin : The pitch to place greater emphasis on the project page and provide specific examples of expected key outcomes from the students, like project documentation, etc. This will enable the students to understand what is expected of them and what the next step will be.

Gary : Pitch? Why "pitch"? No, you are talking about the third course to be re-developed or, better say, developed again.

Kevin : A hands-on demonstration project to showcase the process students need to practice with, from:

1. 1. Choosing a project
   2. Getting project approved
   3. Using our communication channels
   4. Organizing office hours
   5. Utilizing event scheduling tools
   6. Conducting office hour sessions
   7. Documenting outcomes in wiki.

Gary : Correct. And we should have the tech prototypes in place before the next sprint.

Kevin : Since most of the students initially found communicating to be difficult or had fear,

Gary : "Had fear" is a wrong audience problem. The kids wouldn't have that problem. However, I agree on the first "communicating" part.

Kevin : to overcome this fear, we may assign one or two students to lead the hands-on practical project with assistance from us. This will help them in: a) communication; b) Event organization c) Documentation.

Gary : We can try at least. Plus, "how-to-get-it-done" videos would be helpful.

Kevin : The first course should be re-developed or, better say, developed again. > I totally agree. And one of the things I would recommend is that the first course needs to initiate the idea that the students will pick a project, have it approved, and organize office hours with the stakeholders to collect requirements.

Gary : I am drafting solutions to address that challenge for now, mostly using the pitch wiki page.

Kevin : This is one of the major challenges I have seen with the dry run team.

Gary : This has been one of the primary challenges all the time since I recruited startup staffers for the investment group.

Kevin : To enable the students to start envisioning themselves doing so from the beginning. And in the third course, the students do it practically.

Gary : And then you would discover an even bigger challenge, which would be the fear of doing something "wrong". While recruiting, I had hard times because many startups weren't well structured and a few roles were ambiguous. We initially "met" when I tried to develop a "gold mine", while taking tons of "sand" in order to find gold "nuggets". I targeted one "nugget" out of one hundred pieces of "sand". When my primary client retired, that project lost its sense.

One of the causes is that few schools nurture leaders and entrepreneurs. Traditional schools mostly feature "don't do anything we haven't told you" approaches. The problem was identified centuries ago. You probably heard Picasso's, "Every child is an artist. The problem is how to remain an artist once he grows up," or even stronger Lennon's "Every child is an artist until he’s told he’s not an artist". That was why children tended to be more successful in the programs I led.

Kevin : And we should have the tech prototypes in place before the next sprint. > It is my idea that this would be our agenda for our meeting tomorrow, specifically: a). HumHub's event scheduling tool and HumHub wiki, b) recording, and any other tech we need to develop.

Gary : Yes, we will need it for sure. I believe that HumHub is a better place to start from than MediaWiki let's say.

Kevin : We can try at least. Plus, "how-to-get-it-done" videos would be helpful. > That would be great. I had developed a video on how to register on Opplet. Can we have a discussion on this as well in the meeting?

Gary : Yes, absolutely. I also think about a demonstration project in which a volunteer leads a group of students.

Course proposal.

Module 1 :Introduction to iDosvid

Welcome to Introduction to iDosvid, the first course in a three-part program. This initial course is designed to:

1. Introduce #The Students to iDosvid
2. DefineWhat services we build
3. Outline the Competency credentials #The Students will earn
4. Describe the Learning sequence we use
5. Highlight What practice we envision
6. Clarify Other products we market
7. Shed light on What we already get
8. What we can commit to
9. Access to our cloud
10. What students we target

Lesson one : Introduction to iDosvid

Welcome to iDosvid. It is the signature product for high-school students developed by The Economic Group, which is a non-profit corporation that is incorporated in Michigan, United States. It is a three course service that features artificial intelligence, introductory training, and workplace sandboxes to deliver vocational orientation and work experience to #The Students.

iDosvid's backbone is job-alike practice, in which #The Students explore various occupations to determine the best career fit. Until #The Students identify their preferred occupations, they gain practical experience by organizing meetings, developing IT, operating clouds, and coordinating cyber endeavors that would benefit the public good.

While being placed in the drivers' seats of modern technology, #The Students start their professional experience and earn #Competency credentials. Equally importantly, this practical experience may reveal or, at least, suggest the professional interests and aspirations of #The Students. #We envision to use practice's results for their #Vocational orientation.

To advance #iDosvid, #We would like to deploy the #DevOps model. #The Students would test the available products during one session and, based on that testing, new products would be developed until the next session.

iDosvid Overview

The name, iDosvid, pronounced "ee dos-veed", which means "and experience" in Ukrainian. The idea behind the name was that #The Students shall receive #Vocational orientation, #Competency credentials, "and experience" by the end of iDosvid.

The goal of iDosvid is setting up #The Students for success in their career development. #We expect that graduates from iDosvid should:

• Identify their target occupation or occupations.
• Have a choice of apprenticeship and workforce development opportunities, including ones from professional training providers.
• Be able to plan their career development and meaningful job landing in some details, including financial issues even when they have absolutely no monetary resources in their households available.
• Be more employable than before enrolling into iDosvid.

a). Introduction and Goals, help high school students explore careers and gain introductory work experience.

b). Features, introductory work, workplace sandboxes

c). Delivers vocational guidance, credentials, and career development support

d. Simple review questions

Lesson two

Introduction to The Job-Alike Practice

a) Develop technologies

b) Organize meetings and events

c) Operate cloud systems

d) Coordinate projects

e). Simple review questions

Lesson three

Anticipated Career Development Outcomes

a) Identify best-fit occupations

b) Earn industry credentials

c) Build professional network

d) Develop employability skills

e). Simple review questions

Lesson four

Platform orientation and registration

a) Introduction to CNM Platforms;

1. 1. Introduction to CNM Social, registration, and subscription to the relevant CNM Social Space.
   2. Introduction to wiki and overview of how to create wiki pages

What to Add

Success stories;

Program Completion Criteria: Defining the specific benchmarks and objectives that students must meet to qualify for a notification of program completion.

Certificate: Establishing the certificate as a valuable asset by linking it to exclusive benefits, such as earning an internship opportunity with partner companies, particularly beneficial for high school candidates who after completing their national examination would wait at least nine months for further education opportunities.

Potential career pathways: Illuminate the diverse array of career paths accessible through the program, providing students with insights into the various professional trajectories they can pursue upon completion.